The librarian plays an important role in nurturing students as international-minded lifelong learners and readers in the PYP. The librarian fulfills three main roles: 1) Providing a welcoming environment that facilitates inquiry and promotes the IB learner profile. 2) Supporting teaching and learning through curated resources. 3) Collaborating with teachers to teach information literacy skills during units of inquiry. Examples show how the librarian can integrate these skills across grades to develop students' abilities to inquire using different sources. Both possibilities like technology and challenges like time and collaboration exist in fully realizing this vision of the librarian's role.
Library education was initially a technical education that was acquired on the job. Practical work in a library, based on a good education in schools, was the only way to train librarians.
It took quite a long time to introduce library education as a subject and has been taught at different levels in the universities of the world.
This Lecture introduces students to Reference Sources.
It discusses both print and digital Sources of Information, including features which are need.
The Lecture asks various questions regarding the new skills needed by the user to survive in the digital arena.
Additionally, Assignment ground-rules are also suggested, including International methods of citation, citation tools and also note-taking skills.
Transformation of library and information science: Resources, services and pr...Nabi Hasan
Transformation of Libraries
Role of Librarian: Traditional Vs in eEnvironment
Emerging and Innovative Library Resources, Services and Products
Upgrading Professional competencies
Importance of Five Laws in eReading environment
Is there a need of Libraries and Librarians in the current digital era?
How to be a Smart Librarian by Smart Involvements
Summing up
Lecture presented by Marian Ramos at PAARL's National Summer Conference on the theme "Superior Practices and World Widening Services of Philippine Libraries, held at Dao District, Tagbilaran City, Bohol, 14-16 April 2010
We offer “free” usage to qualified teachers and schools. The IB Library is built by certified IB professionals. We are NOT an IB school or endorsed by IB. We love the IB educational foundation and concepts and we believe that this type of learning should be available to children everywhere.
Library education was initially a technical education that was acquired on the job. Practical work in a library, based on a good education in schools, was the only way to train librarians.
It took quite a long time to introduce library education as a subject and has been taught at different levels in the universities of the world.
This Lecture introduces students to Reference Sources.
It discusses both print and digital Sources of Information, including features which are need.
The Lecture asks various questions regarding the new skills needed by the user to survive in the digital arena.
Additionally, Assignment ground-rules are also suggested, including International methods of citation, citation tools and also note-taking skills.
Transformation of library and information science: Resources, services and pr...Nabi Hasan
Transformation of Libraries
Role of Librarian: Traditional Vs in eEnvironment
Emerging and Innovative Library Resources, Services and Products
Upgrading Professional competencies
Importance of Five Laws in eReading environment
Is there a need of Libraries and Librarians in the current digital era?
How to be a Smart Librarian by Smart Involvements
Summing up
Lecture presented by Marian Ramos at PAARL's National Summer Conference on the theme "Superior Practices and World Widening Services of Philippine Libraries, held at Dao District, Tagbilaran City, Bohol, 14-16 April 2010
We offer “free” usage to qualified teachers and schools. The IB Library is built by certified IB professionals. We are NOT an IB school or endorsed by IB. We love the IB educational foundation and concepts and we believe that this type of learning should be available to children everywhere.
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
rethink – rebuild - rebrand: think iCentreSyba Academy
Featured address at School Library Association of Victoria (SLAV) 'Creating collaborative learning spaces: Future school library scenarios' seminar held at Victoria University of Technology, Melbourne, Friday 25 March 2011
Integrating Inquiry: Student Centered Approaches for Inspiring Lifelong Lear...Rebecca Kate Miller
Presentation delivered at the 3rd Annual Conference on Higher Education Pedagogy in Blacksburg, VA on February 3, 2011. Speakers included: Rebecca K. Miller, Carolyn Meier, Margaret Merrill, Heather Moorefield-Lang, and Lesley Moyo.
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
As the world becomes more connected, we have greater access to information than we could have thought possible only a few years ago. This has had a tremendous impact on education, and English teaching is no exception. From greater education and training requirements to a growing emphasis on the use of technology both in and outside the classroom, how can teachers keep up with the pace of change? This talk will discuss current and future trends in teaching and give teachers ideas about how they can stay informed and professionally up-to-date in today’s fast-paced world.
Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
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Thoughts and Ideas on the Role of the Librarian in the PYP
1. THOUGHTS AND IDEAS
ON THE ROLE OF THE
LIBRARIAN IN THE PYP
PYP Network PD Presentation, Session 4, Nov 13, 2014
Tanja Galetti
2. The Traditional Role of the
Librarian
“Morris
Lessmore
loved words.
He loved
stories.
He loved
books.”
3. 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.”
4. 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.”
5. The Role of the Librarian in the
PYP
Nurturing
international-
minded
lifelong
learners and
readers.
6. Outline of this Presentation
The
Framework
The
Application
Possibilities
and
Challenges
8. 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.
9. 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.
10. 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.
11. 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.
12. 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
14. 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
15. 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
17. 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)
18. 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
19. In collaboration with classroom teachers, helping students
acquire the information literacy skills needed as inquirers,
lifelong learner and readers
The Teaching
20. 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
21. Examples of collaboration and integration of information
literacy/inquiry skills across grades (PK1-5)
Examples across the grades
22. Inquiring about the differences between fiction and
nonfiction/informational books.
PK1 – Sharing the Planet
23. Inquiring about call numbers (material arrangement) while
looking for patterns in animal books.
PK2 – How the World Works
24. 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
25. 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
26. Inquiring into the library system and organization – inquiry into
material arrangement.
G2 – How We Organize Ourselves
27. Search strategies to find information on body systems
(introducing and using World Book, only2clicks and OPAC).
G3 – Who We Are
28. 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
29. 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
30. Nurturing a love and passion for reading and books
through inquiry.
Across all grades: Author Inquiries
31. An Example of an Author
Inquiry
G2
Tomie
DePaola
2013-14
34. 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!