Re: [LM_NET] Elem---FIXED vs FLEXschedules---> 'best practices' are also 'impossible practices'.

[Wendy Stoll <wenreads@YAHOO.COM>]

I, too agree with Barb.  In fact, I'll go one further:  I see great positives in a 
fixed schedule. Though I agree that in the best of possible worlds we would all 
have flex scheduling, part of that includes teachers who understand the importance 
of a library media center, and of the professionals who staff it, and who know how 
necessary information literacy is in this day and age.  I have seen flexible 
scheduling go to complete waste in schools, because the teachers don't have time 
for things that are not "on the test."

With fixed scheduling, I see all the children in the school every week.  I get to 
introduce them to the Big Six, and show them how many wonderful reference books 
there are.  They learn where to get information they need, and how to document it.  
They learn about the ethics of intellectual property, and what plagiarism is, and a 
copyright date.  They learn how to tell good information from bad. They learn how 
to choose a book for pleasure reading, how libraries are set up, how to use the 
OPAC.  These things are not "on the test," but they are invaluable lessons when 
they hit middle and high school.

I still have an hour a day for open checkout.  I have a LOT of readers, so that is 
always a very busy hour. However, I have learned to appreciate my fixed schedule, 
and with all the job cuts going on, I recognize that it's also just a bit of job 
security to be needed planning time.




----- Original Message ----
From: Robert Joyce <robert@GCRONLINE.COM>
To: LM_NET@LISTSERV.SYR.EDU
Sent: Monday, April 30, 2007 9:34:59 PM
Subject: Elem---FIXED vs FLEXschedules---> 'best practices' are also 'impossible 
practices'.


Very well put, Barb Engval!!!  ...see subject line.  Finally in all these 
discussions about fixed VS flexible someone hits the nail on the head. I, for one, 
am glad to see this topic summed up that way.  I don't think the way Barb summed  
up  the topic can be matched.    As Barb truthfully mentioned, in the real world 
---OUR REAL WORLD [ not research based but everyday practical  world] --- at the 
elementary level, flexible scheduling isn't   always en vogue.    Great for those 
who have  it... receive support from their principals.....content/complacent with 
it etc etc.   Teachers want their prep a.k.a. "BREAK" from all of the 
resource/support personnel...not just library media specialists. This is the only 
way elementary teachers get it. Elementary isn't the same as middle and senior high 
level where planning is built in to the teacher's class load.  I have heard 
elementary teachers complain with great envy about how middle and high school 
teachers get planning. Block
 scheduling at high school level ---IF  I am correct--- brings  long blocks of 
planning that would turn any elementary teacher green with envy. Furthermore, I 
agree with Barb in that we must deal with the cards we are dealt.  

If those who are on flexible scheduling could turn the negative (fixed scheduling) 
into a positive and insert some of the flexible scheduling practices into fixed, 
they  would align the information literacy skills curriculum with the 4 core 
subjects for each grade.  Follow the 4 core / academic subjects  pacing guide to 
build lessons. Either  "hit it" before, during, or after where the classroom 
curriculum & school library media center can correlate and align themselves. Yes, I 
do this. I collaborate in an alternate way as far as I am concerned.  Alignment is 
the key with fixed schedules.  Look for the teachable moment ! And, yes, I am on a 
fixed schedule.     

Just my 75 cents.

Robert Joyce
robert@gcronline.com
School Librarian / Library Media Specialist
Virginia


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