LM_NET: Library Media Networking
Subject: Re: TARGET: ELEM: Flexible schedule forms/ideas
Date: Sun, 8 Jul 2001 19:17:23 -0700 (PDT)
From: Kathy Hintz <kmhintz@yahoo.com>
To: JEANNE A WINGATE <wingatej@FLASH.NET>
Dear Jeanne,
How's the search going? I have nothing to offer you but a bit of "history."
See if you can find a copy of _Teaching Library Media Skills_ 2nd ed. by H.
Thomas Walker and Paula Kay Montgomery. It's from 1983. There are some
sample schedules and a school year plan. How far have we come in 20 years?
Same stuff, just a different name? The book does not mention flexible
scheduling, but there might be something you can use.
Good luck.
Kathy
=====
Kathy Hintz kmhintz@yahoo.com
No longer Librarian
Technology Coordinator (I gave myself a new title)
St. Patrick's Academy K-8
Catskill, NY 12414
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Subject: Re: TARGET -> Flexible Scheduling - June 2001 (fwd)
Date: Sat, 7 Jul 2001 13:56:27 -0400 (EDT)
From: Jay Hilda L <hlj002@wmdc.edu>
To: wingatej@FLASH.NET
Hilda L. Jay, LMS(Ret.) & Author
Collington Cottage 2108
10450 Lottsford Road
Bowie, MD 20721
hlj002@ns1.wmdc.edu
---------- Forwarded message ----------
Date: Sat, 7 Jul 2001 13:51:10 -0400 (EDT)
From: Jay Hilda L <hlj002@wmdc.edu>
To: Macho54321@aol.com
Subject: Re: TARGET -> Flexible Scheduling - June 2001
You do have a copy of AASL's position paper on flexible scheduling? Chicago
will provide you with a copy. You said you had Library Power documents. If
you can get your hands on the book Operating and Evaluating School
Library/Media Programs a Handbook for Administrators and Librarians by
Bernice Yesner there is a copy of the position paper '91 version and
sections on scheduling and access that say in plain language that you need
flexible scheduling. Interlibrary Loan is a source and so is Neal Schuman.
This is a revision of an earlier evaluation tool that was highly popular.
Has lots and lots of goodies in it.
In my experience any place a principal includes the level of collaboration
between LMS and classroom teachers and level of integration of library media
program into ongoing classroom activity on the classroom teachers evaluation
form, THEN the program flies. Without that interest and investment by the
principal it is truly an uphill battle. Even if he has to use a standard
school systemwide form, he has the option of adding his own notes. Teachers
soon know where their bread is buttered. It is sort
of like teaching to the test these days. And the results of a good
integrated Library media program does raise test scores. You are aware of
the Lance study and the follow-up studies? Colorado.
If you need lesson ideas to share with classroom teachers you might find any
of the books by M. Ellen Jay a big help. Earlier ones would have to be ILL.
later ones are also Neal Schuman. She is currently writing one on
integrating computer software into classroom activity. She just might
happen to read your note and respond. She surely has had experience with
principals that demand flex schedules and those that don't in the same
school with same faculty and same collection and basically the same kids. It
all boils down to the principal's principle.
Hilda L. Jay, LMS(Ret.) & Author
Collington Cottage 2108
10450 Lottsford Road
Bowie, MD 20721
hlj002@ns1.wmdc.edu
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Subject: Flexible Schedule
Date: Fri, 06 Jul 2001 20:15:28 -0500
From: Mary Ludwick <ludwick@swbell.net>
To: wingatej@flash.net
Organization: Southwestern Bell Internet Services
My library is a modified flex. The principal makes each teacher sign up for
at least 20 minutes to exchange books each week. She did this because some
upper grades were not bringing the class nor allowing students to come alone
to the library. My schedule has 2 columns for each time period. One column
is used for a class to come for circulation only. The other column is for
class to come for research. We often have 2 or 3 classes in the library at
one time. I have enough tables to seat 55 students. Everyone in the school
has been instructed that at any time another class may come and "do their
business" while the first class is in the library. (I think it is a great
way to teach respect for others.)
If you do get the principal to let you try it, pick at least 3-4
teachers in the building and approach them about letting you help with the
units. If you are successful with someone, the word will spread. Do not
anticipate that everyone will embrace the idea, especially the first year.
It has taken some 5 years to accept the idea. I can think of at least one
in my building who will never accept flex scheduling.
My fourth grade teachers have me begin the year with a research
project. We start on the second day of school (the kids are in shock!). I
begin the year with an intensive set of lessons for 3rd graders on how to
use Dewey system.
BTW, I have 3-4-5th graders shelve their books. There is no way I
can keep up without this help as I don't have any volunteers in the library.
I also encourage students to "adopt" a shelf for which they will be
responsible all year long. The student checks his/her shelf every time he
visits the library to make sure things are in order.
My principal loves flex as she has a meeting place all year long for
events as they come up. Principal just comes in and reserves the library.
It may help you to point out that TEA's description of an exemplary
school includes flex schedule.
Good luck!
--
Mary Croix Ludwick ludwick@swbell.net (home)
ludwickm@lisd.net(school)
Librarian, Owen Elem.,The Colony, Texas
Lewisville ISD(north of Dallas) K-5
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Subject: Re: TARGET: ELEM: Flexible schedule forms/ideas
Date: Fri, 06 Jul 2001 12:13:16 -0500
From: Renee Ward <rwmudbug@bellsouth.net>
To: JEANNE A WINGATE <wingatej@FLASH.NET>
Jeanne,
Please share with me the responses you receive. I, too, am eager to move
toward a truly flex schedule (like you, I have my scheduled "classes" but
also a large block of time (2-3 hours) per day that is open/flex. I'd love
to have a copy of the concrete black & whites you've requested. If at all
possible, please forward to me any replies to your query.
TIA,
Renee F. Ward, LMS
Poplar Grove PreS-4 Media Center
Franklin, TN
home email: rwmudbug@bellsouth.net
school email: wardren@fssd.org
school fax: 615 790-4729
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The message below is from the TLC Archives, but I felt it was important to
share because of Mary's reply. Thank you, Mary Lankford, for your continued
expertise! Congratulations on your new title, Director for Library Services,
Educational Technology Division, Texas Education Agency.
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Subject: flex sched / integration vs skills pt1
Date: Sun, 7 Jan 2001 14:18:52 -0600
From: Lavonya Friday <lfriday99@HOTMAIL.COM>
To: TLC@LIST.TETN.NET
Please forgive me for the excessive delay in posting these results. I
believe most of them were posted to the list but I know that some have been
requesting this information again. I thought I'd post them together in case
others would like to file it as one unit as I have. I have thought long and
hard about this issue. While I fear I may be too public with my problem, I
want to share if it will help others. In the replies, I have changed some
formats in order to slightly reduce the size of this posting but will still
have to send it in more than one part. The issue: teaching skills lessons
in the library as opposed to integrating library presentations with class
curriculum. It also ties in to the flexible vs rigid scheduling.
My situation: I have tried for 5 years to develop integration with teachers
with minimal success but, with the support of the administration, we were on
fully flexible schedule. We have a new principal this year & before school
started, I discussed the library program with her. I gave her a copy of the
state library standards and my assessment of our current standing. All
seemed well. Then 6th grade teachers began approaching me requesting
(demanding) I set up a schedule of skills lessons to be taught. They
strongly suggested that they needed these to be set up on a weekly or
biweekly basis at a specific time. I told them I would be glad to work with
them to set up units but I needed to know when and what their curriculum
focus would be in class. I suggested things such as Big 6, etc. Soon
thereafter, I found out that the teachers had individually gone to the
principal to complain (rather than going through the library rep for the
library committee - who had not brought up any of these issues at our
meeting.) They told her I was being uncooperative and treating the 6th
graders like kindergartners (by NOT giving them rigid schedule & skills)!!
I reminded her (and the teachers) of the Texas Standards. I sought input
from you, my colleagues, and prepared to explain and develop ways to meet
the needs of the students - not the convenience of the teachers.
I was never given the opportunity, although I requested (in writing) to
meet with and discuss the issue and included a portion of Mary Lankford's
response.
The 6th grade is now on a rigid schedule during a time when my clerk is out
so other students are not allowed to come to the library on passes to check
out books. I teach genres and the teachers are to mention them in class at
some time. I have worked hard to develop interesting and entertaining units
that have met with interest of the students. I try not to remember that so
much more could be done.
This has created a very definite blow to my enthusiasm and I now fear
burnout symptoms. I have always tried to put the students needs first and
have been accused of doing exactly the opposite and treated as though I am
an irritant rather than a member of a team.
My conclusion is that the problem is not the skills vs. integration but, as
in so many other cases we discuss, the fact that our input is not only
ignored but also frequently blocked. We cannot stress too strongly that
administrators need to be educated as to the significance of the library
program and the integration of All curriculum endeavors throughout the
school/system.
My solution, is to constantly remind myself of ways to see through the
teachers' eyes the way in which the library can assist and to continue
seeking more and more ways to communicate and create collaboration ... one
step at a time.
**********************************************************************
from: Mary D. Lankford
mlankfor@tea.tetn.net
Assistant Director for Library Services Phone: 512-936-2263
Educational Technology Division FAX: 512-463-6197
Don't give up!!!! You are right.
First of all - educate your principal. Teach the principal about what
research indicates about integration of research skills in curriculum. Use
the Colorado/Alaska/Pennsylvania studies. There are several books about the
reasons to integrate research skills into all areas of the curriculum.
Information Literacy, educating Children for the 21st Century, 2nd ed., by
Patricia Breivik and J. A. Senn, NEA, c1998.
Fostering Information Literacy: Connecting National Standards, Goals 2000
and the SCANS Report. by Helen M. Thompson, Libraries Unlimited, c2000
Also - on the Library Web site the school library standards are filled with
phrases that support this concept. One of the five components is
"Curriculum Integration." This one page should be enough evidence that
skills can not be taught in isolation.
The best example I have used is to ask a student to lie on their stomach on
top of a library table. Then tell them to move their arms like they are
swimming, kick their feet. Explain to the student that they are now
swimming. When you move your arms and legs you will move forward in the
water. Teaching library skills in isolation from curriculum is like
teaching swimming without the water.
Are you a member of TLC? If so - demonstrate how this $20,000+ in
resources is curriculum based - and teachers and students should be planning
to integrate it into the classroom. Why should TEA spend money on a site
license for a campus if the resources are not going to be used throughout
the curriculum.
Demonstrate that you know how to locate lesson plans via the TEA Web site
in the Teacher Tool Bag. You just need a small amount of planning with
teachers (on a regular basis) to expand, extend, and educate children so
they will be information literate. Explain the public relations aspect of
having parents use these same TLC resources at home with their children.
I don't believe Plano ISD has a single school that is not ranked Exemplary.
Part of the reason is that the do so much curriculum integration. The Big
Six begins in first grade and in all subjects. By high school - everyone
thoroughly understands the process.
Finally - David Thornburg wrote in his article "Technology in K-12
Education: Envisioning a New Future"
"We must prepare learners for their future, not for our past." This
excellent article is available at http://www.air.org/forum/abthornburg.htm
He also states: "Every educator and learner must acquire three new
foundational skills:
1. Know how to find information.
2. Know to determine if what is found is relevant to the task.
3. Know to determine if the relevant information is accurate.
Above all, we need to acknowledge that technology use, per se, is not the
point. How technology is used is more important than if it is used at all.
Toward this end, deep structural changes in education can be supported with
technology use as we make the shift from 'learning about to "learning by
doing,' from reception to construction of knowledge, from institutions to
learning communities, and all the other transformations required of 21st
century society."
This is probably more than you ever wanted to know about curriculum
integration. I hope it helps you. Remember - do not give up -- you are
supported by standards and research. I hope this is the beginning of change
in your district.
Texas Education Agency
1701 N. Congress Avenue
Austin, TX 78701-1494
==========
Thank you once more for your patience!
Jeanne Wingate, Library Media Specialist
North Euless Elementary School
Hurst-Euless-Bedford ISD (Texas)
Volunteer, Virtual Reference Desk
http://www.flash.net/~wingatej/INDEX.htm
E-Mail Contacts:
Home: wingatej@flash.net
Work: wingatej@hebisd.edu
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