THOUGHTS AND IDEAS

ON THE ROLE OF THE

LIBRARIAN IN THE PYP

PYP Network PD Presentation, Session 4, Nov 13, 2014

Tanja Galetti

The Traditional Role of the

Librarian

“Morris

Lessmore

loved words.

He loved

stories.

He loved

books.”

Collection Maintenance &

Development

“Morris tried to keep the books in some sort of order, but they always mixed themselves up.”

“Morris found great satisfaction in caring for the books, gently fixing those with fragile bindings and unfolding the dog-eared pages of others.”

Circulation & Reference

Services

“Morris liked

to share the

books with

others.

Sometimes it

was a

favorite that

everyone

loved, and

other times

he found a

lonely little

volume

whose tale

was seldom

told.”

The Role of the Librarian in the

PYP

Nurturing

international-

minded

lifelong

learners and

readers.

Outline of this Presentation

The

Framework

The

Application

Possibilities

and

Challenges

The Framework

IB Programme Standards and

Practices

Programme

standards

and

practices

with

requirement

s for the

Primary

Years

Programme

Standard A. Philosophy

3c. The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills.

4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.

7b. The school supports mother tongue and host country language learning.

IB Programme Standards and

Practices

Programme

standards

and

practices

with

requirement

s for the

Primary

Years

Programme

Standard B2. Resources and support

5. The physical and virtual learning environments, facilities, resources and specialized equipment sup- port the implementation of the programme(s).

6. The library/multimedia/resources play a central role in the implementation of the programme(s).

7. The school ensures access to information on global issues and diverse perspectives.

IB Programme Standards and

Practices

Programme

standards

and

practices

with

requirement

s for the

Primary

Years

Programme

Standard C1. Collaborative planning

1a. The programme of inquiry and all

corresponding unit planners are the product

of sustained collaborative work involving all

the appropriate staff.

3a. There is a systematic approach to

integration of the subject-specific scope and

sequences and the programme of inquiry.

IB Programme Standards and

Practices

Programme

standards

and

practices

with

requirement

s for the

Primary

Years

Programme

Standard C3. Teaching & learning

2a. The school ensures that inquiry is used across the curriculum and by all teachers.

4. Teaching and learning promotes the understanding and practice of academic honesty.

11. Teaching and learning incorporates a range of resources, including information technologies.

14a. The school provides environments in which students work both independently and collaboratively.

My Understanding

Three Main

Roles

1. The

Environment

2. The

Resources

3. The

Teaching

Providing a safe and welcoming environment that nurtures students’ curiosity, facilitates inquiry, promotes the IB Learner Profile, lifelong learning and reading

Supporting teachers, students and parents in teaching and learning through the provision of resources

In collaboration with classroom teachers, helping students acquire the information literacy skills needed as inquirers, lifelong learners and readers

The Application

Providing a safe and welcoming environment that nurtures

students’ curiosity, facilitates inquiry and promotes the IB

Learner Profile, lifelong learning and reading

The Learning Environment

The Environment

Providing and maintaining a comfortable, safe and visually

appealing environment

Display of and easy access to visually appealing nonfiction books

Displaying and showcasing (also through read-alouds) literature

promoting the IB Learner Profile and international-mindedness

Providing easy access to different kinds of information sources

(print and electronic)

Displaying student questions to signal that questions and

wonderings are valued (Wonder Wall, inquiry journals) and making

time for questions

Modeling my own curiosity and wonderings

Supporting teachers, students and parents in teaching and

learning through the provision of resources

The Resources

The Resources

Continuously developing a collection that promotes international

mindedness and the IB Learner Profile, supports units of inquiry in

particular and inquiry-based teaching and learning in general,

reflects the diversity (learning styles, cultures, beliefs and mother

tongues) and interests of our community

Involving the community (teachers and students) in the

development of the collection (e.g. Wish List)

Compiling, curating and providing easy access to print and

electronic resources supporting units of inquiry and promoting the

IB Learner Profile international mindedness, and key concepts

through resource lists

Providing access to local and global information sources (print,

electronic, people)

Sharing and providing access to PD online resources (only2clicks,

Twitter/pypchat, blogs)

Easy access to all our online resources through the Primary

Portal Page: resources for wondering, inquiring and reading.

A closer look at some of the resources

In collaboration with classroom teachers, helping students

acquire the information literacy skills needed as inquirers,

lifelong learner and readers

The Teaching

The Teaching

Collaborating with teachers in teaching the necessary information literacy skills when and where they are needed, i.e. during units of inquiry

Maintaining a combination of fixed and flexible scheduling (Google doc for planning of fixed weekly class visits; planners on Atlas for integration of IL skills in UOI)

Following the same inquiry process when introducing authors to students in the library

Through online tutorials and pathfinders helping students in practicing skills in their own time

Through detailed blog posts and parent sessions letting parents in on the skills we teach and the resources we use so that they can follow up and support the inquiring from home

Modeling being an inquirer, information seeker and reader

Examples of collaboration and integration of information

literacy/inquiry skills across grades (PK1-5)

Examples across the grades

Inquiring about the differences between fiction and

nonfiction/informational books.

PK1 – Sharing the Planet

Inquiring about call numbers (material arrangement) while

looking for patterns in animal books.

PK2 – How the World Works

Sorting and finding answers to questions form the classroom wonder wall to show that different questions require different sources of information as well as presenting the three main information sources: books, Internet, people.

K – Sharing the Planet

Inquiry circles about shelters – allowing students to finding

answers to their particular questions while modeling going

through an inquiry cycle.

G1 – Where We Are in Place and Time

Inquiring into the library system and organization – inquiry into

material arrangement.

G2 – How We Organize Ourselves

Search strategies to find information on body systems

(introducing and using World Book, only2clicks and OPAC).

G3 – Who We Are

Search strategies to find information on energy (introducing

and using World Book, only2clicks and OPAC) and how to

record this information in a data gathering grid.

G4 – How the World Works

Introducing Kath Murdoch’s inquiry model as a guiding tool for

student inquiries; Using inquiry in teaching and learning of the

concept of plagiarism and citation.

G5 – Where We Are in Place & Time or Exhibition

Nurturing a love and passion for reading and books

through inquiry.

Across all grades: Author Inquiries

An Example of an Author

Inquiry

G2

Tomie

DePaola

2013-14

Inquiry Journals

Recording

our author

inquiries

across

grades

Possibilities and Challenges

Before we go into the conversation on possibilities and challenges, walk around the library and reflect on:

- this presentation

- how the situation here is the same/ different from yours

- identify challenges and possibilities for your school and for us here at HKA.

Take a Walk!

Challenges

Time

Collaboration

???

Possibilities

Technology

???

Stay connected

tanja.galetti@hkacademy.edu.hk

@tgaletti (Twitter)

http://specialists.hkacademy.edu.hk/library1

http://www.facebook.com/MsTanjaG

THANK YOU!