Re: [LM_NET] Elem---FIXED vs FLEXschedules--->

[Geneva Johnson <johnsong@OWASSO.K12.OK.US>]

Okay,  I have to add my bit to this thread. There are so many cliches 
running through my head...Dance with the one that bring ya...Ya get, whatcha 
get and you don't throw a fit...I keep thinking that we all walk into 
different situations.  You have to deal with the reality that you have, but 
still keep working towards what we believe to be best for students...and 
that is a flexible schedule.  And I think therein lies the rub.  What 
research says is best for students doesn't always translate into our own 
philosophy...and our philosophy drives our goals.  

I've seen all sorts of programs work really well -- fixed, flexed, or 
mixed.  I've seen all sorts of program be an embarrassment to the profession 
-- fixed, flexed, or mixed.  We determine whether our program works.  There 
will always be people who will be easy sells and those that will refuse to 
be involved collaboratively...no matter if they stay in the library during 
our lesson or not. I just hope that no matter what reality we each deal 
with, we are working to make libraries and information literacy the hub of 
our schools where point of need instruction is the norm.   

I didn't realize that so many libraries are fixed.  I am fully flex.  I 
teach about 25 classes a week.

Just another perspective.
 
Geneva Johnson, NBCT 2004
Library Media Specialist
Ator Heights Elementary
Owasso Public Schools
johnsong@owasso.k12.ok.us


Date:    Tue, 1 May 2007 14:08:58 +0000
From:    Ronda Foust <rfoust150@COMCAST.NET>
Subject: Subject: Re: Elem---FIXED vs FLEXschedules--->

This has been a GREAT conversation, and as someone coming into the field 
just this year (graduation May 10!!!), I've been very interested to hear the 
different viewpoints on scheduling.  From what I've experienced so far, I 
too see some benefits to the fixed/mixed schedule.  To go even a step 
further, the best experience I've had with the fixed/mix schedule was at a 
K-4 elementary school where library was treated as a special area class and 
the librarian saw every class at least once a week for a class period of 
about 50 minutes.  This offered ample time for information literacy lessons, 
book talks, story time and a 10-15 minute checkout.  This school had a good 
atomosphere of collaboration, and while the classroom teachers did not come 
and stay with the classes for library time, there was plenty of 
communication between the librarian and the classroom teachers and the 
administration was definitely on board.  Perhaps, therein lies a key to 
making a fixed/mixed schedule work-!
 -commun
ication and collaboration--and then even MORE communication.  

A while back I asked LM_Netters about whether they used lesson plans.  I was 
surprised at the diversity of answers--from those librarians who were 
required to submit lesson plans every week to those who didn't do them at 
all.  This may be my naievete showing through, but it seems that, if there 
is concern about showing "value added" to administrators and teachers who 
either don't know or who doubt the benefits of a first-rate library program, 
taking the initiative to develop and share library lesson plans --especially 
if they are NOT required -- might be a step toward showing the lessons and 
how they fit into the curriculum.  I'm not suggesting that we hit people 
over the head with what we do, but that we document the value-added 
ourselves, and show the correlation to the curriculum.  Perhaps in some 
environments, we might have to start small--finding just one teacher who we 
can work with when we meet with resistance to collaborative efforts (for 
whatever reason).  

I would love to hear some ideas any of you have on ways to "start 
small"--ways to incorporate the curriculum and bring teachers and 
administrators together--particularly in environments that are perhaps 
resistant (again, for whatever reason) to collaborative efforts with the 
library.  

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