Library Curriculum

Library Curriculum begins with having a Library Mission and an understanding of the curriculum that is being taught at the school, whether it is SSC, ICSE, CBSE or an International School. This basic library curriculum becomes a tool to integrate with the lessons that are taught in regular classes.

Progressive schools and librarians will begin to incorporate these strands into their lessons. Progressive librarians are evolving into teachers, along with the administration of the library services.

Mere regurgitating of the facts and teaching the detailed Dewey Decimal is impractical. Teaching relevant skills to support student learning, perking their curiosity while maintaining an open-minded and impartial venue for discussion.

Curriculum Strands

Library Curriculum program aims at reinforcing literacy, life-long learning and support student achievements in any field of education.

This working document is created to support students, teachers and community needs.

The library curriculum must

  • Support all users
  • Provide relevant and updated resources
  • Provide opportunities for students to explore their curiosity through the skills taught during the library classes
  • Students must be able to explore print and digital resources to quench their attitude towards learning.
  • Librarians teach all forms of literacy helping students become metaliterate.

The four areas that Librarians usually support and reinforce student learning are through these 4 different strands.

- Reading & Writing

- Information Literacy

- Media Literacy

- News Literacy

Instructional Strategies and Rigor

Librarians support reading, writing, literature, information and media skills. It is essential to integrate them into the mainstream curriculum taught at the school.

When librarians conduct lessons, the instructions must be varied, giving opportunities for students to collaborate (work in pairs/groups) work independently, communicate & create (writing, presentation, blogs, infographics, video, memes and others).

Library lessons must focus using Trans-disciplinary Skills. Our world is evolving, and relevant content is the need of the hour. Therefore, for students to thrive and adapt to the changing world, librarians must ensure that our lessons are based more on the skills than content.

Content is the vehicle, and Trans-disciplinary skills are the oil/gas for it to function.

Tran-disciplinary Skills

Thinking Skills

(Acquiring knowledge, comprehending, application of information, analysis, synthesis, evaluation, dialectical thought and metacognition)

Social Skills

(Learning responsibility, respecting others, cooperating, resolving conflict, group-decision making.)

Communication Skills

Listening, speaking, reading, writing, viewing, presenting using visual and digital products

Self-Management Skills

(Gross motor skills, fine-motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behaviour and informed choices.)

Research Skills

(Formulating questions, observing, planning, collecting, organising and interpreting data and presenting research findings)

Collaboration & Integration

The best learning happens when the teaching instructions are relevant and meaningful. The best model of education occurs when

  • There is a life-long impact
  • There is a sense of accomplishment in self-growth
  • It is impactful
  • Research process leads to problem-solving solutions/strategies
  • There is a social-emotional and ethical impact
  • Cultural understanding and respect of varied ethnicities

School Librarians can significantly support student learning when they collaborate with teachers on the content or use the skills to help students master their path of learning.

Effective Librarians are beyond Books

Active learning in today's world encompasses printed as well as digital resources. Therefore to have a significant impact on outcomes, Librarians must participate in building the skills that will help students become lifelong learners and continue the quest for self-development.

Constructive Questioning and Activities

LIbrarians must use higher-order thinking questions rather than questions that result in 'Yes, No, or a one-word, two-word answers'.

Questions must be open-ended, giving rise to multiple answers — questions on issues related to topics (curriculum) that may not have one right answer. Librarians must refrain from asking content-based questions that reflect regurgitating of facts.

Asking questions when you know that the student is going to copy the answer from the internet and paste it for you? Is that learning? Are we teaching our students to 'copy and paste'?

Questions must stimulate thinking. Stories, descriptions, poems and reflections of the students must be varied. If it is the same, think, whether it is worth it.

Activities must be based on thinking, reflections, creating and not merely colouring, making bookmarks or writing book reviews that you know are copied and pasted. Know the PURPOSE before you provide the activity to the student. Ask if it is age-appropriate.