Libraries at University of Nebraska-Lincoln


Date of this Version



Fuller, B. (1987). What school factors raise achievement in the Third World? Review of educational research, 57(3), 255-292.

Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. Handbook of early literacy research, 1, 11-29.

Huysmans, F., Kleijnen, E., Broekhof, K., & van Dalen, T. (2013). The library at school: Effects on reading attitude and reading frequency. Performance Measurement and Metrics, 14(2), 142-156.

Secondary education in India: Progress towards universalisation (Rep.). (2015). New Delhi, Delhi: National university of education planning and administration.

Tilak, J. B. (2000). Education poverty in India. National Institute of Educational Planning and Administration.

Tilak, J. B. (2007). Post-elementary education, poverty and development in India. International Journal of Educational Development, 27(4), 435-445.

Tilak, J. B. (1997). The dilemma of reforms in financing higher education in India. Higher education policy, 10(1), 7-21.

Educational statistics at a glance (Rep.). (2014). New Delhi, Delhi: Ministry of Human Resource Development Bureau of Planning, Monitoring & Statistics, Government of India.

Afridi, F. (2011). The impact of school meals on school participation: evidence from rural India. Journal of Development Studies, 47(11), 1636-1656.

NSSO (2008) Household Consumer Expenditure in India, 2006‐07. (NSS 63rd Round). Report No. 527. New Delhi: National Sample Survey Organisation

NSSO (2014) Household Consumption of Various Goods and Services in India, 2011‐12. (NSS 68th Round). Report No. 558. New Delhi: National Sample Survey Organisation

Rangarajan, C. (june, 2014). Report of the Expert Group to Review The Methodology For Measurement of Poverty (Rep.). New Delhi, Delhi: Planning Commission, Government of India.

Kabeer, N. (2006). Poverty, Social Exclusion and the MDGs: The Challenge of ‘Durable Inequalities' in the Asian Context. ids Bulletin, 37(3), 64-78.

Sedwal, M., & Kamat, S. (2008). Education and social equity with a special focus on scheduled castes and scheduled tribes in elementary education.

Nambissan, G. B. (1996). Equity in education? Schooling of Dalit children in India. Economic and Political Weekly, 1011-1024.

Dike, V. W., Ngwuchukwu, M. N. & Onyebuchi, G. U. (2011). Developing Information Literacy through Primary School Libraries in Nigeria. Global Perspectives on School Libraries: Projects and Practices, 148, 108.

Busayo, I. O. (2011). The School Library as a Foundational step to Childrens’ Effective Reading Habits.

Ogbonna Ph D, J. (2015). Reviving the Reading culture: School Library Programmes in Promoting Voluntary Reading amongst Students: the Case of Imo State, Nigeria.

Tötemeyer, A. J. (2011). Fun with Readathon: helping Nambian children to love books. Global perspectives on school libraries: projects and practices. Berlin/Boston: De Gruyter Saur, 96-107.

La Marca, S., Hardinge, S. & Pucius, L. (2011). Reading opens all doors: An integrated reading program at Genazzano FCJ College, Australia. Global Perspectives on School Libraries: Projects and Practices, 148, 85.

Deepalaya | Enabling Self Reliance |. (n.d.). Retrieved from (accessed on 13 March 2019)

Project Book Bank. (n.d.). Retrieved from (accessed on 13 March 2019)


The study aims to find out how far a school library can contribute in the issue of inclusion of the economically backward class students. Meanwhile the author has opined three major issues: Economical, Psychological and Societal as the reasons behind the school dropouts in India; while theoretical analyses have unveiled that the school library has enough scope and potential to reduce the dropout rate by offering several innovative approaches. Further, the author has investigated the reality and forwarded ten unique approaches (broadly classified into Library beyond school, Increase the reading habit and Empowerment of the student) which could be fruitful to impede the dropout rates in school education and also framed a flowchart to describe the steps of the process. The study shows that the approaches are well construct and self-explanatory and proper implications of those ideas can uplift the literacy rate. Later, two cases are being cited in the study to understand the applicability of those initiatives. The result shows that through the appropriate application of the ideas the dropout rates have decreased in both the cases.



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