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With Individual and Societies teacher we collaborated in a couple of lessons with grade 9 and 10. I made a presentation  about searching, analysing, validating databases and websites, we discussed together, we gave students a couple of databases-websites each.
They had to create a short screen recording video about them following a form with directions about how to navigate them and show Important positive-negative features (search menu, reliability, bias, etc.)
We want to create a video’s library in Sora with them.

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Super librarian:
The super librarian archetype may not be an aspirational archetype, but a reminder of the importance of not trying to do too much, and instead thinking about the right levels and types of services that work. There is a difference between what librarians can do, should do, and will do. There is also merit in considering the extent of the library/ian system in the question: what can and should be handled by digital solutions, other people, or other services to make best use of the library/ian?
These are the main questions to identify the super librarian.
• Is the librarian working overtime to meet school or curriculum demands?
• Are there significant unanticipated demands on the library/ian’s time and resources?
• Is the librarian being asked to attend many meetings without a clear mandate or reason for attending?
• Is the librarian being asked to learn a significant number of new skills, applications, and systems in short amounts of time?
• Is the librarian asked to do manual tasks that can be handled with simple computing systems, such as cataloguing or collections monitoring?
• Is the library/ian solely responsible for most aspects of academic integrity for each student or teacher?
• Does the librarian have to travel across schools or campuses regularly?
• Is the library/ian always available online? How is that time managed?
• Are many elements of learning and teaching, both in and out of the classroom, defaulting to the library/ian, rather than being intentionally planned as part of their work?
• Is the librarian asked to be part of school activities when other educators are not?
• Does the librarian have to force themselves into many discussions simply to be recognized as a pedagogical leader? (p.18-19)

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Student life librarian:
The library as a conceptual or physical hub of activity, engagement and pastoral care for learners (Shaper and Streatfield 2012). The librarian takes an active role in designing and coordinating student activities, providing appropriate spaces and resources, and directly teaching areas of the curriculum such as ATL development, service learning, or social and emotional learning.
The major themes for the student life librarian are pastoral care, social and emotional learning, collaboration with students and other educators, coordination of activities, spaces and experiences, and specific knowledge of IB programme activities.
• How is inquiry supported in and out of the classroom?
• Where are safe spaces in the school community, and how are students made aware of them (Shaper and Streatfield 2012)?
• How is quiet managed in the school? How does the librarian monitor the need for quiet (McCaffrey and Breen 2016)?
• How is access, inclusion and diversity addressed in library services?
• How does the student life librarian communicate with other educators about students’ balance and well-being?
• What activities and services help students develop their own identity and agency as part of their learning?
• How do multiliteracies expand beyond academic areas into other aspects of life?
• What areas of the IB curriculum should the librarian coordinate? (p.17)

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Designer Librarians:
designing learning spaces, engagements and systems. Learning spaces can be physical, such as a new library hub, or virtual, such as websites, online learning platforms and pathfinders. Learning engagements usually involve designing spaces and resources for wider pedagogical goals. Designer librarians almost always have another role, with teacher or school librarian being the most common, and are involved in more intense work on designing when the school decides to invest in new physical or digital resources.
Designer librarians often have experience with managing metadata, building websites, or have technical expertise that warrants their involvement in creating new spaces and systems. They are called upon to create blended and virtual learning environments.
How is space used for inquiry and research in the school community?
• What creative ways can multipurpose learning spaces accommodate learning and teaching?
• What systems and applications are used to manage learning, teaching, and communication in the school community?
• How does the school community envision the value and use of new spaces and resources?
• How can classroom spaces accommodate library/ian services and vice versa?
How does the designer librarian involve students in the co-creation of new learning environments (Clark 2010)?
• How can spaces and resources be designed to accommodate the widest variety of learners?
• How is quiet managed in the school? How does the librarian monitor learners’ and teachers’ need for quiet (McCaffrey and Breen 2016)?
• Where are safe spaces in the school community, and how are students and teachers made aware of them (Shaper and Streatfield 2012)?
• How is data being used in the school community? How can its use be improved (Lankes 2007)? (p.16-17)

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Media specialist:
Media specialists may have specific training in using apps and digital media—some media specialists have skills in coding, digital design, online teaching, or digital learning environment development.
How is the media specialist expected to collaborate with teachers and students?
• In what ways do new technologies and media energize and transform learning and teaching?
• What technologies does the school need or already use to energize learning and teaching?
• How is academic integrity promoted in environments with multiple technologies and media options?
• What does inquiry look like using new technologies?
• How can students’ learning be connected across multiple spaces and technologies (Bilandzic 2013)?
• How much time does the media specialist spend on technical support versus supporting and energizing learning and teaching?
• Should the media specialist also teach a unit, subject or course? (p.15)

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School librarian:
coordinate collections and resources for learning and teaching, including human resources, and generally manage groups of schools with multiple curriculums and programmes. School librarians are usually budget holders for collections and new learning technologies. They may also be responsible for hiring additional library staff, coordinating professional development and promoting awareness of library services.
Resource management and distribution, and technology purchasing and support.
How does the school  demonstrate the value of the library/ian in school life and culture?
• How does the school demonstrate the value of the IB programmes? How can the library/ian contribute to promoting them?
• How is access, inclusion and diversity addressed in library services?
• What parts of the schools’ curriculums warrant the most library support?
• How familiar is the school with the tenets of an IB education?
• How are resources managed to match curricular goals?
• How do library services support meeting local, national and IB standards?
• How are resources distributed or made available to teachers and students?
• How many and what kinds of library collections and spaces are managed to promote reading and inquiry? Which have been designed to be used primarily with the IB programmes?
• How does professional development or in-school training promote academic integrity?
• How does the school or district address the development of multiliteracies?
(p.15)

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Teacher librarian:
they co-design unit and lesson plans, projects and school-wide learning initiatives. They are also the collections experts used by the school community for inquiry and research. Teacher librarians often support technology literacy and multimodal development as part of their work.
Teacher librarians are encouraged to seek IB-specific professional development or content to support programme-specific elements in the curriculum such as the PYP exhibition, Middle Years Programme (MYP) personal project, DP extended essay (EE)
Some of the major themes for teacher librarians are collaboration with other educators and students, learning planning and support, multiliteracies support and support for IB programme-specific elements.
How does the librarian secure dedicated time with other educators to collaborate (Montiel-Overall 2005)? Is the librarian interested in co-teaching?
• In what ways does the librarian collaborate with students, and does the librarian have processes in place to share observations about student learning?
• What aspects of the school’s curriculum warrant the most library support in terms of time and content?
• How does the library/ian have a presence in the classroom?
• How is academic integrity being taught and reinforced in the school community?
• How is the library/ian visible in unit and lesson planning?
• How does the library/ian energize and support inquiry?
• When and/or how should the librarian be involved with a core activity such as the exhibition, personal project, EE or reflective project? Should they coordinate it, or is a supporting role more appropriate?
• How does the librarian support and monitor development of ATL, ATT, and learner profile attributes? (p.14)

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ROLE:
Design, manage, and adapt the system of the library in order to energize and support what other educators and learners do with the curriculum.
• Survey the school community to address needs for content and activities related to learning and teaching. They look for the systemic impact of the library as part of their work. Librarians are expected to develop a deeper understanding of the communities they energize.
• Share observations on approaches to learning in the school community and develop services to promote them.
• Provide services that complement and energize approaches to teaching.
• Share observations and strategies on how learners use the IB learner profile in their daily lives.
• Develop collections that reflect the community’s needs and objectives for personal, academic or professional learning, multiliteracies, and language development.
• Encourage reading for personal enjoyment, with the aim of creating lifelong readers.
IB librarians should at a minimum be aware of ATL, ATT and the IB learner profile as they are applied in the programmes offered in the school. They should also be prepared to support both multilingualism and multimodality as outlined in Ideal libraries resources. (p.13)

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Most librarians utilize public, national, private or university libraries for collections and services. Some librarians build specific relationships with external libraries to aid and extend learning and may be deeply dependent on them .

How does the library/ian reach out to the wider community for resources and information, and does the school support this both culturally and financially?
• Does the library/ian system regularly include external physical libraries or external virtual collections? How are those connections managed?
• Does the library host and/or monitor virtual communities in the school?
• Does the librarian want to design, manage, contribute to or oversee the school’s information systems (for example, the school website)?
• How does the librarian contribute to which platforms and databases are used to aid and extend learning in the school?
• How does the library/ian gain access to external collections when needed?
• Does the librarian offer and receive regular professional development on services and systems pertinent to the librarian’s role? (p.11)

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Even when librarians do not design learning, they observe it across the school, offering their insight to teachers and leadership.

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approaches to inquiry.
• What agreements and services are in place between the classroom and the library/ian to support and energize learners when they begin inquiries?
• How does a student transition from being given an assignment to researching said assignment and making it their own? Who supports that transition?
• How does the librarian build relationships with learners to enhance the inquiry process?
• How does the library/ian help to unteach inquiry habits that do not support academic integrity and deeper research?
• Who is responsible for the methodologies and processes of inquiry and research in the school (searching for and evaluating sources, citations, copyright and fair use, good practice in collecting data, ethical experimentation)?
• How much time and effort does the librarian need to take to build and participate in systems that help students inquire and conduct research?
• Where can students go to inquire about their personal experiences and feelings? What support do they get when doing so?
(p.9-10)

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Libraries are where most forms of inquiry, not just academic ones, begin. Whether students go to the library to work on an assignment, investigate a question, consult virtual information sites, or rent a piece of equipment (from libraries such as the Library of Things www.libraryofthings.co.uk), inquiry is initiated by the learner, not when the learner is assigned an inquiry. The school may set the conditions for inquiry, encourage inquiry, and to some extent direct it, but learners must initiate inquiry for it to happen. Libraries are more often than not where learners begin inquiry, either by design or their needs.
Libraries are also often the places where inquirers learn to deepen their searching and researching skills. For example, a learner typing a word or phrase into a search engine may produce results, but they often need help to understand which results are useful and accurate. The librarian may have to teach and unteach searching habits that learners use to initiate inquiries. Self-directed learning exponentially increases the importance of the library not only as the first point of research, but as a source of wisdom on the nature of inquiry and research. The library also becomes the hub of communication between learners and teachers. (p.9)

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Inquiry is more expansive than research, and facilitating it requires expertise beyond research methods (Callison, 2015 and Levitov 2016). Libraries are where many inquiries begin and continue, and the librarian is responsible for energizing and maintaining the inquiry process. Ideally, the librarian is trained in many ways of creating conditions for inquiry within and beyond the classroom. (p.9)

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• information literacy
• media literacy
• digital literacy (the IB refers to technology literacy instead—digital citizenship is also included)
• critical literacy
critical design literacy (Watkins 2012)
• visual literacy
• numeracy
• transliteracies. (p.8-9)

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multimodality.
• Is the librarian given dedicated time to support and possibly train other educators about multimodal teaching (using different media to enhance inquiry and understanding)?
• Who is primarily responsible for technology integration and implementation in the school?
• Does the librarian contribute to purchasing resources for multimodal learning and teaching?
• How is the library designed to provide access to multimodal content for a variety of inquiries?
• How are library spaces designed to accommodate multimodal learning and teaching?
• How does multimodality support inclusion and learner variability (Meyer, et al. 2014)?

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Multilingualism: Has the librarian been asked to consider how to support personal language development for all students, especially those who speak languages and dialects not widely represented in the community (Skutnabb-Kangas 1995)?
• Does the librarian know the range of languages used in the school community?
• Who advocates for supporting personal and functional language development in addition to the language of instruction? How can the librarian involve others in supporting them?
• Has the school developed approaches to monitoring the language profiles of learners in the community? Has the librarian been consulted in the process?
• Is the librarian given dedicated time and resources to support and possibly train other educators about how to support multilingual teaching?
• Has the school provided resources that support reading and interaction in personal and functional languages and dialects, where appropriate, in addition to languages of instruction?
• Where can learners go in the school to seek content in their personal languages, whether for reading for pleasure or study?

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Multilingualism: Librarians are key in curating content and creating services that support diverse language profiles, and should be actively involved in respecting and supporting languages and dialects used throughout the school.
The goal is to support multilingualism, which is required to support multiliteracies. Librarians should strive to support as many language profiles as possible, but the degree and type of support can vary significantly based on the school community’s needs. The librarian must be fully engaged with the community to develop collections and activities that sensibly support language development. A number of questions should be asked concerning the development of language profiles. (p.8)

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Multiliteracies: Does the school community understand how multiliteracies are formed from multilingualism and
multimodality? Who is responsible for sharing that information?
• Is the library/ian actively involved in learners’ development of multiliteracies?
• Are learners encouraged to express themselves in multiple languages and modes of communication in both academic and personal contexts?
• Does the school have a stated approach to teaching multiliteracies? Is the librarian involved in designing this approach?
• Is the library/ian resourced adequately to support multiliteracies, in terms of staffing, spaces and equipment? (p.7)

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What does the community expect from the library/ian? Are those expectations based on a survey of the community’s needs, or assumptions about what libraries are “supposed to be”? (Hochman 2016).
• What is the librarian’s job description, and how much agency did the librarian have in writing it?
• What are the school’s objectives for learning, and how does the library/ian support them?
• At what point is the library/ian involved in curriculum development?
• How is the library/ian involved in supporting approaches to learning (ATLs)? What about approaches to teaching (ATTs)?
• How does the library/ian support the development of learner profile attributes?
• Has the school defined the multiliteracies it supports, and has the library/ian been involved in developing the definitions?
• How does the school define inquiry? How is the library/ian integral to inquiry?

• How is the library/ian represented in key school policies (inclusion, access, or academic integrity)? (p.6)

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Approaches to learning, multiliteracies and the IB Learner profile are commonly used by librarians to develop services and collection (p.6)
Libraries by their nature generate conversations about life and learning. In the most basic sense, they are repositories of information and stories of the human experience (Lankes 2007) that serve as a basis for inquiry that prompts discussion and reflection. (p.6)

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Librarians should be included in planning, teaching and learning to the greatest effect, rather than being “the last people to know” what is going on in the school. (p.5)

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CATERING: For deeper inquiry that requires analysis and multiple perspectives, search engines and algorithms can fail. It takes face-to-face interaction and discussion to discern the best information for a given task. It becomes very important to offer alternatives to the information that learners will not (or cannot) find on their own. Librarians’ face-to-face interactions with people collections help to make searches for information more diverse, enriched, and fit-to-purpose for learning. Librarians often directly energize teachers, learners, and even the wider community to seek a wide range of information and experiences. Many also preserve and distribute content that is suppressed or endangered because of financial, cultural or political circumstances. (p.4)

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Library/ians act as curators of information, caretakers of content and people, catalysts of people and services, and connectors to sources of information, multiliteracies, and reading. Librarians’ responsibilities are inspired by the learning environments they engage with, and in that capacity, they are co-creators of information with the school and the wider community. They challenge learners to seek appropriate information, to use sound methods of inquiry and research, and teach them to question the information they find and use. (p.4)

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Services: Libraries/librarians create networks of information within and outside the school community, which is both ideal and required to teach the IB curriculum and foster international mindedness. Librarians are often tasked with providing opportunities and space for students to learn about themselves, their learning, and the world around them. Therefore, the library/ian manages or supports multipurpose spaces, pastoral care, just-in-time learning, and a wide range of activities relevant to student life. For IB programmes, the library/ian supports and energizes reading, inquiry, multiliteracies, approaches to learning, approaches to teaching, and learner profile development. (p.3)

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Collections: Libraries house, catalogue, coordinate and distribute many kinds of resources, physical or virtual, and not all are directly related to the content of the curriculum. The collections in a library help learners make sense of their environment, their learning, and their own personal and academic goals. (p.3)

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Places: Since libraries aid and extend learning and teaching, they have to aid and extend to all learning spaces, classrooms, performance spaces, virtual platforms or other places where learning is monitored by the school. Libraries are not static, not necessarily one central space, and can be placed where the community needs them. (p.3)

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The vision for the promotion of inquiry is communicated by the pedagogical leadership team and it is ideal that librarians participate in creating it.
• At a minimum, learners and teachers should collaborate with librarians to design the places, collections and services of the library.
• Planning with the entire community helps to make the library a welcoming, active space for learning, research, and reflection. (p.3)

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The IB definition of a library is designed to focus on maximising its effectiveness:
“Libraries” are combinations of people, places, collections and services that aid and extend learning and teaching. (p.2)
...
The library/ian supports all learners’ and teachers’ progress towards becoming better inquirers, consumers and creators of information. This support requires a solid vision, good planning and consistent collaboration. It also requires clear communication of how inquiry in particular is promoted in the school community, and how the library/ian fits into it. (p.2)

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the library is the most reliable place to find the information learners need. By extension, librarians, specialists in understanding and using information, have become more important than ever. (p.1)
...
Many schools are reconsidering the role of libraries and librarians to make the best of technological and informational resources to enhance learning. Libraries and librarians can drive and support varieties of learning, teaching, and service across the school. Choosing the best approaches to energize the school community is a more complex process, and worthy of ongoing, meaningful conversations that can transform how they impact the community. (p.1)

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Academic Honesty in the IB educational context

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Academic Honesty in the IB educational context

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In the MYP, teachers do not work in isolation. Collaborative planning is one of the programme requirements and ensures common understandings and common approaches to teaching and learning as discussed in the chapter “Organizing the programme” in MYP: From principles into practice (2014). In order to promote academic honesty, teachers need to agree on their expectations and teaching strategies within and across subject groups. They must be supported by other school staff, such as librarians. (p.12)

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Academic Honesty in the IB educational context

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Academic Honesty in the IB educational context

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In PYP Self-management, social, communication, thinking and research skills
To further develop skills related
to academic honesty, the school’s library/media specialist has chosen the key concept of responsibility and the PYP attitude of respect as
a central theme. The library/media specialist leads discussions across grade/year levels about how authors create work, and the importance of respecting intellectual property.
Students learn that they have
the responsibility to cite sources beginning in year 1. The library/ media specialist explains that the sources are a “road map” for the students, and that it is important
to acknowledge the author out of respect. Therefore, students are taught how to create a bibliography or a page of works cited. (p.11)

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Academic honesty in the IB educational context

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Academic honesty in the IB educational context

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An academic honesty audit is the first stage in devising or revising an academic honesty policy. The school’s philosophy should be made clear and should, of course, be aligned with the IB position. Practices already in place should be considered in the light of this philosophy. Librarians have an overview of the curriculum and its delivery, and should be included in the team compiling an academic honesty policy. If such an audit reveals lack of consensus, or one at variance with IB and/or school requirements, then an action plan must be devised to address the issues as part of the policy in action. (p.4)

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“I used AID (agency-information-design) to help organize the specialists in our school: the technology coordinator focused on Agency with the students, the librarian on Information, and the wellness teacher on Design. It helped to clarify our roles, and focus on what we wanted to do with technology rather than how to use devices.” (p.6)

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Information aids searching, analysing and manipulating information. It also represents the resources that teachers and learners can use to enhance their understanding of the world. Responsible use of data, searching online libraries or developing the content for infographics are examples of using information effectively. (p.6)

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Teachers: Anyone directly responsible for learning and teaching in the school community. For some practices, schools will need to define who they consider teachers, including those outside of the classroom. Examples might include librarians, technology integration specialists, and learning support specialists. (p.24)

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Student support 1.6: The school maintains a functioning and active library consisting of adequate combinations of people, places, collections and services that aid and extend learning and teaching. (0202-01-0600) (p8)

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library or information and communication technology resources for the project. (p.13)

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The role of specialist(s) in the community
Students may decide to seek out and use specialists within the community who facilitate access to research and evidence, provide information to extend skills and knowledge, and model good practice. In these cases, the community member guides and supports the students throughout the process; however, he or she does not assess the project. If schools use such a role, it is important that students still receive guidance from a supervisor in the school relating to the project objectives and assessment. Schools should refer to school policies and any legal requirements when using an external specialist, in the interest of student safety.(p.12)

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The role of the library, media or resource centre
The library, media or resource centre is a key resource for students, and the involvement of the librarian or resource specialist in the process of completing the project is recommended. The librarian or resource specialist will be able to assist students with research skills and with locating and sourcing resources, as well as contributing in other areas such as referencing and completing bibliographies. (p.12)

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involve the librarian or resource specialist in the organization of the project. (p.10)

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Teachers need to investigate available resources and consider what additional resources might be necessary for the unit. Important resources to consider include:
• instructional materials and classroom technologies
• textbooks and other written and visual texts
• teaching materials developed by businesses and not-for-profit organizations
• educational games and simulations
• teaching aids and manipulatives
• learning environments beyond the classroom
• students’ diverse languages and cultures
• families, experts and other primary sources in the school and the community
• school, university and community libraries
• digital resources, including the internet. (p.69)

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access to a library in the school that is equipped to support the programme; includes resources that support the languages offered by the school, as well as resources on global issues and diverse perspectives; and includes plans for continual improvement of the library resources
• resources to supervise and coordinate the personal project (or community project if students complete the programme in MYP years 3 or 4).(p.39)

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In addition to subject teachers and the school librarian, parents and legal guardians are important partners in promoting academic integrity.
The IB does not prescribe which style(s) of referencing or citation method should be used by students. However, the minimum information required in the MYP for identifying sources includes the name of the author, date of publication, title of source, and page numbers, as applicable.
For information about academic honesty and misconduct, see the sections “Teaching academic honesty”. (P.38)

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All students generally benefit from sessions on long-term planning and time management as they relate to the personal or community project. MYP counsellors can be effective in planning and implementing such sessions in collaboration with other members of staff, including the librarian.(p.34)

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Librarian
Schools offering the MYP must ensure that:
• students have easy access to a library in the school
• the library is equipped to support the programme and there is a plan to continue improving its resources
• the library resources support the languages offered by the school
• the library has resources on global issues and diverse perspectives.
In MYP schools, librarians can play a vital role in collaborative curriculum development and implementation. They should be knowledgeable on all key MYP curriculum documents. MYP librarians have key roles in supporting planning, leading collaboration and literacy development, and providing resources.
Librarians’ expertise in research makes them a vital asset in planning for the integration of ATL skills into the curriculum. MYP librarians’ knowledge of resources and of student skill development is also helpful in assisting teachers to plan meaningful and challenging assessment tasks.
Teachers can work with librarians to ensure the vertical and horizontal planning of ATL skills in all subjects. Librarians can be valuable in helping teachers to develop inquiry across the curriculum, including the development of critical thinking, creativity and collaborative skills. Librarians can also play a role in promoting academic honesty, particularly with technical skills such as citing or referencing.
Librarians can be a valuable resource in planning, but also in team or shared teaching. Collaborative teaching with the librarian need not be restricted to the library, but can take place in any learning spaces within the school.
MYP librarians can also play a key role in promoting reading for pleasure, which, as a by-product, will promote ATL skills, language acquisition and intercultural understanding. Librarians should ensure that the books in the library reflect the inclusive nature of the school.
The MYP librarian plays a vital role in working with teachers to ensure that the curriculum is supported with a variety of current, relevant resources that support the subject-group aims and objectives. Librarians should also work to identify and plan for access to resources that support the variety of student learning styles and interests, as well as language profiles of the student body. After being involved in the initial planning stages, and following discussions with teachers about students’ needs, librarians can help to select resources that support student learning and allow students to move quickly through the locating phase into working with information and gaining deeper understanding. Resource lists might include print materials, websites, videos and other relevant information that can be placed on class wikis or blogs. (p.32-33)

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Library/multimedia centres
PYP libraries are increasingly flexible multimodal spaces. They provide people, places, resources and services that aid and extend learning and teaching. As libraries evolve to meet the needs of their learners, they develop different combinations of real and virtual resources. Libraries consider universal design principles to ensure that knowledge is accessible for all learners. (p.43)

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In a unit of inquiry, a librarian supports students to acquire research skills or annotation skills. An IT specialist teacher assists students in using different forms of media for communicating research findings (p.35)

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Does collaborative planning and reflection:
• take place regularly and systematically?
• include all teachers, including librarians, IT/ media and inclusion specialists, on a consistent basis?
• respect student agency, include student voice and consider student well-being?
• make room for meaningful dialogues?
• provide a safe space for debating ideas?
• consider all participants’ perspectives and experience?
• provide opportunities to reflect on prior experience and future goals?
Effective collaboration
• address vertical and horizontal articulation of subject knowledge, skills, concepts and attributes of the learner profile?
• ensure that all teachers have an overview of students’ prior knowledge and learning experiences?
• respect teacher agency and consider teacher well-being?(p.31-32)

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Supporting transdisciplinary learning requires time and a commitment to collaboration. This includes students, classroom teachers, single-subject teachers, librarians, media-specialist teachers, inclusion specialists, and so on. Teachers and students learn from each other as they share knowledge, perspectives and experiences; discuss how to design, plan, facilitate and assess learning and teaching; and consider how to transcend knowledge. Teachers co-learn with students when inquiries take them beyond subject boundaries, exploring a potentially infinite number of opportunities to address the transdisciplinary themes.
Collaboration that supports transdisciplinary learning also engages the learning community in ongoing reflection. (p.29)

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Communications—the attributes can be used to describe learning and school-wide initiatives through newsletters, school websites and displays in the learning spaces. For example, “student librarians” read all the new picture books that arrive in the library in order to identify the attributes of focus; library visitors are invited to engage with the learner profile attributes identified. (p.24)

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Students have a range of opportunities to develop, demonstrate and reinforce attributes of the learner profile in the daily life of the learning community. For example, these opportunities arise:
...in the library, music room, makerspace through social interactions (p.23)

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“Collaborate with, for example, the librarian and technology specialists to build research skills and to help students identify sources of information.” (P.15)

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I often  leave space for students to decide how to do an activity, sometimes offering options other times leaving an open choice.
The collective creative writing project is a very good moment for students to take initiative: from deciding the genre, the plot, the characters, the cover, the drawings. Because it is a collective writing they have to listen and respect also the choices made from their schoolmates.

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“the teachers’ beliefs and values will influence their choices of how to allocate time, how to set up learning spaces, choose and arrange materials and foster relationships within the classroom and the broader community.” (p.3)
As all the teachers the librarian support student agency and self-efficacy: ensures that the library is a welcoming and respectful environment; asks students to help in creating routines and setting up space and involves students in creating tasks

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I’ve read tons of blogs and literature before to decide if genrefying or not our collections. A librarian in the Netherlands started to organize the books by unit of enquiry but I found this limiting.
I prefer use the library system to add categorisations related to units.
But with some teachers It is hard to make them use the library system.
This is one of my  goal: make teachers understand the potentiality of our library system (Destiny)

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I meet with all the other teachers regularly but in a one to one environment. I have access to Managebac where I follow their progression in the units.  It is a small school but what I want to do next year it is to ask to partecipate to some of their planning too and organise a more structured programme keeping in mind the progression from nursery to grade 5

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I try to purchase resources always involving the teachers and keeping in mind our inquiry-based curriculum. Keeping in mind what are the subjects, topics, languages we still need to cover.

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“It is essential that all teachers responsible for implementing the PYP ... librarian, media specialist, think of themselves as PYP teachers, and are aware of the requirements of the PYP regarding planning, teaching and assessing. It is important that the teachers become committed to the PYP and understand the significant professional development opportunity that engagement with the programme provides for them.”(p.10)
Collaborative planning

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“There is a well-established library or media centre that provides resources, representing wide cultural and linguistic perspectives, for teachers and students to teach and learn through units of inquiry
• the purchasing of resources is driven by the inquiry-based curriculum, promoting conceptual development, critical thinking and problem solving.”( p.16)

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The library/ian according to what you see in others (via colleagues, professional literature, blogs, network groups, etc)

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The library/ian according to what you see in others (via colleagues, professional literature, blogs, network groups, etc)

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The library/ian according to your practice

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The library/ian according to your practice

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The library/ian according to IB documentation

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The library/ian according to IB documentation

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Libraries contain and manage collections of media that serve as the basis for learning and teaching multiliteracies. IB learners are not only expected to explore multiple languages, but also multiple modes of communication.  (p.6)