Heeru Bhojwani - Heeru Bhojwani

Aug 16 2025

Librarians Playbook for Extended Essay

By Heeru Bhojwani Extended Essay, IB Librarian No Comments

The Librarian’s Playbook for the Extended Essay

As the school librarian, the librarian’s role in the Extended Essay (EE) is non-negotiable—it’s a requirement and an expectation that I am a core part of the research process. Over the years, I’ve developed a system for helping students succeed, and it all starts with a series of targeted mini-lessons and my commitment to being a constant support to students.

I believe the EE program is a structured, collaborative effort with the TOK Teachers, Extended Essay Supervisors, and the EE coordinator. While every school does things a little differently, this is my playbook for guiding students from their initial ideas to their final viva voce.

Step 1: The Foundational Mini-Lessons

The first part of the process is helping students find their focus. This is where I conduct a short but crucial mini-lessons at the very beginning of the project to help them craft a research question that isn’t too broad or too narrow.

Brainstorming: I encourage students to brainstorm different areas of interest using tech tools like Miro, MindMeister, or even just Google Docs. I also show them how to use AI models like ChatGPT or other LLMs to explore and structure initial ideas.
Connecting to the Curriculum: Once they have an idea, we work together to connect it to a specific subject they are studying in the Diploma Programme.
Crafting the Question: I conduct a final mini-lesson on how to craft a strong, focused research question using several examples directly from the IB website.
Reading a sample of the EE with the Criteria: Providing time to read a sample of an EE that is related to their topic allows them to see the layout and compare it with the criteria.

Step 2: Navigating the Research Landscape

The next step is teaching students where to find high-quality, scholarly information. I don’t just point them to the databases; I teach them how to use them. I created a site for them to navigate all the free resources that are available to them. Sentences starters also help them craft better structures.

I host mini-workshops on accessing and using our school’s databases. I demonstrate how to use powerful resources like JSTOR, Gale, and even a new tool like Elicit to find the most relevant academic articles and papers for their research. I show them how to use keywords, filters, and other search techniques to save time and find exactly what they need. Throughout this process, I make it clear that I’m always available to help them, whether they’re stuck on a search or can’t access a specific article.

Step 3: Mastering Academic Honesty

Academic honesty is the key factor of the Extended Essay, and it’s my job to make sure students understand it. I teach them the specific skills they need to avoid plagiarism.

How to Paraphrase: I teach a mini-lesson on how to take information from a source and rewrite it in their own words, making sure to preserve the original meaning.
In-Text Citation: I stress the importance of in-text citations. It’s common for students to get confused by different citation styles, for example, using a Chicago-style in-text citation with an MLA-formatted bibliography. I teach them the MLA format for all subjects, except for Psychology where students follow the APA format. This consistency makes the process easier for them.
LLMs and Citation: I also teach them that if they use an LLM for help structuring their research question, they must mention it during the essay or during their viva voce.

Step 4: The Final Checkpoints

Before they submit, I remind students that the viva voce is the final opportunity to show what they’ve learned and understood from the EE process. I also reinforce that all references, including the large language models used in the EE must be cited. A reminder that if they have used large language models to help them with the outline, that must be mentioned in the reflections. If a student uses a website or another source to learn about a topic but doesn’t include it in their paper, then it doesn’t need to be cited.

My Personal Experience as an EE Supervisor

After I signed up to become an EE supervisor, I became more confident and able to guide students in a way that was truly meaningful to them. Understanding the process and subject-specific guidelines from the other side made me a better librarian. If you are a librarian and interested in learning more, you can contact ceo@liferarian.com or join the EE supervisors program with the IB through your school’s PD funds.

The Extended Essay is embedded in the IB program to equip students for college. By teaching them to use resources like JSTOR, Gale, and Elicit and reinforcing academic honesty, we give them the tools to not only succeed on the EE but to thrive in their future academic careers.

“Librarians are uniquely positioned to play an important and effective role in the extended essay process. As interdisciplinary educators, they are able to work across subject areas to help students become lifelong learners through inquiring, gaining, and creating new knowledge, and pursuing personal interests. With the necessary educational background and training, they are able to support students in the development of information literacy and research skills.” IB Extended Essay Guide.

Resource: Extended Essay Guide 2027 and AI in learning and teaching

Jun 28 2025

How to Run a Book Club with Middle School Students

By Heeru Bhojwani Book Clubs, Reading Program No Comments

by Harper Collins under CC BY-NC-ND

How to Start and Run a Book Club for Middle School Students

Engaging Readers Through Meaning, Discussion, and Voice

Book clubs in middle school is to provide a platform to discuss identity formation, deeper analysis, social connection, and academic growth. Teenagers at this point in life are ready to go beyond the surface and engage with literature through inference, theme exploration, and multiple perspectives. With guided facilitation, a book club becomes a safe and stimulating place where every student has a voice. Here is a blog post on How to run a book club for primary school students.

Step 1: Define Purpose, Scope, and Tone

Begin by deciding the intent of your book club:

Are you building reading stamina and joy?
Exploring diversity and identity?
Practicing their communication, language, and thinking skills.

Clarify the time: Will you meet weekly or bi-weekly? Will students read at home or during club sessions? Consider a flexible tone—while fostering serious literary conversations, allow room for humor, empathy, and personal connections.

Step 2: Select Books That Invite Inquiry and Interpretation

Middle school readers crave relevance and relevant. Choose books that are developmentally appropriate but layered enough to provoke questions. Empower students to co-create norms and choose themes (e.g., survival, justice, environment, identity, belonging). You make the initial selection, give them a little hook, trailer, mini-highlight of the book and let the students select the book they want to read.

Librarians can focus on:

Strong character development
Complex moral dilemmas
Multiple perspectives
Social justice themes
Literary devices (symbolism, foreshadowing, irony)

Middle School Books (Some recommendations)

Title	Author			Themes
Ghost	Jason Reynolds			Identity, resilience, sports, trauma
The Giver	Lois Lowry			Utopia, memory, choice, conformity
Starfish	Lisa Fipps			Body image, bullying, voice
Brown Girl Dreaming	Jacqueline Woodson			Verse, identity, civil rights
Wonder	R.J. Palacio			Kindness, disability, courage
Ahmed Aziz’s Epic Year	Nina Hamza			Self-discovery, humor, cultural identity
Queen of Fire		Devika Rangachari	Feminism, historical fiction, leadership, bravery
Savi and the Memory Keeper		Bijal Vachharajani	Climate fiction, memory, environmental grief, healing
The Grand Chapati Contest		Asha Nehemiah	Humor, problem-solving, cultural quirks, civic life
Year of the Weeds		Siddhartha Sarma	Resistance, indigenous rights, activism, justice
The Night Diary (Indian-American)		Veera Hiranandani	Partition, identity, resilience, dual belonging
No Guns at My Son’s Funeral		Paro Anand	Conflict, extremism, identity crisis, Kashmir
Nabh Goes Missing		Richa Jha	Sibling bonds, family mystery, inner strength

Student-Led Book Clubs

Students can run the book clubs while the Librarian uses this time to check with each group. To ensure a smooth student-led book clubs, clear instructions must be set up on how students in the group might thoughtfully and responsibly participate.

Setting up Groups: Each group of students can be divided according to the choice of book or reading level based on the needs of your program. It is best to work in collaboration with the English/ Language arts teachers in the class.
Schedule Timings: Depending on your availability, you can conduct this once a week, for a month, during your library class or in partnership with your English/Language arts teachers. You may also schedule a special book club after school for those students interested in reading or developing a love for reading.
Assigning roles and responsibilities: To have students run the book club, each of the students can be assigned a role: Discussion Director, Literary Lens leader, Connector, Vocabulary Detective, and Summarizer. (See document)Middle School Book Club Roles Template

Beyond Summary: Deepen Discussion with Literary Analysis Prompts

Yes, librarians must learn and become equipped to run this book club, start small and with only one class.

Character Analysis

How does the main character grow or change over time? (Cite with page numbers, examples, and description)
What motivates their decisions? Are their choices justified? (Explain with page numbers and examples)

Theme Exploration

What message or big idea is the author trying to communicate? (Explain how you concluded with evidence from the text in the book)
How do events, characters, and setting reinforce this theme? (Explain by describing events, characters change and how the theme was enforced)

Author’s Craft

Why did the author choose to tell the story this way (e.g., structure: How the story is organized – chronological, flashbacks, alternating points of view, short chapters, etc.) (Voice: Describe the the tone and style of the narrator (funny, serious, innocent, sarcastic, etc.)
What symbols or recurring images stand out? What might they represent?

Interpretation and Reflection

How did this story make you think differently about a real-world issue?
Which part of the book challenged your thinking or surprised you?

10 Visible Thinking Routines for Book Clubs: These routines are from Harvard Project Zero and are powerful for helping students externalize and visualize their thinking, especially when engaging with complex texts.

Routine Name	Purpose in Book Club Context	Sample Use
1. See – Think – Wonder	Explore descriptive passages, images, or symbolic scenes	Use with book covers, illustrations, or turning points: “What do you see? What do you think is happening? What do you wonder about this scene?”
2. What Makes You Say That?	Encourage evidence-based discussion	Use when making inferences or analyzing characters: “What’s your interpretation? What in the text supports that?”
3. Connect – Extend – Challenge	Link book content to personal/world knowledge and push thinking further	After reading a chapter: “How does this connect to something you know? What new ideas extend your thinking? What still challenges you?”
4. Circle of Viewpoints	Examine events through multiple characters’ perspectives	Role-play or journal: “I am ___, and I think ___ because…”
5. Claim – Support – Question	Practice forming arguments with text evidence and critical questions	Useful in debates or theme analysis: “I believe that ___, because ___. A question I have is…”
6. Headlines	Summarize big ideas or themes in a few powerful words	After finishing a chapter or book: “What headline would capture the main idea or message?”
7. Step Inside	Develop empathy by imagining thoughts/feelings of a character	Use in journals or circle time: “What does this character think, feel, care about?”
8. Color – Symbol – Image	Represent abstract ideas creatively	Great for thematic exploration: choose a color, symbol, and image that reflects the book’s main theme or character’s journey
9. I Used to Think… Now I Think…	Reflect on changed thinking after discussion or deeper reading	Use during or after book club: “I used to think ___. Now I think ___.”
10. Tug of War	Explore dilemmas or conflicting viewpoints	For moral choices or ethical issues: “Should the character have done this? What are the pulls on each side?”

Final Display of Student Learning after Book Discussion

Creative responses make literature come alive:

Literary One-Pagers: Combine art, quotes, and symbols to represent the book
Perspective Rewrite: Retell a chapter from another character’s point of view
Book Playlist: Curate songs that reflect characters, setting, or emotion
Debate: Hold a structured debate around a moral question in the story.

Jun 28 2025

How to Start and Run a Book Club for Primary School Students

By Heeru Bhojwani Book Clubs, Book Talk, Reading Program No Comments

Jenn photos BY-NC-ND 2.0.

A book club for primary school students is about building community and a lifelong love of stories. Start small, let student voices guide the journey. Nurturing a love for reading in children is more important than ever today in a digital world. A well-run book club can be a powerful way to inspire young readers. Here is a blog post on how to run a book club with middle school students.

Step 1: Define Your Purpose and Age Group

Before launching, clarify your goals. Questions to ask yourself: Is it to promote reading for pleasure? Explore specific genres or themes? Support curriculum links or social-emotional learning?

Next, choose your age range carefully—reading levels and developmental needs vary widely between a Grade 2 to 5. A focus group will help tailor book choices and discussions more effectively.

Step 2: Select a Format That Works

Decide how often the group will meet—weekly, biweekly, or monthly. For younger students, shorter, more frequent meetings work better. Consider the format: will it be in person, virtual, or hybrid? During or after school? Will students read the book beforehand or read together?

Create a consistent structure for the book club. A typical session might include:

A brief recap of the story so far (if it is a long book)
Open-ended questions or discussion prompts
A creative response (e.g., drawing, acting out scenes, making a new book cover)

Library Classes & Book club

Book Clubs are hard to run during the Library Class without any help. Therefore, reaching out to people to help out with group clubs would help a successful book club. Often, tying up with classroom teachers would help the discussion and nurture a love for reading.

Step 3: Choose the Right Books

Book selection is everything. Aim for diverse, age-appropriate titles that offer strong characters, rich themes, and room for discussion. Rotate genres—mystery, fantasy, realistic fiction, graphic novels—to appeal to different interests. Involve students in choosing books to build ownership and motivation.

Step 4: Make It Interactive and Include Children’s Choice

Young readers thrive on engagement. Use Harvard – Project Zero: visible thinking routines like I See, I Think, I Wonder, Connect – Extend – Challenge, or Circle of Viewpoints to spark thoughtful conversations. Add hands-on activities such as:

Book-inspired art or crafts
Journals with reflections or reviews
Character interviews or role-play
Connections to SDGs, learner profile attributes, or classroom units of inquiry

Encourage all voices by using talking sticks, turn-and-talk partners, or small group sharing before full group discussion. Celebrate varied contributions—reading aloud, illustrating ideas, or even making predictions.

Step 5: Keep It Simple

Start small. A pilot club with 6–10 students is ideal. Once the model works, consider expanding or creating multiple groups. Involve parents and colleagues for support—some may be keen to co-host or sponsor snacks and materials.

End each term or unit with a “Book Celebration”—where students present their favorite book moments, display their work, or recommend future titles. These moments help build a reading culture that lasts beyond the club.

Open-Ended Questions for Primary Book Clubs

Understanding Characters and Choices

Why do you think the character made that choice? Would you have done the same?
How did the character change from the beginning to the end of the story?
What would you say to the main character if you could meet them?

Exploring Themes and Emotions

What message do you think the author is trying to share?
Which part of the story made you feel something strongly? Why?
What did this story make you think about in your own life?

Making Connections

Does this story remind you of something you’ve seen, read, or experienced?
How is the world in the book similar to or different from where you live?
Have you ever felt like one of the characters? What happened?

Imagination and Creativity

If you could add a new character or chapter, what would happen?
What would the story be like from another character’s point of view?
Can you think of a different ending? What would change?

Personal Reflection

– What did you learn from this story?

– Did this book change your mind about anything?

– Would you recommend this book to someone else? Why or why not?

An Example: Bonkers by Natasha Sharma

Short Summary: Bonkers! is a laugh-out-loud story about Armaan, whose life turns upside down when his family adopts a big, goofy dog named Bonkers. Chaos follows wherever Bonkers goes—whether it’s at home, school, or a fancy hotel! Through all the misadventures, the story explores friendship, responsibility, and how love sometimes looks a little… bonk

Discussion Questions

Understanding Characters & Choices

What kind of boy is Armaan? How do we know?
How did Bonkers change the way Armaan’s family behaved?
What would you do if Bonkers were your dog?

Reflecting on Themes

What do you think this book says about families?
How do you know when a pet becomes part of a family?
What does “being responsible” look like in the story? Do you think Armaan is responsible?

Humour & Imagination

What was the funniest moment in the book for you? Why?
If you had to give Bonkers another name, what would it be and why?
Imagine this story as a movie. Who would play Bonkers? What scenes would you include?

Personal Connections

Have you ever had a moment when everything felt “bonkers”? What happened?
What would you tell Armaan if you met him after the story ended?

Creative Activities

Bonkers’ Point of View

Write a diary entry from Bonkers’ perspective about one of his wild adventures. How does he feel? What does he think humans are doing?

Design a “Bonkers-Proof” House

In teams, draw a floor plan or 3D model of a house that could survive Bonkers. Label “safe zones” and “disaster areas.” Explain your design to the group.

Character Interview Skit

In pairs, one person pretends to be a news reporter, and the other is Armaan (or Bonkers!). Role-play a short interview after the hotel incident.

Story Extension Comic Strip

Create a comic showing what happens next. What new mischief could Bonkers get into?

Book_Club_Reading_List_and_Resources

Apr 30 2025

AI & Academic Integrity in Indian Schools

By Heeru Bhojwani General No Comments

Photo by Google DeepMind

How is the Academic Integrity policy implemented?

The Indian government has taken proactive steps to include Artificial Intelligence (AI) in education policy and curriculum. AI is now part of school learning under the National Education Policy (NEP) 2020 and other initiatives. However, there are major gaps in its implementation. Educators and students are not receiving proper training or tools to use AI effectively. Instead of fostering hands-on or experiential learning, the focus is mainly on memorizing information about AI.

Another concern is the government’s emphasis on AI bias during elections while neglecting media literacy education. There are no structured programs to teach students how to critically evaluate information, assess credibility, or analyze truth from different perspectives. Even when facts are presented, they can be influenced by personal values, religious beliefs, and biases. Without a strong foundation in scientific methods of investigation, students lack the necessary skills to interpret AI-generated content effectively. India’s AI education has grand policies, but zero groundwork. Are schools faking it?

AI Policies in Indian Education

Key Educational Policies

National Education Policy (NEP) 2020: The NEP highlights the importance of AI in education, aiming to build AI literacy among students. It promotes ethical considerations in AI use and encourages the integration of technology in classrooms. This policy seeks to ensure that students from different socio-economic backgrounds can access quality education through AI tools.
National Strategy for Artificial Intelligence: This strategy prioritizes AI in education and recommends curriculum changes to include AI-related subjects. It encourages adaptive learning technologies and predictive analytics to improve student learning. Additionally, it calls for a shift toward skill-based education, particularly in Science, Technology, Engineering, and Mathematics (STEM) fields, including Coding and other computer engineering content.

Govt Implementation Initiatives

AI as a Subject: The Central Board of Secondary Education (CBSE) introduced AI as an optional subject in 2019-2020. The curriculum is designed to give students a basic understanding of AI through activities and projects. As of 2022-2023, more than 386,000 students had enrolled in AI courses at the secondary level.
State-Level Programs: Several states are adopting AI curricula. Madhya Pradesh, for example, launched an AI course for students in class VIII and above in partnership with Microsoft. Similarly, Uttar Pradesh and Kerala have plans to introduce AI education in the coming years.

Truth in Schools

Despite the positive policy steps, what do you see in schools?

- Lack of Hands-on Learning: AI is being taught as a theoretical subject rather than a practical skill. Students are not getting real-world exposure to AI tools.
- Digital Divide: Many rural areas lack the infrastructure and internet connectivity needed for AI-based learning. This creates a gap in technology access.
- Urban Schools: Why talk about rural areas lacking the infrastructure, when the urban schools have nothing to be proud of. No policy and no implementation. Plagiarism, still thrives in schools.
- Limited Teacher Training: Educators need structured training programs to teach AI and integrate it into their teaching methods effectively. Currently, such programs are scarce and theoretical only.
- Privacy Concerns: Student data collection raises serious ethical and security concerns. AI-driven educational tools need clear policies on data protection.

Use of Large Language Models (LLMs) in India

The Indian government emphasizes transparency and ethics in AI through policies, but a crucial question remains:

Especially when students are asked to memorize answers from guides, isn’t that a form of plagiarism? When students are expected to explain concepts in their own words, but instead regurgitate textbook answers.

Ethical Considerations recommended by the Government

1. Transparency and Accountability

AI-generated content should be clearly labeled with metadata so that users can distinguish between human-created and AI-generated materials.
Measures should be in place to detect and prevent bias, discrimination, and misinformation.

2. Data Privacy and Security

Heads of schools must protect user data and prevent misuse of sensitive information and do they have a policy in place?

3. Fairness and Inclusivity

AI models should be trained using diverse datasets to minimize biases and ensure equitable access to AI technology.

4. Preventing Misinformation and Bias

AI tools should not be used to manipulate public opinion, especially during elections. Platforms are encouraged to embed consent mechanisms to verify and correct inaccurate information.

Questions to ponder:

How do we ensure that AI technology is accessible to students, and if so, how?
Do schools have a policy and procedures to ensure student data is NOT being shared? (There is misuse of personal data leading to scams and theft)
How does the teacher apply this or teach this to the other adults and students in schools and colleges?
Do schools have a policy and curriculum to teach students about biases and AI-generated content?
How many schools have an academic integrity policy, and how is that policy shared with teachers, staff, and students?
Where is the learning? When will this reliance on rote memorization stop? What do students know about the use of LLMs?
What do teachers know about LLMs? Are they creating lesson plans for their growth and personal learning, or are they doing so to help students become relevant learners?

India is trying hard to integrate AI into education and regulate its ethical use. However, the current approach focuses more on policy than practical implementation.

For AI to truly benefit Indian students and society, a stronger emphasis is needed on:

Hands-on AI learning experiences.
Critical media literacy programs.
Teacher training in AI applications.
A scientific approach to evaluating information for adults and students.

When will this happen & how?

References:

Apr 25 2025

IB Assessor Questions for a PYP Librarian

By Heeru Bhojwani IB Accreditation, IB Librarian No Comments

While many IB Assessor questions for MYP and DP librarians focus on research skills and academic integrity, PYP librarians are expected to support early literacy, inquiry, and transdisciplinary learning developmentally appropriately. Here are some key IB evaluation questions that an IB PYP Assessor might ask: (NOT NECESSARILY)

1. How Does the Library Support Inquiry-Based Learning?

How does the library support the PYP’s transdisciplinary approach to learning? (0202-01-0600)
Can you share an example of an inquiry-driven library session you conducted with students?
How do you curate resources and read-alouds that encourage curiosity and questioning?
How do you promote student agency in book selection and research projects? (0402-01-0100)

2. How Does the Library Promote Literacy and a Love for Reading?

What strategies do you use to foster a reading culture in the school?
How do you differentiate book selection to meet the needs of students at various reading levels?
What reading programs or initiatives do you organize to encourage lifelong reading habits?
How does the library support early literacy for younger students?
How do you integrate visual literacy, storytelling, and picture books into learning experiences? (0202-01-0600, 0402-01-0100)

3. How Does the Library Support Language Development and Multilingualism?

How does the library provide resources in multiple languages to support the school’s language policy? (0301-04-0300)
What multilingual books, audiobooks, or digital resources are available for students?
How does the library support English as an Additional Language (EAL) learners?
How do you involve students’ home languages and cultural diversity in the library? (0301-04-0300)

4. How Does the Librarian Collaborate with Teachers?

How do you work with PYP classroom teachers to support Units of Inquiry?
Can you provide examples of collaborative planning with teachers?
How do you ensure that the library collection aligns with the school’s Programme of Inquiry (PoI)? (0203-01-0100)
What role does the library play in fostering Approaches to Learning (AtL) skills such as research, self-management, and communication? (0402-01-0100)

5. How Does the Library Promote Academic Integrity and Research Skills?

How do you introduce basic research skills to young learners? (0402-04-0300)
How do you teach students about responsible information use in an age-appropriate way?
What strategies do you use to help students navigate digital information sources safely?

6. How Does the Library Engage Parents and the Community?

How do you involve parents and guardians in fostering literacy at home? (0202-05-0200, 0301-01-0200)
What family reading programs, workshops, or community reading events does the library host?
How does the library connect with local authors, illustrators, or cultural institutions?
What platforms (e.g., school library website or digital tools) are available for parents and students to access books and learning materials? (0202-01-0600)

7. How Is the Librarian Supported by the IB Coordinator and Leadership?

How does the IB coordinator and school leadership support your role as a librarian? (0203-02-0100, 0201-05-0100)
What professional development opportunities have you received in IB education?
How do you stay updated on best practices in PYP library services and early childhood literacy?
How does leadership ensure that library resources and staffing align with IB expectations?

8. How Do You Document and Measure the Impact of the Library?

How do you track student engagement with books and resources?
What kind of documentation or reflections do you keep on library lessons?
Can you share evidence of how the library contributes to PYP units, literacy growth, or inquiry-based learning? (0301-06-0700)

Summary of Key Differences Between PYP and MYP/DP Library Inquiries

Area	PYP Librarian Focus	MYP/DP Librarian Focus
Inquiry-Based Learning	Early curiosity, storytelling, and exploration	Research skills, critical thinking, academic integrity
Language Development	Multilingual books, early literacy	Citation, referencing, formal research databases
Teacher Collaboration	Aligning with transdisciplinary Units of Inquiry	Supporting Extended Essay (EE), TOK, and subject-specific research
Parent & Community Involvement	Family literacy workshops, read-aloud sessions	Research support, academic writing guidance
Academic Integrity	Age-appropriate understanding of plagiarism, digital literacy	Advanced citation methods (MLA, APA), avoiding plagiarism
Documentation & Impact	Reading engagement, student reflections, lesson planning	Research logs, citation workshops, IB curriculum integration

~Assisted by ChatGpt4.0

~IB Program: Standards & Practices

Apr 12 2025

Why Every School Library Needs an OPAC and NOT an ERP

By Heeru Bhojwani General No Comments

Only for visual purpose

Today, school libraries are much more than rooms filled with books. They are active learning spaces where students explore ideas, ask questions, and develop skills for life. An OPAC (Online Public Access Catalogue) helps make this possible. It is an online tool that lets students, teachers, and librarians search for books and other resources easily. Just like a search engine for the library, an OPAC shows what is available, where to find it, and whether it is checked out or not. This simple tool saves time, improves access, and helps students become independent readers and researchers.

Why CBSE and Progressive Schools Should Use OPACs

Schools following CBSE, IB, or other progressive learning approaches encourage students to ask questions, explore topics deeply, and learn through projects. An OPAC supports this by letting students find books and digital resources on their own. It helps connect reading and research with what they are learning in the classroom. The National Education Policy (NEP) 2020 also talks about using technology to support learning, and having an OPAC in your library is a great way to do that. It makes the library more useful, more visible, and more connected to teaching and learning in your school.

Why ERP Systems Alone Are Not Enough

Many schools use ERP systems (Enterprise Resource Planning) to manage fees, attendance, and student records. Some of these systems have a small library module, but it is not enough. These modules only help with basic tasks like issuing or returning books. They do not support advanced library features like proper cataloguing, subject searches, or reading history. An OPAC system like Koha is made just for libraries—it gives better control, better reports, and helps students and teachers find the right resources. Relying only on ERP or Excel can hold the library back.

Koha vs ERP: A Simple Comparison

Feature	Koha Or another (Library System)	ERP System (Admin Software)
Made for Libraries?	✅ Yes	❌ No
Can users search books easily?	✅ Yes, with filters (author, title, subject, etc.)	❌ Limited or no search features
Supports full cataloguing?	✅ Yes (with MARC, DDC, etc.)	❌ Very basic
Helps with reading habits?	✅ Yes, users can see history, write reviews, reserve books	❌ Not available
Open-source / budget-friendly?	✅ Yes (Koha and eGranthalaya are both free) or another OPAC	❌ Mostly paid
Useful for NEP or IB schools?	✅ Yes, supports research and inquiry learning	❌ Not connected to teaching and learning

Simple Reasons to Move to OPACs like Koha or eGranthalaya

Students can search for books on their own—just like Google for the library.
Saves librarian time—no more manual work in Excel or registers.
Makes your library organized—catalogue by subject, author, series, etc.
Helps students with research and reading projects.
Accessible from anywhere—students can search even from home.
Great for small budgets—Koha and eGranthalaya are free and training comes with a small fee
Get useful reports—see popular books, overdue lists, and reading trends.
Professionalize your library—it shows your school is future-ready and serious about learning.

If you are starting out as a librarian, remember that learning these tools takes time, but they will make your work easier and your library stronger. Start small, ask for help, and take one step at a time. Tools like Koha, Libsys, eGranthalaya and other OPACs are used in schools, colleges, and even government libraries across India.

Mar 22 2025

IB Standards and Practices for Librarians in MYP and DP

By Heeru Bhojwani IB Librarian, Internation Schools, Librarian's Role No Comments

In an IB MYP and DP program, the librarian plays an integral role in fostering inquiry, supporting student research, and ensuring access to diverse resources. The librarian is not just a keeper of books but an educator who collaborates with teachers, engages with the community, and supports the academic integrity of the program.

To maximize their effectiveness, librarians must receive structured professional development, appropriate resources, and strategic support from the IB coordinator and leadership team. This document outlines the key IB standards and practices that align with the librarian’s role and provides an ideal scenario for best practices. See IB Ideal Libraries IB Program: Standards & Practices

1. Learning Environment: Student Support (0202)

Standard: Learning environments in IB World Schools support student success.

Practice 1.6 (0202-01-0600):
The school maintains a functioning and active library consisting of adequate combinations of people, places, collections, and services that aid and extend learning and teaching.
- Librarian’s Role: Ensure the library provides access to a wide range of print and digital resources, supports inquiry-based learning, and aligns with the IB’s philosophy.

2. Learning Environment: Teacher Support (0203)

Standard: Learning environments in IB World Schools support and empower teachers.

Practice 1.1 (0203-01-0100):
The school ensures all teachers access current and relevant IB content. And the librarian has access to the lesson plans to support the teachers with resources.
- Librarian’s Role: Curate and provide IB-aligned resources to support teachers and students.

3. Culture: Language and Multilingualism (0301-04)

Standard: The school implements, communicates, and regularly reviews a language policy that helps foster intercultural understanding.

Practice 4.3 (0301-04-0300):
The school identifies in its language policy various physical and virtual resources used to facilitate language development.
- Librarian’s Role: The librarian must learn and the coordinator must provide access to the Language Policy to provide multilingual resources, organize storytelling sessions in multiple languages, and create a diverse collection reflecting the community’s cultural backgrounds.

4. Approaches to Learning and Research Skills (0402-01)

Standard: Students actively develop thinking, research, communication, social, and self-management skills.

Practice 1.1 (0402-01-0100):
The school implements and reviews the development of the IB’s approaches to learning (AtL).
- Librarian’s Role: With the support from the co-ordinator, the Librarian can teach research skills, critical thinking, and academic integrity by guiding students in locating, evaluating, and using information effectively.

5. Approaches to Assessment: Academic Integrity (0402-04)

Standard: Students grow in their ability to make informed, reasoned, ethical judgments.

Practice 4.3 (0402-04-0300):
The school provides support and guidance for students on acknowledging the work of others, including guidance on citation and referencing.
- Librarian’s Role: The coordinator must ensure that the Librarian teach citation styles (MLA, APA) and ethical research practices.

6. Culture: Academic Integrity Policy (0301-03)

Standard: The school implements, communicates, and regularly reviews an academic integrity policy.

Practice 3.4 (0301-03-0400):
The school implements relevant support materials, resources, and structures related to the academic integrity policy.
- Librarian’s Role: The coordinator must share the academic integrity policy with the Librarian to continue to promote ethical research practices and guide students in proper citation and referencing.

7. Community and Parent Involvement (0202-05, 0301-01)

Standard: The school builds relationships with the wider community.

Practice 5.1 (0202-05-0100):
The school identifies and uses a variety of human, virtual, and physical resources in the wider community that aid and extend student learning.
Practice 5.2 (0202-05-0200):
The school provides meaningful opportunities for legal guardians to contribute to the development and support of its programme(s).
- Librarian’s Role: The Leadership team must collaborate to support and provide resources and opportunities to organize reading events, literacy workshops, and book fairs involving parents and community experts.

8. Professional Development for Librarians (0203-02, 0201-05, 0301-06)

Standard: Leadership ensures ongoing professional learning for staff.

Practice 2.1 (0203-02-0100):
The school complies with IB-mandated professional development requirements.
Practice 5.1 (0201-05-0100):
The school funds adequate resources to implement the programme(s) and meet programme requirements.
Practice 6.7 (0301-06-0700):
The pedagogical leadership team uses the school’s IB-mandated policies in decision-making and curriculum development.
- Librarian’s Role: Participate in IB workshops and receive ongoing training on Extended Essay (EE), Approaches to Learning (ATL), and academic integrity.
- Support from Leadership: The librarian should be actively facilitated, supported, and professionally recognized by the IB coordinator and leadership team to ensure they receive continuous professional development, participate in curriculum meetings, and contribute to program planning.

9. Organization and Management of the Library

Standard: The library is a well-organized and accessible learning space.

Practice 1.6 (0202-01-0600):
The school ensures that the library is effectively structured, with adequate resources and systems to support student learning.
- Librarian’s Role: Maintain a well-organized cataloging system to ensure easy accessibility to books and digital resources.
- Ensure the library’s physical layout is conducive to independent study, group collaboration, and inquiry-based learning.
- Regularly review and update the collection development policy to ensure materials are current, diverse, and aligned with IB principles.
- Use digital tools and library management systems to enhance accessibility and integration with student learning platforms.

10. Ensuring Language Diversity and Inclusion

Standard: The school promotes multilingualism and inclusive access.

Practice 4.3 (0301-04-0300):
The school identifies various resources to facilitate language development in its language policy.
- Librarian’s Role: Offer books and digital resources in multiple languages, support bilingual students, and facilitate cultural awareness programs.

To conclude

IB MYP and DP program librarians are central to fostering inquiry, research, and ethical academic practices. They serve as essential collaborators, ensuring students develop strong research and literacy skills while supporting teachers with IB-aligned resources.

To maintain a high-quality IB program, it is critical that school leadership and IB coordinators provide consistent professional development opportunities, recognize the librarian’s role in academic success, and include them in curriculum discussions. The librarian should also have access to a well-maintained library website or digital platform, allowing students and the community to access resources efficiently. By ensuring continuous collaboration between librarians, teachers, leadership, and the wider community, IB schools can create a dynamic, research-driven learning environment that aligns with IB’s mission and philosophy.

For building a library contact: schoollibraryconsultant@gmail.com or ceo@liferarian.com

~Assisted by ChatGpt4.0

Mar 09 2025

How to Implement a New IB School Library: Recommendations for PYP and more.

By Heeru Bhojwani IB Librarian, Librarian's Role, Teacher Librarian One Comment

Blurpeace, CC BY-SA 3.0

This post comes with another request from a librarian beginning his/her journey in the IB School.

I often get questions like:

Questions?

What do I need to purchase for the Library?

How is it different from other curriculums?

What cataloguing style and process should I start with?

Simply Said:

For the Primary Year Program, purchase picture books and fiction and nonfiction books that meet your readers’ needs, which means books for all reading levels.
Then, purchase books and resources that support the IB Learner Profiles, Units of Inquiry, Concepts and Transdisciplinary Skills.
Ensure you have an OPAC that supports your cataloguing and that your school community and parents can ensure they can access the resources that are available for all.
Your coordinator will ensure you are a part of the planning meeting (at least two meetings) with the teachers to support their literacy curriculum or the research and media literacy teaching and learning aspect of their curriculum. You may be invited to collaborate on other projects to support students’ learning.
Finally, the librarian will need to create a Library policy that aligns with the IB Curriculum and Action plans for 2-5 years, depending on the needs of the school.

Here is a list of expectations that are aligned with the IB Accreditation Standards

1. Aligning with IB Accreditation Standards (IB Standard 2.2, 2.3, 5.1, 5.2)

IB Standard 2.2: The school provides students with access to resources and services that support their learning and inquiry.
IB Standard 2.3: The school demonstrates a commitment to inclusion, diversity, equity, and access to resources for all students.
IB Standard 5.1: The school fosters the development of IB teaching and learning through collaborative planning and resource sharing.
IB Standard 5.2: The school provides various resources to support teaching and learning aligned with the IB curriculum.

To align the IB standards, the librarians ensure the library supports students across all three curricula by providing a balanced collection of fiction, nonfiction, magazines, and digital resources. These resources must reflect international-mindedness by housing local and international titles. Establish a library policy that includes the academic integrity guidelines that you can include from your school’s policies. All resources must be available to all members of the school: teachers, students, and parents. Finally, to meet the above standards, there must be some evidence of collaboration of units in the PYP and MYP program where the librarian weaves within their library classes, either the UOI, Learner Profiles or supporting/reinforcing conceptual understanding of the UOI. And in collaboration or teaching of research and ethical use of information in the high school or the DP program. (And, it doesn’t have to be with all the units, as much as you can – because it is not humanly possible to collaborate with all grades from all grades, especially if you are the only librarian for the whole school or even a part of the part program)

2. Collection Development & Curation (IB Standard 2.2, 5.1, 5.2)

IB Standard 2.2: The school provides students with access to resources and services that support their learning and inquiry.
IB Standard 5.1: The school fosters the development of IB teaching and learning through collaborative planning and resource sharing.
IB Standard 5.2: The school provides various resources to support teaching and learning aligned with the IB curriculum.

The library collection must include a diverse collection of fiction topics that showcase different cultures and values. The collection must include all genders, values, and lifestyles, creating an open-minded approach to thinking. The collection must include global perspectives and different points of view for all 3 IB programs. Fiction and nonfiction books must align with the PYP Units of Inquiry, MYP Global contexts, and a variety of other books/resources that support the DP Extended Essay, Theory of Knowledge, and other recreational reading. The online databases, eBooks and research tools like Jstor or Questia, Gale or EBSCO or the Librarian can curate several resources to support the IB curriculum

3. Information Literacy & Research Support & Inquiry-Based Learning (IB Standard 2.3, 4.1, 4.2, 5.2)

IB Standard 2.3: The school librarian demonstrates a commitment to inclusion, diversity, equity, and access to learning for all students
IB Standard 4.1: Students develop research and information literacy skills that enhance their ability to engage with the curriculum.
IB Standard 4.2: The school librarian integrates ATL skills to support students in becoming self-regulated learners.
IB Standard 5.2: The school librarian provides various resources to support teaching and learning aligned with the IB curriculum.

Developing a research skills program that supports the three curricula aligned with the Approaches to Learning (ATL) Skills. Students must teach students and teachers to use citation tools and citation styles for students. Digital, media, information & AI literacy sessions by librarians must be embedded in the teaching process to support teachers and students.

Another important part of the implementation of the IB program is that the librarian must try and collaborate to embed library sessions into Units of Inquiry with support from the curriculum coordinators. Support subject-specific research resources (sciences, humanities, arts, etc.) by providing resources both in print and digital resources. Finally, the library spaces must support collaborative learning, quiet study, and discussion areas.

4. Physical & Digital Library Infrastructure (IB Standard 2.3, 5.1)

The library space or the Learning Commons must have a flexible design that includes reading zones, collaborative spaces, and digital workstations. Implementation of a user-friendly cataloguing system (e.g., Destiny, Follett, KOHA) for easy access to resources. Moving one step forward is to provide maker spaces and technology tools to support design thinking and creative projects. OR there is a close relationship between technology and Library spaces. Offer 24/7 access to digital resources through a well-maintained library portal.

This cannot be accomplished in a day, nor does the school or the IB Organization expect the School Library Team to implement all of the above. The school administration works in partnership with the curriculum coordinator and the school librarian to implement the above. The school usually has approximately 3 years to implement the above in stages and with positive intentionality of embedding the school’s IB teaching and learning practices.

~Assisted by ChatGpt4.0 & IB Program: Standards & Practices

Mar 05 2025

IB Assessor Questions for a MYP & DP Librarian

By Heeru Bhojwani IB Accreditation No Comments

The Librarian’s Role & the IB Accreditation Team

Librarians are often nervous about the accreditation team questioning how the school library supports the IB curriculum. The library is considered the centre of the teaching and learning of the IB curriculum.

A gentle reminder to the Librarian: it is a collaborative process with the school admin, coordinator and librarian, who work hard to meet the IB accreditation criteria. So, as librarians, you can reach out for support from your team; it is not your sole responsibility.

Here are some questions to consider and think about when preparing for the accreditation team.

As an IB Assessor, the following questions may be asked to librarians during an IB evaluation visit to assess alignment with IB Standards and Practices in an MYP or DP program:

1. Library Role and Support for Inquiry-Based Learning

How does the library support inquiry-based learning across the MYP and DP programs? (0202-01-0600)
Can you provide examples of how the library encourages independent research for students?
How do you collaborate with teachers to integrate Approaches to Learning (AtL) research skills in student projects? (0402-01-0100)

2. Collection Development and Access to Resources

How do you ensure that the library collection supports the IB curriculum, including core components like the Extended Essay (EE) and Theory of Knowledge (TOK)? (0202-01-0600)
How does the library provide multilingual resources to support students’ language development and the school’s language policy? (0301-04-0300)
What steps do you take to ensure digital access to research databases and e-books for students and teachers?

3. Academic Integrity and Research Skills

How do you teach students about academic integrity, citation, and avoiding plagiarism? (0402-04-0300, 0301-03-0400)
How does the library support students in developing research skills for the Extended Essay and Internal Assessments (IA)?
How is the school’s academic integrity policy communicated to students, and what role does the library play in it?

4. Collaboration with Teachers and Leadership

How do you collaborate with subject teachers to support research projects, inquiry-based learning, and the IB curriculum? (0203-01-0100)
How do you contribute to curriculum planning discussions and ensure library resources align with MYP and DP learning goals?
What support do you receive from school leadership regarding professional development and resource allocation? (0203-02-0100, 0201-05-0100)

5. Community and Parent Engagement

How does the library engage parents and the wider school community in fostering a culture of reading and research? (0202-05-0200, 0301-01-0200)
Can you provide examples of workshops, literacy events, or collaborations with parents and local organizations?
How does the library support students who speak multiple languages or require additional learning support?

6. Professional Development and Continuous Learning

What IB training and professional development have you participated in? (0203-02-0100)
How do you stay updated with best practices in school librarianship and IB-specific research methods?
How does leadership facilitate your ongoing professional learning and growth?

7. Digital Resources and School Library Website

- Does the school have a library website or digital platform where students and teachers can access research databases, citation guides, and book catalogs? (0202-01-0600)

How is the library’s cataloging system structured to ensure easy accessibility to books and digital resources for students and teachers?

Can you provide examples of how the library organisation supports inquiry-based learning and independent research?“ (Aligned with Practice 1.6, 0202-01-0600)

How does the library use technology to enhance student access to academic resources?
What initiatives have you introduced to promote digital literacy and responsible research practices?

8. Documentation and Evidence of Impact

Can you provide examples of library policies, research lesson plans, or collaboration records that demonstrate your role in student learning? (0301-06-0700)
How do you track and document student engagement with library resources and research skills development?
Can you show evidence of how the library supports interdisciplinary learning and IB’s global contexts?

~ IB Program: Standards & Practices

Mar 01 2025

Tips for a New IB Librarian

By Heeru Bhojwani IB Librarian, Librarian's Role 2 Comments

Image Credit: viktortalashuk

Recently, I have had a few Librarians reach out to me asking how they might learn about the IB Curriculum and what a librarian’s role might look like in this curriculum.
Having worked in an international school for decades, I recommend these few tips. Please consider this my opinion. Please know you will need to unpack and understand many educational, academic vocabulary words when learning about the IB program. The IB curriculum focuses on process, collaboration, student agency, international mindedness, transdisciplinary themes, program of inquiry and much more. Understanding these concepts comes in slowly as you begin to grasp the curriculum and the methodology or process of teaching & learning. Here is the IB Ideal Libraries document for an overview.

Tips for a New Librarian

1. Understand the IB Framework

Familiarize yourself with IB standards, practices, and terminology. If you are not working in an IB school, it is important to connect with the Liferarian Members or IB school Librarians and practically unpack the terminology of the Themes in the PYP, the Transdisciplinary Approach in the MYP and the Research Aspects of the Diploma program from a Librarian’s point of view.

3. Audit & Learn the Current Library Collection

As practising librarians, it is our role to assess available resources, identify gaps aligned with the IB curriculum, and identify new resources that will match the new descriptors of the IB themes in the primary year program. Print materials like books and magazines are heavily used in the elementary or primary section compared to the middle and high schools. Identifying fiction/nonfiction books and digital resources for middle and high school students is important as you continue to keep the school library current and add books to meet the various needs of the students and the curriculum.

4. Ensuring a Robust Budget

Identifying your needs and providing reasons for requesting a budget, as well as always learning and justifying your budget by purchasing resources that are available to all members of the community, is an important part of the role. Resources that match and support critical thinking, global awareness and a deeper understanding between human and natural worlds and the society/economic structures of the world.

5. Building Strong Relationships Slowly and Steadily

Connecting with teachers, students, and IB coordinators to integrate library services is essential to the IB curriculum. This can be challenging, but slowly approaching one teacher and student at a time will help. However, as a Librarian, you will need to be proactive and ask, share, request, learn and grow; you cannot wait for people to upskill you. Librarians can take an active part in the curriculum by supervising Service, Personal projects and being a part of the Extended Essay, which is an independent research paper. Primary school librarians are involved in the Grade 5 Exhibition Unit, which is an inquiry-based research project. These opportunities help librarians connect with students and teachers.

6. Develop Information Literacy Programs

Plan sessions on research skills, digital literacy, and citation practices while understanding the IB’s policy on Academic Integrity. If you are not aware, scour the net and learn from credible websites, how might you teach the above and match it to your library curriculum or embed them in the units of inquiry for the PYP or in the social studies/sciences in the Middle school and supporting the research components in the High School.

7. Curate a Diverse Collection

Ensure materials support global perspectives, multilingualism, and IB themes. Books and resources that cater to all sections of society and all subject areas, from Psychology to Ecology to Media and even Economics and Entrepreneurship.

8. Leverage Technology

Use library management systems and digital databases effectively. Learn what other academic resources can be used to support student learning. If the school cannot budget immediately, then curating a list of open education resources in the form of videos, academic papers, eBooks, and more can be helpful.

9. Promote the Library

Organize book clubs, author visits, community books or literary magazines for writers and poets, empower students to participate in book awards that highlight students’ voice and power, like the National Jarul Book Awards, and support IB-aligned reading challenges. Book displays, and book talks can support and promote reading.

10. Stay Updated

Engage in IB librarian networks and professional development opportunities through online learning communities like the Liferarian Association and other platforms that are open to learning collaboratively.

If you are looking to learn more, contact