StoryWeaver's Outreach Manager Payoshni Saraf shares what happened at a two day workshop in Chandrapur, Maharashtra.

In the warm month of May, a two-day workshop on StoryWeaver was jointly organized in Chandrapur, Maharshtra by UNICEF India, DIET- Chandrapur and Pratham Books with over 36 teacher from Government schools participating. The workshop sought to encourage the value of ‘reading for joy’ and introduced the teachers to StoryWeaver - an open source digital repository of multilingual stories.  Through the workshop the teachers and resource people were taken through the various ways in  which StoryWeaver could help address the language development requirements of the students and were guided to make them more confident about using technology to bring in more resources into their classrooms.

The session opened with a narration of ‘Bheema, the Sleepyhead’ and the participants were asked to guess how Bheema finally woke up. This set the context for the workshop with the participants agreeing that stories

a) are important in the classroom

b) make us think creatively and imaginatively, experience emotions and build curiosity

c) help children learn better.

As the session progressed into introducing StoryWeaver with a demo, participants shared their vision on how they would bring more stories into their classrooms. The second half of the day was reserved for a hands on session where the participants created content on StoryWeaver. This resulted in the creation of over 18 new stories by 16 first time authors, the addition of stories in two new tribal languages (Gondi and Banjari), 4 versions of a single story in less than 24 hours and curation of 25+reading lists that were useful for the participant group and the StoryWeaver community at large.

This teacher created and shared a story written in a dialect of Marathi spoken only in the Vidarbha region of Maharashtra.

Day two revolved around the various ways in which StoryWeaver can be used in the classroom and how non-fiction concepts can be delivered through stories. The teachers were acquainted with the 200 books on STEM concepts on StoryWeaver, a unique offering of fun and knowledge and a module on its use in the classroom.  As part of the module, we read out Dum-Dum-a-Dum Biriyani to the group and asked the teachers to share their thoughts on the book. Along with noting that the book establishes the everyday use of multiplication and division in real life, many other interesting anecdotes were also shared.

One teacher pointed out how the story breaks gender stereotypes by showing Basha being the one interested in cooking rather than his sister, and how such mindset change can be brought about in young minds only through stories. Life skills like empathy, teamwork and responsibility emerged as other key take-aways from the story.

In later sessions participants came together to brainstorm on ideas to bring in more ‘reading’ and ‘books’ in their schools and classrooms. Some of these ideas included:

a) make ’15 minutes of daily reading’ compulsory

b) buy/raise funds for more books and establish and manage ‘leveled’ libraries and use StoryWeaver to supplement as an e-library

c) use stories for enhancing classroom resources

d) encourage creative thinking and writing  

d) Sharing of resources, reading lists and best practices among the teacher peer group through a WhatsApp group.

      

 

 

 

 

 

 

 

Teachers brainstormed in groups to create and share a 'reading' action plan

A feedback survey was done towards the end of the workshop to know from the teachers if the workshop was beneficial for them, gauge their comfort in using technology to find and create resources,  their vision for its use in the classrooms and their commitment on the listed next steps.  

Many teachers echoed the sentiment of ‘how different reading levels of stories is very helpful in a classroom setting as children are at different levels and will be able to read a story as per their reading ability. The presence of so many stories at one single platform will be able to fulfill all their reading needs.’

A retired teacher who now dedicates his time in setting up libraries remarked:

“I set up libraries in various schools and I am always looking for more books on different subjects. StoryWeaver is a great medium for my quest. So many stories on so many subjects, all for free! This is like Alibaba’s Khazana that we have all got!”

The two-day StoryWeaver workshop generated a wealth of ideas and established the foundation of ‘importance of reading and stories in the classroom’. We thank all the participating teachers, UNICEF and DIET-Chandrapur for making this workshop a precious experience for all of us.

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Swati Pandit is pursuing her BA in NMKRV College For Women. She loves learning languages and is fluent in 16 of them! She is passionate about music and is learning the violin and flute and can also play the keyboard, guitar, ukulele. She also sings, writes and composes poetry!  Recently her book of poetry Trilingual Poetry got released by professor Dr.S.Ranganath.
 

Q: What type of person do you think makes the best translator for children’s stories?

According to me a person who can think from the perspective of a child....A person who is open to various changes.... And a person who can imagine widely and wildly is the best translator for children's stories.

Q: Do you have any advice for anyone interested in becoming a translator?

My advice is that, please come and discover this amazing world of translating. This work requires a lot of patience and passion. So, people interested out there set your brains on fire and you'll fall in love with translating.

Q:  What is your personal relationship to language and/or translation?

Each language has its own beauty. And I see each language as a beautiful living entity. This is a musical instrument which brings people from various places together.

Q:  When you’ve been given a story to translate, what’s your process, and how long does it generally take?

I have a habit of reading the given story twice... First I give a general reading then I thoroughly read it again...I understand the gist and go on with the translation... It takes 4 to 5 days for the final version.

Q:  What do stories in translation bring to young readers?

If a story is translated in their very own or their dear language they will feel delighted to read it. They will read the story with ease and will get some interest towards reading more.

Q: You’ve translated stories for us. Which has been your favorite to work on?

My most favorite stories are Chutti and Cyborg Taata.
 

Q: What is the hardest thing about translating from English into Kannada? How do you navigate words or phrases that are tricky to translate??

Sometimes finding appropriate words at the right places becomes tricky and then choosing the nearer word becomes the solution. Sometimes this paves the way for inserting a new and interesting phrase. Sometimes change in the voice is needed. It's challenging but it's fun at the same time.

Q: How do you feel when your story reaches the child?

I feel satisfied and really happy that a child can understand and interpret things!

Q:  Translating stories must have required research when it came to STEM related terms and concepts.. How did you explore new objects and concepts?

When it comes to STEM stories I have referred to some books and understood what it is and then I proceeded. While translating Cyborg Dadu to Kannada I got to know various things about how cyborg can change mankind etc. It has really expanded my knowledge.

Q:  As a Multilingual Translator, Young Poet how do you connect yourself with Children's Literature, what do you feel is the challenge in this regard?

Children's literature is known for its widespread imagination and energising themes and being a poet requires childlike heart. More than challenge I feel that it is a trigger to the monotonous mind of mine.
 

Q:  As a student and voracious reader, Stories in which form are best received by kids? Poetry, Picture books, Read aloud etc?

According to me, poetry and picture books are the best ones to give into a child's hand because the rhythm of the  poetry tends to get registered in their minds. And picture books makes their thinking more colorful and picture is grasped by them very quickly. I personally am a great fan of picture and poetry books.

 

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The idea for Team4Tech was born in 2012, when Julie Clugage and Lila Ibrahim, witnessed the “transformative power of education”: Julie worked in a school in rural Guatemala while Lila worked in an orphanage in Lebanon. After working closely for years at Intel Corporation, to advance education and economic development through technology, they launched the Intel Education Service Corps in 2009. This program was met with incredible support as a large number of Intel employees began volunteering their time and expertise to the improvement of education.

In September 2012, they had another idea: creating a platform accessible to talented professionals from a variety of technological companies, to improve the quality of education around the world. With this in mind, in May 2013, they launched their first project in Kenya with a total of nine volunteers. The plan was to introduce an adaptive learning software solution to increase the education level of the primary school children. Within six months of this implementation, the students had doubled their literacy test scores. Since this project, Team4Tech has engaged in many similar projects, broadening their impact on education standards. One such project was run in November, 2016, in Hardoi, Uttar Pradesh by Dawn Kwan, the project manager for Team4Tech.

VMware and Udaan Mewat Teachers

She led a project with CARE India's Udaan Mewat school where a team of VMware employees brought technology to augment the teaching and learning objectives for a residential bridge-building school for girls, who had previously dropped out of school. Udaan Mewat is an innovative 11-month program where a group of 80 girls complete Grades 1 - 5 through innovative teaching methods, and continue their studies in government schools. After 5 weeks of preparation, the VMware volunteers spent a week in Mewat, showing the teachers how to use the technology provided - building long term sustainability of the equipment.

One of the tools used in this program was Pratham Books' StoryWeaver. Dawn taught three of CARE India’s master trainers, who work with government lower and upper primary school teachers (giving them a reach of over 1000 teachers and 50,000 students), how to use StoryWeaver. She reported that they “loved StoryWeaver's wealth of stories, the ability to translate and the ease of creating new stories.”

CARE India trainers learning about StoryWeaver

She also shared Varseena's story with us. A student in the first batch who had graduated from Udaan Mewat, Varseena learned how to use StoryWeaver. “She's extremely bright and created a story, and taught her story to the rest of the Udaan students”. Varseena will play a continuous role in the implementation of StoryWeaver since she was asked to teach the teachers how to use the platform. On the last day, one of the teachers even used a downloaded Pratham Books story in her class.

Team4Tech has clearly made a lot of progress in bettering the education system all over the world through their programs and outreach. The existence of platforms like StoryWeaver and KA Lite (an offline version of Khan Academy - also used by Team4Tech) makes this job easier and more fun for the students. The technological aspect of this is what excites people the most and, in a world where electronic devices have taken over lives, introducing education via technology engages the audience more than anything else. This is why, although few in number, organisations like Team4Tech are successful in completing their goals.

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