Job: Primary School Librarian

11.29.16 – Primary School Librarian
Victoria Shanghai Academy, Hong Kong

Sarah P’s comments:  Good reviews overall and Hong Kong is a fascinating place. For more international school librarian positions visit TESjobs (UK-based) or TIE (there is a fee to join).


Teacher Librarian for Primary Section

Victoria Shanghai Academy (VSA) is a well resourced and successful private independent non-profit IB World school in Hong Kong offering a bilingual PYP programme and MYP and DP programmes from Grades 1-12.  The primary school comprises 950 students served by 90 plus teachers, more than half of whom are expatriate. The majority of our students are local Cantonese for whom English and Putonghua are second languages. The Academy aspires towards a student-centred community of academic and personal excellence, combining international perspectives and Chinese heritage.

VSA is now recruiting enthusiastic and committed teacher for the above position for the school year beginning August 2017:

  • Recognized teaching qualification and have at least two years of teaching experience
  • Strong ICT Skills and knowledge of Library Systems
  • A commitment to student centred inquiry based learning
  • IB experience an advantage but not essential
  • Ability to work with a range of students from Y1-5

Applicants please download and complete the application form and email along with a statement of your educational philosophy and full resume to the Primary Principal ( by 5 January 2017.

Application Form


Webinar: Global Librarianship Services

11.28.16 – Global Librarianship Services Webinar

Date: 12/5, Monday at 2:00 pm – 3:00 pm EST // 11:00-12 pm PST


  • Dan Perkins (Global Services Librarian at NYU)
  • Lindsay Wharton (Extended Campus and Distance Services Librarian at FSU)
  • Hong Cheng (Global Services Librarian at University of Cincinnati)


As the opportunities and challenges raised by globalization become more a part of people’s everyday lives, colleges and universities are committed to providing their students with academic opportunities on a global scale. This has led academic libraries to focus their efforts on meeting the needs of their students and faculty at global campuses and study abroad sites. Also under the same trend, the number of global services/education librarians is on the rise with unique responsibilities and experiences. In this panel, we’ll be discussing:

  • the similarities and differences between the global library services programs at our respective sites;
  • the opportunities and challenges we’ve faced, including how to work with partners in headquarters as well as overseas;
  • discuss how global library services may be evolving in the future.
  • Experiences we have had
  • Future trends in global librarianship

Audience participation in this discussion is welcome and strongly encouraged.
45 minutes for presentation, 30 minutes for discussion.

Job: Senior Assistant

11.23.16 – Senior Assistant to the Documents and Records Management Officer
Frontex, Warsaw, Poland

Sarah P’s comments:  To apply, you must have:

  • qualifications that have been awarded in EU Member States or that are subject to the equivalence certificates issued by the authorities in the said EU Member States
  • produce evidence of a thorough knowledge of one of the languages of the EU and of a satisfactory knowledge of another language of the EU to the extent necessary for the performance of his duties;
  • be a national of one of the Member States of the EU or the Schengen Associated Countries and enjoys the full rights as a citizen
The European Border and Coast Guard Agency (Frontex), has been established under Regulation (EU) 2016/1624 of 14 September 2016 (the ‘Regulation’). The agency was created on the foundations of the European Agency for the Management of Operational Cooperation at the External Borders of the Member States of the European Union (established under Council Regulation (EC) No 2007/2004), which has been coordinating operational activities at the EU external border since 2005.

The Documents and Records Management Officer ensures that the internal handling of unclassified and sensitive non-classified documents and records is effective and in line with the agency’s documents and records management policy and that all necessary measures are taken in order to ensure that Frontex fulfils its obligations associated to the publication, archiving, destruction, transfer of records and documents it produces. S/he will be responsible for the functional evolution of the Document Management System.

Click on the job title above to read the full job description…

Job: School Librarian

11.22.16 – School Librarian
St. Anthony School, Costa Rica

Sarah P’s comments: This post is being shared via the ALAWorld e-mail group.  I could not find any reviews and the school’s website is in Spanish so I would say speaking Spanish, though not listed, is a requirement…
General Info about the School (in English)
YouTube video


Saint Anthony School, a private-bilingual school in Costa Rica is looking for a k- 12 School Librarian to be in charged of:

  • Ensure that students and staff are effective users of ideas and information
  • Empower students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information
  • Instill a love of learning/reading in all students and ensure equitable access to information
  • Collaborate with classroom teachers and specialists to design and implement lessons and units of instruction.

Candidates must:

  • Be willing to live in San José, Costa Rica.
  • Be certificate or have formal education as a Librarian.
  • 5 to 7 years as a School Librarian or related field.

Interested can send resumes to:

You can check our website to be familiar with the institution at:

Job: Int’l School Librarians

11.20.16 –  Here is the latest list of international school librarian positions available via TIE (The International Educator). This is the area where the most international positions are listed and thus is the easiest way to break into international work. While it is still a good idea to join an agency and be vetted, the majority of schools are now advertising on TIE and accepting direct applications.

Currently, The International Educator (TIE) currently has 20 positions listed. Many, but not all, require media certification as well as a master’s degree.  For more information about this market please join TIE and also review Chapter 3 of my book.


Job: Library Director

11.17.16 – Library Director
Barenboim-Said Akademie, Berlin, Germany

The Library Director is responsible for building and overseeing the Library and Music Archives at the Barenboim-Said Akademie. This individual will oversee the cataloging, access, and use of collections, and work closely with students and faculty at the Barenboim-Said Akademie.

The Library Director reports to the Dean of the Barenboim-Said Akademie.
We are looking for someone who is a self-starter and accustomed to working in a dynamic,
multicultural environment. Must be goal-oriented and a team player, and exhibit cultural
sensitivity and discretion.

The Barenboim-Said Akademie’s main language is English. For more information on the Barenboim-Said Akademie, please go to:
Primary Responsibilities

  1. Build and develop a library at the Barenboim-Said Akademie in coordination with the Dean and the Director of Humanities.
  2. Introduce and maintain a management, loaning and access system for the Barenboim-Said Akademie, maintaining access to faculty, students, and staff.
  3. Maintain ties with Berlin library music collections at other Musikhochschulin and at the Staatsbibliothek.
  4. Represent the Barenboim-Said Akademie in all matters pertaining to its library collection. Assist with representation of the Barenboim-Said Akademie in matters pertaining to reference and research.
  5. Oversee public and reference services including library policies and procedures, circulation, loan, and reserve functions.
  6. Maintain subscriptions to academic journals, score collections for the Barenboim-Said Akademie and the West-Eastern Divan Orchestra, and sound collections.
  7. Coordinate on-campus library related events, such as orientation library tours, library and reference resources for open days, etc.
  8. Manage and oversee library computer lab.
  9. Hire and manage staff of student workers and interns, with approval from the Dean.
  10. Provide assistance, as needed, with the Barenboim-Said Akademie’s Preparatory Program.
  11. Provide assistance, as needed, with the Barenboim-Said Akademie’s Orientation Program for new students.
  12. Other related duties and responsibilities as assigned.


  1. University undergraduate degree required, with preference given to those holding a degree in music; graduate degree in Library Science desired.
  2. Familiarity with a Musikhochschule, music conservatory, or university school of music is essential, as well as being conversant and knowledgeable about music as an academic and performance- related higher education field.
  3. At least two (2) years of higher-education administrative responsibility in a music library required; four (4) years desired.
  4. Must possess excellent organizational skills, an ability to problem solve, and a demonstrated attention to detail.
  5. Fluent English, with excellent knowledge of oral and written German; reading knowledge of French or Italian required. Additional languages—especially Arabic, Hebrew, Turkish, and/or Farsi—desired.
  6. Experience with library management software.
  7. High level of proficiency with technology, social media, and office productivity tools.
  8. Capacity and desire to learn and upgrade a variety of computer software skills.
  9. Highly effective interpersonal and communication skills in English and German.
  10. Must be able to handle a demanding work schedule, and have a demonstrated ability to work in an environment that celebrates cultural and ethnic diversity.

Compensation is in line with the federal payscale for similar positions at German public
universities (TVöD-Bund, EG 09B). The position is due to begin as soon as possible.

Please send a resume and cover letter to

– See more at:

Spotlight: Recruiting Agency CIS

11.16.16 – Council of International Schools (CIS)
The Netherlands & New York, USA

The international school recruiting season is in full swing with more positions being posted almost daily on either The International Educator (TIE) or TesJobs.  TIE is American-based but offers a wide range of international school jobs while TesJobs is British-based and tends to represent schools who offer either the British National Curriculum and/or IB.

In my book, I discuss the pros and cons as well as the cost of the various agencies, however here is a short blurb and the link to CIS (Council of International Schools), one of the better known and established agencies who recruit staff for international schools including librarians. Also included are some answers to questions about the agency from Tanja Janjic, one of their Career & Recruitment Services Administrators

CIS was formed in 2003 as a spin-off from ECIS (European Council of Schools) and handles both the accreditation of schools and the Teacher Placement service. It is a world-wide organization however due to its origin is still heavily European and British-based and is the service the majority of teachers from these regions recruit through. CIS holds one recruitment fair in January in London where they claim that 50% of the interviews for open positions take place. The remainder are recruited via online interviews or independent in-person meetings. The fee for registration and membership, lasting three years is €180.


  1. Why choose CIS rather than another recruitment agency?

CIS Career & Recruitment Services can connect candidates with more than 700 high-quality, reputable member schools located throughout the world that are expressly committed to continuous improvement and preparing students to become active global citizens. We support our candidates in their career development and finding the position that will benefit both candidates and the school, resulting in a successful international experience. Being a CIS-Approved candidate is an indication of quality that our member schools recognise and value. The application process is thorough, ensuring that we represent candidates and their skills in the most competitive and effective way. We are committed to supporting our candidates throughout their career in international education through our events, resources and other professional development opportunities.

  1. CIS traditionally focused on European Schools, how worldwide is the focus and coverage now?

CIS has a truly global network, currently including 706 member schools in 112 countries and all Member Schools are accredited. (530 schools are outside of Europe.)

  1. Are librarians from countries other than US/UK/Canada/Europe able to obtain positions (if they have the credentials)?

As long as they meet the CIS criteria, candidates from any country are welcomed to apply. In the last couple of years, we had 97 librarian vacancies available in CIS member schools in 32 countries. CIS-Approved Educators come from different cultural backgrounds and nationalities.

  1. Is it still worth the expense of attending a hiring fair?

The CIS Career & Recruitment Fair does more than bring together leaders from more than 100 Member Schools in one venue to facilitate the job interview process. Past attendees have stated that in addition to finding positions, the CIS Educator Recruitment Fair helped them gain confidence, learn interview techniques and how to present to schools, learn about the diverse range of opportunities to teach internationally, build a network with other educators and advance their careers. We have a variety of workshops for candidates in different stages of their careers.

Internship: International Librarian

11.14.16 –  International Librarian Internship
Relief International, Jordan (US NGO)

Sarah P’s comments: This is a unique position for anyone with school library experience and seeking to gain international experience and/or experience with an NGO, which can lead to further career possibilities. Note: they do not list a timeline and they are requesting fluency in English and Arabic. (I am not sure they will get this- I would apply anyway and work on learning Arabic.)
Glassdoor Reviews for Relief International

ABOUT RI: Established in 1990, Relief International (RI) is a leading global humanitarian organization that transforms adversity into renewal for the world’s most vulnerable populations. Innovatively, RI bridges the gap between immediate relief and long-term community development.

Position Summary 

Under the supervision of the Education Program Manager, and in close collaboration with RI team, the intern will assist in the establishment and running of four libraries located in four educational centers in Zaatari and Azraq refugee camps. With limited resources, in a challenging environment, intern will work toward making libraries safe learner-friendly spaces, which stimulate learning processes, socialization and at the same time operate as a resource center for a wider community.

Position Responsibilities and Duties 

  • Assist in designing and equipping interior space in a functional and creative way
  • Draft library curriculum that will include educational and recreational activities and develop reading habits among children, adolescents and youth
  • Incorporate information literacy instruction in library services
  • Develop professional capacities of several Syrian volunteers who will work as librarians during and after the internship period
  • Create context specific classification system and lead on the development of networked library catalogue
  • Develop collections of both printed and digital educational material
  • Establish relationship with other libraries in Jordan and seek ways for potential collaboration
  • Establish relationship with other education providers inside the camps and explore possibility for the development of central catalogue and ILL services within/between camps
  • Perform other duties as needed.

Qualifications and requirements: 

Minimum requirements:

  • Master’s degree in Library and Information Science.
  • Experience and passion to work with children, adolescents and youth.
  • Strong organizational skills and written and oral communication skills.
  • Demonstrated ability to work collaboratively, effectively and professionally.
  • Experience in library instruction and library work.
  • Mature judgment, strong sense of integrity, initiative, and self-starter
  • English and Arabic fluency is required.
  • Information and computer literacy (MS Office package).


  • Degree in pedagogy or teaching qualification in addition to LIS qualification
  • Previous work experience in conflict, post-conflict environments, ideally in the Middle East with refugees.
  • Experience working in a school library.
  • Understanding of open access issues and Open Educational Resources.
  • Ability to use a variety of technological applications for library and classroom use.

RI Values: 

We uphold the Humanitarian Principles: humanity, neutrality, impartiality and operational independence.

We value:

  • Inclusiveness
  • Transparency and accountability
  • Agility and innovation
  • Collaboration
  • Sustainability
To apply click on this link:


Job: School Librarian (2)

11.10.16 – Primary School Librarian and Secondary School Librarian
Keystone Academy, Beijing, China

Sarah P’s comments:  The deadline to apply is November 13, 2016 and please note that interviews will take place in London and in Asia which I believe means they might be attending recruiting fairs.  However, if you have the experience but cannot attend an interview in person, I would still apply and offer a Skype interview.  Please, as always, read International School Reviews (which you must pay to join but is well worth the money) before deciding to apply.


Keystone Academy, a bilingual school in Beijing, China, seeks a fluent English speaking Librarian for its Primary School and Librarian for its Secondary School, starting in the 2017-2018 school year. Three years prior teaching experience, certification in teaching and/or librarianship, and a desire to work in a highly collaborative environment are required. Experience teaching in a bilingual immersion program, English language acquisition (EAL) training, and familiarity with the International Primary Curriculum (IPC) are advantages.

About Us

Keystone Academy opened in the Shunyi District of Beijing in the autumn of 2014, and is now a unique and exciting school option for families across China and around the world. We currently offer the full range of grades from foundation year through to grade 11, and we will graduate our first class in June 2018. The secondary school is a day and residential program, with optional boarding in grades 7 and 8, and required boarding in grades 9-12. In a few years, approximately three quarters of the school’s students will be Chinese, and one quarter international. This is a group dynamic that will foster in its Chinese students deep cultural pride while at the same time encourage them to be more world-minded. International students will also expand their awareness by being immersed in the language, culture and customs of China.

Keystone Academy brings together the best of three great traditions of teaching and learning. The longest historically is the Chinese, renowned for its rigorous intellectual discipline, respect for the nature of learning and concern with the development of character. Chinese traditions are fused with the American discussion-centered, inquiry-based pedagogy and the best of the international education movement of the past 60 years with its focus on critical and creative thinking and cultural fluency.

Keystone Academy is a non-profit, philanthropic venture with a board of trustees. The Head of School and School Leadership Team are responsible for daily operations and major educational decisions for the school.

Teaching at Keystone

New members of the teaching staff at Keystone Academy will discover an extraordinary opportunity to join others in shaping a new educational paradigm. Our keystones of Chinese and English language immersion, American-style boarding, and Chinese Thread, support and are supported by the major structures of our written curriculum:  the International Primary Curriculum (IPC), the International Baccalaureate Middle Years Programme, and the IB Diploma Programme. The atmosphere here is serious and playful, highly purposeful and fun at the same time.

Classrooms, offices and learning environments at Keystone are designed with students and teachers in mind.  High ceilings, large windows, and intelligent layouts make for inviting spaces that facilitate student learning at every turn.  Facilities are purpose-built for every grade level and discipline, from ceramics to physics to foundation year, and our IT infrastructure and support is superb.

Our educational environment is characterized by active learning in small classes. Keystone is a school that both demands and nurtures creativity and collaboration in the classroom, and makes available significant funds for professional growth and faculty training.  Our key goals for student learning are:

  • Linguistic proficiency in both English and Chinese
  • Content mastery in specific subject areas, and exploration of the connections among them
  • Confidence and capability in creative expression
  • Ability to successfully navigate the changing technological landscape
  • Skills development in inquiry, collaboration and active learning
  • Growth in mind, body, and virtue
  • Intercultural communication and global competency

Our students are hungry for opportunity, bold in their thinking and creative in their instincts. We encourage them to become expansive in their dreaming, determined in their actions, collaborative in their teamwork, and humble in their achievement. They learn to be stewards of the environment and to be at ease with otherness.

To achieve these goals with our students, we seek teachers robustly endowed with intelligence, experience, a good nature and a healthy sense of humor. Keystone looks for culturally sensitive teachers who desire to make their classrooms places where students feel the trust and respect necessary to explore and take risks in their learning.  We will afford you, as an educator, the same trust and respect that allow you to develop in your own practice in the classroom.  Indeed, as one of our primary teachers put it, Keystone “is not a place where an administrator is looking over your shoulder all the time, ticking boxes.” At Keystone, we all take risks, individually and collectively, within a supportive and positive learning environment. There is no other way to do innovative school-keeping well.

We are creating a school where staff come and want to stay on – not only because the facilities, students, colleagues, pay package and working conditions are outstanding, but also because teachers themselves are valued and able to grow into new professional challenges.  We seek teachers who will invest themselves in the ongoing process of creating a school together. Keystone is a very satisfying place to work, in an endlessly fascinating city.

Salary and Benefits

We want our teachers to thrive, and to ensure that all our students thrive in their care and tutelage. To the end of attracting and retaining excellent teachers, Keystone’s salary and benefits package is highly competitive. We offer substantial moving and settling in allowances, visa assistance as well as comprehensive medical coverage to our teachers and their dependents. All teaching staff, whether Chinese or expatriate, are on the same pay schedule. Expatriate teaching staff receive an additional 10 percent of their base salary in lieu of a pension fund. We also provide additional stipends for administrative roles such as Dorm Parent, Grade Leader, or Department Leader.

Travel to and from one’s home is provided yearly for staff and their families. For middle and high school staff living on campus, we provide furnished two and three-bedroom apartments in our residential buildings, with full access for all immediate family members to the school’s dining halls, sports and recreational facilities, and libraries. For day faculty who qualify, we provide housing subsidies commensurate with market rates here in Beijing, with additions for dependents.

Application Process

To obtain a full information pack and to apply online, please click on the following link which will direct you to a landing page on the TIC recruitment website:

For telephone enquiries please call Wendy Hartrey, at Teachers International Consultancy in the UK on +44 (0) 2920 212083.

Early applications are encouraged. The deadline for applications is Midnight GMT on Sunday 13th November 2016.  Interviews will take place in London on 4th December 2016, and in Asia (venue and date TBC).

Shortlisted candidates will be required to bring original documentation, proof of identity and certificates with them to interview.

The school is committed to safeguarding and promoting the welfare of children. Successful applicants must be willing to undergo child protection screening.

Virtual: IIIF Technology Coordinator

11.9.16 – Technology Coordinator
Council on Library and Information Resources (LCIR), North America/Western Europe

Sarah P’s comments: This an another virtual position saying the work area is North America and Western Europe. It is unclear about who is eligible to apply but I would assume US, Canadian, UK, and EU passport holders.


The International Image Interoperability Framework (IIIF) Consortium seeks a dedicated staff member to serve as coordinator for IIIF technology. The IIIF Technology Coordinator will play a key role as the IIIF community expands, by serving as a facilitator, provisioner and maintainer of IIIF-related infrastructure; an expert consultant on IIIF technology issues for adopters and integrators; and a general resource for helping coordinate and support IIIF’s technical components. The IIIF Technology Coordinator will work hand-in-hand with and complement the IIIF Community & Communications Officer, who has a major focus on community and communications management. This may be a 70% to 100% time role.

Reporting Lines: The incumbent will be an employee of the Council on Library and Information Resources (CLIR). Specifically, week-to-week activities supporting IIIF will be directed by the Chair of the IIIF Coordinating Committee or her/his designate, with high level direction coming from the chairperson of IIIF Executive Group. Administrative support and general working conditions will be provided by the Council on Library and Information Resources.

Duties for the Technology Coordinator include:

Provision and maintain IIIF technical and communications infrastructure.
This includes a combination of hands-on development and system support, as well as technical product and project management for components that may be sourced from the community or outsourced to a commercial firm. The Technology Coordinator will provide leadership in conjunction with the IIIF coordinating committee, editors, and community to assess and recommend improvement or new infrastructure. The IIIF infrastructure includes technologies supporting communications, adopters, and end-users:

  • website publishing platform
  • IIIF Demo / Sandbox environment (to demonstrate IIIF functionality with showcase apps and sites)
  • IIIF validators (to confirm target servers and clients conform to the APIs)
  • IIIF converters and shims (to help existing sites convert their images and/or data to be IIIF-compatible)
  • IIIF registry of adopters and implementers. While the Community & Communications Officer will play a major role in populating the content (along with community input), the registry itself will require technical provisioning and maintenance.
  • Other IIIF discovery components, including:
    • Index of IIIF sites / content
    • Central annotation store

IIIF Technical Expert / Advisor / Consultant to Adopters
With a deep understanding of IIIF APIs, data models, and compliant software, the Technology Coordinator will serve as a consultant and expert liaison on specific projects for those who are engaged with IIIF and may need guidance or expert interpretation on the technology. This includes for:

  • Adopting repositories and technical staff looking to set up API endpoints and/or convert their data
  • Software companies looking to make their products IIIF compatible
  • Search aggregators (e.g., DPLA, Europeana, Flickr, Google, Artstor)
  • Other open source projects with complementary efforts (acting as an integration broker)
  • Other organizations / groups (such as IPTC)
  • Those seeking grants to make their projects IIIF-compatible. It is envisioned this role may both help consult on proposals as well as be written in as an expert external resource.

Community Resource & Contributor to Advancing IIIF
As a dedicated expert focused on IIIF, the Technology Coordinator will serve as a general resource in helping advance the overall framework and community. This includes:

  • Fielding technical queries on the IIIF email lists as able, especially for queries that are not replied to by other community members
  • Helping gather and provide requirements and use cases to feed the technical specification process
  • Helping validate draft specifications through independent implementations
  • Helping test compliance/compatibility of software & implementations
  • Understanding the general technical needs of IIIF adopters, and helping ensure appropriate technical support channels exist in the community
    • This includes paying special attention to the requirements of IIIF-C members, who help support IIIF financially.
  • Participate in IIIF-related grants and projects as a IIIF central resource (e.g., participating in proposal writing, project management, technical consulting, etc.)
  • Working with the IIIF Community & Communications Officer to:
    • Deliver training (especially the more technical aspects)
    • Conduct marketing and outreach
    • Maintain community content
    • Support the IIIF-C Executive Committee, IIIF Coordinating Committee and community groups in defining objectives, strategies, and policies for IIIF; working with the IIIF Community & Communications Officer to facilitate community endeavors of these goals.

Required and Desired Skills & Experience
The ideal candidate:

  • will be self-directed and highly organized;
  • will possess well documented, demonstrated, and effective communication skills including oral, written, and presentation capabilities;
  • will have sufficient and demonstrated technical depth to obtain both a conceptual and detailed understanding of the IIIF specifications and components in interoperable systems;
  • will be facile with current, relevant web technologies and standards for web-based image delivery, and related technologies (search, audio-visual, 3d);
  • will be savvy using GitHub, JSON-LD and linked data;
  • will have demonstrated experience with at least one modern programming language, preferably Python and/or Ruby;
  • will have hands-on experience managing production infrastructure;
  • will have previous, direct experience with information technology in libraries, archives or museums;
  • will be able to work with IIIF community members of all technical abilities;
  • will be comfortable and thrive in an open community; and
  • will be adept in fostering contributions and participation from a growing member and adopter base as well as commercial firms.

Travel required. Location anywhere in North America or Western Europe. Salary dependent upon qualifications; benefits as applicable.

To apply:
send a cover letter and CV to Sheila Rabun, IIIF Communications and Coordination Officer, at Please direct any questions to

About CLIR:
CLIR is an independent, nonprofit organization that forges strategies to enhance research, teaching, and learning environments in collaboration with libraries, cultural institutions, and communities of higher learning. CLIR is an equal opportunity, affirmative action employer. For more information about CLIR, visit our website at