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“Classroom Inquiry Support”

I go into classrooms during a unit (e.g., animals, space, community helpers) and:

Bring a small selection of related books

Teach students how to find one fact from a book

Guide them to share or record their learning

This extends Information Literacy directly into the classroom, not just inside the library.

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A Day in the World of a Historical Figure

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A Day in the World of a Historical Figure

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A Day in the World of a Historical Figure is a signature library program that allows students to explore the life, achievements, and impact of important historical personalities through research, presentations, exhibitions, and interactive activities. The program is implemented in collaboration with other departments such as Arabic, English, Social Studies, Art, ICT, and Science, creating a rich interdisciplinary learning experience. Accompanying activities may include debates, role-play performances, poster design, creative writing, quizzes, documentaries, and student-led presentations. This initiative strengthens students’ research, communication, teamwork, creativity, and critical-thinking skills while making history more engaging and meaningful.

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Managing time and tasks effectively by keeping an organized and logical system of information files and by bringing necessary equipments, supplies and resources to the library space.

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Social Skills – Collaborative research in the Library

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Social Skills – Collaborative research in the Library

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Students work in groups of 2–3 and receive a topic connected to their subject (for example, a historical event, a science topic, or a literary theme).

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Encourage student to: Collect, record and verify data through Podcast activity. Students choose topic, research it, use reliable sources, extract credible information to support their arguments.

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ATL - Communication - 1.i. - Read a variety of sources for information and for pleasure

Students read a book and then write a book review on a single post-it note. Then we stick them on a post-it wall in the library for everyone to read, maybe combine with a book display. This is an easy activity that all students can have success.

Before starting I teach them about how to write a book review. I tell them we don't want a review of the plot...because we only have one small post-it.

Instead, I teach that they must focus on their own feelings...why did they enjoy the book? What is the theme or message? Why do they recommend the book?

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ATL In The Library (Information Literacy):- Students learn how to find information from books or websites and write where they got it from (citation).

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show them a piece of art and have them give some feedback on it. Then ask them what is feedback. Why do we ask for feedback? what is a good way to give feedback, then practice with them the hamburger method. Have them practice with each other using their last assignment. What do I do with feedback? then the exit ticket: I used to think feedback was…
Now I think feedback is…
One sentence starter I will use next time is…

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Adnan-Language skills - reading, writing and using language to gather and communicate information

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Adnan-Language skills - reading, writing and using language to gather and communicate information

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I organized "Blind Date with Books" activity in February, with the theme of "Fall in Love with a Book" to make students read a variety of sources for information and for pleasure and write for different purposes.

Designed a themed library experience aligned with the month (February – love for reading)

Launched a “Blind Date with a Book” activity

Wrapped selected books to create curiosity and surprise

Added a hidden task inside each book

Introduced a reward system: “Every book has a task, every task has a prize”

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Out Side the library:-

Students work in a group in class to research a topic and present it together.

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Analysing sources: Guide students to compare different viewpoints on the same topic (for example, history, science, or current events) using library materials.

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PP support session - Supporting Grade 10 students to actively identify the ATL skills they used for their personal project and explaining it through descriptors

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Discussion & Debating club with English Dept.

Develop structured discussion skills in lessons

Teach students to express ideas clearly and use evidence

Run a debating club

2. Project Exhibition

Collaborate with departments

Students present work and research process

Support communication and presentation skills

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Working effectively with others to give and receive meaningful feedback and to listen actively to other perspectives and ideas.

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Hosting book fairs and book talks with authors leads to development and opportunity to explore and share ideas with multiple audiences

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Citing and referencing: Use the library space and resources to practise correct referencing and academic integrity, directly supporting MYP units and assignments.

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Information literacy skills

1.      Teach students how to create good research questions and keywords

2.      Show them how to choose appropriate sources (books, databases, websites)

3.     Guide note-taking, paraphrasing, and organizing ideas

4.       Help them evaluate their sources ( OPVL )

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Through collaborative meetings by grade level, Educators and I come up with stategies to help and encourage learners to read as well as having a uniform way of how to do so.

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communication :

I help students express their ideas clearly when discussing books or research

I encourage students to ask questions and share opinions

I guide students on how to write for different purposes (notes, research, reflections)

I support students in using different formats (presentations, posters, digital tools)

I model good communication when interacting with students and staff

Impact on Students:

Students become more confident speakers

Students improve their writing and presentation skills

Students learn to communicate with different audience

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School Activities:

Reading competitions that encourage literacy, motivation, and a love of reading.

Student clubs that develop leadership, teamwork, and communication skills.

STEAM projects that promote creativity, problem-solving, innovation, and interdisciplinary learning.

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Extended Essay lesson - How to write a Research Question

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Extended Essay lesson - How to write a Research Question

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ATL - Communication - 1.a. Give and receive meaningful feedback.

I teach students how to write a research question and demonstrate the process. Students work in pairs - I ask students to write 2 practice questions (for 2 different subjects). Then students share questions and give suggestions how to improve each others questions. Also, depending on the students, I may need to teach how to give constructive feedback.

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If it’s “Outside your 4 walls”:

“Virtual Library Tour / Digital Tools”

Introduce students to online libraries, e-books, or research databases and let them explore independently.

👉 Builds: digital literacy

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One of the ways I support social skills is by creating opportunities for students to work together. For example, I organize reading buddies between older and younger students, and I encourage collaboration during group activities and research tasks.

Through these experiences, students learn how to communicate, support each other, and work as a team, which reflects the IB Learner Profile..

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 Use a variety of media to communicate with a range of audiences

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 Use a variety of media to communicate with a range of audiences

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Display a communication scenario on the board. Provide different audience targets.

1. Students work in pairs to:

Select an audience

Choose the best media format for that audience

Create a quick outline or sketch of their media piece

Explain WHY this format works best for their audience

2. Quick gallery walk to see other groups' choices

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Have both online and physical resources available in the library that are available that allows to seek a range of perspectives from multiple and varied sources

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Participate in, and contribute to, digital social media networks

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Participate in, and contribute to, digital social media networks

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We (both teachers and students) sometimes share reading recommendations or other material related to the library on school's Instagram and TikTok accounts.

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1. Read critically and for comprehension

2. Read a variety of sources for information and for pleasure.

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We practice this skill through routine. By establishing the order of tasks to do in the library, every learner has a clear picture of what to do at the right time.

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by creating opportunities such as Book Week and author visits where students share their ideas, ask questions, and express their understanding confidently in different contexts.

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Read a variety of sources for information and pleasure

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Support Grade 10 students as a Personal Project Supervisor.

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“Treasure Hunt Research”

Students go on a fun “treasure hunt” where they:

Look for answers to simple questions (e.g., “Find a fact about space”)

Use different books placed around the library

Record or draw their findings

This turns research into a game while building real skills in Information Literacy.

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Read a variety of sources for information and for pleasure

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Read a variety of sources for information and for pleasure

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Supporting students to pick appropriate sources for research and also helping them pick books that they would enjoy reading based on their interests.

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Read critically and for comprehension, make inferences and draw conclusions 

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Read critically and for comprehension, make inferences and draw conclusions 

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We have a reading club where we discuss books and reading and do exactly these things.

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Research Skills

I support research skills- academic integrity

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Students become independent researchers who can find, evaluate, and use information responsibly.

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Identify primary and secondary sources - Quiz with different scenarios after the lesson

Make connection between various sources of information. Lesson for finding both print and non-print materials for the same topic

Take effective notes in class - lesson on note taking strategies

Evaluate and select information sources and digital tools based on their appropriateness to specific tasks - lesson on evaluating resources

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Please add at least one post for Inside and one post for Outside.

Then read other people's posts and steal ideas.

;-)

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Read a book to students (G1-G3) ask them what you learned today, what you can already do, If it was you, how could you be more efficient and let them reflect on what they learned.

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When we are working in small groups to finish a research, encourage them to use skills we already learned during our research skills lessons to implement it in our current research, like taking notes, using charts, etc.

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I prepare some crosswords charts related to unit terms

And they should work in pairs to figerout the words in charts

And if find any difficulty with the words they must go to Dictionaries

This activity improves their communication skills , language skills, writing, reading and using language together and communicata information.

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creating a google form for students and teachers to fill in with missing resources that they want to find in the library that would help them in their extended essays. This helps with their research skills.

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Communication skills . Using a variety of media to communicate with a variety of audience .

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Communication skills . Using a variety of media to communicate with a variety of audience .

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I would ask lower elementary students to do a roleplay to communicate a certain message to their class mates as part of how we express ourselves

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Reading a story related to the unit of inquiry for the PYP students then I start a discussion with them so that I Give and receive meaningful feedback

I ask first for their opinions then I give my opinion and explain to them that everyone has his own point of view and it doesn't mean that one of us is correct and the other one is wrong

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6. Information literacy skills: Make connections between various sources of information 

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6. Information literacy skills: Make connections between various sources of information 

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Ask students to research a certain topic, using different formats, e.g. a popular source, a scholarly source, a video, poster, image, infograhic, blog, etc. and have them clearly say how each source presented the topic under discussion.

Grade Level: 10

Goal: have students understand how the same topic can be presented in different ways, depending on the source.

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Forming groups of PYP students with a leader to each group, every group receive coloring sheets with codes (addition, multiplication .... depending on students age) I ask them to finish the papers and the 1st group to finish is the winner, I highlight that they use the method they prefer to Finnish faster (they all work on the same paper then take the next one, or every student work on a different paper.....)

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having orientation and induction for library rules and policy in adition to avoiding violations and the practice is a role play one will be a librarian and others are students and observe their reactions when rules are broken

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practicing colalbration by having a lego game activity asigning different rules for students as organising,cleanup,building animals or nature figures urging them to help eachother regardless the different tasks by collaboration saves time and efforts.

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Affective skills - demonstrate persistence & perseverance. Reluctant readers boy's club. I have run this activity & it was great. I invited a Dad into the school once a week & set up a tent in the library where they read engaging stories together. Extra reading was set to read over the week before next club meet ready to discuss & discuss the following week. Possibly an award of some sort at 1/2 term to reward their perseverance.

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Put rubric in own words, this activity demonstrates an understanding of what's required. It also could assist others who might have weaker language sills.

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critical thinking

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I plan to establish upper ES and MS library committee/ leaders:

Taking on leadership roles in the such library, such as planning events, (Ramadan celebration), Creating posters, Getting other students to use the library suggestion box.

Joined the Battle of Books with other schools in the region, 17 books selected, students will work in group of not more than 6, they will decide who read what, and discuss questions and answers before competition day.

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Help and Provide Resources to Enhance Language Skills

Supporting Multimodal Communication- like Text, Images and Videos.

Storytelling and Creative Expression

Creative Writing Workshops

Storytelling workshops.

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Helping students evaluate and select information sources and digital tools based on specific tasks. Provide students with scaffolds such as graphic organizers to compare and contrast two different sources: website and database, and then to reflect on the accuracy and credibility of each resource.

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Clear signage supports how students interact with library systems

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Ensuring that the library is organized and depicts information logically - the library systems as well as its signage supports students in their use of its space. When students interact with these systems they practice the ATL of structuring and depicting information in clear and logical ways.

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collaborate with teachers to ensure students develop their research skills by:

6A Guiding students to collect relevant data.

6H Encouraging students to summarize and present key information effectively.

6K helping students assess reliability and bias in sources.

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With Grade 4 and 5 students we discuss an archetype through different media, fiction and non-fiction. For example "The greedy business man" through short films, advertisement, picturebooks and clasic novels.

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Exercise leadership and take on a variety of roles 

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Exercise leadership and take on a variety of roles 

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Create groups during projects and assign roles for each student (one students takes notes, one shares the groups' ideas, one keeps track of the time slot given..)

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I encourage active listening skills, such as maintaining eye contact and avoiding interruptions.

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Using Coggle and other organizers to record field trip info, quick journaling of travels/travelogue, storymapping ...

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Communication – Interactive and Language Skills 

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Communication – Interactive and Language Skills 

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1b. Use intercultural understanding to interpret communication

Look at stories from different cultures to understand the main theme

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Collaboration Skills - Practising empathy 

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Collaboration Skills - Practising empathy 

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I find a lot of my role is pastoral. I collaborate well with our pastoral leads regarding the things I hear in the library and the things that I am told by students. The library is safe hub.

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Teach students how to use the Media Center as a quiet place for them to reflect, be focused and read

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Created a student librarian committee. These Student librarians practice many collaboration skills such as:

2C students work together organise books, help their peers and ensure library behavior is on point.

2D they help students succeed in finding the books they want and helping them understand the library rules.

2L they take on leadership roles by supporting in lesson tasks.

2I collaborate with teammates for new ideas and book recommendations for the library

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Organizing student authorship, storytelling and magazine articles workshops

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7.m Information literacy skills: create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions

Planned workshops with MYP and DP students during homeroom/tutor time relating to research skills, with a focus on citing and referencing, including templates for in-text and works cited page citations in MLA 9. Follow-up email sent to students after workshop with full presentation and links to reference management tools

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Persuasive writing skills- creating back cover for their favorite fiction book. Plan to work on nonfiction book.

Taught various elements of the backcover

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Language skills - reading, writing and using language to gather and communicate information

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Language skills - reading, writing and using language to gather and communicate information

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Collaborating with teaching staff across all subjects regarding what is being taught. This enables me to help students access relevant material within the library.

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Recognize the power dynamics at play in the library, and strive to create a safe and inclusive space for all students.

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Again with Grade 5 - In collaboration with grade 5 teachers and PYP coordinator creating a document for the PYP exhibition. The document is a list of all the resources they used, but on their level instead of just being a MLA citation

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Arrange Author visit sessions and workshops

Organizing book fairs

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Unit planning, support literacy development, provide classrooms with books resources, help them design their own mini library in the classrooms

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overseeing and leading SA activities- student work progress check and support to push towards completion.

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The use of emotions and coping wheel for lower school.

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"Identify primary and secondary sources."

I have sessions with PYP5 in preparation for the PYP exhibition on how to identify primary and secondary sources. These sessions also involve practical tasks where they have to identify a specific source.

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Language skills - reading, writing and using language to gather and communicate information

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Language skills - reading, writing and using language to gather and communicate information

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Running literacy interventions with students who are struggling. Reading aloud with them and doing simple comprehension tasks.

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creating and sharing resource lists to support research and learning in class

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creating and sharing resource lists to support research and learning in class

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8t. Troubleshoot systems and applications

Demos in the classrooms about digital resources like Sora, Destiny Discover etc.

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library sessions on citing sources and creating a work cited page using online citing tools such as citation machine , easybib, noodletools

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While playing some educational games, borrowing and returning books or doing some other tasks in the Media Center we practice our self-management skills

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4: Managing state of mind

4.5 resilience

4.5.C Practice dealing with disappointment and unmet expectations

Certain popular series have very long hold queues, so students regularly get the opportunity to understand why a book is not available to them, and joining the holds queue gives them a sense of control/solution to the issue, even when they are disappointed

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Consider ideas from multiple perspectives 

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Consider ideas from multiple perspectives 

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During our Booktalks I ask the students to put themselves in a different perspective from the position the text create for their readers. For example on a first person narration I wonder on how another character might tell the story.

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Communication: Use a variety of media to communicate with a range of audiences 

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Communication: Use a variety of media to communicate with a range of audiences 

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As with the library, using posters and and online comms (for example, Sparx Reader and Google Classroom) to communicate with students and the wider school community.

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Communication: Use a variety of media to communicate with a range of audiences 

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Communication: Use a variety of media to communicate with a range of audiences 

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This covers both inside the library and the classroom / whole school: posters and online comms.

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m. Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions

I have posters on how to use MLA up in the library.

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Library session on accessing databases and locating print resource through library home page and catalog search

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Research Skills

Through age appropriate or simple research tools like picture books, internet kiddle search engine observing some stories and start searching and answering questions we inquired.

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K. Encourage others to contribute.

I usually encourage US students to help around the library as help with shelving or read stories to LS classes as community service.

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identifying primary and secondary sources (6n)

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identifying primary and secondary sources (6n)

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Two lessons with grade 5 in the library on what primary and secondary sources are and practice identifying them

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4.3 C

1. Practise strategies to reduce stress and anxiety

Coloring, puzzles, games, welcoming space