LM_NET: Library Media Networking
From Jan. 1-Feb. 16, our library is going to try a completely flexible
schedule--a blank slate where teachers can schedule library time as needed
(hopefully after co-planning with me!) We are on the brink of losing the
library as a flexibly scheduled space next year to becoming another "prep
period" place because of increased enrollment.
We are now in a "fixed" schedule where each class (Gr. 3-5) has a 30
min. time and I "entertain/teach" while the teacher (who is supposed to be
there) is often in and out--correcting papers, making phone calls,
conferencing with the parent volunteer, etc. [with little or no co-planning
ahead of time].
With the support of the principal and grade team leaders, we decided to
have the staff experiment with the model advocated by "Information Power"
and see if, indeed, there were benefits from doing more integration with
library into the curriculum. I wish I had had the time to do more of the
background work laid out in Jan Buchanan's book on flexible scheduling, but
I felt prepared enough to go ahead with the idea as soon as possible.
After the idea was presented at a staff meeting a couple of weeks ago,
most teachers were mildly to moderately enthusiastic about using the space
and me in a new and more meaningful way.
However, when I met with the 3rd grade team today to talk about it in
more specific terms, there were a few staff members who insisted on taking a
negative viewpoint--ie. the 4th & 5th grades will take up all the time
because they are more research-based, their schedules are so tight with SPED
pull-outs, etc. that they either stay with the same library period or they
can't come at all, or that they will lose already scheduled parent
volunteers and the kids won't be able to borrow books because most can't be
trusted to come on their own and return to class [with or without a suitable
choice] but they can "make do" because they have their own classroom
libraries for literature units and science and social studies projects, so
they don't really need the library, anyway!.
I tried in the most positive way possible to deal with their concerns
without compromising the open schedule--even offering to sit down with them
right now before anyone else has scheduled anything to make sure they have
access. But with no success.
Am I being too rigid to insist that no one can keep their regularly
scheduled library time during this trial period if that's what they want?
Is flexible scheduling really a better model for research/project
oriented upper grade-levels and not as workable for younger grades who need
some structure and stability, or for teachers whose time is already so
tightly structured that they truly have only a small window of opportunity
to visit the library and don't feel it's worth the effort to make scheduling
changes each week to come at all?
If you've been down this road before, I would appreciate your words of
advice and wisdom!
Laurie Woodfin, Media Specialist
Margaret Neary School
Southborough, MA 01772
lwoodfin@massed.net
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