21 st Century learning in International School Libraries

1. 21st Century learning in International School Libraries Taaleem Schools, Dubai, half day institute for International School Librarians at Greenfield Community School, Dubai, UAE 8th Dec 2010 Facilitated by Ingrid Skirrow Cert Ed., M.A., MScEconILS

2. Ingrid SkirrowMy background in International Education and School Libraries:-1. Coordinator Primary Library Services, 2. PYP coordinator3. Primary Class Teacher 2. IB PYP Workshop Leader role 3. IB OCC Faculty Member role 4. IASL Regional Director: International Schools Region

3. Welcome and introductions • Who we are………..

4. Welcome and introductions ......and what we hope to achieve during this afternoon sessions………. Share – it! …………Post – it!

5. Afternoon timetable: • Session 1: 13:00 – 14:15 • Session 3: School Tour 14:15 – 14:30 • Afternoon break: 14:30– 14:45 • Session 3: 14:45 – 16:00

6. Getting started Developing understandings of:- • What 21st century learning is. • The technologies we are using for library professional development. • Focus on practical strategies and resources • PLUS addressing your “burning questions”

7. Focus key words/phrases 21st Century Learning Life-long learners Global citizens Knowledge Society Information overload Information Literacy I.Skirrow Dubai Dec2010

8. Creating life-long learners Reflecting on an interesting little You Tube video clip A Vision of K-12 Students Today I.Skirrow Dubai Dec2010

9. Discuss, record and share: How information literate is YOUR school community? • “ A school community that places a high priority ( policy, benchmarking, funding, and evaluation) on the pursuit of teacher and student mastery of the processes of becoming informed can be regarded as an information literate school community” Ref : James Henri (2000, 2005) in “Leadership issues in the Information Literate School Community” ed. By Henri & Asselin pub. Libraries Unlimited

10. Background information about the International Baccalaureate

11. International BaccalaureateDiploma Programme IB or DP Established 1969

12. Model of the IB Diploma Programme

13. The Library and the DP • Extended Essay - research process • Theory of Knowledge • Academic Honesty (IB document) • Ethical practice (IB Poster) • CAS (Community, action, service) • Subject based courses of study

14. International BaccalaureateMiddle Years Programme MYP Established 1994

15. Model of the IB Middle Years Programme

16. The Library and the MYP Personal project - “engages the student in independent inquiry and reflection” MYP “ encourages staff collaboration” and use of a joint planning document. Areas of interaction - includes information literacy, collaboration, organisation skills and attitudes, communication Emphasis on Community and Service

17. International BaccalaureatePrimary Years Programme PYP Established 1997

18. Model of the IB Primary Years Programme

19. The Library and the PYP PYP is an framework for learning through structured inquiry and developing concept questions. PYP Exhibition -for authentic performance assessment. PYP Transdisciplinary skills are comparable with the MYP areas of interaction. PYP Transdisciplinary themes called the Programme of Inquiry mainly replaces subject teaching. PYP planning supports collaboration.

20. IB documentation central to the concept of a continuumbetween the programmes are: • 1. IBO Mission statement • 2. IBO Learner Profile booklet (2006) • 3. IB Programme standards and practices (2005) • 4. Towards a continuum of International Education ( 2002, 2008)

21. IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

22. IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment . These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

23. The IBO Learner Profile

24. IBO Learner Profile Booklet “The IB learner profile is the IBO mission statement translated into a set of learning outcomes for the 21st century.” (p.1) “The learner profile is a profile of the whole person as a lifelong learner.” (p.1)

25. Inquirer Students develop information literacy skills that will encourage them to become ‘life long learners’. They conduct purposeful, constructive research. Thinker Resource-based learning encourages students to become critical thinkers and creative problem solvers. Students are independent, confident and discerning information users. Communicator In the library students are exposed to a range of visual, written (literary and factual) and oral skills and formats. Students are encouraged to be curious, express their own ideas and interpret the ideas of others. Risk taker Students are prepared to take risks and show enthusiasm in learning new information skills and technologies within the library. Knowledgeable Students are exposed to a wide range of information sources, including print (literary and factual), electronic and audiovisual technologies. In the library students develop the capacity to recognise a need for information, to know how and where to find it from these sources, and how to select, organise and communicate it to others. Principled In the library students are encouraged to respect the rights of other community members in the sharing of facilities and resources. Students show integrity by the use of academic honesty in their studies. Caring Students empathise with the experiences of others who are different from themselves in their reading of literature and research. The library seeks to develop a lifelong love of reading among our students. Open-minded In the library students are exposed to a wide range of literary and factual texts reflecting different cultures, perspectives and languages. These texts extend the students cultural understandings. Balanced Students are provided with a variety of literature and technologies within the library that contribute to their personal, social and educational growth. Reflective In the library students are encouraged to reflect on the importance of literature as a way of understanding one’s self and others. Ref: Yvonne Barret 2004 AISS Available on the IBO’s OCC (password needed) Sample of a ‘Library’ Learner Profile Handout available

26. IBO Learner Profile Booklet March 2006, p.2 “...A school’s curriculum includes all those student activities,academicand non-academic, for which the school takes responsibility, since they all have an impact on student learning....” Discussion point: what opportunities are there for librarians to make a difference for the students considering academic and non-academic aspects?

27. Relating the IB programme Standards and Practices to the school library

28. Standard B1 Heading: Organisation “The school demonstrates ongoing commitment to, and provides support for, the programme through appropriate administrative structures and systems, staffing and resources”(p.4)

29. Standard B1: Organisation Point 18: “The school recognises and promotes the role of the library/media centre in the implementation of the programme” (p.5)

30. Role of library • Appropriate administrative structures & systems • Staffing • Resources • Recognition • Promotion • Implementation

31. Questions raised by Point 18: • How will the ’school’ demonstrate ongoing commitment and support? • What is the role of the school library [and the school librarian] going to be? • Who will manage the school library ;what qualifications will they require? • What are ‘appropriate’ administrative structures? • What are the ‘appropriate’ systems to put in place? • What should the staffing be to ensure efficient use of the school library? • What resources will be needed? How will these be provided? From where? • What recognition of the importance of the resources, library, librarian, will need to be made? By whom? • How can this all be promoted? Who will promote? When? Where? • What is the school specific programme of inquiry / studies and how will the library [librarian(s)] help implement the programme? • How will inquiry learning take place in the library? • What library specific teaching will need to be incorporated into the developing school programme of studies, and what will need to be ‘stand alone’? [conti..] • How will the librarian [or the other teachers] ensure the integrity of a well-structured library programme? Will it be necessary? • How will information literacy and reader development become more of a whole school focus? What will the school librarian’s role be in this?

32. Other IB standards and practices to consider?

33. Standard C1: A comprehensive, coherent, written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community. Point 17: The programme of inquiry and corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff. Programme Standards and Practices Section C

34. Standard C2: The school has implemented a system through which all teachersplan and reflect in collaborativeteams. Point 2: Planning at the school takes place collaboratively. And …

35. Collaboration:what does it look like? • Collaboration with class/subject teachers • Collaboration with programme co-ordinator(s) • Collaboration with school administrators • Collaboration with ICT • Collaboration with other specialists (e.g. language teachers, ESL/LOTE, PE, music, art) • Collaboration with other Librarians – in school and out.

36. 1. Collaboration with Class Teachers • Participate in planning [Units of Inquiry] with grade level teams • Know your school’s curriculum documents • Support curriculum development with new resources • Include Library teaching activities within the PYP/MYP planners • Plan for shared teaching responsibilities which encourages whole class, group or independent student inquiry • Create resource bibliographies and publicise either through display, email to staff or webpage. Use the resource forum on the OCC • Read up on grade level/department minutes of meetings (if you cannot attend) • Know what is happening outside the library! Go into the classrooms

37. 2. Collaboration with the IB programme Coordinator • Be included when planning units and whole school curriculum and policy documents • Keep lines of communication open • Ask for help and support! • Schedule a regular meeting time to catch up on information • Attend all in-house programme specific workshops - you are also part of the school!

38. 3. Collaboration with School Administrators • Develop and share annual library action plan/goals and budget plan with others • Demonstrate ‘creative professionalism’ - willingness to explore and share ideas and practices • Work with administrators to educate parents • Be a visible presence in the school newsletter, library online newsletters and school website • Keep up to date with library statistics • Promote your successes!

39. 4. Collaboration with ICT • E-learning • E-resources • Use ICT to update your own skills • Be part of the ICT strategic planning • Be aware of budgeting deadlines • Team teach don’t duplicate • Update library internet and intranet web pages • Read this today: Re-imagine, Rejuvenate, Renew:Beyond Library Media Specialist 2.0http://eduscapes.com/sessions/reimagine/

40. 5. Collaboration with Specialists Sport • Suggest specialist scheduled meeting times • Network with other ‘single subject’ teachers - they’re on their own too! • Support collection development in their areas • Develop host country and mother tongue resources

41. 6. Collaboration with other Librarians Teacherlibrarianwiki http://teacherlibrarianwiki.pbwiki.com/ IASL (International Association of School Libraries) School Libraries Online http://www.iasl-online.org/ http://www.school-libraries.net/

42. What may this mean for me?

43. Will it mean changes in practice? Handout available

44. Regroup into mixed programme groups of 5’s on 6 tables!

45. Carousel activity to address burning issues/questions from today • How to inspire children and the library space • Policy and procedures – what is needed? • What technologies does your school use? • Resourcing the library – what?where?who? • Strategies for reading in the library: Reading , for research. This is a timed brainstorming activity where the prepared sheets rotate around the tables for you to come up with the answers. Write big, bold and brave ready to share!

46. burning issues/questions from past workshops • -Developing a community of IB librarians • -Connecting library and IT in IB schools • -Library Management systems • -Marketing and promoting the school library ( advocacy) • -Collection Management • -Policy writing for the library This is a timed brainstorming activity where the prepared sheets rotate around the tables for you to come up with the answers. Write big, bold and brave ready to share!

47. Carousel follow-up • After posting on wall for display, it is time for reflection! • Talk a walk around the room reading the KP’s produced already considering the following:- • “What does the IB/school library look like and, what is the role of the IB/school librarian?” • Discuss in your small mixed carousel groups ready to feedback to whole group ( be creative when planning your feedback!)

48. Emerging common understandings from workshops What we believe How we define our roles Issues we struggle with

49. 1. What we believe • Library is important to students. • We connect with the whole school and parent community. • We support teachers and programmes. • We connect emotionally with kids, books and reading. • We introduce information literacy as part of lifelong learning agendas. • We select multi-modal, multicultural and multi-lingual resources when developing our library collections. • We support learning beyond the school. • AND...We are great at organising PR events!

50. 2. How we define our roles • As partners in teaching and learning, working collaboratively with other teachers and parents to improve reading and information literacy through inquiry. • As organisers and managers of library spaces through collection development, scheduling, maintenance of the library space and resources. • As contributers to lifelong learning through developing and supporting real and virtual learning environments.