A Dynamic Library Program:A Dynamic Library Program:A Dynamic Library Program:A Dynamic Library Program:

It’s all about student It’s all about student It’s all about student It’s all about student

learning.learning.learning.learning.learning.learning.learning.learning.

“Access to more and

more information is

of little value unless

a school places high

value on equipping

its community in the its community in the

processes of processes of processes of processes of

becoming informed.”becoming informed.”becoming informed.”becoming informed.”

James Henri

The process of being informed:

“If you’re going to teach anything in the

Information Age shouldn’t it be how to find,

evaluate, and use online information

critically?” Alan November

Schools must adopt the

educational philosophy that

the library media program is

fully integrated into the

educational programeducational programeducational programeducational program. This

integration strengthens the strengthens the strengthens the strengthens the

teaching/learning process teaching/learning process teaching/learning process teaching/learning process so

that students can develop the that students can develop the

vital skills necessary to locate, to locate, to locate, to locate,

analyze, evaluate, interpret, analyze, evaluate, interpret, analyze, evaluate, interpret, analyze, evaluate, interpret,

and communicate information and communicate information and communicate information and communicate information

and ideas. and ideas. and ideas. and ideas.

AASL Position Statement on Flexible Scheduling

21212121stststst

Century Century Century Century

PYPPYPPYPPYP

LiteracyLiteracyLiteracyLiteracyInformation Information Information Information FluencyFluencyFluencyFluency

Educational Educational Educational Educational

Program at Program at Program at Program at

QAQAQAQA

Century Century Century Century LearningLearningLearningLearning

LiteracyLiteracyLiteracyLiteracy

TechnologyTechnologyTechnologyTechnology

Information Information Information Information FluencyFluencyFluencyFluency

21212121stststst Century learning/Century learning/Century learning/Century learning/PYP:PYP:PYP:PYP:1. Creativity and Innovation (risk-takers)

2. Communication and Collaboration

(communicators, open-minded, balanced)

3. Research and Information Fluency

(inquirers, knowledgeable)(inquirers, knowledgeable)

4. Critical Thinking, Problem-solving, and

Decision-making (reflective, caring, thinkers)

5. Digital Citizenship (principled)

6. Technology Operations and Concepts

PYP principlesPYP principlesPYP principlesPYP principles:

Inquiry learning

Transdisciplinary learning

Essential elements –

knowledge, skills, knowledge, skills,

concepts,

attitudes, action

IB Profile

Essential Skills:Essential Skills:Essential Skills:Essential Skills:

Questioning

Brainstorming

Recognizing an information

need

Finding key words

Evaluating informationEvaluating information

Note-making

Searching different media

Using the WWW

Ethical use of information

Citations

Sharing information -

collaboration

Teacher

Librarian

TIFS

Language

Support

Literacy

Coordinator

ESL

Coordinator

Math

Coordinator

Humanities

Coordinator

Science

Coordinator

School Libraries Work! Research Foundation Paper School Libraries Work! Research Foundation Paper School Libraries Work! Research Foundation Paper School Libraries Work! Research Foundation Paper 2008200820082008

When the library media program is fully

integrated into the instructional program of

the school:

•students, teachers, and library media specialists become

partners in learningpartners in learningpartners in learningpartners in learning.

•The library program is an extension of the classroomextension of the classroomextension of the classroomextension of the classroom. •The library program is an extension of the classroomextension of the classroomextension of the classroomextension of the classroom.

•Information skills are taught and learned within the within the within the within the

context of the classroom curriculum. context of the classroom curriculum. context of the classroom curriculum. context of the classroom curriculum.

•The wide range of resources, technologies, and services

needed to meet students learning and information needs

are readily available in a cost-effective manner.

AASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible Scheduling

How can this integration be achieved?

� Collaboration and partnership between all the

support teachers

� Flexible scheduling in the library

What is Flexible Scheduling?

"a scheduling arrangement that allows for variation in library use, rather than having each class scheduled into the library for a regular, fixed period"

Flexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an Innovation

What is Flexible Scheduling?

Shannon (1996): “The library media specialist and the teacher plan together for instruction or use of resources based on student learning needs in each curriculum unit and schedule on curriculum unit and schedule on that basis. The schedule is arranged on an ad hoc basis and varies constantly.”

Flexible SchedulingAllows teachers to bring their classesclassesclassesclasses to the library at the time of greatest needtime of greatest needtime of greatest needtime of greatest need for instructional purposes.

Flexible AccessAllows students to visit the library at their point of need.

Flexible Access and Technology Integration in your ClassroomFlexible Access and Technology Integration in your ClassroomFlexible Access and Technology Integration in your ClassroomFlexible Access and Technology Integration in your Classroom

Why Flexible Scheduling?Educational research on effective learning tells us:

• learning skills in context is more effective than learning in isolation

• inquiry-based learning is • inquiry-based learning is more meaningful

• student achievement increases when libraries and librarians play an integral role in student learning

Flexible Scheduling: Implementing an Innovation: How School LibrariansFlexible Scheduling: Implementing an Innovation: How School LibrariansFlexible Scheduling: Implementing an Innovation: How School LibrariansFlexible Scheduling: Implementing an Innovation: How School Librarians Help Kids Help Kids Help Kids Help Kids AchieveAchieveAchieveAchieve StandardsStandardsStandardsStandards

Why Flexible Scheduling?

"Donham van Deusen and Tallman (1994) . . . found that more collaborative planning and teaching more collaborative planning and teaching more collaborative planning and teaching more collaborative planning and teaching existed in schools with flexible- or mixed-scheduled libraries, particularly where principals expected team planning and librarians were full-time and did not cover teacher planning time."not cover teacher planning time."

Flexible Scheduling: Implementing an Flexible Scheduling: Implementing an Flexible Scheduling: Implementing an Flexible Scheduling: Implementing an Innovation: How School LibrariansInnovation: How School LibrariansInnovation: How School LibrariansInnovation: How School Librarians Help Help Help Help

Kids AchieveKids AchieveKids AchieveKids Achieve StandardsStandardsStandardsStandards

"The integrated library media program philosophy requires that an open schedule must be maintained. an open schedule must be maintained. an open schedule must be maintained. an open schedule must be maintained. Classes cannot be scheduled in the library media center to provide teacher release or preparation timeteacher release or preparation timeteacher release or preparation timeteacher release or preparation time. Students and teachers must be able to come to the Students and teachers must be able to come to the Students and teachers must be able to come to the Students and teachers must be able to come to the center throughout the day center throughout the day center throughout the day center throughout the day to use information sources, to read for pleasure, and to meet and work with other students and teachers.”students and teachers.”

AASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible Scheduling

What does it take to implement?

Donham van Deusen (1995) suggested the following conditions are necessary for successful implementation:

• An information skills curriculumcurriculumcurriculumcurriculum matched with the content area curriculum

• Flexible access Flexible access Flexible access Flexible access to the library media center throughout • Flexible access Flexible access Flexible access Flexible access to the library media center throughout the day

• Team planningTeam planningTeam planningTeam planning

• Principal expectations Principal expectations Principal expectations Principal expectations for collaboration

• A commitmentcommitmentcommitmentcommitment to resource-based learningFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an Innovation

AN EFFECTIVE SCHOOL LIBRARY…AN EFFECTIVE SCHOOL LIBRARY…AN EFFECTIVE SCHOOL LIBRARY…AN EFFECTIVE SCHOOL LIBRARY…I Is accessibleaccessibleaccessibleaccessible to the total school community, on site or remotely

I Is cost effective because one book is used by many

I Provides flexible scheduling and timely access flexible scheduling and timely access flexible scheduling and timely access flexible scheduling and timely access to the collection

by all students

I Offers a broad range of materials—reference, fiction, and

nonfiction

I Addresses a broad range of reading levels

I Minimizes loss through cost-effective tracking systems

I Supports learning to read and reading to learn with I Supports learning to read and reading to learn with

informational and imaginative text and literature

I Adds new resources throughout the school year to keep

collections dynamic

I Creates a sense of ownership that is shared by the entire school

communityRoscelloRoscelloRoscelloRoscello, Frances and Patricia Webster (, Frances and Patricia Webster (, Frances and Patricia Webster (, Frances and Patricia Webster (2002200220022002). Characteristics of School Library Media ). Characteristics of School Library Media ). Characteristics of School Library Media ). Characteristics of School Library Media

Programs and Classroom Collections: Talking Points. Albany, NY: Office of Elementary, Programs and Classroom Collections: Talking Points. Albany, NY: Office of Elementary, Programs and Classroom Collections: Talking Points. Albany, NY: Office of Elementary, Programs and Classroom Collections: Talking Points. Albany, NY: Office of Elementary,

Middle, Secondary, and Continuing Education, New York State Education Department.Middle, Secondary, and Continuing Education, New York State Education Department.Middle, Secondary, and Continuing Education, New York State Education Department.Middle, Secondary, and Continuing Education, New York State Education Department.

LibrariansLibrariansLibrariansLibrarians are NOT single-subject teachers, as are

music, art, PE. These Single-subject teachers will

integrate what they do into the UOI, but they teach

a specific subject.

.

Everything that the teacher librarian is qualified to

teach, and is interested in having the students learn,

is inextricably tied to the classroom curriculum.

Teacher Librarians are trained as:Teacher Librarians are trained as:Teacher Librarians are trained as:Teacher Librarians are trained as:

Teachers

and as

Information specialists –

skilled at sourcing and selecting resources;

skilled at search techniques, evaluating websites, using

information.

Current library program:Current library program:Current library program:Current library program:

Each class visits the library once a week: book exchange,

short lesson – sharing new titles, introducing a genre,

learning library lay-out, very basic skills.

Library schedule fixed.

Teachers’ schedules fixed, with little room for manoeuvre.

Flexible Library scheduleFlexible Library scheduleFlexible Library scheduleFlexible Library schedule:

Classes sign up for a 20 minute book exchange per week/ could

be a reading period. Teacher accompanies students.

Teacher librarian works with grade level teachers, team teaching,

supporting units of inquiry, reinforcing information literacy skills.

The library can be scheduled separately from the teacher librarian.

What does a successful flex program look

like for students?students?students?students?

• The library is a very busy, dynamic place.

• Students are in the habit of coming to the library as soon coming to the library as soon as they need new reading materials. Many come more than once a week.

• Students see the librarian as a literacy and inquiry resource

• Students are responsible for what they've learned in the library; it is tied to what they are doing in their classes.

What does a successful flex program look

like for students?students?students?students?

their classes.

• Students learn inquiry skills systematically.

• Book checkouts increase

What does a successful flex program look

like for teachersteachersteachersteachers? • Students are allowed to go to the library on their own when they need new books.

• Grade-level teams meet at least once per unit of inquiry with TIFS and the inquiry with TIFS and the librarian.

• Where appropriate, librarian and TIFS meet with other support teachers.

• Classes are scheduled in the library and IT lab as needed

What does a successful flex program look

like for teachers?teachers?teachers?teachers?

• Library resources related to the current unit are made available in the library or the classroom.

• Classroom teachers, librarians, and • Classroom teachers, librarians, and tech teachers are all responsible for the Information and Technology Literacy curriculum.

• Classroom teachers often team teach with the tech teachers and librarian

What does a successful flex program look

like for administrators?administrators?administrators?administrators?

Flexible scheduling won't be successful without administrative support.

o allowing time to investigate o allowing time to investigate and implement a flex schedule

o requiring and attending planning meetings

o allowing for adequate staffing

What does a successful flex program look

like for librarians?librarians?librarians?librarians?

• Collaboration with every teacher in the school

• Busy and varied days

• Time with students focused on learning, not on management

• Accommodating several classes at once

• Length of time with students varies

• Library management during "slow" periods

Planning:Planning:Planning:Planning:Teachers, PYP coordinator, TIFs and TL look at learning

experiences, engagements for the following unit, and

discuss where information skills will come into play. TL

and TIFs will attend appropriate planning sessions for

each UOI. They will plan times through the unit where TL

will join classroom teacher to teach information literacy will join classroom teacher to teach information literacy

skills.

We need to think of the

library “as a part of a part of a part of a part of

rather than apart from apart from apart from apart from

the classroom, and of the

librarian as a line line line line

member member member member of the teaching

staff rather than an an an an staff rather than an an an an

adjunct adjunct adjunct adjunct to it.”

Gary Gary Gary Gary HartzellHartzellHartzellHartzell

Research:Research:Research:Research:

There is significant research proving that a well-resourced

school library, with a qualified TL, makes a difference to

students learning.

In our situation, I believe that with our resources, and the

fact that we do have qualified library staff, it does not

make sense to not utilize fully either the resources or the make sense to not utilize fully either the resources or the

skills of the library staff.

Our library does not need to be purely a repository for

books and other resources – it can be the heart of all

learning in our school – and will be so when the new

learning hub comes into being, but only if the philosophy

is in place.

COLORADO (LANCE, ET. AL., COLORADO (LANCE, ET. AL., COLORADO (LANCE, ET. AL., COLORADO (LANCE, ET. AL., 1993199319931993; LANCE, ; LANCE, ; LANCE, ; LANCE,

ET. AL., ET. AL., ET. AL., ET. AL., 2000200020002000))))I The size of the school library staff and collection

explained 21% of variation in 7th grade Iowa

Tests of Basic Skills (ITBS) reading scores,

while controlling for socio-economic conditions

(1993).(1993).

I Elementary school students with the most

collaborative teacher librarians scored 21%

higher on Colorado Student Assessment

Program (CSAP) reading scores than students

with the least collaborative teacher-librarians

(2000).

DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, 2005200520052005––––6666))))Data collected from this study shows that 98.2% of

students were helped by the school library in their

learning process, when the school libraries had state

certified, full-time school librarians, flexible schedules, , flexible schedules, , flexible schedules, , flexible schedules,

active instructional programs for information literacyactive instructional programs for information literacyactive instructional programs for information literacyactive instructional programs for information literacy

developmentdevelopmentdevelopmentdevelopment, and a networked information technology developmentdevelopmentdevelopmentdevelopment, and a networked information technology

infrastructure.

DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, 2005200520052005––––6666))))The mere presence of a large collection of books, The mere presence of a large collection of books, The mere presence of a large collection of books, The mere presence of a large collection of books,

magazines, and newspapers in the school library is not magazines, and newspapers in the school library is not magazines, and newspapers in the school library is not magazines, and newspapers in the school library is not

enough to generate high levels of academic achievement enough to generate high levels of academic achievement enough to generate high levels of academic achievement enough to generate high levels of academic achievement

by students. Such collections only make a positive

difference when they are part of school-wide initiatives to

integrate information literacy into the school’s approach to

standards and curricula.standards and curricula.

DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, 2005200520052005––––6666))))Elementary schools with flexibly scheduled with flexibly scheduled with flexibly scheduled with flexibly scheduled libraries

performed 10101010% better in reading % better in reading % better in reading % better in reading and 11111111% better in % better in % better in % better in

writing writing writing writing on the ISAT tests of fifth graders than schools with

less flexibly scheduled libraries.

Teacher comments:Teacher comments:Teacher comments:Teacher comments:

I love the flexible schedule because it allows me to

send the students as they need to get a book or as

they need to do research and doesn't tie me to a

certain time, and the students can read as much as

they want to because they can go and get more books they want to because they can go and get more books

and don't have to wait until the next week to get a

book.

————fourthfourthfourthfourth----grade teachergrade teachergrade teachergrade teacher

Teacher comments:Teacher comments:Teacher comments:Teacher comments:

It's a lot easier to be able to say, “Why don't you go

check it out in the library? That's a great question.”

And feel comfortable that they can go to the library

and be able to get the help and look it up without me

trying to schedule a time, like, “OK, that's a great trying to schedule a time, like, “OK, that's a great

question, but we'll have to look it up next week when

we go to the library.”

————thirdthirdthirdthird---- and fourthand fourthand fourthand fourth----grade teacher.grade teacher.grade teacher.grade teacher.

Teacher comment on the loss of planning Teacher comment on the loss of planning Teacher comment on the loss of planning Teacher comment on the loss of planning

time:time:time:time:

You need to look at it the other way to see that the

students really benefit the most, it depends on who

we're here to benefit, I guess—for the benefit of the we're here to benefit, I guess—for the benefit of the

teacher or the benefit of the studentsbenefit of the studentsbenefit of the studentsbenefit of the students, being able to

learn some real-life skills.

—fourthfourthfourthfourth----grade teachergrade teachergrade teachergrade teacher

Teacher comments:Teacher comments:Teacher comments:Teacher comments:

And I think it also encourages the children to use the

library more. At other schools I've been at, the library

just isn't on anyone's mind. But I think in ours the

library is very central. Not only is it physically central

in the building, but I think it's central in kids' minds.in the building, but I think it's central in kids' minds.

————firstfirstfirstfirst---- and secondand secondand secondand second----grade teachergrade teachergrade teachergrade teacher

WORKS CITED

� "ALA | AASL Position Statement on Flexible Scheduling." ALA | Home - American Library Association. 27 Sept. 2006. Web. 13 Mar. 2010. <http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/positionstatements/aaslpositionstatement.cfm>.

� Hartzell, Gary. "Capitalizing on the School Library’s Potential to Positively Affect Student Achievement." White House Conference Resources. Web. <http://www.fcps.edu/DIS/LMS/news/flexible_scheduling/pdfs/white_house_conf_resources.pdf>.

� Henri, James. "Understanding the Information Literate School Community." The Information Literate School Community 2:Issues of Leadership. Wagga Wagga: Centre for Information Studies, 2005. 11-26. Print.

� Hoiseth, Linda. Flexible Library Scheduling in the Elementary School. Presentation 2009

� Hoiseth, Linda. Flexible Library Scheduling in the Elementary School. Presentation 2009

� Keith Curry, Lance. "How School Librarians Help Kids Achieve Standards: The Second Colorado Study." Apr. 2000. Web. 13 Mar. 2010.

� McGregor, Joy. "ALA | Flexible Scheduling: Implementing an Innovation." ALA | Home - American Library Association. Web. 20 Mar. 2010. <http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/flexible.cfm>

� The Primary Years Programme A Basis for Practice. Rep. Cardiff: International Baccalaureate, 2009. Print.

� Roscello, Frances, and Patricia Webster. "Characteristics of School Library Media Programs and Classroom Collections: Talking Points." Office of Elementary, Middle, Secondary, and Continuing Education, New York State Education Department(2002). Print.

� "School Libraries Work!" Scholastic Library Publication, 2008. Web. 13 Mar. 2010. �