Burning+Questions

From the IBO - International collection, Support mother tongue
 * 1. What are the non-negotiables for Libraries in the IB programme?**

What we think they should be:- Resources : International Collection, Mother tongue, Online resources Budget to support all the programs - enough staff and resources

Staff : Professional development Support for Lib. Role from The admin, support staff, In time, enthusiasm, ability, inclusion in staff planning/meetings participation. Know learning demographic Policies in place & reviewed - school ownership Be a part of everything in the school. Group 2 Do you have to have a qualified librarian / TL in an IB school? Is a library required?
 * Need management skills to implement aspects of programes
 * Standards & Practices B1.18/n C3.6 D2.24 A2.7
 * Training quals - B1.11
 * Collaborative planning and teaching
 * Provide adequate resources, balanced collection
 * Drive developments and implementation of academic honesty policy
 * Teaching role - implications for training & employment requirements?
 * Can the IB mandate no RFF allocation for Library? - all team teaching with a flexible schedule?
 * What should be made prescriptive?


 * Issues with acknowledging resources / sources in web 2.0 environments with young children.**


 * Young children tend not to use web 2.0 (perhaps?)
 * Children don’t see tools in web 2.0 as academic.
 * When children see ‘free’ on web sites they think this really is free as in it doesn’t need to be sourced.
 * We, teachers, TL’s/L’s parents need to start early explaining illustrating and modeling proper citation of sources. (and not use pirated video, books, music etc)
 * Develop in house templates suitable for use by young and very young students.
 * More talk and activities about the right and wrong usage of web 2.0 tools.


 * How are / can we embed critical, creative and analytical thinking into our work?**
 * Explicitly teaching 6 hats / multiple intelligences //Art Costa’s habits of mind.
 * Blooms for questioning information that students have gathered
 * Habits of mind make explicit links to the LP
 * Teach / use various graphic organisers
 * Encourage co-op learning strategies
 * Fiona Birkin is using various pieces of music to play throughout lessons to create a calming effect (less than 50 beats per minute)
 * Collaborate with the teachers to make sure we look at the questions to see if they are Fat or skinny questions.


 * Community & Service how can the library / librarian get involved?**
 * Trivia comps in library to raise funds for schools overseas
 * personal project support
 * list of contacts to share via a website or other tool.
 * intranet and Library pages
 * be on the pastoral care / committee
 * living librarians
 * guest speakers
 * displays


 * If you were building from scratch what changes would you make to traditional spaces and layout?**
 * Create different spaces in library for different requirements - independent work, small groups, classes, recreational reading / browsing etc.
 * Reduce height of shelving
 * Small reference section - alternatively, intershelve reference
 * More online tools
 * Face out shelving
 * Check out library design wiki http://librarydesign.wikispaces.com/


 * What do students really need to face an unpredictable future? What will the library become when all information is available on personal hand held devices?**
 * Flexibility - a mindset
 * Evaluative Skills
 * Everyones need for knowledge is an individual thing
 * Information changes all the time, who and what will decide on what information will be assessed? How much will be added to hand held devices?
 * Our role will still be one of guide, mentor and teacher.


 * Collaborative Planning with class teachers - do others have dedicated time for planning or is it hit and miss?**


 * At our school (K1-6) library classes reease teachers to meet with PYP Co-ord. I do not collaborate on a planned level, rather I work 1-1 with teachers who approach me with specific requests to support class units and projects.
 * Sometimes planned with MYP teachers well in advance, sometimes at point of need in program, often just in time program planning, ATL somewhat embedded in MYP programme, relationships with other staff need to be nurtured - you need to appear approachable and collaborative and service oriented.
 * My school Yr 8 -12 Hit and miss, often the teacher will tell me what they want, I go and do my part and email to teacher, they say what they want changed- we don’t sit together for long.
 * Teacher sin my school are usually too busy to show up .. it is really hard to get them together for collaborating resources for their subjects. We use phone call email alot for communication and is usually individual teacher’s needs I respond to.
 * Grades 2-6 meet as a group on Tuesday mornings and that is when I have grade 5&6 students, I am not part of their meetings and this is a real issue.
 * At my school (1-9) I am on a flexible schedule where I am able to attend whatever meetings I commit to / want to go . The Primary classes have a fixed borrowing schedule where the teacher accompanies the class, but I may be there or not.


 * Need ideas for introducing effective information literacy skills across the curriculum.**
 * Sources : Capra and Ryan - information literacy programe
 * Develop minimum standards to be reached by Grade / year group
 * Needs to be in collaboration with ICT and whole staff
 * To be written as a scope and sequence that is embedded as part of the schools curriculum
 * This will help formalise information literacy as a part of the school curriculum.


 * Where do certificate students / course fit into what we are talking about here?**


 * AP - Additional level of study results in recognition of prior learning
 * Certificate - school based award,
 * IB certificate?
 * Students get certificate if they can’t pass diplome.
 * Best Library Practise is fairly universal - the curriculum likely won’t impact this greatly.