A BIG THANKYOU TO ALL WHO RESPONDED!! Here are the responses to my inquiry about
having open library next year. --Shelley
Collaboration with teachers is crucial. You must work with teachers, but stay in
control of LMC. I schedule projects with teachers and post to calendar on web so
that teachers can see what is happening in LMC on any day. You can view at our web
site. http://www.brookwoodelementary.net Check under teacher (Jane Smith) for
CALENDAR for student work in LMC and under LIBRARY for general information about
LMC. Good Luck.
*****
I work in a middle school so my advice may not serve you in an elementary
school but here goes: We have a sign up book set up for teachers to choose
the day(s)they will be bringing their classes to the media center. Last
year I was a first year media specialist (I survived my first year--Yeah!)so
I didn't make changes to the sign up procedures that were already in place.
Toward the end of the year however, I began asking teachers to include in
the sign up book their purpose for using the media center especially if they
would be using the computers. That proved crucial when two teachers signed
up for the same date and time both needing the computers(we only have 15
Dells and 12 Macs) but they didn't indicate that in the book. We were able
to work out an equitable plan but it was a very uncomfortable position in
which to be placed. Next year, the policy will be for teachers to let me
know their needs before signing up in the book and then indicating in the
sign up book that they will be receiving instruction from me and whether or
not they will be using the computers. You will also want to know their
planning periods when they decide to use the media center for the entire day
that way you can arrange your break/lunch around their schedule. I hope
this information helps. Have a great summer.
******************************************
At the school I was at previously, we also moved to open, flexible scheduling.
This may sound confusing, but this is how Lois did the schedule.
In a particular month:
During week 1, she would have the empty schedule for Week 2 posted on her office
door. Teachers had to sign up for a time slot and for a lesson topic (or whatever
they wanted her to teach their kids) by Wednesday COB. If teachers needed several
slots for specific work, then they could sign up. For instance, I taught a 3rd
grade TAG reading class in the mornings, so some weeks I would bring that class in
for research for 2 or 3 days in a row. Later one day, I would bring my homeroom
for a lesson.
After Wed. COB, she removed the schedule and posted the blank schedule for week 3.
On Monday of Week 2, she would post that week's schedule next to the circulation
desk. Any open slots left on Monday AM (or anytime during week 2) were free game
for teachers to sign up for to bring their class to MC for book check-out or for
the teacher to read a stroy or share a video, etc.
This took a while for teachers to get used to. The first come, first served thing
was irritating to begin with. However, we (as teachers) figured out ways to make
it work for us. For example, there were 3 third grade teacehrs that planned/worked
together closely. So when one of us went to sign up for a lesson, she signed up
the other 2 during times that worked in their schedules. Lois did the same lesson
with each of our classes. This also helped her planning.
Another thing she did to help her planning and to help us as teachers was on her
door next to the schedule, she posted author/illustrator birthday calendars, lists
of important monthly observations, etc.
***************************
Does this mean that you will not be a "special"? Interesting concept. I hope you
post a hit. I work in a HS library so I am used to the open concept, but have never
heard of it in an elem. I should think that it would be an excellent opportunity to
really collaborate with the teachers. I did spend one day a week in an elem. lib.
last year and had some opportunities to collaborate with teachers on lessons both
with Dewey and with computer use. Working with the teacher is so much better than
being a special. Good luck.
****************************
***********************************
1. I would make it clear, and enforce the rule, that teachers are expected to
remain with the class while in the library, AND participate in the activity. If
not, there are teachers (sad to say) that will use you as a dumping ground - no
plan, no lesson, no purpose, just "let them read for 45 minutes while I take a
break". If nothing else, it clogs up the schedule for teachers who are really
interested in using the facility and your expertise.
2. As far as scheduling goes, at the H.S. level I just keep a calendar detailing
who(teacher name), what(purpose of visit), and when(time of arrival and how
long) - first come, first served. We also have a computer lab setting, as well
as the regular media center activities, so the teachers come in as they have a
need and just see what is going on - well, in advance of course. We (well, not
me - the teachers guilty of poor planning) have had a problem getting the time
and space they need in past years. Our LMC is a pretty busy place. Depending on
whether my services are required , if the teacher will be in charge of the
learning, and the time necessary for the activity, we have the facility to
schedule more than one class at a time. That would depend on your level of
tolerance and if you have the space for it. Remember, I am at H.S. Elementary
students require more help and supervision. It also depends on the level of
participation you will require of your faculty and your timeline. Some times of
the year are busier than others for you personally and you may need the space
yourself.
3. Collaborate with your faculty and let them know what you can do for them. The
library is so much more than a place to check out a book to carry around for a
week and then return. Will you be offering "library lessons" (lessons or short
units to teach use of the facility) or other lessons (i.e. copyright information
and research skills for classes being assigned a paper, genre studies, speakers,
author units)? Storytimes for younger students? Will teachers sometimes just be
wanting to bring an entire class to check an appropriate book(s) and then leave?
4. Will individual or small groups of students be allowed to come to the library
at will to check out or in/work/study unattended. I recommend you establish some
guidelines for that, depending on your situation, student needs, and
administration expectations. If every teacher allows only 3 students out of
class at a time, that is still alot of kids if you have 30 classes and they all
show up at the same time. Maybe a library pass arrangement?
5.Be careful they don't turn you into a babysitter for disruptive students.
"Little Johnny is being a clown today and needs a quiet place to work where he
won't bother anyone else" - except you, who has to curail your activity to
supervise him, and whomever else is using the library.
6. It has been my experience that you must be as hardnosed and hardboiled as
Robert B. Parker's PI character Spencer - without anyone being offended or even
knowing it.
I mean, if a teacher makes an appointment, for whatever, you MUST make them show
up on time AND clear the space on time. Teachers are busy and tend to forget
that you are too. No one seems to realize that the library is a busy place and
10-15 minutes either way does make a difference. Even on days you do not have
anything else scheduled before or after, make them stick to it. It is just a
good habit to get into. Also, get teachers into the habit of giving advance
notice if plans change and they will not be using the time. You could make other
plans or someone else could use the facility, if you know the space is free!.
MAKE teachers conform to your regulations and respect the facility - and make
them make their classes conform also. I mean, have them clean up their mess, or
at least help you. I don't know what you require, but, for example, my people
police the area and make sure trash, extra paper, pencils, etc. is put away or
taken away. I have them put unused or remaining books back on my truck to be
reshelved by a worker. They DO NOT reshelve or leave them on the tables.
Furniture will be returned to it's original placement if moved (table, chairs,
carts, etc.). I require prior (meaning ,at the time of the scheduling, rather
than "oh, by the way" as the class enters)arrangements if teachers require my
services to pull materials, set up equipment, use supplies.
7. Last, but not least - keep records and turn in reports to your superiors
(principal, head librarian) covering your activities. People have a tendency to
think that the media specialist sits in a quiet library all day eating bon bons,
drinking cokes, and reading magazines or watching soap operas. If you do not
currently communicate your activities to your principal or whomever, begin now.
I made up a single page report form with basic information that I turn in at the
end of the month - circulation, # of classes serviced and for what, # of
individual students serviced outside of classes, # of volunteers and hours
logged, computer use (lab setting), other activities of the librarian (i.e. I
ran the school fund raiser this year after the secretary that had initiated it
left suddenly. How much fun was that?). I don't know of any standard form, I
just made one up including information that seemed pertinent. I also compile the
monthly numbers at the end of the 1st semester and the entire school year's
numbers at the end of the 2nd semester. Talk about an eye opener at the end of
the year! Nobody - including you - realized what you were contributing to your
campus. This does not take much time and can be a great help in promoting the
LMC. I have seen this information used to support requests for funding
appropriations, hiring part time help, and covering your behind with the
principal when one of those poor planning teachers complains to the principal
about how unhelpful and lazy the media specialist is. If nothing else, it makes
you look efficient and gets the word to the front office that you are not
spending all your time watching the library videos.
*******************************
I use a modified fixed/flex. My classes have a fixed check out schedule. With
PreK, K, and 1st I do a story or answer an information question. My 2-4 I do
classes upon request. I do a lot of "how can I help you" queries to entice the
teachers into the library. My library is also open for individual's or small
groups to come at will. Only during Book Fair week have I really ever had to ask a
class to wait (they were going to be the 3rd full class in the library). I know
people who have calendars that teachers sign up on and that works for them. You
also do not indicate whether or not you have an assistant. I have none. So a
fixed schedule for me would be torturous. Don't know if that helps. Good luck!
*******************************
Michele,
There is a flip side to scheduling classes with a teacher sign-up plan. Now
that you will have time that is "unscheduled" the goal is to encourage
teachers to work with you collaboratively to plan lessons, units, and to
teach information skills. If you do not develop that collaboration and use
this new schedule for projects and inquiry learning, you will risk teachers
thinking that you have nothing to do. I know that is not the case Michele
but they have to see it. You may already have plans for this part of your
new schedule but that did not come out in your message. I have watched this
happen in other schools and I know you do not want it to happen in yours.
So, the issue is, how do you help your teachers design their lessons so the
resources of the school library and the services of the librarian are
essential.
I really like the ideas on the Big6 web site. That web site would help you
put an information process model in place and also provide you with some
creative ways to teach information skills to your students.
I don't want to send you information that you already have so I will stop
here but please know I can give you other ideas if you want them. :-)
**********************************
I found book talks to be most effective. I prepared a
little flier outlining the kinds of book talks
available : new books (any book you haven't read is
"new"), specific genre, specific topic, non-fiction,
bios, etc. I listed times available and had a little
form teachers could fill out. Form included a place
for the teacher to say when the 2 of us could meet to
go over plans.
When new books came in I would contact teachers who
might use them and offer to do book talks. They can
be short and sweet - 15 minutes or longer and more
involved.
I always take books to faculty and department
meetings. Just display them if there isn't a spot on
the agenda.
********************************
Our K-5 school is a Flex-access school. Teachers sign
up at the beginning of the year for a set 15 min. book
check out time. This time stays the same throughout
the year - but can be changed on a time by time basis
as needed. The rest of our time is flex for anyone to
sign up for, as needed. I have a "plan book" (named so
the teachers see me as a teacher, too! although one
teacher calls it The Bible!) that the teachers can
sign up for storytime, computer time, the library
space, etc. a month at a time. (The first two years we
did it a week at a time, but that just didn't work
very well so we went to a month at a time). It has
taken the teachers four years to see me as more than
just a babysitter. We have been working on helping
them to see me as a collaborator with their teams. I
am seeing more and more classes for more and more
things. At first when we changed, the teachers didn't
like it (they were given no say in the matter and I
was a new hire), and some of them never brought their
kids in even to check out. The kids are allowed to
come in all day - as long as the school is open we are
open (8:00 - 4:00), so I see kids at times other than
when their class comes in. Teachers were no longer
coming in for library skills lessons - but they were
being told these skills needed to be taught along with
the curriculum for their grade level. As I said, it
has taken 4 years to see a difference - but it is
happening. the teachers are asking me to do more and
more, and I love it! I don't think I could teach in a
different kind of library now. It is a challenge, but
a worthwhile one.
*********************************
Do you use email within your school? We do so I began 2 years ago using Outlook as
my scheduling tools. My clerk emails everyone on Monday morning for the next week.
They may request Media Skills, Storytime or Research. For research they must also
set up a time to meet with me to discuss the particulars. This may also be done
via email or in person. On Wednesday, Valerie sends out responses to everyone so
they know when their time(s) are. We also post the schedule on our website s well
as make a hardcopy for those who want it. In this way we are able to have an open
schedule, since each week is a different schedule and have an interaction with the
teachers. Some grade levels set up monthly themes or large research projects, but
the teachers must request my time on a weekly basis. This has worked reasonably
well with our 1100 students.
*****************************************
I am a librarian at an elementary school with close to 900 students (Pre-K--5th)
and we have an open schedule with teacher sign up. We have had this for the past
10 years (this will be my fourth year as the librarian) and it works out really
well. Our teachers sign up for whichever 45 minute time slot they want every two
weeks; this is when they get a "library lesson" from me. If they need more time,
they are welcome to sign up but they have to have a reason for coming to use the
library (research, etc.). The library is open all day, even during my lunch time,
for students to come in and check out books, take Accelerated Reader quizzes (if
the computers in their classrooms are already in use), or to use the computers for
research/word processing. Sometimes it gets kind of hectic, what with trying to
run "classes" around all the other kids and teachers coming in to do things, but I
have a great library assistant who is always ready to help everyone. The beauty of
this t!
ype of schedule, is that the students are not confined to checking out a book and
having to keep it until the next time they have library class, and I have open
slots on my schedule that allow me time for the administration part of my job, like
reading reviews, ordering books and other materials, weeding, and on, and on and on
( you know there is ALWAYS something to be done) as well as fulfilling my duties as
the Technology Support Teacher on campus. I hope this schedule change works out
for you. Your teachers might be a little resistant at first, but they'll come
around. I started teaching 10 years ago, at the same campus where I am now the
librarian, and I have never seen our library run any other way, so for our campus,
it is natural way to run a library. BUT, when we have teachers that transfer in
from other campuses in our district, that are on fixed/rotation schedules, they
aren't very happy at first, but they come around when they see how much more their
students!
use the library.
**************************************
HI Michele,
(My sis spells her name with one L also).....please post a hit or email me
separately. One of the new media sp. in my district sent me an interoffice memo at
the end of school re: this very subject. I've worked in both and I love the open
library or flex scheduling. Right now my district is using library as a prep.
Actually before 3 yrs ago, there wasn't even that...and we still don't have one in
the middle school or the creation of one in the near future. First thing out of the
budget. DUH! Anyway, she wants to get feedback and info and go visit schools and
have a committee. Although I think it's great, I doubt if my supt. will go for it,
but it'll be worth a try.
We have 4 elem schools. This would only be in the two intermed. schools, but hers
is grades 4-6 and mine is grades 3-6. I also will have 30 classes this year (we've
added about 9 in the last three yrs) and she'll have 22 if she's lucky. Talk about
inequality!
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