Annual Report ISL ISL US Library 13 14 by Marion Van Engelen

International School of Luxembourg Upper School Library

Annual Report 20132014

What we achieved How we did it

Where we want to go

8,830 Materials checked out 5,226 Online Database Downloads

International School of Luxembourg Upper School Library Annual Report 2013/2014 Contents

page

Foreword …………………………………………………………………….. Mission Statement ..………………………………………………………… Policy Development …………………………………………………….…… Achievements ……………………………………………………………….. Circulation Statistics ………………………………………………………… Collection Development ……………………………………………………. Online Databases ………………………………………...………………… The Upper School Library Wiki: Amazing ……………………………….. Staffing & Professional Development ……………………………………… Library Events ………..……………………………………………………… Library and Information Literacy Skills …….……..……………………….. Looking outward ……………………………………………………………. Plans for 20132014 ………………………………………………………… Conclusion …………………………………………………………………... Appendix 1 : Collection Development Guidelines & Challenged Materials Procedure.…………..…………………….…. Appendix 2 : Usage Report Questiaschool ………………………………... Appendix 3 : Usage Report Discovery Education ………………………… Appendix 4 : Usage Report Noodle Tools ………………………………….

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Introduction I hope the annual ISL Upper School Library report is becoming a tradition. In this report you will find an overview of all that has happened in and around the Library, illustrated with statistics on the use of the Library resources. A planning view for the future is included for discussion, so that we can work towards clear goals and reflect later on what we have achieved. Your comments, suggestions, and questions are very welcome. Please email me at mvanengelen@islux.lu or come in for a chat. Marion van Engelen, Upper School Librarian

Mission Statement The following are essential to the development of literacy, teaching, learning and culture and are core school Library services. ● Supporting and enhancing educational goals as outlined in the school’s mission and curriculum. ● Developing and sustaining in children the habit and enjoyment of reading and learning, and the use of Libraries throughout their lives. ● Offering opportunities for experiences in creating and using information for knowledge, understanding, imagination and enjoyment. ● Supporting all students in learning and practising skills for evaluating and using information, regardless of form, format or medium, including sensitivity to the modes of communication within the community. ● Providing access to local, regional, national and global resources and opportunities that expose learners to diverse ideas, experiences and opinions. ● Organising activities that encourage cultural and social awareness and sensitivity. ● Promoting reading and the resources and services of the school Library to the whole school community and beyond. ● Promoting ethical use of information and intellectual property through education and being an example of the value of academic honesty. Note This document is completely produced in Google Docs, including all the images and tables. A link is available on the Library wiki at http://amazinglibrary.wikispaces.com

Policy Development continued This chapter is the same as last year, because the development of a Library policy is seen as an important part of the Library services, and needs to be addressed. Currently there is no official collection development policy or a handbook for the Upper School Library. The draft policy is again attached to this report as an appendix for review and authorisation by the ISL School Board. See Appendix 1. The staff handbook and the parent handbook both contain information for our users about the Library services. These publications are annually updated.

Achievements ➢ Improved user experience of the Library, due to increase in and redesign of space, the addition of soft furniture, reading corners, quiet study rooms and desks. ➢ Continued improved access to the collection by weeding out superfluous volumes. ➢ Development of audio book, ebook and DVD collection. ➢ Active reading promotion via author events and reading activities. ➢ Library & Information Literacy skills, taught with teachers. ➢ Planning and purchase of a second Textbook Manager module, and organising all Upper School textbooks in the Upper School Textbook Room. ➢ Continued data improvement in the online library catalogue (Destiny), to facilitate better searching results. ➢ Promoting the use of online databases and Turnitin ➢ Increased use of the Amazing Library wiki ➢ Increased access to online magazines and periodicals

Guess what your teacher is reading

Circulation Statistics What the research says: • Vocabulary is best developed through real encounters with the words in context, over time, and in small doses • Acquiring a word requires acquiring all of its subtle and complex qualitieshard to teach with direct instruction • Time spent teaching vocabulary lists better spent doing free voluntary reading—more likely to result in word acquisition

What we can do: • Eliminate or reduce vocabulary lists and tests • Provide incontext vocabulary through the reading of paragraphs • Evaluate the level of vocabulary we expect students to attain; set priorities, determine what matters • Vary the vocabulary input between additional readings and other avenues— use short excerpts to introduce new words • Provide more free reading time and greater access to books.

Krashen, Stephen. “The Power of Reading : Insights from the Research”. Observations and Reflections from BEHS Staff. September 2014. Web. <http://marvin.ibeu.org.br/ibeudigital/images/d/d9/The-Power-of-Reading.pdf>

The graph below reflects student loans only, not parent and staff loans. Library Circulation Upper School by Homeroom

Data extracted from Destiny Library Manager, ISL’s library management system.

Library Circulation Upper School by Material Type (students, teachers, parents)

Data extracted from Destiny Library Manager, ISL’s library management system.

===================================================================== Total number of Library materials checked out in Upper School September 2013 June 2014:

8,830 (51.8% fiction)

September 2012 May 2013:

7,616 (45% fiction)

10,232 (41% fiction)

September 2011 May 2012: September 2010 May 2011:

12,300

(39% fiction) ===================================================================== The numbers explained This year has seen a rise in circulation of 1,214 Library materials. A trend in the rise of Fiction continues. This may be due to improved access to the Fiction section after the expansion and redesign of the Library layout. The introduction of Active Reading in the Middle School may have contributed too. A rise in the use of online databases could explain the percentage decrease in the use of print Nonfiction. We will publish the circulation numbers every year and continue to monitor this.

Collection Development The Library has acquired new books, ebooks, audiobooks, DVDs and magazines. The numbers below should be seen in the light of the purchase of several online databases, providing access to online periodicals, ebooks and reading of all kinds.

No. of volumes in Upper School Library June 2014

No of titles 22,760*

Total

No of copies 24,390*

No. of volumes in Upper School Library June 2013

No of titles 22,572

Total

No of copies 24,358

Growth of Upper School Library Collection

Items added in Items added in Items added in 20132014 20122013 20112012 Total Items 835* 1088 2166 * 803 items were weeded as part of collection maintenance; ebooks do not have ‘copies’.

Magazines The Library is subscribed to a wide range of periodicals, for use by students, staff and parents. Titles support the curriculum, provide general reading for the ISL community. Subscriptions have been reviewed with a focus on appropriate titles for students and useful professional literature for staff.

Online Databases Access to online databases is essential for our school to be functioning in a 21st Century learning environment. The Library has invested in several subscriptions to online databases this year. The cost of these databases looks high, but when taking into account the number of books that would have to be bought to offer the same relevant, uptodate information, it is very good value for money. It is important to make sure that the students and staff know how to access the databases and that proper instruction is given not only in the use of the databases, but also in the evaluation and use of online information from other online sources. The Upper School Library Wiki (http://amazinglibrary.wikispaces.com/Online+Research) shows

a comprehensive overview of all online resources the Library subscribes to. Below is an overview of the main databases used in the Upper School. For a full list of available online resource, the Amazing Library Wiki can be consulted. Main Subscriptions to Online Databases Resource Name Cost per year

2,362 video segments downloaded. See Appendix 3

GBP 800 (no usage reports)

Access to 25 online databases plus all their print resources (15 miles of it). Much used databases: Oxford Music Online, Oxford Art Online, JSTOR, Infotrac Newspapers, TLS Historical Archive, Oxford Dictionary. 2864 searches conducted. See Appendix 2

USD 2,000

Usage report

USD 2000

Euro 1,348

All IB students submit their Extended Essays and ToK essays to Turnitin

Euro 260

2,098 sessions. See Appendix 4

The Upper School Library Wiki – Amazing! http://amazinglibrary.wikispaces.com

The Upper School Library Wiki is the main tool of library communication in the Upper School. It contains a wealth of information about reading promotion, research tools, IB Diploma, and Library events in our school. The Wiki is updated weekly.

Number of visitors to the Upper School Library Wiki in 20132014

Staffing & Professional Development

Staffing Sabine Fiedler started her fulltime employment as the Circulation Manager on a fulltime basis in August 2013 and has settled in very successfully as the front desk face of the Library. Sabine is responsible for the daytoday circulation of all Library materials, the storage and circulation of the school’s textbooks, as well as the Library’s magazine and periodical subscriptions. This year the Library benefited from a very successful Parent Volunteer Team. We would like to thank Ursula Ullman, Liza Danielsen, Catalina Villar and Carmen Bartolome for their weekly reliable and cheerful presence, and of course the tireless shelving and shelf reading they have done over the year.

Professional Development 20132014 Date November 2013 February 2014 April 2014 June 2014

Event ECIS Conference Amsterdam ELMLE Middle School Conference ISL hosted the Follett Librarians Workshop ISTE Conference, Atlanta

Library Display

Research in Action Photos © ISL Upper School Library

Library Events

Benjamin Zephaniah - Poet and Activist, September 2013 Benjamin, the most famous poet in Britain, spent a magical two days at ISL, enchanting all the students from Grade 1 to 12. His poetry performances were engaging, funny and often sharp, and of course he is über COOL ! Be nice to your turkeys dis Christmas…..

Chris Bradford - author, October 2013

Author of the Young Samurai series and The Bodyguard, also a trained and experienced Samurai sword fighter, Chris put on a highenergy, handson show with our Middle School students. We acted out how to protect someone who is under attack, when you are body guard (he underwent the official training as research) and he almost chopped off all the first row students’ heads.

Follett Librarians Workshop, hosted at ISL, April 2014

Twenty School Librarians from all around Europe gathered in Luxembourg for a twoday workshop on the ins and outs of Destiny Library management system and to provide peertopeer professional development.

Grade 6 Read Around The World, Jan-May 2014

For the second time all Grade 6 students read their way ‘around the world’ with their reading passports, where they collected stamps for reading books in different genres from different parts of the world. The most interesting journeys were chosen and this culminated in a pizza party for the best travellers / readers (with many thanks to Mr Jack for allowing his room again to be thrashed as the party venue).

Meet & Greet our New Library Materials

Meet & Greet Library Parties are a lovely way to connect with colleagues, promote newly arrived materials, and make sure that new resources do not disappear unseen on the library shelves. The Meet & Greet parties were combined with the Wiki Wonderland event, where teachers had a chance to show off their newly developed or oldtime favourite wikis. To be repeated!

Information Literacy a vertical and horizontal program

Source: http://gooplex.files.wordpress.com/2011/11/mscj3.jpg

Further steps were taken in the development of the vertical and horizontal information literacy program. The review of the Social Sciences Curriculum was finalised and information literacy is now part of every unit. A meeting was conducted with the Lower School Librarians and ICT Facilitator to establish their learner outcomes of information literacy. After that a proposal was softly introduced, outlining learner outcomes for Grade 612, so that a start can be made to work towards a schoolwide vertical alignment of skills. In the IB Diploma years students received several introductory sessions to research, the value of academic criticality, citation, referencing and the use of Turnitin as a studentdriven tool, that helps them to ‘do the right thing’, in order to avoid plagiarism.

Looking outward

ISTE Conference, Atlanta, 2014: Library Girls from Zurich, North Carolina, Luxembourg

Collaboration and communication with other Librarians in our community and throughout the region and the world is vital for any international school. It is also important for Librarians to be able to network and communicate with other Librarians, as it is a peculiarity of our job that we do not have many colleague Librarians in the school to use as soundboards and connect with about our jobs. The Library is a member of the School Library Association UK (SLA). The Librarian is an active member of the ECIS Librarians Forum, and a member of the IB Librarians VLE. This year ISL has successfully collaborated with the Librarians from St. George’s International School, on the author visit of Chris Bradford. Contacts were made and strengthened with the National Library and the City Library of Luxembourg. Attempts are made again to reach out to the European School, and for next year there are plans to share a visiting author between ISL, St. George’s and the European School. The available PD has made it possible, apart from educating and sharing professional knowledge, to facilitate connections with other international school Librarians in Europe and around the world. Next year we look forward to strengthening the connections with the Librarians in the region, by making and hosting Library visits and setting up online forums to connect online.

Plans for 20142015

Preparation for 1to1 The Library is preparing to become a 11 environment, when the BYOD program is implemented. Working spaces need to be redesigned and furnished, to accommodate group work with laptops, practical facilities need to be created or improved, i.e. charging stations, and the teaching area can become more flexible than before. In 20142015 a plan will be discussed with the Secondary Principal, the ICT Facilitator, and IT Director to ensure that the Library will be ready for this exciting new stage in the learning environment at ISL.

Library as the hub of technology The Library aims to be a playground for developments in information technology, with information available in formats suitable for a modern learning environment. Wherever possible, magazine subscriptions are available in print as well as online, or even better, as an app. Next year will see a continuation in that direction, with iPads available in the Library to access magazine apps. The iPads will also be used to search the online library catalogue, and to access apps related to reading and research, like BBC News, ebooks and ebook apps, Easybib, DestinyQuest, What to read Next, etc.

Ebooks The development of the ebook collection is a very stimulating challenge for the Upper School Library, to effectively promote reading in different formats to our students and the rest of the ISL community, especially in the light of the 1to1 program. Currently two ebook platforms are available, where students, staff and parents can download ebooks and read them on their personal devices. Next year we will hopefully be able to report back on the statistics of borrowing ebooks.

Active Reading As part of the Cascade implementation, a start was made with Active Reading sessions in the Middle School, and after good feedback from the teachers involved, we hope to improve on practice next year.

Conclusion I am happy to reflect on the Upper School Library achievements this year at ISL. The redesign and the addition of extra space combined with the one BIG rule for all our users: RESPECT have made the Library a popular place to be. Students are engaged in a variety of activities, ranging from curling up on the sofas to read, doing the Library jigsaw, playing chess, finishing homework, doing group work in the study rooms, to playing games and watching videos on the computers. This is exactly the ‘hub’ that the Library should be in the school community. Everyone (well most people…) understand that the Library can be used for any activity, as long as it is done with respect for others in the same space. I am proud of our students for learning how to put this into practice. In the IB, we have moved forward with the embedding of training sessions for the students in research, citation and referencing. The Library plays an important role assisting students with the Extended Essays and the Internal Assessments. Important challenges for the future are the continued vertical and horizontal development of the information literacy curriculum; continued support of the IB Diploma Program; the Library’s role in the development of the 1to1 program, and connected with all this, a focus on Library collection development to lead as well as support (exploration of online resources, including audiovisual materials, and ebooks). The Library is a community space and can only function with the support of all at ISL. I would like thank everyone for caring, listening, sharing, following up on our recommendations, and using the Library. 00000000000

Appendix 1: Collection Development Guidelines & Challenged Materials Procedure International School of Luxembourg Upper School Library Collection Development Guidelines I. Objectives The primary objective of the school library is to implement, enrich and support the educational program of the school, in accordance with the school’s Philosophy & Objectives. In the area of materials selection, the library provides a wide range of materials on all levels, with consideration for diversity of appeal and different points of view. These materials include those found in the virtual library, i.e. via Internet and other online resources. Therefore, the library: ● Provides materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, learning needs, learning styles and maturity levels of the students served. ● Provides materials for teachers, students and parents that will encourage growth in knowledge, and that will help to develop literary, cultural and aesthetic appreciation and ethical standards. ● Provides materials which reflect the ideas and beliefs of religious, social, political, historical, and ethnic groups and their contribution to the local, national and world heritages and cultures, thereby enabling students to develop intellectual integrity in forming judgments. ● Provides a variety of electronic formats as well as print materials to support student learning needs. These electronic formats include resources found on the Internet and other online networks. ● Places principle above personal opinion and reason above prejudice in selection of materials of the highest quality in order to ensure a comprehensive collection appropriate for the users of the library instructional technology center. The secondary objective, not less important, is to create life long readers and instill a love of reading in the whole school community. The Library aims to satisfy the reading needs of this community. Therefore the Library provides a wide range of fiction and nonfiction, of interest to students at all age and interest levels, teachers and parents. II. Authority and Responsibility The Director of the school is legally responsible for all matters relating to the operation of ISL. The responsibility for the selection of instructional materials is delegated to the professionally trained Library personnel employed by the school. III. Criteria for Evaluation and Selection of Library Materials ● Educational significance ● Contribution the subject matter makes to the curriculum and to the interests of the students ● Favorable reviews found in standard selection sources ● Favorable recommendations based on preview and examination of materials by professional personnel

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Reputation and significance of the author, producer and publisher Validity, currency, and appropriateness of material Contribution the material makes to breadth of representative viewpoints on controversial issues High degree of potential user appeal High artistic quality and/or literary style Quality and variety of format Value commensurate with cost and/or need Timeliness or permanence

Controversial subjects The material should be consonant with the purposes of the library, meet general criteria of quality, and relate to school program needs. Judgment should be based on the total effect of the material and not on the presence of words and phrases, or other visual and aural instances which in themselves might be objectionable. The school believes that students’ discussion of issues which generate opposing points of view shall be considered a normal part of the learning process in every area of the school program. The depth of the discussion shall be determined by the maturity of the students. Teachers shall refer students to resources reflecting all points of view. Discussions, including contributions made by the teacher or resource person, shall be maintained on an objective, factual basis. Stress shall be placed on learning how to make judgements based on facts. Gifts Gifts should be evaluated by applying the same criteria used for selection of purchased materials. Professional materials These materials need to reflect research and trends in education, as well as meet general selection criteria. IV. Selection tools The following sources are available to assist the librarian in the selection process; however, selection is not limited to the use of these tools. ● Professional library journals, such as School Library Journal, The School Librarian, and Good Book Guide, as well as a variety of online professional librarians’ resources, e.g. www.lovereading4kids.org and www.fantasticfiction.co.uk . ● Follett Titlewave (www.titlewave.com) ● Browns Books online catalog ● Amazon Online Bookstore V. Weeding Weeding takes place so that the collection remains current and useful to the unique clientele it is meant to serve. The American Library Association recommends that 3% 5% of the collection (print and nonprint) be weeded annually. Criteria for weeding are: 1. wornout volumes: * dirty, brittle, yellow pages; missing pages; tattered covers; etc.

* badly bound volumes: soft, pulpy paper and/or shoddy binding * badly printed works * books of antiquated appearance which might discourage use * audiovisual materials with missing or broken pieces 2. superfluous or duplicate volumes: * unneeded duplicate titles * older editions * highly specialised books (when the library holds more general or uptodate volumes on the same subject) * books on subjects of little interest to the school community * books which no longer relate to the curriculum (if specialised) 3. Poor content: * information is dated * information is inaccurate * stereotypes are present * book is poorly written 4. Weeding According to Use * Nonfiction: Book has not been checked out within last 10 years * Fiction: Book has not been checked out within last 5 years (classics excluded) VI. Challenged Materials If objections are made to a selection, the principles of the freedom to read and professional responsibility of the staff should be defended. If a complaint is made, the procedures are as follows: a. Complainant needs to fill in Form A b. Inform the Librarian c. Upon receipt of written Form A, a Materials Evaluation Committee shall be formed, consisting of: The Librarian A Classroom Teacher familiar with the subject challenged the Upper School Principal of the School No material shall be removed from use until the Materials Evaluation Committee has made its final decision. Within 30 days the Materials Evaluation Committee Shall: a. Examine challenged material in relation to the collection development guidelines. b. Check general acceptance of the materials by reading reviews c. Weigh values and faults and form opinion based on the materials as a whole d. Meet and discuss and prepare a report to the Library Council (form B) e. File a copy of the report with the administration office The patron may appeal the decision of the Materials Evaluation Committee to the School Leadership Team within 30 days of the date of the Materials Evaluation Committee’s decision. Within 30 days of the receipt of the appeal the School Leadership Team shall: a. examine the findings of the Materials Evaluation Committee b. weigh values and faults and form opinions based on the materials as a whole c. meet to discuss and prepare a report of the decision to the patron, If a grievance persists, an appeal to the School Board may be made. The decision of the

School Board is final. Form A REQUEST FOR RECONSIDERATION OF WORK (Attach extra pages if needed to complete statements) Author, compose, producer, artist, etc ________________________________________ Title___________________________________________________________________ Publisher (if known)_______________________________________________________ Request initiated by ______________________________________________________ Telephone __________________ Address ____________________________________ Complainant represents: himself Organisation (Name) ______________________________________________________ other group (Identify)______________________________________________________ 1. To what in the work do you object? Please be specific, cite exact parts: _______________________________________________________________________ ___ ____________________________________________________________________ _____ _________________________________________________________________ 2. What of value is there in this work? _________________________________________ _______________________________________________________________________ _______________________________________________________________________ 3. What do you feel might be the result of reading, viewing, or listening to this work? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. For what age group would you recommend this work? _______________________ 5. Did you read, view, or listen to the entire work? _______________________________ If no, what pages or section did you read? _________________________________ 6. Are you aware of the judgment of this work by critics?__________________________ 7. Are you aware of the teacher’s purpose in using this work?_______________________ 8. What do you believe is the theme of purpose of this work?_______________________ 9. What would you prefer the school do about this work? _____Do not assign or recommend it to my child. _____Withdraw it from all students. _____Send it back to the proper department grade level for reevaluation. 10. In its place, what work of equal value would you recommend that would convey as valuable of picture and perspective of a society or set of values? _______________________________________________________________________ Signature of Complainant ______________________________ Date _______________ Form B MATERIALS EVALUATION COMMITTEE REPORT

(Attach extra pages if needed to complete statements) Physical description of challenged material: (author, title, publisher, copyright, producer, etc.)___________________________________________________________________ ______________________________________________________________________ Justification for inclusion of material (include theme and purpose) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Critics judgment of materials: (If possible include copies of reviews indicating the source)________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Materials Evaluation Committee’s decision and comments: (include statements from majority and minority positions) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Signatures of Committee Members ______________________________ ______________________________ ______________________________ ______________________________

Appendix 2 Questiaschool Activity Summary Report

Appendix 3 Discovery / United Streaming Activity Report

Appendix 4 Noodletools Usage Report

This online resource was purchased in January 2014, which explains the data only start in January of that year.