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Building Your IB Library to Support Inquiry-led Learning (Webinar)

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Building Your IB Library to Support Inquiry-led Learning (Webinar)

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Building Your IB Library to Support Inquiry-led Learning (Webinar)

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Connecting the school librarian with the three IB programmes

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The library should be one of the most exciting places in the school: the hub of learning, reading, research, discussion and collaboration. I try and create this at Tokyo International School (TIS). As a teacher-librarian working in the PYP and MYP, I begin the year discussing with the students how the IB learner profile and PYP attitudes influence life in the library. Being a risk-taker means experimenting with a variety of genres, both fiction and non-fiction and taking books that challenge you as a reader, and not being afraid to use new technologies. Being principled means committing to trying your best to finish a book. A balanced reader takes a variety of new reading materials. Communicators recommend books to others and talk about stories with others. We discuss with students how we can put these into action.

As a teacher-librarian I collaborate with classroom teachers to ensure that the collection in the library supports the units of inquiry. Research skills are introduced to the students early and slowly built upon as the students progress to higher grades. At TIS students are introduced to our school-wide research model: The Big3 (for grades K-3) and The Big6 (grades 4-8). This ensures that all students are using the same skills to successfully find, evaluate and use information. I meet with the PYP and MYP curriculum coordinators, and classroom teachers, to decide which units include a research component and focus on these throughout the year.

The teacher-librarians in Japan have a very strong network. We meet to discuss initiatives such as the Sakura Reading Program as well as receive professional development.

Last year, we initiated an 'adopt-a-shelf' program in which parents are invited to come in any time throughout the day to organize their shelf. This not only ensures that our books are always in order, but promotes a positive attitude towards the love of literature amongst the whole school community. Students love seeing their mum or dad's involvement in the library.

Authors visit the school to talk to our students about topics related to our units of inquiry. Recently Holly Thompson, a locally based author, talked to our grade 4 students about healthy eating and Wakame, a type of Japanese seaweed. This created an important cultural link to the unit of inquiry on the transdisciplinary theme Who we are. Adam Gidwitz visited us from New York to provide links to our reading and writing workshops with the emphasis on the writing process. The students now realize that when teachers ask them to revise their work a few times, it is not so bad after all!

We have several library assemblies throughout the year in which parents, teachers and members of our community promote reading. The after-school dance club performs book-related dances such as We love to read.

As a teacher-librarian, I am always trying to come up with new initiatives to get the students to read, think creatively, share their learning and be responsible learners. Reading has truly become a part of our culture here at the school and we keep our mission alive at TIS: "The library - everyone's second classroom".
What is the role of the teacher-librarian at your school? How is your library the same or different from the one described here? This is John's second year at Tokyo International School and he has implemented a number of new initiatives to promote reading, research and collaboration amongst the school community. He has experience as a classroom teacher and has lived in Japan since 2000. John enjoys sharing his ideas on twitter @johnkolosowski.

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The library should be one of the most exciting places in the school: the hub of learning, reading, research, discussion and collaboration. I try and create this at Tokyo International School (TIS). As a teacher-librarian working in the PYP and MYP, I begin the year discussing with the students how the IB learner profile and PYP attitudes influence life in the library.

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Defining the role of the librarians in the IB school

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Defining the role of the librarians in the IB school

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Living Library – I am the story: the story is me

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Living Library – I am the story: the story is me

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How one school sparked the inquiry process for the PYP exhibition with a "Living Library Project" by Yvonne Barrett, teacher librarian at Bilkent Laboratory & International School, Turkey

The Primary Years Programme (PYP) coo rdinator, elementary librarian and grade 4 teachers from Bilkent Laboratory and International School in Turkey have worked collaboratively each Friday to introduce the PYP exhibition process from the beginning of the school year.

The aim was to "spark the inquiry" early and have students think about their passions and interests, and how they may direct their inquiries for the exhibition. An additional focus was for students to recognize the significance of the process journey of the exhibition itself.

Sessions included learning about agency and the different forms of action. Visual thinking tools were used and video resources curated on the school's 'PYPX Exhibition website' so students could make connections between concerns of global and local significance, and their individual passion and interests.

The exhibition focus was also on The Global Goals for Sustainable Development which will be central to students exploring the transdisciplinary theme of How We Express Ourselves, with the central idea: 'Our passions can drive us to turn our knowledge about global issues into action.'

As a final provocation Grade 4 students participated in a "Living Library Project" which was held in the elementary library over one day. The inspiration for the project came from a presentation by the middle & upper school librarian from Chadwick International School, South Korea who had shared her own experiences at an international librarians' conference.

A survey was sent asking for volunteers from the learning community. Twenty four "living books" including teachers from across the school and outside experts offered to share how their passions and interests have influenced their professional and personal lives. Students were guided in the process with a focus on what makes a good listener.

Due to time constraints, it was decided that we would support the students by providing a list of appropriate questions. Students chose their top 5 questions they would like to ask. These questions, as part of the support material were sent out to the volunteers to scaffold their presentations. On the day, students used a passport booklet for note taking and with their selected questions. Students were able to choose two "books" to read. The event was a very positive experience for everyone, with great enthusiasm for repeating and broadening the event in future.
Reflections from our speakers"I felt excited, valued and welcomed. It is the event that brings inclusiveness"."The students were great and very respectful listeners and participants. I noticed them taking notes, raising hands to ask a question, share their thinking, clarifying, asking questions and being interested in the chosen topic.""Thank you so much to provide the opportunity to affect our student's life in term of awareness. We should continue "living library" and it should be a "school culture"."I loved this idea and will definitely 'go' for this opportunity again!""They were excited, made notes and asked questions!""I would definitely do this again. I loved being given the opportunity to reflect on my own passion and then share it.""I love the idea and yes, I would do it again. The enthusiasm of the students was contagious."Student reflections"I think it was so exciting and it was so meaningful for me.""People need to believe in themselves, and in their passion.""When you're interested in something or have a passion about something you learn more about it, and the skills you learn can be used later in your life.""Yes, I listened them. I learned new things about them. One day, I will be doing these things as well."Teacher reflection"Students were so engaged, at times enthralled by the speakers. It supported our goal for students to approach the staging of their exhibition as the telling of their own story, of their learning journey through the exhibition process."
Yvonne Barrett is the elementary teacher librarian at Bilkent Laboratory & International School in Turkey. She is an experienced IB librarian and workshop leader. Yvonne is committed to developing the library as a center and resource for research and inquiry. To this end, she works closely with the Primary Years Coordinator and teachers to support the IB approaches to learning and teaching.

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Living Library - I am the story: the story is me

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How one school sparked the inquiry process for the PYP exhibition with a "Living Library Project" by Yvonne Barrett, teacher librarian at Bilkent Laboratory & International School, Turkey The Primary Years Programme (PYP) coo rdinator, elementary librarian and grade 4 teachers from Bilkent Laboratory and International School in Turkey have worked collaboratively each Friday to introduce the PYP exhibition process from the beginning of the school year.

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How a library inspires a love of reading

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How a library inspires a love of reading

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This article shares how a library has created an inspiration learning space in which students, teachers and parents collaborate and connect with each other, with learning and with the world around them.
Over the years, education has changed. So, too, has the library. We often hear that a school library should be the center of learning in a school. But what does that really look like, sound like and feel like? At the American International School Dhaka (AISD), the library is just that: an exciting hub of learning. From the early morning to late in the afternoon, students, parents, teachers and other community members can be found there. This is not by accident!
It takes a village
Before school, you will find students reading in the comfortable chairs, sharing and collaborating together at tables, researching, using Maker Spaces, completing puzzles or coloring. Students feel the library is a safe and stimulating area where their natural curiosity is given wings to soar. Parents drop in throughout the day to select books, read to younger children or seek recommendations for books for their older children. Library information sessions for teachers and parents keep the community informed of tools and resources the library offers and creates an understanding that we want everyone to feel included and part of this learning space. It also instills a love of learning and literature at all ages.

Much of what you will find in our school library centers around valuing collaboration and connection. The coloring table often finds families sharing their day or groups of students coloring together as they have intense discussions to solve a problem.

The puzzle table allows students to find ways to work and share together. Each of these also foster cross grade level collaboration and community connection.
Student agency
Our library is an exciting place to be. Our teacher-librarians find ways to include students, teachers and parents. Weekly library visits are met with enthusiasm as students have opportunities to discuss new literature as well as their favorite stories and are taught skills needed for learning. Since research skills are introduced early with each grade level's learning building on the previous year's learning, students have agency to choose how they will research, which technology is the appropriate tool to use and make decisions about the activities in which they want to participate.

The AISD team looks for ways to develop spaces that enable children to make their own discoveries, spark their curiosity, use their imagination, learn in innovative ways, and relax in an inviting, stimulating learning environment. The goal is to inspire a love of reading and ignite their passion for learning. By creating an environment in which everyone can feel included, students often demonstrate they feel empowered. Student surveys are sent to elicit input as to what they would like to see or do with the library space and what might be offered. One result was the creation of a "secret" reading nook. Students wanted a cozy space in which to read and share. Additionally, shelving was installed that allowed easier access to the books for students of all ages without requiring help.
Staying connected
Our library is no longer just four walls: we are connected to the world through our online offerings such as the International Children's Digital Library (ICDL), Overdrive, Tumblebooks and other digital resources. Students request websites and online tools and even the youngest community members can use these tools which can be used to access our library from anywhere in the world. Parents have access to the library while traveling so that the family stays connected with literature. We also connect to the world by inviting authors, illustrators and storytellers to visit each year. Through these visits students are inspired to become better writers, enhance their storytelling skills and are excited to share their learning with others.

Of course, it is also vital that we connect with our school and host culture. In the design of the space, we included artwork by local artists to connect to local culture and opened the area to connect to the outdoors. Flexibility is key and Maker Spaces are varied based on student voice and choice where students of all ages connect through a common interest. Groups within the school utilize the library to promote their artistic endeavours. Our IB music students have used the library rotunda for concerts while others use it for temporary exhibitions, many of which are connected to a unit of inquiry learning.

As teachers plan their units of inquiry, the librarian is involved as an integral member of the team. Through these collaborative efforts, ideas of ways to include literature, use digital resources and integrate library skills into the units are developed. This allows for opportunities to incorporate literature into the units and provide a deeper learning experience for students. In our PYP library, we run parallel literature studies. Literature is selected by students, teachers and librarians that connect with the unit through concepts. The piece of work is then incorporated in tandem with their unit of inquiry.

Education has changed. Our students' needs have changed. Because of these changes, flexibility is key. Our library continues to transform to meet these changing needs so that students develop the attitudes, skills and understandings they need to be responsible, global citizens.
Rebecca Carter, EdD, has been an IB educator for 13 years and an IBEN for 5 years with the roles of workshop leader (both online and face to face), school visit team member and reader. She is currently the Vice Principal at the American International School Dhaka in Bangladesh. She is passionate about the PYP and has built local PYPC networks in two different countries. She recently completed her doctoral work in Transformational Leadership and feels honored to work in such a collaborate, open learning network. You can follow her on Twitter @rebekacarter4.

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How a library inspires a love of reading

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This article shares how a library has created an inspiration learning space in which students, teachers and parents collaborate and connect with each other, with learning and with the world around them. Over the years, education has changed. So, too, has the library.

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Library 2.0 in support of IB framework of learning

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Library 2.0 in support of IB framework of learning

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Library 2.0 in support of IB framework of learning

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Draft - OPEN IB Librarians evaluation rubric 

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IB subject guides and other policy documents can be access through the MyIB website for candidate and authorized schools. IB Libraries: A guide for schools is recommended for all IB librarians.

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How to design a library that makes kids want to read | Michael Bierut

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How to design a library that makes kids want to read | Michael Bierut

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How to design a library that makes kids want to read |  Michael Bierut

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0:00 / 0:30•Watch full video

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0:00 / 7:19•Watch full video

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Technology and the design of learning spaces in the library

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Technology and the design of learning spaces in the library

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Technology and the design of learning spaces in the library

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The 21st Century Librarian: How an IB workshop helped me transform my library

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The 21st Century Librarian: How an IB workshop helped me transform my library

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By Ambika Kapur What does a 21st-century library look like? Gone are endless rows of shelves packed full of books, meticulously catalogued by the librarian. Today's libraries are digitally driven, innovative learning spaces. What is the role of the librarian in this environment and how can they best support students?
In the IB online workshop, 'The role of the librarian' we tried to answer some of these questions. It emphasized that the Library and Librarian together play an important role in IB schools. We were introduced to several new tools, and to documents which can be employed in implementing and extending our services to our community. I also got to hear from my peers operating in the same profession across the globe, many of whom I still keep in contact with. At the end of the workshop, I created an action plan, focused on ways to engage my community with the library.

One month after the workshop:
I started implementing my action plan by connecting myself with each and every member of our school community, making sure that everyone, from students to community members, were participating in the library. I created activities for parents such as mom and daughter session and an 'adopt-a-shelf' alongside opportunities to visit the library during weekends.

Activities for students included assignments to build Approaches to Learning (ATL) Skills, research information, academic honesty sessions, and guest lecturers. These activities have been received positively by our faculty, as we try to create the most immersive and enriching experiences for our students. Check out some examples of our activities below.
Putting ATL skills into practice
IB students are constantly acquiring knowledge, but how should they utilize it? ATL skills, such as communication, self-management and critical thinking are crucial in teaching students how to responsibly apply their knowledge. We conducted sessions in Middle Years Programme (MYP) Grade 6 and 10 to emphasize these skills. The objective of these sessions was to bring ATL skills into every IB classroom. MYP students were engaged in the process of learning and developing their skills.
Online Research Session:
The aim of the online research session was to provide an overview of resources that may be useful to students and to identify which resources best suit their needs.

My quest to create a space for inquiry-based learning and visible thinking routines is still ongoing. We have already made available a wide range of resources and technology to students to cultivate knowledge and learning, but there is always room to improve and we are excited to continue this journey.

Attending the IB Professional Development workshop has transformed my thinking processes and strengthened our school community.

FURTHER READING:

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The 21st Century Librarian: How an IB workshop helped me transform my library

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By Ambika Kapur What does a 21st-century library look like? Gone are endless rows of shelves packed full of books, meticulously catalogued by the librarian. Today's libraries are digitally driven, innovative learning spaces. What is the role of the librarian in this environment and how can they best support students?

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Celebrating International Mother Language Day at Oakridge International School

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Celebrating International Mother Language Day at Oakridge International School

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Diversity of language is at the heart of a plural global community which plays a significant role in shaping an individual's identity. Students at Oakridge International School (OIS) come from a wide range of backgrounds and according to the school's home and family languages survey for the 2020-21 school year, 23 languages are spoken by pupils at the school. Though the majority of students are bilingual with a preference to speak English, Telugu is the main home and family language.

In this fast-moving world, while we often talk about the lofty ideals of international mindedness, delivering it to the learning community in practical terms poses a big challenge. In line with the IB learner profile, OIS nurtures its students to be future-ready, global citizens who impact the world positively. Through an atmosphere of acceptance and celebration of linguistic diversity within the community, the OIS Language Policy encourages students to cultivate their home and family language -the bedrock of building a lifelong learner. As stated by Nelson Mandela, "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart."

Throughout the academic year, the school honours linguistic diversity by conducting a language week and on 21 February, the whole school celebrated International Mother Language Day 2022 -a worldwide celebration that first originated in Bangladesh. This day aims to promote the inclusion of people from different linguistic backgrounds and how it is important for us as a society to preserve languages.

The week was filled with a plethora of activities mapped out by different subject requirements, with every IB curriculum classroom joining in to celebrate the week. Students and respective class teachers were responsible for carrying out a unique activity and spreading the word to preserve the culture and heritage of the country.

A special virtual assembly for the whole school was conducted on International Mother Language Day 2022 by the Diploma Programme Equity, Diversity and Inclusion (EDI) student-led team. The students leading the assembly highlighted facts from a 2012 National Geographic article-Vanishing Voices. With one language dying every 14 days, what happens when a language dies and what happens to all the knowledge and culture accumulated over the years? An entire amalgamation of history, knowledge, and culture is lost to some indistinguishable void. Can you imagine that?

It was then highlighted how languages deepen the connection to other cultures. By understanding that the backbone of cultural heritage within society depends on the language used, one can unlock new dimensions within their understanding of regions of the world geographically distant from them. By learning a language, we diversify our perception of the world. Culture is the soul of a nation, and nations run based on language ("Language: The essence of culture"). By learning a new language, we gain a deeper understanding of the soul of a country and those who reside within it.

During the assembly, the hosts utilised Mentimeter to create a virtual word cloud by asking all students to write a word in their home and family language that they thought was relevant to the topic, a word that makes them happy, reminds them of home, family, or just any word that they think is beautiful.

There were many activities that took place throughout the week-long celebration such as, a guest lecture by a parent on the history of their mother language, storytelling, poems, stories, monologues, debates, discussions, and reflections on Ted Talks on Mother Language Day.

During the celebration week, plentiful learning occurred that supported multilingualism and promoted intercultural understanding and international-mindedness. An e-quiz was sent to all students to check their learning and understanding of the topic, with all students promising that they would take steps towards preserving the languages they inherit.

Ambika Kapur has been a teacher-librarian at Oakridge International School in Hyderabad for seven years and has more than twelve years of experience. She collaborates with staff and teachers to understand their requirements and promote a reading culture in the school. As an EDI (Equality Diversity Inclusion) champion, Ambika aims to create an open and supportive culture where people can connect, learn, teach, and create commonality to work together and create a unified culture of wellbeing. You may connect with Ambika here.

References:
Rymer, Russ. "Vanishing Voices." Magazine, National Geographic, 3 May 2021, www.nationalgeographic.com/magazine/article/vanishing-languages#:~:text=One%20language%20dies%20every%2014,when%20a%20language%20goes%20silent%3F.Accessed 18 Feb.2022

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Celebrating International Mother Language Day at Oakridge International School

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Diversity of language is at the heart of a plural global community which plays a significant role in shaping an individual's identity. Students at Oakridge International School (OIS) come from a wide range of backgrounds and according to the school's home and family languages survey for the 2020-21 school year, 23 languages are spoken by pupils at the school.

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“The librarian’s voice should be heard, as much as any teacher’s”

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“The librarian’s voice should be heard, as much as any teacher’s”

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Graeme Boyd, Head Librarian at IB World School St Francis College, in Brazil, explains how the profession can step forward and play a fundamental role in schools

The role of a librarian has always seemed slightly vague or nondescript. The IB expects the school library " to play a central role in the implementation of the programme(s) ". However, what is defined as a "central role" is requires clarity.

Certainly within the IB Learner Profile and the Middle Years Programme (MYP), fundamental concepts (i.e holistic learning, cultural awareness and communication) offer librarians the opportunity to provide guidance on academic honesty policies and best practices. But, beyond this, librarians have the autonomy to shape their daily responsibilities to play a key role in the learning process.

There are numerous opportunities available for librarians to show how they can enrich the learning experience within a school. But they have to be willing and brave enough to act...

Strive to become part of the learning community, rather than be seen as an "outsider". Engage in departmental meetings, prepare surveys of library user needs and work closely with IB programme coordinators, especially within the initial units of inquiry planning stage.

Interact with teachers in classrooms. Provide a range of tools to reflect and support the curriculum, and to encourage regular reading patterns in students. It's also important to display student work, provide slow board games - such as chess, for example, to develop particular skills - and embrace IT challenges, including coding and hackathons.

Instigate direct learning. By researching the curriculum, librarians can find key concepts, ideas, tangents and reading materials, which support the units of inquiry. Create reading lists or bibliographies, which can be constantly updated. Understanding IT tools and teaching software applications are also essential. Information skills relevant in 2017 include information overload, citing peer-reviewed work, metadata tagging, algorithm and data structure, terminology searching and troubleshooting.

Promote yourself, professionally. Take charge of your own professional development. Be as motivated about your own learning as you are students'. Information on teaching research skills, plagiarism, academic honesty, citation and referencing are available on the LIBGUIDES of many established international schools' websites - such as UWC Singapore SE Campus, American School of Doha and Western Academy Beijing. It's also a great idea to join mailing lists; tweet; start a blog or Facebook group; connect with the committee of a library group or organization; or volunteer to present at local workshops or conferences.

Work with your local government education department. Every country has unique cultural differences. The local government education department will publish guidance on what books and/or resources are acceptable, or not. For example, having worked in Kuwait, weekly visits from the Education Ministry - to check stock, taxes, details of importers/overseas suppliers and all current subscriptions - are a significant part of the librarian's job. From working in China, censorship meant anything related to the 3Ts (Taiwan, Tiananmen Square and Tibet) required school approval.

Creativity and imagination are key strengths of any librarian in the 21st century, as much as they are for any writer of children's literature. Librarians are also storytellers and great listeners, which require adequate social and interpersonal skills.

Collaborate with the school counsellor, or support services department, to ensure the library is inclusive, too. Library design, lighting, height-adjustable shelving and workstations, colour schemes and signage, are all hugely viable variants towards assisting students with specific learning difficulties.

Students are a great sounding board for feedback. Their ideas and suggestions must be welcomed. Gain their confidence and together you can evolve, learn and share interests. Remain open to suggestions and feedback from parents and teachers, too. Every library should have an anonymous 'suggestion box'.

The library is the vibrant heart of the school. It should act as a steppingstone in which students are supported in their journey towards developing the self-confidence and academic prowess needed to gain access to the best universities and career development opportunities. Librarians can work with students to help foster an awareness of key global themes, transforming students into international ambassadors and global citizens.

Fundamentally, the librarian's role is to explain and show students how to learn - rather than just amassing factual knowledge - and to encourage their ability to work independently, and develop their own imagination, thinking and ideas. The voice of the librarian should be heard, as much as that of any teacher or teaching specialist. For some students, the library is a welcome release from the classroom. A place where independent thinking happens, and choices can be made. In the library, students become independent users of information, and take responsibility for their own flexible and interdisciplinary learning.

If you would like additional support, Boyd recommends the following:

Attend conferences such as Triennal Educational Collaborative for International Schools (ECIS) Librarians, International Association of School Librarianship (IASL) and School Library Association (SLA).

Join the International School Library Connection Facebook group

Visit the IB OCC forum, which offers impartial advice

Read 'The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education' (2011) or Andrew Abbott's 'Digital Paper' (2014).

Review the IB's 'Ideal Libraries Project'

Useful LIBGUIDES

UWC Singapore SE Campus:http://research.uwcsea.edu.sg/

American School of Doha: http://asd.qa.libguides.com/

Western Academy Beijing: http://hslibguides.wab.edu/

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"The librarian's voice should be heard, as much as any teacher's"

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Graeme Boyd, Head Librarian at IB World School St Francis College, in Brazil, explains how the profession can step forward and play a fundamental role in schools The role of a librarian has always seemed slightly vague or nondescript. The IB expects the school library " to play a central role in the implementation of the programme(s) ".

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Libraries in the 21st century: the struggle between perception and reality

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Libraries in the 21st century: the struggle between perception and reality

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It speaks volumes when the man in charge of the world's fourth-biggest public library insists digital technologies are an opportunity rather than a threat to libraries. In an interview with Forbes Magazine, Anthony W Marx, president of New York Public Library, countered fears that they were dying:

There are people who think that the Digital Age is a mortal threat to the library. I think it's the greatest opportunity in the history of libraries, and that means that this institution of huge scale and beloved by millions of people is also at a moment of revitalizing itself fundamentally. In my line of work, that's an unbeatable combination.

In truth, libraries and librarians have fundamentally changed but not everyone has noticed. Those with the privilege of Internet access have the ability to find every sort of information offered on the web. Much of modern global culture has been captured into bits and bytes of data, then packaged for consumption to suit every preference. The Internet in these ways seems very similar to a library, or at least a repository of information, distributed on a global scale but accessed locally. However, the presence of the Internet has obscured the library, making many unaware of how it has evolved, what makes it different, and why it is so important to co-exist with the Internet.

Dr Marx points out this distinction:

The library is misunderstood as a repository of books. The library is a repository of information, and a sharing, and providing of access to information, and guide to using it.

The Internet is no doubt a giant resource, but it does not guide creativity and understanding-it is designed to reflect preferences rather than needs. Algorithms, bots and social media tracking filter and package information based on searches but they do not highlight information that helps us to learn and grow in understanding. Humans still need to research, analyze, and ultimately decide on complex, difficult issues. Internet sources are not usually designed to assist in doing these things. In fact, they can negatively affect our judgment and restrict what we do depending on how the information is packaged.

An image which is stuck in the past

Many IB World Schools have modernized their libraries specifically to challenge perceptions of its function in the community. Despite this, libraries and librarians face problems with how they are perceived, despite the obvious transformation most have made. The phenomenon known as library nostalgia can influence resourcing decisions so that schools even with the best of intentions can underestimate or misunderstand the role libraries and librarians play. (Hochman 2016)

The notion that libraries are physical or conceptual gates that can be opened and closed is nostalgic and belongs in the past. Libraries can be used to help make sense of information, but they no longer fully contain it. They do not control or limit what we can learn. Libraries are welcoming spaces inviting us towards information, and they provide services that help us understand it. No library in the 21st-century gatekeeps as its primary function and no library exists as a single, physical space.

A more expansive argument for the value of libraries is possible based on services to the community and the variety of ways they can be preserved to promote reading, literacy and community involvement. Libraries do not simply disappear when closed. Libraries exist in cyberspace, community centres, and classrooms. They exist in doctors' offices or in bookstores. Every time a space or a collection is designated for reading and using information it becomes, to some degree, a library. Every collection of information that is catalogued or sorted is potentially a library. When a physical library closes, an identifiable place of learning is lost, which is tragic and should not happen regardless of cost or space-saving concerns. The library concept can and does exist anywhere and should actively support the community regardless of existing physical spaces.

Library nostalgias are also unfairly applied to librarians

Stereotyping of librarian duties has led to staff reductions and changes that in the long term are detrimental to learning and teaching. The stereotype of librarians as "overprotective of their books" and "always shushing people" (Jennings 2016) is present in the media, despite widespread evidence of the opposite. Some schools remain unaware of the expertise librarians bring to learning and teaching in the information age, assuming that libraries merely support written curriculums instead of inquiry and personal development across the community.

The library also drives other aspects of school life that make learning experiences better for everyone. It is a multipurpose space that can provide resources for reading, both for academic development and personal enjoyment. It can be a social space, an experimental space, as well as a safe space in many ways. A functioning 21st-century library system, therefore, energizes the curriculum and the school more generally, in some areas driving school life and culture.

A functioning library provides the information and possible directions that learning and teaching need to go, and when properly resourced guides lifelong learning as well. Delivering a curriculum without a functioning library is akin to flying a plane without an instrument panel.

All IB World Schools are obligated to provide libraries. How they look and function is significantly enhanced by the presence of experienced librarians. Libraries should reflect what an active 21st-century information hub can and should be, and for IB World Schools they should also fully energize as well as support an IB education.

Realities librarians face in IB World Schools

Experienced librarians' impact and influence on school culture are immediately evident in the collections and services they provide. The language the school uses to describe multiliteracies, inquiry and language development often indicates when a librarian has been integral to school life and culture. In the highest quality IB programmes, librarians are active members of pedagogical leadership teams in the schools or districts they are expected to energize and support.

External circumstances such as budgetary fluctuations, new school construction and the introduction of new technologies impact what is expected of librarians. Many are plunged into uncertainty about their work as schools struggle with resources-a situation which can compromise learning and teaching. External factors such as these can be mitigated to support what a librarian is and can become, and should not obscure what a librarian should do to aid, extend and energize learning and teaching in IB programmes. Even with limited resources, librarians can develop exceptional approaches to energizing IB programmes with the right support and leadership in the school.

Open conversations on libraries

Communities have vastly different needs and ideas about the nature and function of their libraries. It is very important to have open conversations about them. Open conversations are ongoing dialogues designed to generate ideas, plans, concerns and actions that transform the school community. They are characterized by the open-minded approach of participants in addressing topics and questions. Open conversations are one of the most effective avenues to explore how libraries and librarians can fulfill the community's needs and objectives.

Once an open conversation has been established, the outcomes and actions which result become meaningful for the whole community.
Post updated 19 April 2018 with corrections to image captions. Pilar Quezzaire is the Curriculum Manager for Cross-Programme Development at the IB in The Hague, Netherlands. References
Wolfe, J. (2015) "The 21st Century Library: A Conversation with NYPL's Anthony Marx." Forbes Magazine. forbes.com

Gaiman, N. 2013. "Neil Gaiman: Why Our Future Depends on Libraries, Reading and Daydreaming." The Guardian. Guardian News and Media.

Hochman, J. 2016. School library nostalgias. Curriculum Inquiry. 46:2, 132-147

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Libraries in the 21st century: the struggle between perception and reality

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It speaks volumes when the man in charge of the world's fourth-biggest public library insists digital technologies are an opportunity rather than a threat to libraries. In an interview with Forbes Magazine, Anthony W Marx, president of New York Public Library, countered fears that they were dying: There are people who think that the Digital Age is a mortal threat to the library.

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Connected learning integrates personal interests, supportive relationships, and access to opportunities. It is learning in an age of abundant access to information and social connections that grows from the diverse interests and assets of young people.

Meet Maria: A Connected Learner

Elements of Connected Learning

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Spotlight: YOUmedia Chicago

YOUmedia, a youth digital makerspace in Chicago's main downtown public library, embodies the values and elements of connected learning.

YOUmedia centers on digital media production such as music, art, poetry and journalism. Young people can "hang out socially, mess around with new projects and geek out" in areas of specialization when they want to take the leap. Librarians and mentors organize showcases, support the production of various projects and broker connections to other opportunities in their interest area.

Youth who participated at YOUmedia saw clear results.

Feeling emotionally and physically safe and a sense of belonging

Becoming more involved in the chosen interests they brought to YOUmedia

Improving in at least one digital media skill

Improving academic skills: better communication with adults and improved writing ability

Understanding more about opportunities available to them after high school

Elements of Connected Learning Environments

Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose.

Educators have been putting connected learning into practice through a wide range of networks and organizations, in both formal and informal environments.

Educator Networks

The National Writing Project, Young Adult Library Services Association and the Consortium for School Networking have embraced the connected learning framework. Click [here] to learn more about connected learning in teaching practice, and [ here ] for connected learning in libraries.

Connected Learning In Action

Programs and organizations designed around connected learning are serving young people around the country and world.

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About Connected Learning - Connected Learning Alliance

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Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

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IB subject guides and other policy documents can be access through the MyIB website for candidate and authorized schools.

The documents below are freely available via the IB Website

Academic Integrity.pdf

Effective citing and referencing.pdf

Academic Honesty in the IB educational context.pdf

Academic Honesty Policies and Procedures 2016.pdf

AcademicHonestyPolicy (1).pdf

MLA8thEditionQuickReferenceGuide.pdf

eval_websites.pdf

Sample of an Academic Honesty Policy, Atlanta International College

Sample of an Academic Honesty Policy, Western International School of Shanghai

MLA 8th Edition Quick Reference Guide, West Island School

Evaluating websites, Carolina State University

Plagiarism_Reed.pdf

Plagiarism isn't just an issue for students

IB Academic Policy Evaluation

Evaluate your own Academic Honesty Policy - shared with permission by Melissa Cooper (formerly CIS, Singapore).

Academy Honesty Videos from IB Students

Plagiarism Video for Schools - Done for grades four and up, this was created to make students aware of what plagiarism is and how to avoid it.

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IB Librarians' Workshop - Academic Integrity

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Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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ICS Inter-Community School Library: ICS MLA Citation and Referencing Guide: Tutorials

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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Four Ways To Lead From The School Library

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Four Ways To Lead From The School Library

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A blog about school library collaborations, new technology, and student voice. I share about best practices for working with your school learning community.

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Updated February 18, 2017

Recently, I have heard from many teacher librarian friends around the country (and world) that are encountering the effects of personnel and/ or budget cuts. This deeply saddens me when I learn of library services being cut back in any way. We should explore ways to be proactive to hopefully minimize these effects. Sometimes, no amount of promoting the library seems to make a difference when money is tight, but we should still make the effort to show the value of the library.

It is crucial that we show the school, community, and world that libraries are an essential part of learning. We should strive to lead from the library and work to do this even from areas in which we are not comfortable because this is how growth takes place. I'd like to share what has worked for me in the 9 years I have served as a school librarian. This isn't a perfect method of leadership, but I have seen it work year after year.

1. Build Relationships

I used to think that libraries were only about books and technology. I have adjusted that idea over the past few years and now firmly believe that libraries are about people first. The way I have discovered to get students and teachers to visit the library consistently is through relationship building. In the mornings, our staff circulates among the students in the library before school. We exchange brief conversations with students and have found that many times we might be the only adult to personally visit with the students. They feel safe in the library; and when we talk to them and show an interest on a personal level, this changes everything over time. In almost every instance, these students come back and become regular visitors.

The same is true with teachers. It is necessary to make time to visit with the educators we serve. I have built many strong professional relationships with my colleagues through the years and have learned so much from them. They will never fully know the impact they have made on me personally and professionally. Through our daily exchanges, I can only hope I have been able to teach them a few small things about literature, technology, or information.

For our library team, relationships are everything in the school library. It is a time consuming task that is a priceless investment. I wish I had realized this when I entered education so many years ago. Through relationships, people can be linked to books, technology, and information much more effectively. It is a customer service approach that has worked time and again!

2. Listen to the Needs of the Learning Community

When relationships grow stronger, people will typically begin to communicate more. This is where listening becomes a powerful tool for library leaders. Teachers and students will share their concerns and challenges. They will feel more comfortable asking for books, resources, and assistance with technology. They will also ask for assistance teaching and collaborating. Listening is a skill I always need to improve. When I do listen to requests and concerns, relationships grow stronger and so does the value of the library.

3. Serve Others and Take Action

Listening is not enough. To lead others, I have found that we must serve those that come to us with needs and questions. It is a good thing when students and teachers see that we are listening to them. When they observe that we truly take action and serve them, it is amazing! Think about it; we are all drawn to people that are genuinely interested in us. When you go above and beyond for students and teachers, it will be noticed. Word will travel like wildfire when this is done consistently because good service gets talked about!

4. Look for Opportunities to Collaborate

Great things can happen when we build relationships, listen, and serve. Powerful collaboration will begin to take place within the learning community. Students and teachers will begin sharing ideas and you will have chances to collaborate. This is exactly how some of our first collaborations began to take place in 2012 and 2013. When you team teach and collaborate with students and teachers, they will tell others about their experiences. These successes build a great momentum that can literally transform a learning community! When teachers see their colleagues taking part in library collaborations that include cutting edge technology and powerful team teaching, they will want to join in!

Final Thoughts

What I'm sharing with you has been life changing for me personally and professionally. When I look at the 125 articles published in this blog, these four points are what led to these successes. Is this time consuming? Yes. Is it physically and mentally draining? Yes. Does it make a difference for students and teachers? Yes! I truly believe a library program that shows extreme value will be less likely to experience major cuts. Lets all work to build relationships, listen, and serve our learning communities so well that no one can ignore us as we lead from the school library.

I have started a monthly email newsletter for the subscribers of the Library Media Tech Talk blog. If you are interested in exclusive content not appearing on the blog, be sure to subscribe by submitting your email address! Subscribe here!

Other articles that may interest you:

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Four Ways To Lead From The School Library

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Updated February 18, 2017 Recently, I have heard from many teacher librarian friends around the country (and world) that are encountering the effects of personnel and/ or budget cuts. This deeply saddens me when I learn of library services being cut back in any way.

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wisslibrary_Library_Policy_20180526.pdf

wisslibrary_Collection_Development_Policy_20180526.pdf

Western International School of Shanghai Library & Collection Development Policies (used with permission).

West Island School Library Policy.pdf

West Island School Library Policy (used with permission).

GSIS Senior Library_mission and policy.pdf

GSIS Senior Library Policy (used with permission).

School librarian job description - from Dianne MacKenzie (used with permission).

School Librarian Job description.DMcKenzie.pdf

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IB Librarians' Workshop - Library Policies

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Western International School of Shanghai Library & Collection Development Policies (used with permission).

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Resources For Inquiry Learning | The Fosil Group

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Free downloadable resources available for inquiry learning. Filter and search through our growing collection of resources.

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If you are reading this you are probably in an IB school - which means you are very lucky because you almost certainly have a school librarian to support you. But what is the unique role that a librarian should have in your education, and how can you make the most of what your librarian is offering?
It's not all about books!
School libraries around the world are under threat ( BBC, 2017; ABC news, 2017; Citylab, 2019)and, as school budgets are being squeezed, many regard a professional librarian (and often even a library) as a luxury they can't afford rather than an educational necessity. The problem is largely one of definition, and of understanding (both among school leaders and librarians themselves) of what a school librarian does - and that is why the situation is often different in IB schools. The traditional definition of a librarian is " a person in charge of or assisting in a library" (1), where a library is " a building or room containing collections of books, periodicals, and sometimes films and recorded music for use or borrowing by the public or the members of an institution " (2).

In a world where so much information is freely available online, ebooks are on the rise and many print books are cheap to buy, some have even suggested that libraries should be replaced by a well-known online retail giant ( Guardian, 2018). But regardless of the arguments about the importance of books in education (and I am convinced they are still very important), the real problem often lies in school librarians grounding their identity in books and reading, not in education. The central purpose of schools is education and that should be the central purpose of school librarians too. If "they aren't buying what we're selling" then maybe the problem is with us, not them!

Fortunately, the IB recognises this and has published a document entitled Ideal libraries ( IBO, 2018) explaining (3) what you should be able to expect from your school library. It defines (school) libraries as " combinations of people, places, collections and services that aid and extend learning and teaching." (p.2). Notice that books aren't mentioned at all - not because they aren't an important and valuable part of our job, but because they are a tool we use to achieve our purpose, not the reason we exist. This astonishing and inspiring document goes on to explain the key roles of the librarian, and I am going to use it to explain what you should be expecting from your school librarian, and why they are a fundamental part of your IB education.
So what does a school librarian do?
The IBO says in Ideal Librariesthat:

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.5)

In short, your librarian is the person to know if you want to learn how to access and work with information to generate and/or answer an inquiry question. You might expect your librarian to have the skills to locate and access information on whatever obscure topic you may have chosen for your EE (or IA), but our role goes far beyond that. It's our job to be able to teach you to understand how to journey from the vague stirrings of an interest in a topic all the way through to a carefully researched, tightly argued and appropriately sourced and referenced essay answering a thoughtfully worded inquiry question within the space of about nine months, reflecting as you go. In short, it is our job to turn you into an academic researcher (although we prefer the term inquirer).
Shaping the EE process

Your teachers and supervisors are subject specialists, but your librarian is the specialist in inquiry. " Inquiry is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue. It requires more of them than simply answering questions or getting a right answer." (Kuhlthau, 2007, p. 2). More broadly, " inquiry is a dynamic process of being open to wonder and puzzlement and coming to know and understand the world, [and] as such, it is a stance that pervades all aspects of life and is essential to the way in which knowledge is created" ( Galileo Educational Network).

The Extended Essay may be your first major step into the type of inquiry where you have real freedom to choose your own topic, so it makes sense that it should be guided by someone who really understands the process. At Oakham School, our journey with inquiry began with an examination of the EE process and how it could be reshaped to support our students more effectively. In 2010 Darryl Toerien, the Head of Library, had been developing his understanding of inquiry through the work of Carol Kuhlthau and Barbara Stripling. He realised that the EE process that he had inherited when he joined the school in 2008 was largely driven by an administrative need to make sure that students met certain deadlines rather than by a deep understanding of the inquiry process and what it would take for them to get there.

Oakham School's first EE timetable (2001-3 cohort)

Most glaringly, students were expected to select their research question within four weeks of their first introduction to the EE, but were then only given dedicated off-timetable time to work on the EE six months later, a week before their first draft was due. While they were expected to start gathering research materials much earlier, there was no real expectation of any substantial reading until EE "research week", when they needed to do their reading and writing together in a fairly short concentrated space of time.

From his understanding of Kuhlthau's Information Search Process, Darryl realised that the inquiry question only emerges from a deep understanding of the topic, achieved by using resources to investigate the topic and build understanding. You go into your investigation with an idea and a direction, and emerge with an understanding of an appropriate question to answer. He also realised that the most challenging, transformative and important work of the EE is not what is often called the "research" - finding resources and reading them - or even writing the essay. It is what comes in between those two - constructing a new (to you) understanding of your topic based on what you have read. This is what changes you and equips you to write an original, evidence-based essay, rather than a disjointed patchwork of other people's thoughts. But this takes time and support.

Our current timetable is based on a blend of Information Search Process and The FOSIL Cycle, developed by Darryl based on the Stripling Model of Inquiry within the Empire State Information Fluency Continuum.

The FOSIL Cycle

The FOSIL cycle is a clear description of all the stages of inquiry, resting on a foundation of decades of research and it would require a blog post of its own to explain how the cycle works and the impact it has on teaching and learning - if you are interested visit the The FOSIL Group website for more information about the cycle, free downloadable resources and a community of educators sharing their ideas in our forum.

By understanding how the inquiry process works, we can guide our students more effectively through it. In this particular case we realised that students had almost no time for Connect and Wonder (the background research and exploration required to understand a topic well enough to ask good questions) and often skipped Construct (building understanding) altogether as they jumped from Investigate (finding out) to Express (writing).

Adding Kuhlthau's Information Search Process, which described what students might be thinking, doing and feeling at each stage, into the timetable was the final piece of the puzzle.

Oakham School's current EE support structure (2019-21 cohort): Based on the FOSIL cycle and the Information Search Process

We began to understand how students might be feeling at different stages of the process and when the most appropriate times to offer support were. In terms of structured support (provided centrally to the whole cohort, as opposed to that provided by supervisors) we went from just one seminar at the start of the process to three, backed up by two dedicated IT workshops. We also split the Research Days into two chunks, giving students three Investigation Days off timetable to find resources and start working with them quite early in the process (February), with plenty of time to continue reading, follow up leads and acquire new resources, think through what they had read and discuss it with their supervisors in between that and the Writing Days (June). This Construct time is critical to helping students find their own voices. This is what the new timetable looks like in practice:

Hopefully you can see that this timetable is now informed by an understanding of the inquiry process and the student experience, rather than an administrative need for students to reach certain goals. The Library is also now integral to the EE process, not peripheral. This is the value of involving the Librarian in shaping the EE process.
Supporting the EE process
We now support the EE process through:

Offering three compulsory targeted seminars at appropriate intervention points.

Offering two compulsory targeted IT workshops at appropriate intervention points. As our provision has improved further down the school, we are finding more students arriving in the sixth form able to use the tools in Word to cite and reference and generate contents lists. This year we plan to offer parallel sessions for those who have never used these tools before and those who feel reasonably confident and just need a reminder.

Supporting students in small groups and individually during the Investigation and Writing Days. It's amazing how often students who thought they were pretty good at searching come out of these seminars surprised at how much they have learnt - if your library offers similar seminars it would be worth attending.

Providing a web-based support resource (in our case a LibGuide) supporting students at every stage of the process. Our new EE LibGuide absolutely transformed our EE support last year, empowering students to access the support they need whenever they need it, moving through the process at their own pace. Having launched the resource in December 2019 with no idea of what was to come, the guide also enabled us to provide our strongest support ever, despite the coronavirus shutdown. We may continue to use some of the strategies we developed last year even after life returns to normal - for example using video tutorials for IT skills enables students to differentiate and self-pace and revisit in a way that live workshops do not, and allows them to choose PC or Mac based tutorials.

Offering individual support as requested. We welcome individual requests by email or (before lockdown!) in person, and students often contact us for help finding resources on obscure topics and on citing different types of resources.

Providing a broad and rich range of print and subscription resources, and purchasing new resources (or suggesting suitable alternatives) on request. Which leads us on to the third strand of the library service - and perhaps the one that springs to mind for most people when they think of the role of the library:

Resourcing the EE process
We have always emphasised using a wide variety of resources for in-depth research like the EE.

I. Books are perfect both for breadth - for reading around, becoming an expert in your topic and putting it into context. They are often (but not always) good academic sources, particularly when from well-known publishers, but you do still have to watch out for bias. Their biggest issue is the publishing time lag, which can mean it is harder to find a range of books about emerging issues, and the cost for niche academic texts.

II. Online journal articles often give very narrowly focussed depth (and can be very current) but have to be used carefully at this level because they can be too focused if you don't have appropriate grounding in that area. Our most commonly used databases for the EE are EBSCO Advanced Placement source and JSTOR - and both have also proved invaluable last year for the range of ebooks they have during lockdown when the physical library was closed. We also saw increasing use of the Oxford Very Short Introductions ebooks, which offer the quality and depth of print books combined with the searchable convenience of online resources.

III. We have other subscription databases as well, and a third important category is targeted databases aimed directly at students at this level, which are increasingly starting to include video as well as print resources. We picked up the fantastic Ideas Roadshow's IBDP Portal resource quite late in the process last year, when many of our students were already quite far into the investigation and were moving towards writing. As we approach the start of our EE process this year, I am confident that this innovative and exciting resource will really come into its own during the Connect stage of the FOSIL Cycle.

The short clips and compilations (each of which comes with an accompanying 1-page PDF providing lots of helpful information related to each video, including citing instructions) and the longer, in-depth conversations with world-leading researchers are ideal for students with a vague idea of the subject and perhaps topics they are interested in, but no clear direction. They are perfect for browsing and stimulating interest - and students who discover a line of inquiry that inspires them are assured of a one-hour detailed conversation with an expert in the field (with an accompanying PDF e-book) underpinning each clip or compilation to kick off their investigation!
Shaping you
As you can see from the above, although my role as a librarian does involve the traditional "librarian" activities of acquiring and curating resources, and helping my students to navigate them, it is actually so much bigger than that. I see my role directly as an educator. Perhaps more than anyone else in the school, it is the librarian's job to nurture, enable and empower life-long learners because our subject is inquiry. I am not constrained by the need to teach my students to pass a Chemistry or Latin or Sports Science exam as well as teaching them how to think and learn independently - how to find, access, interrogate, assimilate, evaluate information and transform it into knowledge for themselves.

Not for me, not for the IB, not for the EE, not for their parents or their teachers. For themselves.

My students think I am supporting them through the EE, but my goal is so much larger. Done properly an EE can be a life changing experience that transforms a young person's relationship with information and knowledge. It may well be the first time in your life when you realise that you have the power to turn yourself into an expert - when you realise that you know more about an academic topic than anyone around you, including your teachers, and that your thoughts and ideas matter.

I want to empower young people to question the narratives the world offers them, and to have the tools to seek authentic answers to those questions. I believe that the skills and attitudes that you learn through a relationship with your Library/ians during your school career will be vital for your success, not just at university but through the rest of your life.

As Ideal Libraries puts it:

"Libraries are where most forms of inquiry, not just academic ones, begin. 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."

You may think librarians spend all day hiding away in the library waiting patiently for someone to come in and ask for a book, but actually we're hard at work (often late into the night) on changing the world, student by student. As the author and film-maker Michael Moore said of librarians back in 2002:

"They are subversive. You think they're just sitting there at the desk, all quiet and everything. They're like plotting the revolution, man. I wouldn't mess with them."

1) Oxford University Press. (2010) Librarian. In Oxford Dictionary of English, edited by Stevenson, Angus. Retrieved June 8, 2020, from https://www.oxfordreference.com/view/10.1093/acref/9780199571123.001.0001/m_en_gb0468920

2) Oxford University Press. (2010) Library. In Oxford Dictionary of English, edited by Stevenson, Angus. Retrieved June 8, 2020, from https://www.oxfordreference.com/view/10.1093/acref/9780199571123.001.0001/m_en_gb0468930

3) IBO (2018) Ideal libraries: a guide for schools. Cardiff: IBO. Retrieved 12 June, 2020, from: https://uaeschoollibrariansgroup.files.wordpress.com/2018/06/ideal-libraries-for-ib.pdf
Jennifer Toerien, Oakham School
Learn more about the IBDP Portal on our website, and request a free, no-obligation, 14-day trial by completing this short form.

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The role of the librarian in the IB DP | JCS

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If you are reading this you are probably in an IB school - which means you are very lucky because you almost certainly have a school librarian to support you. But what is the unique role that a librarian should have in your education, and how can you make the most of what your librarian is offering?

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Extended essay video 1: Role of the librarian

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Extended essay video 1: Role of the librarian

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Extended essay video 1: Role of the librarian

Extended essay video 1: Role of the librarian

If you would like to download this video as an English-only MP4 file (1280x720), please click here.

Any appearance of branded products and well-known logos in this video is incidental. The IBO disclaims any endorsement by, or any association with the intellectual property rights owners of these products and logos.

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Extended essay video 1: Role of the librarian If you would like to download this video as an English-only MP4 file (1280x720), please click here. Any appearance of branded products and well-known logos in this video is incidental. The IBO disclaims any endorsement by, or any association with the intellectual property rights owners of these products and logos.

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Library Matters India is an initiative of Liferarian Association.
Professional learning and collaboration help individuals to grow, learn and impact the academic community. The Library Matters team works with other experts and serve as coaches and mentors to help interested library professionals

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School Library Guidelines - Library Matters India

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School Library Guidelines - Library Matters India

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School Library Guidelines - Library Matters India

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How This School Library Increased Student Use by 1,000 Percent

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How This School Library Increased Student Use by 1,000 Percent

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How a School Library Increased Student Use by 1,000 Percent | Cult of Pedagogy

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Some school libraries are reinventing themselves as makerspaces, but this Ohio library took a slightly different approach and has seen incredible results.

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Reimagining Library Spaces: Transform Your Space on Any Budget (Digital Age Librarians)by Diana Rendina (Author)

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Reimagining Library Spaces: Transform Your Space on Any Budget (Digital Age Librarians)by Diana Rendina (Author)

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This inspiring book invites librarians to rethink the library space and embrace the changing role of technology, with suggestions on how to transform how students learn in and use these spaces. addresses these realities, offering the guidance you need to make smart and efficient updates to your library space that encourage the use of technology to improve student learning.

With the advent of modern technologies and the rise of participatory and active learning pedagogy, the traditional school library model is no longer as effective as it once was. Now more than ever, it is vital to cultivate and transform these spaces to create positive learning experiences for students.

This book includes:
Amazing things can happen when school librarians are willing to take the risks and the initiative to reimagine their library spaces with their students' success in mind. In this book, you'll go on a journey to reimagine your space so you can make it the best possible library for your students.

Reimagining Library Spaces

Tips and strategies for transforming your outdated library space on a small budget.

How-to's for addressing the challenges and opportunities brought about by the changing role of technology, including collaborative learning labs, makerspaces and ways to support BYOD.

Practical suggestions for finding ideas to improve your space, inventory your library and survey your community.

Audience: K-12 school librarians, administrators, district leaders

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Reimagining Library Spaces: Transform Your Space on Any Budget (Digital Age Librarians)

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Reimagining Library Spaces: Transform Your Space on Any Budget (Digital Age Librarians): Rendina, Diana: 9781564843913: Books

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Telling the story of Learning in Displays of student work

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Telling the story of Learning in Displays of student work

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Telling the Story of Learning in Displays of Student Work

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In celebration of Arabic language day , students composed stories from their own imagination.

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In celebration of Arabic language day , students composed stories from their own imagination.

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In celebration of Arabic language day , students composed stories from their own imagination.

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In celebration of Arabic language day , students composed stories from their own imagination.

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Under the umbrella of " how the world work" ; KG2 students were responsible recyclers , they participated in book swap event for their own stories . 

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Under the umbrella of " how the world work" ; KG2 students were responsible recyclers , they participated in book swap event for their own stories . 

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Under the umbrella of " how the world work" ; KG2 students were responsible recyclers , they participated in book swap event for their own stories . 

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Under the umbrella of " how the world work" ; KG2 students were responsible recyclers , they participated in book swap event for their own stories . 

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Students were inquirers , they visited the library with their inquiry tickets to find answers from various resources.

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Students were inquirers , they visited the library with their inquiry tickets to find answers from various resources.

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Students were inquirers , they visited the library with their inquiry tickets to find answers from various resources.

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Students were inquirers , they visited the library with their inquiry tickets to find answers from various resources.

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Students were inquirers , they visited the library with their inquiry tickets to find answers from various resources.

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Students were inquirers , they visited the library with their inquiry tickets to find answers from various resources.

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Students were inquirers , they visited the library with their inquiry tickets to find answers from various resources.

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Students were inquirers , they visited the library with their inquiry tickets to find answers from various resources.

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students inquiries are displayed on the wonder wall along with pictures and answers . 

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students inquiries are displayed on the wonder wall along with pictures and answers . 

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students enjoyed their choice time and read various books in the library .

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students enjoyed their choice time and read various books in the library .

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KG1 & KG2 students were reflective communicators , they were awarded top reader certificates for borrowing more than 8 books monthly. 

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KG1 & KG2 students were reflective communicators , they were awarded top reader certificates for borrowing more than 8 books monthly. 

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students were reflective , they reflected on the story they read in the library . 

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students were reflective , they reflected on the story they read in the library . 

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Students enjoyed the discussion with the author Flora Majdalawi about the book they have read 

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Students enjoyed the discussion with the author Flora Majdalawi about the book they have read 

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Students have a voice in choosing our info center collection

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Students have a voice in choosing our info center collection

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Students have a voice in choosing our info center collection

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Students have a voice in choosing our info center collection

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Students have a voice in choosing our info center collection

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Students have a voice in choosing our info center collection

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Grade 4 students enjoyed reading and acting a book to grade 2 students

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Grade 4 students enjoyed reading and acting a book to grade 2 students

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Students were encouraged to read more books and to become lifelong learner through Book tasting event.

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Students were encouraged to read more books and to become lifelong learner through Book tasting event.

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Students celebrated the UN Arabic Language Day through different activities 

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Students celebrated the UN Arabic Language Day through different activities 

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Students were inquirers when they visited the info center to find answers to their inquiries taking into regards academic integrity and avoiding plagiarism. 

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Students were inquirers when they visited the info center to find answers to their inquiries taking into regards academic integrity and avoiding plagiarism. 

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Students were inquirers when they visited the info center to find answers to their inquiries taking into regards academic integrity and avoiding plagiarism. 

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Students were inquirers when they visited the info center to find answers to their inquiries taking into regards academic integrity and avoiding plagiarism. 

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Students utilize the technology as a tool for creativity when they practiced coding during recess time 

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Students utilize the technology as a tool for creativity when they practiced coding during recess time 

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After we read a story “Three Little pigs” students had worked on 3 different challenges: building a house out of straws, sticks (toothpicks and playdough) and bricks (LEGO bricks), then compared the structures to see which one was the strongest. 

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After we read a story “Three Little pigs” students had worked on 3 different challenges: building a house out of straws, sticks (toothpicks and playdough) and bricks (LEGO bricks), then compared the structures to see which one was the strongest. 

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After we read a story “Three Little pigs” students had worked on 3 different challenges: building a house out of straws, sticks (toothpicks and playdough) and bricks (LEGO bricks), then compared the structures to see which one was the strongest. 

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After we read a story “Three Little pigs” students had worked on 3 different challenges: building a house out of straws, sticks (toothpicks and playdough) and bricks (LEGO bricks), then compared the structures to see which one was the strongest. 

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After we read a story “Three Little pigs” students had worked on 3 different challenges: building a house out of straws, sticks (toothpicks and playdough) and bricks (LEGO bricks), then compared the structures to see which one was the strongest. 

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After we read a story “Three Little pigs” students had worked on 3 different challenges: building a house out of straws, sticks (toothpicks and playdough) and bricks (LEGO bricks), then compared the structures to see which one was the strongest. 

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As an inclusive learning environment learners had opportunities to take about their cultures and design the inclusive learning environment corner  

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As an inclusive learning environment learners had opportunities to take about their cultures and design the inclusive learning environment corner  

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As an inclusive learning environment learners had opportunities to take about their cultures and design the inclusive learning environment corner  

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As an inclusive learning environment learners had opportunities to take about their cultures and design the inclusive learning environment corner  

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As an inclusive learning environment learners had opportunities to take about their cultures and design the inclusive learning environment corner  

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As an inclusive learning environment learners had opportunities to take about their cultures and design the inclusive learning environment corner  

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At the Maker Space, students are At the Maker Space, students are empowered to develop their creative thinking skills as they explore all the different ways to use a collage of  materials.

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At the Maker Space, students are At the Maker Space, students are empowered to develop their creative thinking skills as they explore all the different ways to use a collage of  materials.

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MYP December MOM 2021-2022

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MYP November MOM 2021-2022

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MYP September Report

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MYP October Report

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MYP MOM September 2021

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Academic Integrity ppt for Students

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Acadmic Integrity Presentation Students  2022-2023 

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Academic Integrity PPT for Teachers

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Acadmic Integrity Presentation Teachers  2022-2023 

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Celebration of the black history month

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Celebration of reader of the month

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Break activities

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Middle School October IRC and ATL meetings 2022-2023

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Middle School October IRC and ATL meetings 2022-2023

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Considering the quantitative data from our library circulation, we celebrate the top readers by granting a acknowledgement certificate to encourage readers to foster love for reading.

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Reading Classes for Language Acquisition Students

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Reading Classes for Language Acquisition Students

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Language Acquisition students are invited during library sessions to explore books from our collections to support their learning of the language.

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In line, the IRC and ATL leaders work to promote ATL being evident in our classrooms. Accordingly, students celebrate being ATL ambassadors who are in charge of facilitating learning in their classrooms along with their teachers.

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Catering for learners and programs needs 

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Catering for learners and programs needs 

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Students visit to spend quiet time working on their internals and extended essay in a well-catered environment and resources.

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Catering for learners and programs needs 

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Catering for learners and programs needs 

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Students visit to spend quiet time working on their internals and extended essay in a well-catered environment and resources.

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Collection of Books from Different Languages 

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Collection of Books from Different Languages 

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As an inclusive learning environment learners are provided with books from different languages to cater for different culture and nationalities from the students' population.

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In a welcoming environment, students visit frequently during the second break to enjoy board games that enhance their intellectual abilities, promote their well-being and help them spend time proactively.

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Sample email or organizing for the Academic Integrity Orientation Sessions

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Academic Integrity Orientation Sessions for students and Teachers

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Academic Integrity Orientation Sessions for students and Teachers

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MYP and DP students and teachers were engaged in orientations to ensure they are further versed with the academic integrity programs requirements, Mashrek school policy on academic integrity, and proper citation and referencing using MLA.

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ATL ambassadors are leaders among their peers, where they meet to share ideas on how to further promote their role and make ATL evident in their classrooms.

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Orienting Teachers and students on the role of ATL ambassadors

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Orienting Teachers and students on the role of ATL ambassadors

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Discussions during morning time took place to ensure that the students are encouraged to show proficient level of skills and be nominated to become ATL ambassadors in their classrooms. Students are aware of the role of ATL ambassador in supporting the learning process.

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IRC Team communicates new arrivals, relevant resources and recent webinars to support the professional development of the academic staff, and to provide useful resource to support their planning.

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IRC Team communicates new arrivals, relevant resources and recent webinars to support the professional development of the academic staff, and to provide useful resource to support their planning.

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Driven by our mission and vision, and our strive to instill open-mindedness and promote global citizenship and international mindedness, students and members of their families from different cultures celebrated their diversity. The “Share Your Legacy” event held by the Information Resources Center was dedicated to sharing personal experiences of moving to Jordan and lovely artifacts from the various cultures of students.

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Grade 11 student reflection on practices supported by the IRC that impacted his personal experience at school. Sami shared his opinion on the IRC environment and events he was part of "Share Your Legacy".

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as part of a learning community, we shared experiences with the leadership team to reflect on the practices and keep them informed further actions that will be taken and areas that we will work on.

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Academic Integrity Orientation Sessions for students and Teachers

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Academic Integrity Orientation Sessions for students and Teachers

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MYP and DP teachers and students were engaged in orientations to ensure they are further versed with the academic integrity program requirements, Mashrek school policy on academic integrity, and proper citation and referencing using MLA.

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Orientation on Academic Integrity Policy (1)