Accountability for learning in the school library learning commons involves aligning contextual student learning data with district and provincial/territorial curricular mandates, and with specific school library learning commons program guidelines – standards and policies. Program guidelines from the field contain current knowledge of research, best practice, directions, filters, and often free or inexpensive resources for providing the finest opportunities for students in school library learning commons growth and experiences locally and globally.

Canadian Guidelines

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Leading Learning: Standards of Practice for School Library Learning Commons in Canada provides a guide for the transition of school libraries to vibrant centres of teaching and learning responsive to the diverse needs of learners today and into the future. It also serves as a measurement tool to help schools determine where they are now with library facilities and programs and where they want to advance to. Leading Learning is found on the 91精选 website is in English and French. Live examples are provided for every standard / theme / growth indicator, in practice in Canadian schools. (Print copies of Leading Learning in English are available for purchase from .)

British Columbia Teacher-Librarians’ Association (BCTLA):

BCTLA summarizes the three-year documentation of teacher-librarians engaged in teacher inquiry as a school library becomes a Library Learning Commons. Transition stories and reflections by teacher-librarians and additional resources are included.

Alberta Education:

Alberta Education released a learning commons policy and guidelines in 2014 for all schools to implement on an incremental basis. The Alberta Education Learning Commons Policy is included in the annual Alberta Education (pp 29, 84) The policy aligns with Alberta Education curricular outcomes and .

Calgary Board of Education (CBE):

This guide was developed to provide the Calgary Board of Education (CBE) 鈥渨ith models and exemplars of learning commons philosophy and implementation processes鈥� in alignment with the provincial learning commons policy and learning commons literature and research. Many schools within the CBE are developing, living, and documenting the Learning Commons philosophy.

Newfoundland and Labrador Department of Education and Early Childhood Development:

This support document was published by the Department of Education and Early Childhood Development, Newfoundland and Labrador, in both English and French. The document is聽comprehensive, practical and flexible. It will inspire growth and leadership in learning commons development that any school can apply including providing strategies on implementing co-teaching, teaming, collaboration and the impact on students.聽Leading Learning and T4L聽are cited in the approach.

Ontario School Library Association:

Ontario鈥檚 Together for Learning document was a collaboration between the government, OSLA, and school library leaders in response to the forces of change affecting society and schools, “all while ensuring students emerge with the skills they need not only to survive, but to thrive – development of a Learning Commons addresses this challenge鈥�. The English and French PDF documents are available from the designed to share implementation strategies and celebrate the vision of Together for Learning. Together for Learning is also available in print format in English and French from .

International Guidelines

International Federation of Library Associations and Institutions (IFLA):

The revised (June 2015) IFLA School Library Guidelines, available in PDF on the IFLA site, were developed with contributions from many school library experts worldwide and the executive board of the International Association of School Librarianship (IASL). They 鈥渉ave 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鈥�.

American Association of School Librarians (AASL):

AASL released new standards for school libraries in 2017 founded on common beliefs of well-prepared learners, effective school librarians, and dynamic school libraries. The standards can be explored from four stakeholder sections – school librarians, administrators, parents/guardians, educators. can be downloaded; (AASL Standards) can be ordered in print.

Australian Capital Territory (ACT) Government Education:

The role of and impact on student learning of the qualified teacher-librarian are clearly and directly presented. This concise document outlines the teacher-librarian role impact in categories of 鈥淭he Expert, The Collection, and The School Community鈥� including emphasis on co-planning and teaching. Includes a succinct bibliography outlining Australian and International research on teacher-librarian and school library effectiveness on learning.

Australian Library and Information Association (ALIA) and the Australian School Library Association (ASLA):

This policy document from ALIA and ASLA provides background, definition, and professional standards for what constitutes an excellent teacher librarian. Standards are arranged in categories of professional knowledge, professional practice, and professional commitment.

Scottish Library & Information Council (SLiC), Convention of Scottish Local Authorities (COSLA), The Scottish Government:

The Scottish Government endorses a dynamic vision for equity in school library services based on best practice to date aiming for five-year implementation, noting that implementation and provision will vary between local authorities due to local priorities and circumstance. The engaging document outlines recommended actions for the headmaster (principal) and school librarian and includes examples of best practice from schools around the vision鈥檚 five strategic aims: 1) Curriculum, Learner Journey and Developing the Young Workforce 2) Information, Digital Literacy and Digital Creativity 3) Literacy, Numeracy and Family Learning 4) Health and Wellbeing and 5) Leadership, Standards and Working Models.