Library Program Strategic Plan 2021 - Page
Developed in October 2017 by Gwen Doran, Teacher-Librarian
Last updated June 2018 by Gwen Doran
This document has been developed in order to guide the ThIS school library program for the next four years. It is aligned with the school-wide strategic plan as well as the International Baccalaureate programs.
Trondheim International School (ThIS) was founded in 2004. Since 2008 Trondheim International School has been an International Baccalaureate (IB) World School. ThIS offers programs for children from grade 1 to grade 10 (6 –16 year old) through both the IB Primary Years Programme (PYP) and IB MYP (Middle Years Program).
Building Global Citizens
The school library program is under the direction of the Teacher-Librarian, who reports directly to the Head of School.
The library serves as a collection of resources for students and teachers, a learning space focused on student-choice and inquiry, and has an instructional role though the Teacher-Librarian. The library is in a unique position having both administrative and curriculum related goals.
The International Baccalaureate® 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 organization 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.
The goal of all school libraries is to develop information literate students who are responsible and ethical participants in society. Information literate students are competent self-directed learners who are aware of their information needs and actively engage in the world of ideas. They display confidence in their ability to solve problems and know how to locate relevant and reliable information. They are able to manage technology tools to access information and to communicate what they have learned. They are able to operate comfortably in situations where there are multiple answers or no answers. They hold high standards for their work and create quality products. Information literate students are flexible, able to adapt to change, and able to function both individually and in groups.
ThIS Library has been under the direction of more than 6 different librarians and volunteers since the school opened 13 years ago. Until now, the librarians have not held degrees in librarianship or had any formal library training, resulting in improvised and inconsistent library systems.
The initial library collection was largely composed of donations from student families, and donations have continued to be a large source of new materials.
There was a transition in 2011 to using Bibliofil, the library management software that is used nationwide by public libraries and public schools.
The library’s focus historically has been to provide reading materials and learning resources to support classroom engagement. The librarian has provided storytimes to support literacy.
The school has invested in the library by hiring a qualified Teacher-Librarian who will implement a more complete library program that includes overseeing the management of the library collection, as well as playing an instructional role in the school. The Teacher-Librarian will collaborate with teachers to guide inquiry in the library and in the classroom and develop lessons to improve multiple literacies, especially digital and informational literacies. The Teacher-Librarian will also update the library resources and promote digital resources and tools to develop skills for the world of tomorrow throughout the school.
The Trondheim International School Library builds global citizens by fostering lifelong learners who are enthusiastic readers, skillful inquirers and critical thinkers. ThIS Library is a community hub that cultivates responsible and ethical users of ideas and information.
Respect
In ThIS Library we respect the right to equitable access, right to privacy, the right to know, and appropriate acknowledgement of other’s work.
Care
In ThIS Library we care for each other, and our shared resources. We care about using the inquiry process to create new understandings.
Share
In ThIS Library we share the resources (physical, digital, personnel) and the space. ThIS Library is also a place to share our interests, skills, and expertise with one another.
Learn
In ThIS Library we learn independently and with support as needed. We use resources for learning.
For a more detailed SWOT Analysis, please see the document Library Program Evaluation.
Strengths | Weaknesses | Opportunities | Threats |
-Welcoming facilities -Well-used by most students -Large English collection -Very good student-book ratio -Qualified Teacher-Librarian employed | -Facilities are small -Outdated or non-existent technology -Collection worn-out and some materials outdated -Very few library systems and policies in place -Inadequate library staffing for expectations -Community understanding of libraries is outdated | -Improvements to facilities -Shift in structure of library use and school culture related to library -Expand library’s role in instruction -Refresh collection -Create and implement new library systems and policies -Increase library staffing through multiple means | -Time -Adequate staffing -Cost -Managing change effectively -Restrictions of physical space |
Overall the library is well-used and enjoyed. However, the facilities are small and could be better used. The collection is worn out and dated. There are very few library systems in place to provide for continuity, consistency, and a good user-experience.
The following Key Performance Indicators can be evaluated using a rating scale of: No progress, Some progress, Significant progress, and Achieving. OR Unsatisfactory, Improvement needed, Meets Expectations, Exceeds Expectations
1.1 Access to resources has been improved in one or more way.
1.2 The library has policy documents approved by the board and in use.
1.3 The library has created a system (including documents for procedures) for at least two areas of operation.
1.4 The library is staffed by a qualified Teacher-Librarian. There is additional support staff in the form of paid clerical staff or volunteers.
2.1 The shelving in the library is secure for student safety. Improved visibility in the library for better supervision.
2.2 The library is providing high-quality, relevant materials for inquiry units in a timely way to all teachers.
2.3 The librarian is collaborating with teachers to teach information skills to support the research process.
2.4.a The librarian is collaborating with teachers to design lessons to improve digital literacy.
2.4.b The librarian is collaborating with teachers to design lessons to improve information literacy.
2.4.c The library provides opportunities for self-directed learning of digital literacy skills.
2.4.d The library provides opportunities for self-directed learning of information literacy skills.
2.5 The library program has identified specific strategies for supporting literacy and learning in the school.
2.6 Increased percentage of periodically surveyed community members indicate an understanding of a more expansive role of the library.
2.7 The library has specific ongoing strategies documented to engage the community.
3.1.a The library does not exceed its budget
3.1.b The library has begun covering new books with professional-grade protective wrapping.
3.2 The library collections budget is at least the average cost of a hardcover book multiplied by the number of students for a given year. (ie. 279kr x 200 students = 55800 kr/year)
4.1 All library policies and formal procedures will include a line to be initialed that proper due diligence has been taken to follow Norwegian law.
4.2 See KPI 4.1
4.3.a The library website will provide specific resources for complying with copyright.
4.3.b The librarian provides guidance around copyright as needed.
The state of the Trondheim International School Library Program is consistent with the rest of the school in that it has been functioning at a high level for the past 13 years, but lacks foundational systems and policies. The next four years for the ThIS Library should be focused on organisational strength and stability, as well as expanding the school community’s understanding of the role the library program plays in learning in the school.
Next steps to enact this strategic plan are to have the plan approved by the Head of School, create a short-term (1 year) action plan, and to communicate both plans widely within the school community by a variety of means.
Opplæringslova
§ 9-2. Rådgiving og skolebibliotek
Opplæringslova § 9-2 andre ledd
§ 21-1.Tilgang til skolebibliotek
AASL Guidelines for School Library Programs
Evaluering Av Program For Skolebibliotekutvikling 2009-2013
IFLA/UNESCO School Library Manifesto
International Federation of Library Associations (IFLA) School Library Guidelines
Norwegian Policy for Empowering School Libraries
IB Programme Standards and Practices
Appendix A:
Selection of IB Programme Standards and Practices of Particular Relevance to the Library Program
Section A: Philosophy
Standard A
The school’s educational beliefs and values reflect IB philosophy.
4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.
7. The school places importance on language learning, including mother tongue, host country language and other languages.
Section B: Organization
Standard B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
5. The school develops and implements policies and procedures that support the programme(s).
Standard B2: Resources and support
The school’s resources and support structures ensure the implementation of the IB programme(s).
4. The school provides dedicated time for teachers’ collaborative planning and reflection.
5. The physical and virtual learning environments, facilities, resources and specialized equipment support 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.
11. The school utilizes the resources and expertise of the community to enhance learning within the programme(s).
12. The school allocates resources to implement the PYP exhibition, the MYP personal project, the DP extended essay and the CP reflective project for all students, depending on the programme(s) offered.
Section C: Curriculum
Standard C1: Collaborative planning
Collaborative planning and reflection supports the implementation of the IB programme(s).
Standard C2: Written curriculum
The school’s written curriculum reflects IB philosophy.
Standard C3: Teaching and learning*
Teaching and learning reflects IB philosophy.
2. Teaching and learning engages students as inquirers and thinkers.*
4. Teaching and learning promotes the understanding and practice of academic honesty.*
5. Teaching and learning supports students to become actively responsible for their own learning.
8. Teaching and learning demonstrates that all teachers are responsible for language development of students.
11. Teaching and learning incorporates a range of resources, including information technologies.*
16. Teaching and learning develops the IB learner profile attributes.
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.