平成 22 年度図書館情報学海外研修助成報告書
博士後期課程 1 年 クロフォード シェイニー
国際バカロレア初等教育部における図書館の訪問
訪問先：Five schools in Hong Kong, One school in Macau
訪問期間：平成 22 年 10 月 21 日～28 日まで（8 日間）
My doctoral research is on libraries in schools that are implementing the Primary Years Programme (PYP) of
the International Baccalaureate (IB). PYP schools follow a particular kind of curriculum which is founded
on inquiry-based learning. Inquiry-based learning has a strong element of research at its core, whichsuggests that libraries/resource centers in such schools are in a position to make a strong contribution tostudent learning. My research seeks to examine the various roles that the library at a PYP school plays,
determine if there are great discrepancies in that role at different PYP schools, and if so, consider thecauses for the differences.
I am planning on conducting quantitative research (surveys) to gain a broad perspective on libraries at PYP
schools and then, based on the results of the survey, I plan to design a qualitative study (case studies
involving interviews and observations) to gain further insight into the questions above. The purpose ofthis research trip was to visit several PYP libraries to learn about the diverse implementations of libraryservices in PYP schools and to use the information I collected to inform my research. The trip involved
visiting five PYP schools and one non-PYP school and conducting interviews with the librarians at theschools.
School 1: Non-PYP, K-12, large, international school, curriculum from Canada
I interviewed two librarians at this school. While it is not a PYP school, it does promote the use of
inquiry-based learning in its classrooms. The primary librarian had been a classroom teacher for a longtime and also had experience as a librarian in his home country. He was well-versed with curriculum
documents, having served on provincial curriculum committees on social studies in Canada. He felt thathis primary contribution to the elementary school library was to provide support for literacy development,
especially because of the large number of ESL students in the school. This interview gave me insight into
the barriers to smooth collaboration between librarians and teachers, such as timing/scheduling, teacher
experience, and support from the administration.
School 2: PYP, K-6, small, international school, curriculum from IB
The librarian at this school served as both the librarian and the PYP Coordinator, both very meaty roles andarguably difficult to accomplish in combination (although this is a combination favoured by several PYPschools). He had been a classroom teacher until the previous school year, so he brought that experienceto the position. He was qualified as a teacher, but not as a librarian, although he had experience working
at an academic library. He felt that his primary role as a librarian was to get books into students' hands.
This was an example of a very small school with limited human resources. The impact of the lack ofhuman resources on effective collaboration was particularly apparent at this school.
School 3: PYP, K-12, large, international school, curriculum from IB
I met with two librarians at this school. The librarian who was primarily responsible for serving theelementary school was a qualified librarian, but not a qualified teacher. The support from theadministration for this library was very strong. Deep collaboration was happening between the teachers
and the librarians, although initially the elementary librarian felt hindered by her lack of teachingqualifications. She still feels that without a teaching degree, she will not be treated as an equal by theteaching staff.
School 4: PYP, K-12, international school, curriculum from IB
The librarian at this school had a great deal of experience with the PYP and strong support from heradministration. She felt that the library's primary role was to support the curriculum. She worked todesign a specific library curriculum and has adapted the "Big 6" research framework to fit her lessons on
research skills. One interesting thing about this school was that the librarian insisted on having a fixedschedule for library visits. She feels that it helps her to ensure that she gets to see each class once per
week and that it enhances the quality of the collaboration can take place on the unit of inquiry. Thislibrarian also did a good job of linking the learner profile and the key concepts to the library program,which was something I didn't see as much evidence of at other schools.
School 5: PYP, K-12, very large, international school, original curriculum from Canada, now IBcurriculumThis school is extremely large and had two librarians just for the PYP. I spoke mainly with the librarian
who worked closely with the Grade 4 and 5 classes. Both librarians collaborate on a very deep level withthe classroom teachers. They provide materials for all of the units and collaborate deeply with theclassroom teachers on the content of their lessons. The administration has decided that at least one
grade-level planning meeting per week must happen in the library. There is a special room set aside forthis purpose in the library. All grade-level teachers (e.g. all Grade 4 teachers) will meet on a specific dayof the week at a specific time, and the agenda for the meeting will be made available to the librarian, so
the librarian is able to join the meeting whenever she feels she can make a contribution. This school was
also a good example of a library program that has undergone a great change in the past few years. The
librarian says that over the past few years, there has been a drastic change in how the library functionswithin the school. This school would make an excellent location for case studies on both the role ofplanning in collaboration and the factors that work to bring about significant positive change in a school
library program.
School 6: PYP, K-12, very large, international school, original curriculum from England, now IB
curriculum
Until this year, there was only one librarian to cover both the Primary Years Programme and the Middle
Years Programme. From this year, a dedicated PYP librarian has been hired. The new librarian was ateacher at the school in the past, and she is very well-regarded amongst the staff, so she is in a uniqueposition to support the classroom teachers. This school had a fixed schedule for students to come to thelibrary and borrow books, and a flexible schedule for the librarian to collaborate on units. This
arrangement gives the librarian the ability to collaborate on a deep level with the classroom teachers.

This research trip gave me an invaluable opportunity to see how libraries of various sizes support
inquiry-based learning in IB schools. I feel that the knowledge I gained on this trip will play a significantrole in improving the quality of my future research in this area.