They are never too young to develop research skills

The International Baccalaureate’s Primary Years Programme (PYP) described in the framework document “Making the PYP happen” (2007) promotes learning through guided inquiry. It is an educational programme spanning the years from ages 3 to 12. This paper will introduce the audience to a very brief overview of the five essential elements of the PYP and demonstrate how Information Literacy skills, arguably one of the main charges for school librarians, are embedded within the programme. Mention is made of constructivism to place inquiry and information literacy within this context. Understanding the programme will help the school librarian in developing a programme of authentic learning in the library for the students through collaborative planning with the class teacher or grade level teams.

"What's in it for me?"

The International Baccalaureate organisation (IB), with headquarters based in Geneva, Switzerland continues a world-wide expansion of their three educational programmes. An understanding of, and involvement with the programmes to support the school community is vital for the school librarian in those school which are considering adoption of any of the programmes. The three IB programmes encompassing teaching and learning from 3 years to 19 years are:- the Primary Years programme ( PYP); Middle Years Programme (MYP); and the Diploma Programme ( DP). The IB “Standards and Practices” guide the Authorisation process for IB World Schools and these in turn can effect and direct the way libraries and librarians are used. The IB mission statement, the IB Learner Profile and programme specific documentation guide a ‘continuum of international education’ being promoted by IB World Schools. Some aspects of these areas will be explored in the context of possible changes for the school librarian. ‘What is in it for me?’ will be answered through challenging school librarians to become part of a whole school learning initiative based on International Baccalaureate principles of inquiry and internationalism, and to possibly rethink their role through developing collaborative practices in their educational institution.

SPANISH LEGISLATION AND IB PYP LANGUAGE POLICY DEVELOPMENT

Given the growth of and interest in International Baccalaureate (IB) programmes in Spain, schools looking for approval to implement any of its programmes are being met with the challenge of policy development to meet the requirements for authorization. This paper will look at Spanish legislation and the supports or challenges it offers when trying to meet the needs that face schools looking towards IB Primary Years Programme (PYP) authorization. As schools already authorized will have used the 2014 version of the IB Programme Standards and Practices, this paper will focus on the development of language policy in this version as well as the 2018 versions to support these schools as they move to the next stage or new schools starting under this newer version. A comparative look at Spanish legislation that may have influenced past decisions and current legislation that will influence future decisions will summarize the support mechanisms for meeting the language policy requirement.

Teachers’ Perceptions on Using Augmented Reality for Language Learning in Primary Years Programme (PYP) Education

Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, particularly - but not exclusively - in language learning. On a scale where the virtual and real world sit at opposite ends of the spectrum, AR sits in-between, combining real world elements with virtual overlays. Research suggests that an obstacle to English language learning in countries where English is not the first language (EFL) is a lack of authentic situations outside of the classroom for practising English communication skills. AR technology, by combining elements of real-life and virtual content could potentially overcome some of these limitations. However, as with all technologies, the use of AR in the classroom is not only confined to the learner, but also largely dependent on the willingness and skills of teachers to utilise it effectively. This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of EFL learning in an Egyptian International Baccalaureate (IB) school.

Inquiry-based Learning in English Teaching at a Candidate School of IB PYP: Implementation and Benefits

This paper aimed to investigate the implementation of inquiry-based learning (IBL) in English teaching at candidate school of International Baccalaureate Primary Years Programme (IB PYP) in Surakarta and explore the benefits of its implementation in English teaching. Three English teachers at a candidate school of IB PYP in Surakarta participated in this study and they were chosen purposively. This research employed a qualitative approach and emphasized on a case study. The techniques for collecting data comprised in-depth interview and observation. The collected data were analyzed by the researchers through Constant Comparative Method (CCM). The results revealed that the implementation of inquiry-based learning in English teaching in this school used Bruce and Davidson's view and some features of IBL. That cycles involved asking, investigating, creating, discussing and reflecting. And the benefits of this method in English teaching based on IB PYP were 1) the teachers can create meaningful activities for the students, 2) teaching and learning were student-centered, 3) the students learn through language and get endurable understanding, and 4) it promotes students ’skills and attitude at teamwork.

Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective

It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.

Digital and information literacies and the school library

You can’t teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it. (Seymour Papert) For school librarians, this is certainly part of a core responsibility, to provide students with digital literacy skills and strategies that will enable them to find and access information at point of need, in order to create knowledge (Farkas, 2011). While students are growing up in this digital age, research reveals they are not necessarily skilled in reading to locate and use online information effectively (Leu, Zawilinski, Forzani, & Timbrell, 2014b; Pickard, Shenton & Johnson, 2014). This is significant when “students overestimate their ability to engage with information in a critical and literate manner” (Kirkwood in Beetham & Oliver, 2010, p.162). Yet, students are required to be ethical and critical thinkers, and engage as collaborators and creators in participatory digital environments (Coiro, 2003; Mackey & Jacobson, 2011; Association of College & Research Libraries (ACRL), 2015). This exploratory case study seeks to investigate Year 5 students’ (ages 10-12) learning experiences within a school library program. It endeavoured to explore the pedagogical background, motivation and steps in implementing digital and information literacies. Did these sessions provide students with the emergent skills and strategies to support independent research and collaborative inquiry as they began their International Baccalaureate Primary Years Programme (IB PYP) Exhibition?