Download - Flexible scheduling in the library
A Dynamic Library Program
Itrsquos all about student learning
ldquoAccess to more and more information is of little value unless a school places high value on equipping its community in the processes of becoming informedrdquo
James Henri
The process of being informed ldquoIf yoursquore going to teach anything in the Information Age shouldnrsquot it be how to find evaluate and use online information criticallyrdquo Alan November
Schools must adopt the educational philosophy that the library media program is fully integrated into the educational program This integration strengthens the teachinglearning process so that students can develop the vital skills necessary to locate analyze evaluate interpret and communicate information and ideas
AASL Position Statement on Flexible Scheduling
PYP
Educational
Program at QA
21st Century learningPYP
1 Creativity and Innovation (risk-takers)
2 Communication and Collaboration (communicators open-minded balanced)
3 Research and Information Fluency (inquirers knowledgeable)
4 Critical Thinking Problem-solving and Decision-making (reflective caring
thinkers)
5 Digital Citizenship (principled)
6 Technology Operations and Concepts
PYP principles
Inquiry learningTransdisciplinary learningEssential elements ndash knowledge skills conceptsattitudes actionIB Profile
SKILLS ThinkingCommunicationSocialResearchSelf-management
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
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- Slide 43
- Works Cited
- Slide 45
-
ldquoAccess to more and more information is of little value unless a school places high value on equipping its community in the processes of becoming informedrdquo
James Henri
The process of being informed ldquoIf yoursquore going to teach anything in the Information Age shouldnrsquot it be how to find evaluate and use online information criticallyrdquo Alan November
Schools must adopt the educational philosophy that the library media program is fully integrated into the educational program This integration strengthens the teachinglearning process so that students can develop the vital skills necessary to locate analyze evaluate interpret and communicate information and ideas
AASL Position Statement on Flexible Scheduling
PYP
Educational
Program at QA
21st Century learningPYP
1 Creativity and Innovation (risk-takers)
2 Communication and Collaboration (communicators open-minded balanced)
3 Research and Information Fluency (inquirers knowledgeable)
4 Critical Thinking Problem-solving and Decision-making (reflective caring
thinkers)
5 Digital Citizenship (principled)
6 Technology Operations and Concepts
PYP principles
Inquiry learningTransdisciplinary learningEssential elements ndash knowledge skills conceptsattitudes actionIB Profile
SKILLS ThinkingCommunicationSocialResearchSelf-management
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
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- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
The process of being informed ldquoIf yoursquore going to teach anything in the Information Age shouldnrsquot it be how to find evaluate and use online information criticallyrdquo Alan November
Schools must adopt the educational philosophy that the library media program is fully integrated into the educational program This integration strengthens the teachinglearning process so that students can develop the vital skills necessary to locate analyze evaluate interpret and communicate information and ideas
AASL Position Statement on Flexible Scheduling
PYP
Educational
Program at QA
21st Century learningPYP
1 Creativity and Innovation (risk-takers)
2 Communication and Collaboration (communicators open-minded balanced)
3 Research and Information Fluency (inquirers knowledgeable)
4 Critical Thinking Problem-solving and Decision-making (reflective caring
thinkers)
5 Digital Citizenship (principled)
6 Technology Operations and Concepts
PYP principles
Inquiry learningTransdisciplinary learningEssential elements ndash knowledge skills conceptsattitudes actionIB Profile
SKILLS ThinkingCommunicationSocialResearchSelf-management
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
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- Slide 25
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- Slide 30
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- Slide 34
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- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Schools must adopt the educational philosophy that the library media program is fully integrated into the educational program This integration strengthens the teachinglearning process so that students can develop the vital skills necessary to locate analyze evaluate interpret and communicate information and ideas
AASL Position Statement on Flexible Scheduling
PYP
Educational
Program at QA
21st Century learningPYP
1 Creativity and Innovation (risk-takers)
2 Communication and Collaboration (communicators open-minded balanced)
3 Research and Information Fluency (inquirers knowledgeable)
4 Critical Thinking Problem-solving and Decision-making (reflective caring
thinkers)
5 Digital Citizenship (principled)
6 Technology Operations and Concepts
PYP principles
Inquiry learningTransdisciplinary learningEssential elements ndash knowledge skills conceptsattitudes actionIB Profile
SKILLS ThinkingCommunicationSocialResearchSelf-management
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
PYP
Educational
Program at QA
21st Century learningPYP
1 Creativity and Innovation (risk-takers)
2 Communication and Collaboration (communicators open-minded balanced)
3 Research and Information Fluency (inquirers knowledgeable)
4 Critical Thinking Problem-solving and Decision-making (reflective caring
thinkers)
5 Digital Citizenship (principled)
6 Technology Operations and Concepts
PYP principles
Inquiry learningTransdisciplinary learningEssential elements ndash knowledge skills conceptsattitudes actionIB Profile
SKILLS ThinkingCommunicationSocialResearchSelf-management
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
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- Works Cited
- Slide 45
-
21st Century learningPYP
1 Creativity and Innovation (risk-takers)
2 Communication and Collaboration (communicators open-minded balanced)
3 Research and Information Fluency (inquirers knowledgeable)
4 Critical Thinking Problem-solving and Decision-making (reflective caring
thinkers)
5 Digital Citizenship (principled)
6 Technology Operations and Concepts
PYP principles
Inquiry learningTransdisciplinary learningEssential elements ndash knowledge skills conceptsattitudes actionIB Profile
SKILLS ThinkingCommunicationSocialResearchSelf-management
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
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- Slide 21
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- Slide 25
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- Slide 30
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- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
PYP principles
Inquiry learningTransdisciplinary learningEssential elements ndash knowledge skills conceptsattitudes actionIB Profile
SKILLS ThinkingCommunicationSocialResearchSelf-management
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
SKILLS ThinkingCommunicationSocialResearchSelf-management
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
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- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Essential Skills in Research
QuestioningBrainstormingRecognizing an information needFinding key wordsEvaluating informationNote-makingSearching different mediaUsing the WWWEthical use of informationCitationsSharing information - collaboration
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Teacher Libraria
n
TIFS
ESL
Language
Support
Literacy Coordinat
or
Math Coordinat
or
Humanities
Coordinator
Science Coordinato
rSchool Libraries Work Research Foundation
Paper 2008
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
When the library media program is fully integrated into the
instructional program of the school
bullstudents teachers and library media specialists become partners in learning bullThe library program is an extension of the classroom bullInformation skills are taught and learned within the context of the classroom curriculum bullThe 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 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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
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- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
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- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
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 Innovation
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
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- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
What is Flexible Scheduling
Shannon (1996) ldquoThe 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 that basis The schedule is arranged on an ad hoc basis and varies constantlyrdquo
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
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- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Flexible SchedulingAllows teachers to bring their classes to the library at the time 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 Classroom
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Why Flexible SchedulingEducational research on effective learning tells us bull learning skills in context
is more effective than learning in isolation
bull inquiry-based learning is more meaningful
bull student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling Implementing an Innovation How School Librarians Help Kids Achieve Standards
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
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- Works Cited
- Slide 45
-
Why Flexible Scheduling
Donham van Deusen and Tallman (1994) found that 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
Flexible Scheduling Implementing an Innovation How School Librarians Help
Kids Achieve Standards
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
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- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
The integrated library media program philosophy requires that an open schedule must be maintained Classes cannot be scheduled in the library media center to provide teacher release or preparation time Students and teachers must be able to come to the center throughout the day to use information sources to read for pleasure and to meet and work with other students and teachersrdquo
AASL Position Statement on Flexible Scheduling
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
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- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
What does it take to implementDonham van Deusen (1995) suggested the following conditions are necessary for successful implementation
bull An information skills curriculum matched with the content area curriculum
bull Flexible access to the library media center throughout the day
bull Team planning
bull Principal expectations for collaboration
bull A commitment to resource-based learning Flexible Scheduling Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
AN EFFECTIVE SCHOOL LIBRARYhellip1048714 Is accessible to the total school community on site or remotely1048714 Is cost effective because one book is used by many1048714 Provides flexible scheduling and timely access to the collection by all students1048714 Offers a broad range of materialsmdashreference fiction and nonfiction1048714 Addresses a broad range of reading levels1048714 Minimizes loss through cost-effective tracking systems1048714 Supports learning to read and reading to learn with informational and imaginative text and literature1048714 Adds new resources throughout the school year to keep
collections dynamic1048714 Creates a sense of ownership that is shared by the entire school communityRoscello Frances and Patricia Webster (2002) Characteristics of School Library Media Programs and Classroom Collections Talking Points Albany NY Office of Elementary Middle Secondary and Continuing Education New York State Education Department
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
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- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Librarians 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
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Everything that the teacher librarian is qualified to teach and is interested in
helping the students learn is inextricably tied to the classroom curriculum
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Teacher Librarians are trained as
Teachers
and as
Information specialists ndash skilled at sourcing and selecting resourcesskilled at search techniques evaluating websites using information
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Current library program
Each class visits the library once a week book exchange short lesson ndash sharing new titles introducing a genre learning library lay-out very basic skillsLibrary schedule fixedTeachersrsquo schedules fixed with little room for manoeuvre
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Flexible Library scheduleClasses 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
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
What does a successful flex program look like for students
bull The library is a very busy dynamic place
bull Students are in the habit of coming to the library as soon as they need new reading materials Many come more than once a week
bull Students see the librarian as a literacy and inquiry resource
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
bull Students are responsible for what theyve learned in the library it is tied to what they are doing in their classes
bull Students learn
inquiry skills systematically
bull Book checkouts
increase
What does a successful flex program look like for students
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
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- Slide 10
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- Slide 36
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- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
What does a successful flex program look like for teachersbull Students are allowed
to go to the library on their own when they need new books
bull Grade-level teams meet at least once per unit of inquiry with TIFS and the librarian
bull Where appropriate librarian and TIFS meet with other support teachers
bull Classes are scheduled in the library and IT lab as needed
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
What does a successful flex program look like for teachers
bull Library resources related to the current unit are made available in the library or the classroom
bull Classroom teachers librarians and TIFs are all responsible for the Information and Technology Literacy curriculum
bull Classroom teachers often team teach with the TIFs and librarian
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
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- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
What does a successful flex program look like for administrators
Flexible scheduling wont be successful without administrative support
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
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
What does a successful flex program look like for librarians
bull Collaboration with every teacher in the school
bull Busy and varied days
bull Time with students focused on learning not on management
bull Accommodating several classes at once
bull Length of time with students varies
bull Library management during slow periods
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
PlanningPlanning needs to be done well in advance of the unitrsquos commencement date
Teachers PYP coordinator TIFs language support teachers coordinatorsTAP and TL look at learning experiences engagements for the following unit and discuss where information skills will come into play
They will plan times through the unit where TL will join classroom teacher to teach information literacy skills
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
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- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
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- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Little boxes
Collaboration will avoid separating the different skills into different teachinglearning areas
The TLrsquos role does not have to be restricted to Information Fluency bullAttitudes and profile wordsbullGenresbullVisual LiteracybullInternationalismbullPresentation ndash book makingbullGlobal collaboration in literacy and other projectsbullAction
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
We need to think of the library ldquoas a part of rather than apart from the classroom and of the librarian as a line member of the teaching staff rather than an adjunct to itrdquo
Gary Hartzell
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Research
There is significant research proving that a well-resourced school library with a qualified TL makes a difference to studentsrsquo 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 skills of the library staff
Our library does not need to be purely a repository for books and other resources ndash it can be the heart of all learning in our school ndash and will be so when the new learning hub comes into being but only if the philosophy is in place
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
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- Slide 31
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- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
COLORADO (LANCE ET AL 1993 LANCE ET AL 2000)1048714 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)1048714 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 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
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- Slide 18
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- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
DELAWARE (TODD 2005ndash6)Data collected from this study shows that 982 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 active instructional programs for information literacydevelopment and a networked information technology infrastructure
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
DELAWARE (TODD 2005ndash6)The mere presence of a large collection of books magazines and newspapers in the school library is not enough to generate high levels of academic achievement by students Such collections only make a positivedifference when they are part of school-wide initiatives to integrate information literacy into the schoolrsquos approach to standards and curricula
DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
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- Works Cited
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DELAWARE (TODD 2005ndash6)Elementary schools with flexibly scheduled librariesperformed 10 better in reading and 11 better in writing on the ISAT tests of fifth graders than schools with less flexibly scheduled libraries
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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
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- Works Cited
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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 doesnt 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 and dont have to wait until the next week to get a book
mdashfourth-grade teacher
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
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- Works Cited
- Slide 45
-
Teacher comments
Its a lot easier to be able to say ldquoWhy dont you go check it out in the library Thats a great questionrdquo 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 ldquoOK thats a great question but well have to look it up next week when we go to the libraryrdquo
mdashthird- and fourth-grade teacher
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
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- Works Cited
- Slide 45
-
Teacher comment on the loss of planning time
You need to look at it the other way to see that the students really benefit the most it depends on who were here to benefit I guessmdashfor the benefit of the teacher or the benefit of the students being able to learn some real-life skills
mdashfourth-grade teacher
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
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- Works Cited
- Slide 45
-
Teacher comments
And I think it also encourages the children to use the library more At other schools Ive been at the library just isnt on anyones mind But I think in ours the library is very central Not only is it physically central in the building but I think its central in kids minds
mdashfirst- and second-grade teacher
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
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- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
WORKS CITED ALA | AASL Position Statement on Flexible Scheduling ALA | Home - American
Library Association 27 Sept 2006 Web 13 Mar 2010 lthttpwwwalaorgalamgrpsdivsaaslaaslproftoolspositionstatementsaaslpositionstatementcfmgt
Hartzell Gary Capitalizing on the School Libraryrsquos Potential to Positively Affect Student Achievement White House Conference Resources Web lthttpwwwfcpseduDISLMSnewsflexible_schedulingpdfswhite_house_conf_resourcespdfgt
Henri James Understanding the Information Literate School Community The Information Literate School Community 2Issues of Leadership Wagga Wagga Centre for Information Studies 2005 11-26 Print
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 lthttpwwwalaorgalamgrpsdivsaaslaaslpubsandjournalsslmrbslmrcontentsvolume9flexiblecfmgt
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
Photographs Metha Al Naimi
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
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- Slide 38
- Slide 39
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- Works Cited
- Slide 45
-
Photographs Metha Al Naimi
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- Works Cited
- Slide 45
-