Our school library learning commons (SLLC) is undergoing a substantial change. Simply put, over the last year there has been interest and encouragement to transform from the traditional form of school library to something that could be truly referred to as a learning commons. To become a place “where student success is the highest priority, and learning objectives are ambitiously pursued through collaboration between teacher-librarians, teachers, and students” (Ekdahl, Zubke, & Contributors, 2017, p. 3), the SLLC must have a collection that will allow students to achieve this success as well as offer support to the teachers who are to guide them there.
In a previous paper, “Community Analysis and Report,” our International Baccalaureate (IB) science curriculum was identified as an area that could be supported by the library, that has the most impact on our students and one in which support has been requested. To reiterate elements of the need in this area from the previous analysis, 80.6% of our 227 senior IB are taking two sciences. In each, biology, chemistry and physics, students must complete an individualized internal assessment (IA) worth 20% of their grade in each course. This is to be a scientific investigation resulting in a 6-12 page write up from about 10 hour of work (International Baccalaureate Organization, 2014). It has also been identified that students require support in choosing an appropriate topic for their IAs and finding sources at an appropriate level to support them in their research.
Before looking directly at the collection itself, there are factors that must be considered for the evaluative process to be fully understood. Continue reading