When I read and decided to send the posting, I didn't interpret the posting
negatively. [OR to begin a scheduling debate] Posting, in my opinion, can serve as
an advocacy tool { see links below] for those who want flexible scheduling.
Although I don't care for the name "specials" unless you fine tune and call us
"resource specialists", the posting defined point blank what we are if we ( and
PE, music, art, school counselors, technology) operate on a fixed schedule.
The original sender provided resources to implement flexible scheduling.
Unfortunatley, the titles of resources didn't hyperlink on lm net posting. They
are as follows:
Position Statement on Flexible Scheduling
http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/positionstatements/aaslpositionstatement.cfm
School Libraries Work!
http://www2.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf
AASL Resource Guides for School Library Media Program Development
http://www.ala.org/ala/mgrps/divs/aasl/aaslarchive/resourceguides/flexiblescheduling.cfm
As you can see the above reputable documents are promoting flexible scheduling.
Ms Jones provided ideas to use in fixed scheduling in area of reading and
literature promotion.
Also, I didn't interpret the statement that reader's workshop ( I prefer theatre
instead of workshop aka " reading a play" short /simple) shows lack of planning. We
don't know exactly how Ms Jones uses "plays". She didn't specify nor her
preparation. I, for one, integrate "plays" with the unit/season/holiday to have
variety and diversity in the weekly visit.
I wanted to clarify my reason for sending.
Robert Joyce
Virginia
rajoyce59@verizon.net
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