Strand One, unusually, links an aspect of information literacy learning to a specific point in the undergraduate career. The content of this strand focuses on the transition from school to higher education – a perfect time to engage students in their own learning process by giving them a vocabulary and analytic structure through which to address the significant changes in expectations, teaching styles and attitudes to learning that occur at this point. This deeply reflective opportunity is mirrored by the content of Strand Ten, which supports the transition to the workplace and everyday life. Book-ending the curriculum, these strands deal with the transference of information literacy skills, behaviours and attitudes to new cultures, and with ongoing exploration and development of the learner's identity in relation to information contexts.

Sarah took part in the expert consultation carried out as part of the ANCIL research and was chosen because she is a qualified librarian working in the independent school sector. In many ways her experience is atypical, as the demands of the International Baccalaureate, which are very different from those of A-levels, explicitly help students make the transition into higher education. Sarah's approach to information literacy, and the learning culture at Box Hill School, form a sound basis for helping students make the transition to the higher education environment. In particular, her teaching makes explicit the transitional issues that need to be addressed when students move through school and into higher education.

Institutional context

Box Hill School is an independent co-educational, part-boarding school for students aged 11–19 years, and also has an International Study Centre. Twenty-five countries are represented among its 425 students, and many staff have experience of teaching abroad.

The school follows the philosophy of Kurt Hahn, experimental educationalist and founder of Gordonstoun. It helped to initiate Round Square (www.roundsquare.org), a worldwide association of more than 80 schools. Students are committed to participating in the six pillars, or IDEALS: International understanding; Democracy; Environment; Adventure; Leader - ship; and Service.

In 2008 the decision was taken to abandon the traditional English syllabus in favour of the International Baccalaureate Diploma (IB). The International Baccalaureate Organisation (IBO) requires any school it endorses for the Diploma to have a library, and recommends that this library be managed by a qualified teacher-librarian (IBO, 2004).