I should have added that the IFLA Guidelines elaborate on the first distinguishing feature at some length (pp. 38-45), identifying the core instructional activities that constitute the school library’s pedagogical programme as:
literacy and reading promotion (pp. 39-40)
media and information literacy (MIL), which may be developed within the chosen model of the inquiry learning process (pp. 40-41)
inquiry-based learning, which may include the development of MIL skills within the chosen model (pp. 41-44)
technology integration (p. 44)
professional development for teachers (p. 44)
“School librarians recognize the importance of having a systematic framework for the teaching of media and information skills, and they contribute to the enhancement of students’ skills through collaborative work with teachers (p. 8) … These [inquiry and lifelong learning, self-directed learning (i.e., metacognitive), and collaborating] skills are best developed progressively within a subject context, with topics and problems drawn from the curriculum” (p. 42).
This makes FOSIL – as a sound instructional model of the inquiry learning process undergirded by a detailed framework of skills covering Inquiry & Design Thinking, Multiple Literacies, Social & Civic Responsibility, Personal Growth & Agency (ESIFC, 2009 & 2019) – a compelling choice, I think.
More broadly, I am beginning to understand that FOSIL in its fullest sense addresses all 5 of the core instructional activities of the school library’s pedagogical programme as outlined in the IFLA Guidelines.