Re: Flex vs Rigid Schedule

[ELIZABETH <kcw_moore@K12.MEC.OHIO.GOV>]

Dear LM_NETTERS,
        As an elementary library/media specialist in the third year of a
flexible schedule, I would like to comment on the type of service a
flexible schedule provides for young children.  I have observed my
first-fifth graders become more independent users of the library's
resources.  They are "scheduled" in once a week in groups of 5-7 for a
time frame of 20 minutes to 1/2 hour during their class reading groups,
workshops, or other group activity times. I've seen six year-olds come in
with purpose and confidence, searching for books, checking out
independently, and then gravitating to a reading, listing, or periodical
center for quiet activity.  Three computers are open for CDROM Living
Books or electronic encyclopedias or for science activities or for
writing and printing a story.  While these small groups are utilizing the
center, there may be a class scheduled in for a research lesson which has
been co-planned by teacher and librarian. If I am teaching, the teacher
assists any student needing help.  Often a fourth or fifth-grader will
assist a younger student.  When introducing a research project (using the
BIG 6), I often include a literature selection as an introduction or
conclusion.  The classes may stay as long as they need and we usually
follow-up with small groups coming in to use the resources we discussed
and used the day before.  Yes, there are probably some children not
coming in once a week- teacher can't spare the time!  But my circulation
has skyrocketed and teachers have told me that the co-taught and
co-planned lessons have resulted in quality products and enthusiastic
students. Flexible access has given me a morale boost.  I enjoy the
children's enjoyment and success in library use. I hope that other
library/media specialists reading this will give this common sense
approach a two or three year try!
Elizabeth Moore Kcw_moore@k12.mec.ohio.gov
Canal Winchester Elementary School
Canal Winchester, Ohio