NCERTNCERT · Library & Documentation DivisionInnovative & Sustainable Library Practices · NEP 2020
Training Manual 2026–27
Innovative & Sustainable Library Practices
Module11

The Road Ahead · Reimagining SCERT/DIET Libraries

Reimagining Libraries of SCERTs / DIETs in the Present Scenario

Reimagining means transforming traditional educational libraries into dynamic, inclusive, technology-driven knowledge hubs for educators, teacher-trainees and researchers. This module covers the rationale, NEP 2020 alignment, space and infrastructure, collections and services.

6 learning objectives6 sectionsModule 11 of 11
SCERTDIETNEP 2020Learning CommonsOERMakerspaceInstitutional RepositoryOPACILMSDigital Reference ServicesHybrid CollectionGenerative AIBlended LearningCollection DevelopmentDigital LiteracyTeacher Resource Centre

Learning objectives

Tap each objective as you work through the module to track your progress.

  • Develop a conceptual framework for transforming SCERT/DIET libraries into knowledge and resource hubs.
  • Recognise how libraries are shifting from traditional repositories to dynamic learning and innovation centres.
  • Appreciate the role of libraries in promoting 21st-century skills — critical thinking, digital literacy and collaborative learning.
  • Explore opportunities for integrating modern technologies, digital resources and inclusive practices.
  • Incorporate digital infrastructure, OER, maker-spaces, reading programmes and teacher resource centres.
  • Learn strategies for planning and implementing library reforms within SCERTs and DIETs — budgeting, training and community engagement.
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11.1

Introduction

SCERTs and DIETs lead curriculum development, teacher training and educational research, and their libraries are crucial knowledge hubs. A rapidly evolving educational landscape demands that these libraries be reimagined — leveraging digital technologies, rethinking collection development and redefining services for educators, researchers and policy makers.

Reimagining means ‘transforming traditional educational libraries into dynamic, inclusive, and technology-driven knowledge hubs that cater to the evolving needs of educators, teacher-trainees and educational researchers’ — leveraging digital tools, enriching resources, fostering collaboration and aligning with NEP 2020.

11.2

Importance of Reimagining SCERT/DIET Libraries

  • Act as learning labs where educators explore pedagogy, curriculum and assessment aligned with NEP 2020.
  • Provide up-to-date teaching-learning resources and access to research reports, journals and databases for evidence-based practice.
  • Serve as blended learning environments with physical and digital resources and introduce OERs and e-libraries.
  • Ensure resources are accessible to all educators — including rural, tribal and marginalised backgrounds — and become digital access points in underserved districts.
  • Facilitate networking among SCERTs, DIETs, schools and higher-education institutions, and curate local languages, culture and pedagogy for contextual learning.

Reimagining is not just upgrading infrastructure — it is redefining libraries as dynamic educational ecosystems that empower educators, democratise access to knowledge and nurture continuous improvement.

11.3

NEP 2020 and Reimagining SCERT/DIET Libraries

NEP 2020 envisions libraries as dynamic ‘learning commons’ combining books, digital tools, teacher resources and collaborative spaces (para 2.8). SCERT and DIET libraries are expected to become knowledge and learning-resource hubs with regional-language resources, Braille materials, audiobooks and digital documents, providing teachers with pedagogical materials, research journals, teaching aids and digital content.

Per NEP 2020 (para 5.9), these libraries must expand multilingual access, ensure accessible formats for persons with disabilities, equip libraries with ICT tools (digital catalogues, e-resources) enabling out-of-hours access, promote reading through book clubs, strengthen staffing and infrastructure through capacity-building with clear career paths, and serve as lifelong-learning hubs offering adult-literacy and community education.

Working plans (paras 15.7–15.11)

  • SCERTs: audit existing libraries (resources, infrastructure, staff capacity); roll out training on digital tools and multilingual content creation; and develop regional reading initiatives and public-engagement programmes.
  • DIETs: map district needs (literacy gaps, digital access, teacher competencies); launch preliminary research to inform training needs and curriculum relevance; and apply for ‘DIET of Excellence’ upgrade status to unlock funding and infrastructure expansion.
11.4

Library Space and Infrastructure

Academic libraries have shifted from accommodating print collections to prioritising user space and learning environments — evolving from providers of resources to facilitators of knowledge acquisition. Reimagined SCERT/DIET libraries should be flexible, collaborative and inclusive:

  • Digital libraries, collaborative spaces and multimedia resources for diverse learning styles.
  • Research support, flexible learning spaces, modern ergonomic furniture and technology integration (computers, tablets, interactive whiteboards).
  • A comfortable environment (lighting, ventilation, noise reduction), library management systems, staff training and community engagement.

An activity-based library adds innovative spaces (makerspaces, media labs for video and podcasting, quiet zones), digital initiatives (online resource platforms, digital repositories, virtual learning environments), community engagement (library events, partnerships, outreach), professional development (training, mentorship, research support) and assessment (usage statistics, user feedback, impact assessment).

11.5

Collection Development: Physical and Digital

  • Physical collections: curriculum-aligned textbooks and teacher guides; research papers and journals on education and child development; children’s books and early readers; reference sources (dictionaries, encyclopaedias, handbooks, yearbooks, biographical and geographical sources); and dissertations showcasing research trends.
  • Digital collections: e-books and OER; online databases, research journals and e-magazines; multimedia (videos, podcasts, simulations); and institutional repositories for archives, dissertations, reports, training modules and conference proceedings.
  • Hybrid collections: blended resources combining physical and digital components — interactive textbooks, educational apps and online learning platforms.

Collection-development principles: conduct needs assessments; collaborate with educators and researchers; regularly evaluate and update; implement discovery platforms and search tools; establish resource-sharing networks; and provide user-support services (research assistance, technical support, instructional guidance).

11.6

Library Services

  • Digital transformation: digital books and journals; an Integrated Library Management System (ILMS) for circulation, acquisitions, serials and cataloguing; replacing card catalogues with OPACs; digital reference services (online chat, email, virtual help desks); and online courses, webinars and workshops.
  • Innovative services: collaborative spaces; Current Awareness Services, bibliographic services, inter-library loan, union catalogue and document delivery; AI-based tools (chatbots, NLP, big data, text mining) for query handling, knowledge management and classification; audio-visual libraries; accessible ICT (NVDA, JAWS, ZoomText); Generative AI for text, image, audio and code generation; and a library web portal, Web-OPAC and subject gateways for 24/7 service.
  • Community engagement & partnerships: programmes for schools and communities, literature and reading events, resources for parents and teachers, and partnerships with institutions, NGOs and government agencies.
  • Assessment & evaluation: collecting feedback and assessing the impact of services on student learning and teacher development.

Conclusion

In the 21st century, libraries are dynamic hubs of knowledge, creativity and community engagement. Reimagining blends tradition with innovation — flexible, collaborative, inclusive spaces supported by advanced technology, and services expanded beyond lending to digital reference, online workshops, virtual book clubs and community programmes.

Transforming SCERT and DIET libraries into vibrant learning hubs fosters education, innovation and community development. With digital integration, collaborative spaces and innovative services — prioritising user needs and feedback — these libraries can create comprehensive, inclusive learning environments that support teacher development, education research and innovation, ultimately enhancing the quality of education in India.

References

  1. Choy, F. C., & Goh, S. N. (2016). A framework for planning academic library spaces. Library Management, 37(1/2), 13–28.
  2. Soergel, E., Banyas, K., & Zdravkovska, N. (2017). Commons model in libraries — challenges & successes.
  3. Jagmohan Meena. (2023). Library spaces and architecture: Designing for the future. ShodhKosh, 4(2).
  4. Melo, M., Hirsh, K., & March, L. (2023). Makerspaces in libraries at U.S. public colleges and universities: A census. Portal: Libraries and the Academy, 23(1), 35–43.
  5. Lamani, et al. (2021). New Education Policy 2020: Role of libraries. International Journal of Research in Library Science, 7(3), 166.
  6. Ministry of Human Resource Development, Government of India. (2020). National Education Policy 2020.

From learning to practice

Apply & Practise

✎Project Work

1.Critically examine the role of SCERT/DIET libraries as knowledge and innovation hubs in the context of NEP 2020.

GuidanceDiscuss the shift from book repositories to learning commons, NEP 2020 expectations, digital integration, multilingual resources and the role in teacher training and academic support.

2.Evaluate the importance of modern library infrastructure and space design for reimagining SCERT/DIET libraries.

GuidanceExplain flexible learning spaces, digital infrastructure, collaborative zones, makerspaces and accessibility, and how redesigned spaces support teacher education and research culture.

3.Analyse the principles and challenges of collection development (physical, digital, hybrid).

GuidanceDescribe print, digital and hybrid collections; address needs assessment, OER adoption, institutional repositories and multilingual resources, and how updated collections strengthen pedagogy.

4.Assess the impact of ICT and emerging technologies — AI, digital repositories, e-resources — on services in SCERTs/DIETs.

GuidanceCover ILMS, OPAC, digital reference tools, AI-enabled services, accessibility technologies and virtual learning, and how digital transformation enhances efficiency, inclusivity and engagement.

5.Propose a comprehensive roadmap for transforming SCERT/DIET libraries into inclusive, community-engaged learning ecosystems.

GuidanceInclude literacy outreach, community partnerships, digital-inclusion strategies, staff capacity-building, reading programmes, impact assessment and NEP 2020 alignment.

⚒Hands-on Activity · Blueprint for Tomorrow: Redesigning Our SCERT/DIET Library

Format Small groups (3–5)Time 40–50 minutes

Objective. Participants produce a prioritised, realistic redesign roadmap for a SCERT or DIET library integrating at least three elements — space, collection, services and technology — aligned with NEP 2020.

Materials
  • Two A3 sheets and coloured markers per group.
  • A ‘Current State’ card per group describing a typical SCERT/DIET library (e.g. 150 m² room, mostly old textbooks, one desktop, no internet, card catalogue, no reading programmes).
  • A NEP 2020 Reference Strip (paras 2.8, 5.9, 15.7–15.11 in plain language) per participant; sticky notes.
Steps
  1. Read the brief (5 min): groups read the ‘Current State’ card; each member marks two most-urgent NEP 2020 recommendations on the reference strip.
  2. Vision statement (5 min): agree a one-sentence vision and write it large on Sheet 1.
  3. Redesign sketch (15 min): on Sheet 1, draw a rough floor-plan labelling at least five zones (Digital Resource Corner, Makerspace, Quiet Research Zone, Multilingual Collection Shelf, Collaborative Area, Accessible Reading Nook), noting contents and users.
  4. Services & collection matrix (10 min): on Sheet 2, build a NOW / ADD FIRST / ADD LATER table populated with services and collection types (OPAC, OER, repository, CAS, AI chatbot, audiobooks, digital reference) sequenced realistically.
  5. Roadmap timeline (8 min): draw a 12-month timeline placing ‘Add First’ in months 1–4 and ‘Add Later’ in months 5–12, with budget-source notes (DIET of Excellence grant, CSR donation, free OER/open-source tool).
  6. Gallery share (7 min): post both sheets; participants add a comment or question on another group’s roadmap before the debrief.
Deliverable. Two A3 sheets: an annotated floor-plan with labelled zones, and a NOW/ADD FIRST/ADD LATER services-and-collection matrix with a 12-month roadmap including indicative funding sources.
Debrief questions
  • Which change would most shift how teacher-educators actually use the library — and why?
  • Does your redesign ensure equitable access for a teacher-trainee from a remote district with limited connectivity? What would you change?

☑Worksheet & Self-check

Tap an option to check your answer instantly. Short-answer model responses are drawn from the manual’s answer key.

Q1.According to the chapter, NEP 2020 envisions libraries in SCERTs and DIETs primarily as which of the following?

Answer: B. NEP 2020 envisions libraries as dynamic learning commons that combine books, digital tools, teacher resources and collaborative spaces.

Q2.Which service is described as replacing the traditional card catalogue in reimagined SCERT/DIET libraries?

Answer: C. Traditional card catalogues should be replaced by online library catalogues (OPACs) for quick search and easy location of resources.

Q3.What is a Makerspace in the context of reimagined SCERT/DIET libraries?

Answer: B. Makerspaces are defined as hands-on spaces where educators and students can experiment with technology, design and innovation.

Q4.Which of the following best describes a Hybrid Collection in a SCERT/DIET library?

Answer: C. Hybrid collections are blended learning resources combining physical and digital components, such as interactive textbooks, educational apps and online learning platforms.

Q5.What specific working plans does the chapter recommend for SCERTs and DIETs separately to implement NEP 2020 library recommendations?

Model answer. For SCERTs: audit existing libraries (resources, infrastructure, staff capacity); roll out training on digital tools and multilingual content creation; and develop regional reading initiatives and public-engagement programmes. For DIETs: map district needs including literacy gaps, digital access and teacher competencies; launch preliminary research to inform training needs and curriculum relevance; and apply for ‘DIET of Excellence’ upgrade status to unlock funding and infrastructure expansion.

Q6.How does the chapter describe the shift in the role of academic library space, and what spaces does it recommend?

Model answer. The chapter describes a shift from libraries primarily accommodating shelving for print collections to prioritising user space and learning environments. Reimagined spaces should be flexible, collaborative and inclusive, incorporating digital libraries with e-learning platforms, collaborative learning zones, multimedia resource areas, flexible spaces for workshops and seminars, makerspaces for hands-on innovation, media labs for video and podcasting, and quiet zones for focused research — supported by modern ergonomic furniture and technology such as interactive whiteboards.