赋能探究者：IB图书馆如何点亮终身学习之路？

At ACZS Primary Division, the library is deeply integrated into every unit of inquiry (UOI), participating in collaborative planning sessions with grade-level teams, identifying lines of inquiry, and curating Chinese and English resources that align with the central idea. The library fosters an enriched environment for inquiry-based reading. Meanwhile, through regularly scheduled classes, the librarian introduces students to classification systems and search strategies, strengthens information literacy, and gradually incorporates the concept of academic integrity, teaching students how to properly cite sources in their project-based learning.

From the warmth of a book in one’s hands to the mysteries of the cosmos, the library responds to every spark of curiosity with tangible resources and invisible guidance, walking alongside students on their journey toward becoming independent inquirers.

In the UOI of How We Express Ourselves, the library transforms into a cultural bridge, guiding first-grade students into the picture book The Sacred Fish Carries Qu Yuan, through which they hear a tale that spans over a thousand years. 

Through scenario-based engagement, shared reading, and reflective discussion, students experience the commemorative meaning behind festivals and the emotional resonance of cultural heritage. 

From the courage of the sacred fish to the people’s gratitude, from the dragon boat races to the aroma of zongzi, the library illuminates diverse forms of expression and plants seeds of respect for tradition and the value of memory.

When Who We Are becomes the central theme of the UOI unit, the library becomes a site of sensory awakening. In the lesson Exploring Library Resources Through the Senses, students engage with materials using sight, hearing, smell, and touch, rediscovering the allure of books and the mystery of information.

 They marvel at the gloss of coated paper, the subtle scent of old books, the texture of pages—smooth or rough—and ponder why taste is absent in a library. More than a knowledge journey, this is a multisensory exploration that encourages students to “read” a book and “read” the world with their whole being.

In the UOI of Where We Are in Place and Time, the library course moves beyond simply “finding a book” to guiding students in understanding what it means to “find an appropriate book.”

Students learn to identify keywords and recognize astronomy and space science classifications in the Chinese Library Classification (CLC) system. They practice searching within the library catalog and locate books on Mars and space migration. 

Importantly, they begin to record citation information—such as author, title, year of publication—as a first step in academic referencing. Students are invited to reflect: “When you use someone else’ s knowledge, should you also respect their name?” Throughout this inquiry, they gradually realize that citing sources is not just courteous—it is a responsibility. Academic integrity is not only a skill, but an attitude.

In the UOI How the World Works, Grade 4 focuses on the central issue of energy acquisition and utilization. The library course starts with a problem-based approach, guiding students to select relevant information sources and construct a rigorous information framework. 

They systematically learn to break down questions, extract keywords, conduct efficient searches, and assess retrieved information based on four criteria: authority, relevance, timeliness, and accuracy. 

This process enhances their information literacy and sharpens their critical thinking. The library thus becomes an ark connecting knowledge, skills, and the spirit of inquiry—helping students navigate the vast sea of information in search of truly valuable answers.