Browsing by Author "Oberg, Dianne"

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    Cẩm nang IFLA Hướng dẫn Thư viện trường học, Tải bản có hiệu đính lần 2.
    (International Federation of Library Associations and Institutions (IFLA), 2019-11) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Nguyễn, Tấn Thanh Trúc; Trương, Thị Lộc; Nguyễn, Thị Thu Hằng; Nguyễn, Thị Bích Lan; Vũ, Dương Thuý Ngà; Nguyễn, Tấn Thanh Trúc; Nguyễn, Thị Thu Hằng
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    Die Richtlinien der IFLA für Schulbibliotheken, 2. überarbeitete Ausgabe
    (International Federation of Library Associations and Institutions (IFLA), 2018-05) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; Kommission der Internationalen Vereinigung für Schulbibliothekare; Holst, Barbara
    Diese Richtlinien bilden die zweite Ausgabe der IFLA/UNESCO Richtlinien (IFLA Professional Report 77). Die erste Ausgabe der Schulbibliotheksrichtlinien wurde 2002 von der Sektion der Schulbibliotheken, damals noch Schulbibliotheks-und Lerncenter Sektion, entwickelt. Die Richtlinien entstanden, um den Schulbibliotheksexperten und den pädagogischen Entscheidungsträgern bei ihrem Bestreben allen Schülern und Lehrern den Zugang zuprobaten Schulbibliotheksprogrammen und Services, dargebracht von qualifizierten Bibliothekspersonal, zu unterstützen. Das Konzipieren dieser überarbeiteten Richtlinien beinhaltete Beratung, Diskussion und Befragung mit vielen Personen aus vielen Ländern bei Workshops während IFLA Konferenzen und Halbjahrestreffen, sowie durch stetiges Schreiben und Besprechen, sei es in Person oder Online. Die Herausgeber sind den Mitgliederndes Vorstandes der IFLA Sektion Schulbibliotheken und dem Vorstand der Internationalen Ass. of School Librianship (IASL) für ihre Beiträge zu Dank verpflichtet, sowie den anderen Mitgliedern der internationalen Gemeinschaft der Schulbibliothekare/innen für ihre Erfahrungen und Leidenschaft für dieses Projekt.
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    Directrices de la IFLA para la Biblioteca Escolar, 2a edición revisada
    (International Federation of Library Associations and Institutions (IFLA), 2021-08) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; lizana, Gladys; Allende, Pía; Vanegas, Nancy; Morcia, Analía; Cremades, Raúl; Salinas, Walquiria
    Estas directrices constituyen la segunda edición de las Directrices de la IFLA/UNESCO para la Biblioteca Escolar (IFLA Informes Profesionales 77). La primera edición fue desarrollada en el año 2002 por la Sección de Bibliotecas Escolares, entonces llamada Sección de Centros de Recursos y Bibliotecas Escolares. Estas directrices han sido desarrolladas para apoyar a los profesionales de las bibliotecas escolares y a los tomadores de decisiones del ámbito educativo en sus esfuerzos por asegurar que todos los estudiantes y profesores tengan acceso a programas y servicios eficientes de biblioteca escolar, brindados por personal de biblioteca escolar calificado. La revisión del borrador de estas directrices involucró discusiones, debates y consultas con muchas personas de muchos países en talleres realizados durante las conferencias y reuniones de medio año de IFLA, también a través de la escritura y la revisión continuas en persona y en línea. Los editores están profundamente agradecidos por las contribuciones de los miembros del Comité Permanente de la Sección de Bibliotecas Escolares de IFLA y la Junta Directiva de la Asociación Internacional de Bibliotecarios Escolares (IASL), así como a los otros miembros de la comunidad internacional de bibliotecas escolares quienes compartieron su experiencia y su pasión por el proyecto. Nosotros agradecemos la revisión y comentarios, debidamente incorporados en estas directrices, del Grupo de Interés Especial sobre Asuntos Indígenas de IFLA.
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    Directrius IFLA per a la biblioteca escolar, Segona edició revisada
    (International Federation of Library Associations and Institutions (IFLA), 2018-10) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Losantos, Marga; Ortiz, Carlos; Terrones, Montserrat
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    Diretrizes da IFLA para a biblioteca escolar, 2ª edição revista
    (International Federation of Library Associations and Institutions (IFLA), 2016-10) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Rede de Bibliotecas Escolares, Portugal
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    Garis Panduan Perpustakaan Sekolah IFLA, Edisi ke-2
    (International Federation of Library Associations and Institutions (IFLA), 2018-05) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; Megat Abdul Rahim, Puteri Rohani; International Association of School Librarianship Executive Board; Mohamed Shuhidan, Shamila; Tan, Shyh Mee; Zainudin, Fadzliaton; Asnawishah Abd Hakim, Azma; Hashim, Husain; Baharudin, Mohammad Fazli; Noordin, Siti Arpah; Zakaria, Khasiah; Singh, Diljit
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    Ghidul IFLA pentru biblioteci școlare, Ediția a II-a, revizuită
    (International Federation of Library Associations and Institutions (IFLA), 2017-09) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Pascariu, Laura Mihaela
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    Global Action for School Libraries : Models of Inquiry
    (De Gruyter Saur, 2022-10-03) IFLA School Libraries Section; Schultz-Jones, Barbara A.; Oberg, Dianne
    This book focuses on inquiry-based teaching, one of the five vital aspects of the instructional work of school librarians identified in the second edition of the IFLA School Library Guidelines (2015). Effective implementation of inquiry-based teaching and learning requires a consistent instructional approach, based on a model of inquiry that is built upon foundations of research and best practice. The book explains the importance and significance of inquiry as a process of learning; outlines the research underpinning this process of learning; describes ways in which models of inquiry have been developed; provides recommendations for implementing the use of such models; and demonstrates how the other core instructional activities of school librarians, such as literacy and reading promotion, media and information literacy instruction, technology integration and professional development of teachers, can be integrated into inquiry. Inquiry-based learning is part of "learning to be a learner," a lifelong pursuit involving finding and using information. Inquiry develops the skills and understandings that learners need in new information environments, whether that be as students in post-secondary institutions, as producers and creators in workplaces, or as citizens in communities. Through inquiry-based teaching, school librarians help students to build the essential skills and understandings needed for dealing with complex learning challenges, including analysis, critical thinking, and problem solving. In this book, special attention is given to the development of students' metacognitive abilities, which are essential to their becoming life-long and life-wide learners.
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    Global Action on School Library Education and Training
    (De Gruyter Saur, 2018) IFLA School Libraries Section; Schultz-Jones, Barbara; Oberg, Dianne
    This book illuminates school librarian and teacher librarian education and training in light of the 2015 IFLA School Library Guidelines, second edition. The Guidelines provide a framework for effective service delivery to ensure that students and teachers have access to quality library services delivered by qualified librarians and information professionals. The book focuses on moving professional practice forward, translating the Guidelines into actions ensuring effective education and training and improved practice. The book highlights issues and concerns related to school librarian and teacher librarian education and training. What attitudes, skills and knowledge are required to inspire students and support teaching and learning effectively? What curriculum content is required? How are field and practical experiences integrated appropriately into face-to-face and online educational and training programmes? How are leadership skills developed effectively? Case studies and innovative educational and training programmes from around the world illustrate the diverse ways of preparing librarians for the roles identified in the Guidelines. Topics covered include: delivering school librarian credentialled programmes; improving school librarian services; providing professional development; preparing and delivering educational and/or cultural programmes and services; managing human resources; collection development of digital and print resources; innovative aspects of technology use; promotion and advocacy; and evaluation and assessment
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    Global Action on School Library Guidelines
    (De Gruyter Saur, 2015) IFLA School Libraries Section; Schultz-Jones, Barbara; Oberg, Dianne
    This book celebrates the new IFLA School Library Guidelines and shows how the Guidelines can be used in improving school library services. Each chapter describes innovative initiatives for developing, implementing and promoting school library guidelines. The book provides inspiration and guidance for the creation of national school library standards and for the development and use of standards and guidelines to change school library practice, to define the teaching role of school librarians, to guide the initial preparation of school librarians, and to advocate for school library services. Contributors to the book come from around the world: Australia, Canada, Ethiopia, France, Malaysia, Norway, Poland, Portugal, Spain, Sweden and the United States. Their work illustrates the shared commitment of school librarians around the world to "teaching and learning for all", as envisioned in the IFLA/UNESCO School Library Manifesto.
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    Global Perspectives on School Libraries Projects and Practices
    (De Gruyter Saur, 2011) IFLA School Libraries and Resource Centres Section; Marquardt, Luisa; Oberg, Dianne
    Education for all can be more effectively provided through the services, programmes and activities of the school library tailored to the needs of the school community. This inspiring book can foster the school librarian's professional development for school library enhancement. It aims at providing amazing topics, methodologies, approaches and experiences. It presents projects and practices addressing the challenges of supporting basic literacy, including contexts where many children cannot or do not access formal instruction on a regular basis. These may inspire education authorities, public librarians and other cultural professionals who work closely with schools and communities.
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    IFLA –Smernice za šolske knjižnice, 2. dopolnjena izdaja
    (International Federation of Library Associations and Institutions (IFLA), 2019-11) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Belšak, Nataša; Dajčman, Miha; Kmetec, Boštjan
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    IFLA gairės mokyklų bibliotekoms, Antrasis peržiūrėtas leidimas
    (International Federation of Library Associations and Institutions (IFLA), 2019-11) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Pratusevičienė, Žaneta; Grigas, Vincas; Pupstienė, Jolanta
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    IFLA Iskolai könyvtári útmutató, 2. átdolgozott kiadás
    (International Federation of Library Associations and Institutions (IFLA), 2016-11) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Murányi, Péter; Bognárné dr. Lovász, Katalin
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    IFLA Okul Kütüphaneleri Rehberi, Gözden geçirilmiş 2. baskı
    (International Federation of Library Associations and Institutions (IFLA), 2018-04) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Arıoğlu, Sevgi; Yüksel Durukan, Ayşe
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    IFLA School Library Guidelines, 2nd revised edition
    (International Federation of Library Associations and Institutions (IFLA), 2015-08) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board
    These guidelines constitute the second edition of the IFLA/UNESCO School Library Guidelines (IFLA Professional Reports 77). The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centres Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate, and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings, also through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project. We appreciate the review and comments, duly incorporated in these guidelines, by the IFLA Indigenous Matters SIG.
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    IFLA Skolu bibliotēku vadlīnijas, 2. pārstrādātais izdevums
    (International Federation of Library Associations and Institutions (IFLA), 2018-09) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Jēkabsone, Māra; Saldovere, Anda; Vjatere, Evija; Kazāka, Inese
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    IFLA పాఠశాల గ్రంధాలయూల మార్గదర్శకాలు
    (International Federation of Library Associations and Institutions (IFLA), 2018-06) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board
    These guidelines constitute the second edition of the IFLA/UNESCO School Library Guidelines (IFLA Professional Reports 77). The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centres Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate, and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings, also through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project. We appreciate the review and comments, duly incorporated in these guidelines, by the IFLA Indigenous Matters SIG.
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    IFLA:s riktlinjer för skolbibliotek, 2 rev. uppl.
    (International Federation of Library Associations and Institutions (IFLA), 2016-02) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Olsson, Lena
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.
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    IFLAs retningslinjer for skolebibliotek, 2. rev. utg.
    (International Federation of Library Associations and Institutions (IFLA), 2016-11) IFLA School Libraries Section Standing Committee; Schultz-Jones, Barbara; Oberg, Dianne; International Association of School Librarianship Executive Board; Lundvall, Randi; Selmer, Annike; Holm, Anne Kari
    These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. The drafting of these revised guidelines involved discussion, debate and consultation with many people from many countries at workshops during IFLA conferences and mid-year meetings and through ongoing writing and review in person and online. The editors are indebted to the contributions of members of the Standing Committee of the IFLA Section of School Libraries and the executive board of the International Association of School Librarianship (IASL), as well as the other members of the international school library community who shared their expertise and their passion for the project.