Flexible Scheduling

1
Flexible Scheduling

• Jennifer Canavan
• Diane Gornell
• Aimee Janusz
• EDIT 6900
• Dr. Mary Ann Fitzgerald
• December 8, 2007

2
Problems with Flexible Scheduling

• Based on SLMS interviews
• Lesson planning happens informally, rather than
  true collaboration.
• Classroom teachers lack time to plan
  collaboratively.
• Some classes come often for information literacy
  lessons while others dont come at all.
• Doug Johnson (2001, 3) asserts, You cant
  teach kids you dont see. In a flexible
  scheduling system, we give some students great
  skills and other students no skills.
• Christine Hurley (2004) suggests that it may be
  practices, not schedule type, that determines the
  effectiveness of library programs.

3
Our Research Question

• What strategies regarding flexible scheduling in
  elementary SLMCs have effectively contributed to
  student learning?

4
Summary of Our Research

• Flexible scheduling allows students to meet in
  the media center based on instructional and
  curricular need, rather than on a set calendar
  with fixed scheduling.
• Most well-known studies on benefits of flexible
  scheduling were done by Jean Donham van Deusen
  and Julie Tallman.
• Flexible scheduling is considered best practice
  by the AASL since 1991.
• Numerous articles offer strategies and advice on
  how to best implement a flexible schedule in an
  elementary SLMC.
• Major themes from the articles for implementing a
  flexible schedule collaboration, communication
  public relations, support, schedule, and process.

5
Strategies for Action PlanCollaboration

• Initiate and promote collaborative efforts with
  teachers to incorporate information literacy
  skills into the curriculum, fostering student
  learning. (Immroth Lukenbill, 2007)
• Outline for teachers the information literacy
  skills that each grade level will be mastering in
  the library media curriculum. (Browne Burton,
  1989 Ohlrich, 1992)
• Track collaborative efforts that meet information
  literacy needs for each class, as they are
  taught. (Monck, 1999)
• Participate in grade level meetings. (Monck,
  1999 van Deusen Tallman, 1994)
• Adapt standard library media lessons already in
  use to fit classroom curricular needs and subject
  content. (Ohlrich, 1992)

6
Strategies for Action PlanCommunication
Public Relations

• Challenge is to overcome attitudes of
  administrators and teachers. Use ongoing
  reinforcement, reassurance, and reminders that
  the goal is for students to become successful
  users of information and knowledge. (Lankford,
  1994)
• Educate all involved about the positive impact of
  collaboration on student learning and encourage
  them to take advantage of the possibilities
  provided by flexible scheduling. (Graziano,
  2002 Needham, 2003)
• Communicate media center news and events to keep
  everyone updated since they may not be coming to
  the media center regularly. (Browne Burton,
  1989)
• Highlight successful collaborative efforts.
  (Ohlrich, 1992)

7
Strategies for Action PlanSupport

• Need support from the principal. Principals
  expectation for collaboration is the key to
  successful flexible scheduling and collaboration
  with teachers. (McGregor, 2006 Needham, 2003
  van Deusen Tallman, 1994)
• Personal characteristics of the SLMS and teachers
  promote success, such as flexibility and comfort
  with less structure. (McGregor, 2006)
• Need sufficient support staff to run
  administrative tasks in the media center while
  SLMS is teaching and assisting students. (Browne
  Burton, 1989 McGregor, 2006)
• The size and available space in the SLMC will
  need to be able to service small groups and large
  classes simultaneously. (Browne Burton, 1989)

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Strategies for Action PlanSchedule

• Develop a schedule that will best meet the needs
  and issues of the school. (Graziano, 2002)
• Schedule may involve a mix of fixed and flexible
  elements in order to continue seeing all
  students. (Fox, 2001)
• K-1st grade teachers may request that students be
  exposed to the library through regular visits, so
  they may come at a fixed schedule. (McGregor,
  2006)
• Implement a calendar for planning and to
  communicate the schedule. (Monck, 1999)
• Work on administrative duties when there is
  nothing scheduled, especially during testing or
  conferences. (Browne Burton, 1989 Monck, 1999)

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Strategies for Action PlanProcess

• Changing from a fixed to a flexible schedule is a
  slow process that may take many years to fully
  implement. (Needham, 2003)
• May want to make gradual changes when initially
  moving from fixed to flexible scheduling.
  (Graziano, 2002 Needham, 2003)
• Implementation can follow different paths and the
  approach depends on the particular situation and
  needs of the school. (McGregor, 2006)
• Acceptance typically comes slowly and cannot be
  taken for granted. (McGregor, 2006)

10
Bibliography

• Browne, K.S. Burton, L. (1989, December).
  Timing is everything Adapting to the flexible
  schedule Electronic version. School Library
  Journal, 35 (16), 20-23.
• Doug Johnsons Website. (2001). Real
  flexibility (School Library Journal articles
  related to the debate on flexible vs. fixed
  scheduling). Retrieved September 20, 2007, from
  http//www.doug-johnson.com/dougwri/real-flexibili
  ty.html
• Fox, Carol J. (2001). Designing a flexible
  schedule for an elementary school library media
  center Electronic version. Library Talk, 14
  (1), 10-13.
• Graziano, A. (2002, November). Moving to
  flexible scheduling. Media Forum. Retrieved
  November 2, 2007, from http//www.mslma.org/Media
  Forum/Nov2002/flexsched.html
• Hurley, C.A. (2004, November/December). Fixed
  vs. flexible scheduling in school library media
  centers A continuing debate Electronic
  version. Library Media Connection, 23, 36-41.

11

• Immroth, B. Lukenbill, W.B. (2007, March).
  Teacher-school library media specialists
  collaboration through social marketing
  strategies. School Library Media Research, 10.
  Retrieved October 17, 2007, from
  http//www.ala.org/ala/aasl/aaslpubsandjournals/sl
  mrb/slmrcontents/volume10/socialmarketing.cfm
• Lankford, M. (1994). Flexible access
  Electronic version. School Library Journal,
  40(8).
• McGregor, J. H. (2006, April). Flexible
  scheduling Implementing an innovation. School
  Library Media Research, 9. Retrieved October
  10, 2007, from http//www.ala.org/ala/aasl/aaslpu
  bsandjournals/slmrb/slmrcontents/volume9/flexible.
  cfm
• Monck, D. (1999). Schedules and planning and
  forms, oh my! Electronic version. Library
  Talk, 12(4), 11.
• Needham, Joyce. (2003). From fixed to flexible
  making the journey Electronic Version. Teacher
  Librarian, 30, 8-13.
• Ohlrich, K. (1992). Flexible scheduling The
  dream vs. reality Electronic version. School
  Library Journal, 38(5), 35-38.

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• Van Deusen, J. Tallman, J. (1994). The impact
  of scheduling on curriculum consultation and
  information skills instruction Part one, the
  1993-94 AASL/Highsmith Research Award Study.
  School Library Media Quarterly, 23(1). Retrieved
  October 28, 2007, from http//www.ala.org/ala/aas
  l/aaslpubsandjournals/slmrb/editorschoiceb/infopow
  er/selectvandeusen21.cfm
• For Further Reading
• Hughes-Hassell, Sandra Wheelock, Anne. (2001).
  Flexible Access Essential to Active Learning. In
  Sandra Hughes-Hassell Anne Wheelock, (Eds.),
  The Information-Powered School. (pp. 83-93).
  Chicago American Library Association.
• Ohlrich, Karen Browne. (2001). Making Flexible
  Access and Flexible Scheduling Work Today.
  Englewood, CO Libraries Unlimited.