Where does your library sit, and what does that actually mean?
Two of these shape the recommendations you get: your school level decides which zones are suggested, and your floor area decides how many the space can realistically hold.
Required. Changes which zones are recommended.
Used to work out floor area per student.
Required. Caps how many zones are recommended.
These shape which recommendations you get. They do not reduce your score.
What the room currently offers. These are conditions — they enable practice but they don't decide your stage on their own.
Collection, budget, staffing and professional learning. Also conditions — reported separately from your stage, so a well-resourced library that isn't shifting practice can't hide behind its budget.
This section, and only this section, sets your stage on the continuum. The five groups are the elements of the Information Fluency Framework. Rate what actually happens, not what is available.
Stage
This is not a quality ranking. Where a school should sit depends on its learning philosophy — a library sitting deliberately at stage two with a strong reading culture is doing better than one that drifted to stage four because someone bought devices.
Each element gets its own stage. The one furthest left is where the next conversation starts — not the one with the lowest number of programs.
What makes the practice above possible. Reported separately, and never folded into your stage.
Blocks are proportional to suggested share of floor area, not a floor plan. Areas exclude about a quarter of the room for circulation, entry and the desk. A weak element is given more space because that is the purpose the room is currently failing to serve — not because bigger is better.