The document discusses the role of the school library in supporting the International Baccalaureate (IB) programmes and standards. It covers the library's philosophy, organization, resources, curriculum, and areas for improvement. Key points include: the library mission aligns with IB philosophy; staff receive IB training; collaborative planning between teachers and librarians needs to be better supported; the library plays a central role in resources, equipment, and curriculum; and areas of improvement include expanding international language sections and better supporting students with special needs.

1. Where does the school library fit in?

2. Section A: Philosophy
Standard A
 1. The library mission and philosophy align with those of the IB
 2. All library staff are IB trained according to the Continuum
 3. Both the physical and the digital library demonstrates an
understanding and awareness of the programmes
 4. International and global awareness embodies the library philosophy
 5+6. We encourage ethical behaviour and respectful communication
both online and in the school library
 8. As an IB school library we are part of the IB world community
through various networks

3. Section B: Organization
Standard B2: Resources and Support
 1. In order to guarantee the quality of resources the school library budget needs to be consistant and
adequate
 2+3. All library staff at MYP an DP have both teacher- and librarian degree. Appropriate IB training
must be ongoing and up to date
 4. It’s important that Management Group organize a standard framework and to set times and create
effective communication channels to support collaborative planning between teachers and librarians.
 5.The library can play a much more central part when it comes to learning enviroments, resources
and specialized equipment
 5b. In order for the library to fully support the Diploma Programme students, the technology
equipment needs to be up to date and of adequate numbers
 6. The library/multimedia/resources should and can play a central role in the school’s curriculum
 6a. The school library constantly updates and increases the materials for the Diploma Programme
 7.The school library gives all students and staff access to information on global issues and diverse
perspectives
 12. The school library strive to improve supporting students in completing their personal projects and
Extended Essays

4. Section C: Curriculum
Standard C1: Collaborative planning
 1. In improving collaborative planning we will better support the
programmes and meet their requirements
 3.The nature of the school library structure is to have an overall
view of students’ learning, both horizontally and vertically
 5.Collaborative planning will help agreed expectations on
students learning
 6. Since we often meet students one on one, differentiation
comes naturally
 9. Collaboration would highlight and remind everyone about the
IB learner profile

5. Section C: Curriculum
Standard C2: Written curriculum
 1. The Information- and Digital Literacy Curriculum is written in
accordance- and aligned with the standards and practices for all
programmes
 2. The Information- and Digital Literacy Curriculum is available to all
students, staff and parents on the library blog
 3+4+6. All skills in the Information- and Digital Literacy Curriculum is
put into context and is developed over time
 7+8. Since The Information- and Digital Literacy Curriculum is based
and contextualised within the subject curriculums and in accordance
with them this is guaranteed and reflects multiple perspectives
 9. The documentation is regularly reviewed
 10-11. The Information- and Digital Literacy Curriculum is written in
line with the school’s policies and fosters the IB learner profile

6. Section C: Curriculum
Standard C3: Teaching and Learning
 1. Teaching and learning is possible when the Information- & Digital Literacy
Curriculum gets integrated into the programmes
 2. Approaches to teaching and learning engages all students and staff to be
enquirers and thinkers
 3. Teaching and learning according to the Information- & Digital Literacy
Curriculum is conducted through a continuum
 4+5. The continuum puts emphasis on the understanding and practice of academic
honesty and encourage students to become actively responsible for their own
learning
 6. Multiple perspectives are essential to the teaching and learning in the
international school library
 8. Through reading promotion the library encourage students’ reading- and
language development
 9+10+11. A variety of learning strategies is also applicable on a variety of search
strategies
 14. The library learning environment should be impregnated by a respectful and
welcoming atmosphere, which is essential to all learning
 15. Through teaching different presentation tools – mostly digital – the library
encourages students to use them
 16. The Learner Profile is encouraged and enhanced in the library

7. Action Plan
Improvements for the IB Continuum at ISGR
 Standard A: The school library prioritizes expansion of-
and places importance in the international languages’
section
 Standard B2: The school library has started establish
regular meetings with teachers specialized on special
needs. In this way the school library will be able to better
meet the requirements and provide support when it comes
to adapted resources and technical equipment for students
 Standard C1: The coordinators have to make sure that
collaborative planning and reflection between teachers and
librarians can take place regularly and systematically.