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Attempts to start up a new ambassador program[edit]

Hi! I'm here to kind of make a suggestion and a bit of a plea for help. A group of us on the English Wikipedia are trying to relaunch the ambassador program, which became inactive. Previously this only focused on the classroom side of things and there has been a consensus that any relaunch should include GLAM, since there's definite need for ambassadors with this side of things as well. This could also be helpful when it comes to situations where an institution could benefit from having an on-site ambassador, but they're not quite ready for a WIR or anything quite so official. So far this is still in its opening, straggling stage and we're trying to make sure that everything is going to be covered. I think it'd be good for this to receive some sort of mention somewhere, since it'd be great to have some input from editors involved with GLAM and their help as well. Some of the things I've been looking for are things like identified noticeboards for GLAM - I can't see where there's really any place for people to ask questions akin to the Education noticeboard. The project page is here at present. Tokyogirl79 (talk) 08:39, 13 January 2016 (UTC)

Hi Tokyogirl79, The best way is probably to send an e-mail to the GLAM mailing list or user can help on this page. Romaine (talk) 12:17, 13 January 2016 (UTC)

irc #wikimedia-outreach[edit]

I tried to join the #wikimedia-outreach irc channel but it redirected me to #wikimedia instead. Is the channel active, and how do I join it? or does this page need to be updated? --mikeu talk 09:21, 31 January 2016 (UTC)

Book:Encyclopedia of Conservation and Restoration[edit]

All,

Encyclopedia of Conservation and Restoration: Version 1.1

For the past 5 years or so I’ve been chipping away at a big idea: to create an Encyclopedia of Conservation and Restoration that is available to anyone in the world for free. I wanted this encyclopedia to be all encompassing, and to include many allied fields, also I wanted it to be easy to find, improve, and share. We first started by creating WikiProject Collections Care and then with the help from many interns, fellows, museum studies graduate students at both IUPUI and JHU, I present today Version 1.1 of this effort.

It is made entirely in Wikipedia and is available for download right now at this link:
Encyclopedia of Conservation and Restoration

As Version 1.1, this book has some great potential, but it really needs your help. Please look through it and consider what is missing, what’s working well, and what’s not. In general I believe the content is uneven, as many of the articles in it were also written by general Wikipedias interested in various parts of the topics. It needs more work to be broadly viable.

I decided to do this project in Wikipedia because it is one of the most visible web pages in the world, and when people search for a topic related to conservation and restoration I wanted them to be able to find accurate information that could help them make a good decision.

The vast majority of this work has been completed by my JHU Online Museum Studies graduate students, who for the past few years have written an article as part of the final project in my course, “Core Aspects of Conservation: A 21st Century Approach.”

I would particularly like to invite other allied graduate programs to consider using this project as a way to have other students work together on a globally significant effort. Have your students review this book, edit individual articles, or create new ones that you believe are missing.

Working together we could turn the Encyclopedia of Conservation and Restoration into a remarkable book that is used globally to great purpose. Some of the pages in this book have been translated to other languages, and there is certainly potentially to make it all available in other languages.

Thanks! --RichardMcCoy (talk) 01:03, 27 May 2016 (UTC)

Replacing the Case Studies and Model Projects Pages[edit]

Hey All! I have recently been reviewing the case studies and project models of what we have represented on GLAM/Model projects and GLAM/Case studies. These examples, are not representative of the international community: and if I were someone who wanted to replicate or learn from those documentation portals, I wouldn't be able to find what I need.

Realizing this, I developed two new portals that better represent our model projects from the last half dozen years:

To create a single access point for this information, I propose that we replace both GLAM/Model projects and GLAM/Case studies with a draft I developed at User:Astinson_(WMF)/Draft. These pages are not done; I am sure I am missing many model projects (if you have one! Lets draft some!).

As with all things wiki, I don't expect these to be the final versions of these pages, but I wanted them to be representative of what we do now. I could use feedback on two questions:

  • What do you think of the single portal?
  • What feedback do you have? What is missing?

Cheers, Astinson (WMF) (talk) 21:07, 1 June 2017 (UTC)

It's good to have summaries for the examples we collected over the years, but having a comprehensive overview/bibliography is still valuable.
The distinction between the two pages is not clear to me and does not seem to be focused on the institutions' needs. More specifically: "digital collections" makes one think the page is about institutions which have digital collections to build upon (like a digital library or an online catalogue of a museum) but then contains examples which are about content creation for institutions without digital collections;"sharing knowledge" is an unappealing title (of course everybody wants to share knowledge) and has an unclear overlap with the other page.
I think perhaps you wanted to distinguish initiatives which "just" transport/disseminate existing content from initiatives which generate new content (like writing new articles, taking new photos and so on). However this distinction is not communicated clearly, nor respected by the content of the two pages.
It would be more fruitful to identify some classes of potential partners and divide the examples in groups made so that every institution can find something they identify with. For instance "I have a vast collection of digital objects online and want to increase its impact" vs. "I don't have any digitised materials but I'm interested in digitising some select stuff" vs. "I don't work with digitisations but my institution has specific knowledge which is lacking on Wikimedia wikis" or whatever. --Nemo 07:10, 2 June 2017 (UTC)
I agree with Nemo here that "sharing knowledge" is probably not the best title for the type of situation that you are trying to describe, and I also don't see the difference between the "sharing knowledge" part and the "sharing digital collections", in the way in which is oriented right now. They look pretty much the same to me and probably the end goal of both of them ("sharing digital collection" & "sharing knowledge") is the same: to provide contextual information for the digitized items. To me, the difference between both initiatives is that in one case you don't have the digital object (wether because is not digitized or its digitization is not in the proper format, i.e., its OCR hasn't been corrected) and in the other you don't have the contextual information and you need to create that. My proposal would be something in that line, "creating digital collections" (where you can also include the part where you need to do advocacy with an institution to free their museum/archival content with a proper license in case they haven't done so) and then "adding value to digital collections" (I don't like this title, but I guess you get the idea). I think that the "Wikidata and Institutional Metadata" should be alongside with "creating digital collections" and not in the "adding value" part, because is really more a technical issue in a way much more close to "correcting OCR" than "creating a Wikipedia article" (in the sense that is something you make the item more searchable).
The pages are incredible long. Why not divide the whole thing into much more specific categories, such as: "create digital collections", "search & discover", "reuse", "contextualize" / "write articles" (or something like that, for WP articles), "crowdsource", "communicate", etc. Of course you're going to have overlap in these categories in several projects, but I think it would be much more easier to read (and also more easy to digest -right now you have two loooooong pages with a lot of information that just overwhelms the person that's looking at it). I'm more than happy to help you further with this. --Scann (talk) 12:03, 2 June 2017 (UTC)
Hi @Nemo bis, Scann: Thanks for the great feedback. The main feedback/concern I was responding to in the two way split, was first: most folks, when they think of GLAM-Wiki, immediately point at bulk upload projects or digitization as GLAM-Wiki. This does two things: 1) librarians I have talked to feel alienated by the project models, because they don't frequently have these assets (its the domain of archivists at a library), even though almost every community globally has found better partners among librarians and 2) gets many of our GLAM leaders down rabbit holes of negotiation, which don't always pan out. Secondly, emerging communities have trouble recognizing the many different ways in which partners can contribute to Wikimedia projects -- the "Sharing Knowledge" page, is focused on those beyond-digital-collection opportunities for GLAM-Wiki participation -- for folks who need to be exposed to a variety of projects. I am, of course, open to re-titling those pages, or creating different leads.
As for splitting into even more pages, I fear that dividing into even more topics could prevent folks from accidently learning about more of the strategies (for example, I would like to make sure that folks who end up asking questions about institutional knowledge to recognize that Wikidata and Wikipedia contributions can have the same impact -- or that even if your collection isn't already digitized, there might be other ways to document what your institutions collects). I could see some creative use of collapse boxes, or something like that, which allows us to hide some of the content, or better guidance towards the navigation at the beginning of the page -- but I don't want us to get too far into the "tons of subpages" issue -- this is part of the reason the existing content isn't maintained well. Astinson (WMF) (talk) 14:02, 2 June 2017 (UTC)
Hi Alex, it's great that you are working on improving the GLAM-WIKI portal - long overdue! But to be bluntly honest, I vastly prefer the old structure. The pages need to be updated with more diverse and up-to-date examples, but that basic structure is good - clearer than the one you want to replace it with. I especially like the 'old' case studies page: the first thing any organisation (or beginning WiR / outreachy person) will do, is look for examples of similar institutions. Concrete example: I have just started as a short-time WiR at a university library and I'm now looking for similar case studies at other university libraries. I think it's better to put focus on (re)selecting good case studies and structuring them according to (sub)type of institution and type of collaboration that has happened + also making sure that the model projects (I'd prefer to call that 'possible types of collaboration') are up to date and documented well. Links to reports, blogs, This Month in GLAM throughout all examples would be very useful too. In all cases I'd go for very short text, bullet points, images, to make everything easy to digest and visually appealing. Spinster (talk) 14:22, 3 June 2017 (UTC)
I often use links to GLAM/Newsletter too. It would be for example useful to pick maybe 10-20 keywords, alongside the sections in the case studies page or some other visible structure (to avoid adding confusion), and to tag GLAM/Newsletter pages or sections so that they can at least be linked via Special:Search, to avoid maintaining a long list of manual links. Or even just categories, which can be a bit burdensome though.
Sorry if this suggestion goes offtopic, it's meant as a response to the worry about dispersed information. --Nemo 14:46, 3 June 2017 (UTC)
@Nemo bis, Spinster: thank you for engaging in the conversation and I would love to learn more about what kinds of navigation strategies you have used in the past!
For the "precedent by institution type" and This Month and GLAM issue, I am going to be announcing this week a Newsletter categorization drive, soon that should help with this. I personally find the historical case studies page impossible to gain value from (and have never found it useful): the problem with the "by institution type" tactics, is that they become highly constrained by Western European and American sensabilities of what institutions have available to them and makes a lot of assumptions about what an institution wants -- quite frankly, most of the tactics we use with Musuems in big cities in Europe and the U.S. don't work in the rest of the world (or at smaller institutions within the United States, in my experience), while our archival case studies actually speak really well to libraries and museums elsewhere in the World, and University libraries and Research libraries have been our best innovators globally: yet those tactics get cordoned off in one small space, rather than learned from as part of shared environment. What we might consider: Overhauling that page as a more concise (and better illustrated) series of navigational pages with leads focused on persuading folks about mission overlap for their institution -- so if someone is at a conference for Libraries, for example, we can land libraries on a persuasive front-page. I also hope to develop handouts that outreach folks can take to each institution type (like the long-out of date GLAM One Pager or the Librarian 8-8 document the Wikipedia Library took to IFLA). In my opinion, what distinguishes the way we work with the different professional groups at these institutions has more to do with the professional motivations for participation, and less to do with the tactics we employ once we work with the institutions (the tactics are constrained by what kind of knowledge sharing they want to do once we persuade them).
As for the audience for the project type portal: its less our established organizers (the categorizations should help with their use case), but more folks learning what GLAM-Wiki can look like and what tactics they can employ (new program leaders, and folks trying to figure out what we mean by the word "GLAM-Wiki"). Right now our documentation has gotten a number of emerging communities and new outreach leaders down rabbit holes. If we want to maintain the program as a collective brand, we need to acknowledge that what holds that work together is not how we approach individual institution types, but rather the shared sets of tactics that we use. I personally, don't approach museums or libraries very differently in my volunteer capacity, but rather respond to their needs with types of tactics (typically wanting to share digital content, or other kinds of knowledge). There have been several libraries I have interacted with that have been highly interested in museum case studies, and vice versa.
As for being concise or better navigation: yes lets. I welcome revisions that help make section more concise (I tried to keep every section below 2-3 paragraphs, and bulleted where possible. Summaries of case studies are 3-4 sentences -- the considerations box in each section, allows folks to better decide if the tactic is right for them, and each section links to better documentation for implementing and will soon include the "This Month in GLAM" categories). Astinson (WMF) (talk) 15:26, 5 June 2017 (UTC)

RfC Announce: Wikimedia referrer policy[edit]

In February of 2016 the Wikimedia foundation started sending information to all of the websites we link to that allow the owner of the website (or someone who hacks the website, or law enforcement with a search warrant / subpoena) to figure out what Wikipedia page the user was reading when they clicked on the external link.

The WMF is not bound by Wikipedia RfCs, but we can use an advisory-only RfC to decide what information, if any, we want to send to websites we link to and then put in a request to the WMF. I have posted such an advisory-only RfC, which may be found here:

Wikipedia:Village pump (policy)#RfC: Wikimedia referrer policy]

Please comment so that we can determine the consensus of the Wikipedia community on this matter.

Note: This was posted at the request[1] of Astinson (WMF)]. Any questions regarding canvassing should be addressed to him.

--Guy Macon (talk) 17:30, 12 June 2017 (UTC)

"Kevin Gorman" listed?[edit]

The list shows "Kevin Gorman: Berkeley, CA" at GLAM/Contact us. However, he is deceased, so the entry should be updated or removed. --George Ho (talk) 17:17, 21 June 2017 (UTC); modified, 13:24, 22 June 2017 (UTC)

Pinging Astinson and Nemo bis about this. --George Ho (talk) 19:28, 21 June 2017 (UTC)

Done. This is a wiki, no need to ask before making such edits. --Nemo 19:58, 23 June 2017 (UTC)

Will GLAM work with sister projects?[edit]

Nemo bis and Astinson, I thank you for working hard on making GLAM possible. I should also thank other volunteers for that. I've been thinking. After reading your replies at the RfC discussion at the Village pump page via En.wiki, I figure that maybe GLAM is too dependent on Wikipedia for so long. I'm not trying to offend you or anything like that. I know that you've done your best to build or improve Wikipedia. However, I think maybe some or much energy could have been spent at other Wikimedia projects, like Wikiversity and Wikijournal, currently part of Wikiversity. Right now, Wikijournal, a free academic journal project, is proposed to be a full-fledged project at Meta-wiki. You can team up with experts of various areas. Thoughts? --George Ho (talk) 17:59, 21 June 2017 (UTC)

@George Ho: Hi George: GLAMs tend to do a lot of work with WikiSource, Wikimedia Commons and Wikidata than our other outreach approaches (Wikipedia Education Program, campaigns like Art+Feminsim, etc) However, that being said: the sense of impact is somewhat proportional to the value that some institutions gain from them and Wikipedia arguably has the most easily visible impact (though admittedly Wikidata has surpassed the obvious value in recent years). My engagement at the RFC has less do with my GLAM work -- those is clearly related-- and more to do with the continued support of projects like meta:WikiCite which have demonstrated an overwhelming network of interest to engaging Wikimedia projects in part because of the value of their citations -- and that far transcends the professions typically engaged in GLAM. Astinson (WMF) (talk) 18:53, 21 June 2017 (UTC)
Thanks, Astinson. I think the RFC discussion will affect English Wikipedia only, but referrer info can still be received from other projects and non-English Wikipedia sites. For instance, a reader can click any link at Wikinews, and the third-party sites can count that info from there. BTW, thanks for the hard work on Wikisource, which is... vastly different from Internet Archive, and the heads up on that. Still, I wish GLAM volunteers would spend more time on Wikijournal (subproject or project), which needs more original content and thought than it has been. --George Ho (talk) 19:06, 21 June 2017 (UTC)

Lint Errors in MassMessage[edit]

Good afternoon everyone, I'm writing here without being sure it's the right place, but I'd be glad if someone will read this message and move it if necessary. I'm here to report a problem in every MassMessage delivered, i.e. the presence of obsolete tag, according to the LintErrors page. Since those tags will be unsupported, on it.wiki (and, I suppose, on other wikis too) we're facing a huge number of pages with any kind of trouble. The GLAM newsletter has one of these: it has 2 <center>...</center> tags that should be replaced with <div style="text-align:center">...</div> and 2 <font> tags that should be replaced with <span> according to this help page. Since the impact of a bot bringing errors might be quite destructive, I kindly ask you to please fix the issue before releasing the next newsletter. Should you need any further assistance, I'll be happy to help you as much as I can. Many thanks, --Daimona Eaytoy (talk) 14:13, 9 October 2017 (UTC)

Hi Daimona Eaytoy, Thank you for your message! I am sorry I did not see it earlier, this morning the newsletter This Month in GLAM went out with these old tags. I just transformed these tags to span tags and table styles, so for this newsletter this should not occur any more. Romaine (talk) 17:55, 9 October 2017 (UTC)
Many thanks for the reply! I know, it was partially intentional, since I thought errors were already fixed and I didn't check when the next newsletter would have been released to see if that was actually true. Anyway, thanks again for the quick fix.--Daimona Eaytoy (talk) 18:11, 9 October 2017 (UTC)

Pattypan[edit]

Hello GLAMers, any reason why Pattypan is not on out list of tools..? Thanks, Shani. (talk) 17:20, 13 December 2017 (UTC)

How to get notifications of events in my area before they happen?[edit]

Completely serendipitously I discovered there's an Art+Feminism editathon near me next month. How can I be notified of these things? The GLAM newsletter tells me what happened but not what's coming up, and this event isn't on next month's calendar. --Valereee (talk) 12:38, 12 November 2019 (UTC)

Hello? Anyone here? This says it's the one discussion list to rule them all, lol...Valereee (talk) 14:05, 20 November 2019 (UTC)
@Valereee: Hello and welcome. I've also found that GLAM events can be difficult to learn about. (I missed the registration deadline for a nearby conference this month.) This has been an ongoing problem as pages are scattered on multiple wikis. To confuse the matter further I've seen local groups use meetup.com or mailing lists instead of posting on wiki. I would suggest signing up for a local w:Wikipedia:Meetup though some groups are better at publicizing events than others. w:Wikipedia:Meetup/ArtAndFeminism has a page though I don't know how frequently they post news. I listed my self as the local contact at w:Wikipedia:GLAM/Connect hoping to learn more about activity in my area. I've been contacted a couple of times since 2012... --mikeu talk 22:19, 22 November 2019 (UTC)

FindingGLAMs Challenge – a Wikidata competition focused on GLAMs[edit]

FindingGLAMs medal.svg

Dear Wiki-friends,

We would like to invite you to participate in the FindingGLAMs Challenge, a Wikidata editing competition focused on GLAMs (galleries, libraries, archives and museums). It takes place February 17th – 23rd 2020 and you can find more information here – or sign up directly here. The goal is to add as much information about GLAMs as possible, and the winners will receive prizes funded by Wikimedia Sverige and UNESCO.

Best, Alicia Fagerving (WMSE) (talk) 08:58, 31 January 2020 (UTC)

Endorsements requested: Project Grant[edit]

I've just submitted a project grant that will fund our library's efforts to get faculty and researchers on board with leveraging their expertises with Wikipedia! Check it out and kindly endorse if you support it. Mcbrarian (talk) 21:28, 20 February 2020 (UTC)

glam﹫wikimedia.org doesn not work?[edit]

bad email alias?

HASS[edit]

Hi all, I've made a Wikipedia stub on w:Humanities, arts, and social sciences to mirror the w:STEM article. I think there are sufficient research and commentary about HASS as a combined concept that there enough to discuss as a topic. I thought I'd flag it here, since members of this community might be well placed to chip in from an international point of view. Evolution and evolvability (talk) 03:47, 30 July 2020 (UTC)

Multilingual Education in Odisha, India by Mahendra Kumar MIshra[edit]

==

Multilingual Education in Tribal Schools of Odisha: An Introduction Dr Mahendra Kumar Mishra Folklore Foundation

 mkmfolk@gmail.com

Why MLE • Many states of India have a uniform curriculum and textbooks which is not suitable for the tribal children whose home language is different from the school language. • Denying children from their mother tongue education lead to serious intellectual damage which blocks learning of the children • Research has shown that children do better when they are taught in their mother tongue. (Thomas and Collier).Children competent in the mother tongue can do better in other tongues. • It is essential to sustain cultural and linguistic bio-diversities to promote human knowledge which is a part of intellectual property. Culture and language should be the foundation of education especially in ethnic minority and linguistic minority communities to make education context-specific. • Multilingual education is a reality and it is a resource. Research says that the mental development of multilingual children is better than monolingual children.

 MLE GOALS

1. Ensure equity and quality education to tribal children to explore the world around them and use their resources meaningfully for their livelihood. 2. Empower the tribal children with reading and writing skills to acquire knowledge and information in their mother tongue as well as in-state/ national and international language 3. Develop a socio-economic status in comparison to others through literacy. 4. Develop self-respect in/for their language and culture and enrich human knowledge. 5. National integration is not threatened National Curriculum Framework 2005

     NCF 2005 envisages for language education and has mentioned that 

1. Language teaching needs to be multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource. 2. Home language/mother-tongue of children should be the medium of learning in the schools. 3. Second language acquisition through basic proficiency and development of language as an instrument for abstract thought and knowledge acquisition through literacy. 4. The aim of English teaching is the creation of multilingual that can enrich all our languages; this has been an abiding national vision. English needs to finds its place along with other Indian languages in different states... 5. Learning to Read and write

     The authentic place of mother tongue in the educational domain is not meant to be subtractive but additive which fosters healthy multilingualism and ensures the growth of all languages. 

Setting the Goal: PLANNING: Out of 30 districts, 17 districts belong to Tribal Sub Plan (TSP) and 13 districts are in Special Component Plan( SCP). Convincing that tribal is not in social isolation and always are with the nontribal across the ages, tribal education was spread over 30 districts of Odisha and Tribal Coordinators were in a position to plan and implement on tribal education along with the education of Dalits and religious minorities like Muslims and Christians. 1. Initial Language Education Plan Orissa Child census 2005 Data: Government of Odisha conducted a mega programme entitled Odisha Child Census 2005 to enumerate the children of 6 – 14 age in 72 000 villages. The reason for such a big survey was to track the children’s data and know their status of enrollment, retention, achievement level and enumerate out of school children. The aim of this survey was also to enumerate the linguistic background of all children irrespective of tribal or nontribal. While collecting data in OCC -2005 total of 17 tribal languages were selected that covered the majority of tribal language speakers in the state. These are Santali, Munda, Oram, Kishan, Koya, Kui, Kuwi and Saora, Bonda, Juang, Banjara, Bhunjia, Ho, Birhor, Bhumia, khadia, Lodha, Gadaba, and some other tribes. 2. Linguistic Survey and Mapping: A sample survey was conducted in 25 thickly tribal populated Blocks where the percentage of tribal population is more than 50 Percent. The purpose of the study was to assess the level of exposure of tribal children in state language and the teachers level of exposure to understand the children’s language. The level of parents in home and society were also enumerated to know whether they are exposed to state language or academic language. It was evident from the survey that though the parents are partially exposed to state language, school children in those areas are not exposed to school language. Based on the above information, schools were identified with tribal children with monolingual/bilingual situation. Linguistic Diversity in Schools of Orissa: From the Child Census 2005, it was inferred that there are 11749 schools in the state with at least 20 plus children in each school with linguistic diversities. These schools are located in 11 districts where the rate of dropout /never enrolled tribal children with a substantial gap of home language and school language. There were 3400 schools in the state with 100 % tribal children in the schools speaking their home language. The majority of monolingualism of monitory communities was a major challenge to the state since these languages were historically neglected and the children were the victim of learning deficit for decades. Either teacher was nontribal and they were intended to teach in the state medium of instruction to mainstream the children. Use of children’s language was not promoted until 1997 in Odisha. Orissa Initiative on MLE Planning: In October 2005, Govt. of India, in collaboration with NCERT, CIIL and UNESCO conducted a National Seminar in Mysore on Multilingual Education in which many states took part in it. Government of India took a decision that multilingual education will be introduced in the states of India where the gap of home language and school language is high. The states were responsible to adopt the programme depending on their state political will, beurocratic support and academic initiation. Based on that Orissa took up MLE in April 2006 as a systemic programme. Child Census 2005 and Linguistic Survey helped a lot to envision the MLE in the areas where they need for mother tongue-based multilingual education is necessary. In July 2006 State Tribal Advisory Committee(TAC) headed by Mr Naveen Patnaik, the Chief Minister, Orissa decided to adopt ten tribal languages as the medium of instruction and to start with, introduce schools with 100 % tribal children, so that the mother tongue of the children could be given due space in the classroom and Odia would be the second language to be taught in class II. The TAC decided to adopt ten languages for multilingual education. The languages adopted are Santali, Saura, Koya, Kui, Kuvi, Kishan, Oram, Munda as major languages. Juang and Bonda as endangered languages.TEH responsibility was assigned to Odisha Primary Education Programme Authority ( OPEPA) in which Unit of Tribal Education was in operation since 1995. Criteria of selection of Schools: Schools were selected based on the following criteria: 1. Where the gap of home language and school language is high 2. Number of tribal children in the school belongs to 100 % monolingual 3. At least it should be a primary school with five classes and five teachers 4. At least one teacher from mother tongue to teach in tribal language


District MLE Steering Committee was formed in the districts. The  Collectors the Chair Person along with education officers and public representatives to identify such schools and approve the introduction of MLE in government schools.  

Status of Pilot Schools

     During 2006-07, 277 schools were adopted under the MLE approach in ten tribal languages. Additionally, 100   schools with  Santali speaking children in Mayurbhanj district were also adopted. In 2006-27 schools were  adopted as followings: 

District Language NO of schools in 2007-08 Class I No of schools in 2008-09 Class I No of school in 2008-09 class II Gajapati Saura 20 20 20 keonjhar Juang 10 10 10 Mayurbhanj Munda 10 10 10

	Santali 	-	100	 

Malkangiri Bonda 5 20 5

	Koya 	20	20	20

Sambalpur Kishan 19 17 19 Sundargarh Oram 20 20 20

	Munda 	10	10	10

Rayagada Saura 4 10 4

	Kuwi 	20	20	20

Kandhmal Kui 20 20 20 Total 158 277 158

Preparation of Curriculum, Textbooks and Teacher Training Module: Curriculum and instructional materials were made from July 2006 to May 2007. The teachers were selected from respective tribal communities. They were trained on MLE approach. A significant component of any multilingual education program is the provision of instruction in the first language, second (or third) language—the language of more advanced education. Since second language instruction and learning are well-established academic traditions, there is plenty of research and numerous models to draw from in developing curricula for this area. National and International Resource persons provided their academic support on the MLE approach. The principles of thematic approach in the curriculum were adopted and accordingly theme web was prepared from the cultural themes of the respective tribal communities and subsequently based on these themes materials were prepared. Teachers from ten tribal communities and 8 DIET faculties in charge of MLE were trained on the MLE approach and engaged in material preparation. The two-track method BICS ( Basic interpersonal communication skill) and CALPS ( Cognitive Academic Language Proficiency Skill) were taken in the preparation of curricular themes /textbooks ( alphabet chart, alphabet book, number chart, number book, for CALPS and Big Book, Small Book, listening story, story chart etc. for BICS). Thirty-week theme web is administered in a calendar year in the MLE school. Each week contains a set of books for the children to read. Thus there are more than 90 books in class-I and 90 Books in class II. In addition to this listening stories, experience stories and story chart are used by the children for innovative self-reading. For class II Oriya was introduced as a second language and therefore second language acquisition skill was adopted as the bridging strategies for language education and word web, alphabet book, Big Book and small Book in Oriya ( both in MT and L2 ) were prepared. Teacher Training Module was also prepared based on the basic theories of MLE. Theories and methods of MLE, content and process, subject areas, the importance of the use of TLM, classroom transaction, inbuilt evaluation are in the module. The best practice that was developed in MLE Orissa was that teachers from the tribal communities were engaged in curriculum design, material production and preparation of teacher training module.

Transition plan from Mother's tongue to Second language acquisition:

Mother tongue in Class I as a subject and as a medium adopting cultural content from class I to class V Odia as the second language is introduced in Class II until Class V and beyond English in Class III to V and beyond

  • Math From class I to Class III in mother tongue and then in class IV and V in Odia as a school language

Environment science from Class I to III in Mother's tongue and in class IV and V in Odia.


Training of

teachers of Pilot MLE Schools: It is widely acknowledged that good teachers are important to a good education. Most countries have established teacher-training institutions to supply teachers to their schools. However, these institutions are normally structured to prepare teachers to teach only in a/the language of wider communication. Multilingual Education or mother tongue-based education is adopted, but it is hard to get resource institutions who can deliver the goods based on the principles of language education. Therefore, teachers and DIET lecturers were trained as Master Trainers on MLE in the curriculum development and material development programmes. A fifteen days teacher training programme is prepared for class I and another 15 days training programme for class II teachers by the state MLE resource group. The training module is sound in terms of spelling out the basics of MLE theory and practice. Monitoring and Assessment of MLE Schools: The monthly resource day meeting is held in the Block involving the pilot MLE teachers to discuss the effectiveness of the teaching-learning process of the children. Detail documentation of teachers experience and reflection of classroom transaction on children’s performance are captured. This helps in improving the teaching and learning process. A monitoring team is constituted at the district /Block/CRCC level to assess the day to day schooling of MLE pilot schools. The BRCC and CRCC are oriented on how to monitor and assess the classroom transaction effectively so that the children can learn meaningfully. Besides, reading and writing, fluency of children, exposure of children in discussion and dialogue with the peer group, updating weekly writing files, and reading of Big Book and small Book are monitored. Documentation Process documentation of all the workshops related to MLE is available in OPEPA web sites. MIS unit of SSA Orissa contains the details of language speakers. (www.opepa.in) Problem faced:

 Issues :

Engagement of mother tongue teachers in MLE schools Engagement of BRP for MLE in clusters to monitor MLE schools. Study and research on MLE

Future Direction 1. Orissa aims at scaling up 1000 schools with linguistic diversities through adopting MLE approach over a period of five years 2007-08 to 2012. So the schools will be opened cumulatively 2. Regional Resource Centers for Tribal Education( RCTE) will be opened in three DIETs ( Baripada, Sambalpur and Jeypore ) for north, west and south zones of Orissa to provide a knowledge base to teachers serving in MLE. The RCTE s will conduct research, develop curriculum, train teachers and evaluate and monitor. 3. Alternative Bilingual/multilingual approach to be adopted for schools with more than one language to teach them a second and third language simultaneously. 4. ECCE in Pilot schools is to be taken up for language education to bridge the language gap of pre-primary and primary education. 5. Setting up a knowledge hub in the country involving the international agencies and National agencies on concretizing tribal education in the country, and create an interstate network for MLE 6. Community ownership and involvement in curriculum design is a better sign which can gradually help the project to make it a bottom-up approach, thereby empowering the tribal communities to own the school knowledge, as their knowledge system.

( Besides MLE, Srujan is another programme which is adopted in Orissa for retention in schools by supporting children with creative learning through child-friendly activities like storytelling, traditional games, and running community resource centres and use of folklore in material development.)

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