Flexible Scheduling
Flexible scheduling is the most effective way of providing library services when they are most needed. The American Library Association (ALA) Position Statement on Flexible Scheduling states: “Schools must adopt the educational philosophy that the library media program is fully integrated into the educational program. This integration strengthens the teaching/learning process so that students can develop the vital skills necessary to locate, analyze, evaluate, interpret, and communicate information and ideas. When the library media program is fully integrated into the instructional program of the school, students, teachers, and library media specialists become partners in learning. The library program is an extension of the classroom. Information skills are taught and learned within the context of the classroom curriculum….”
In addition to the ALA position, research findings support flexible scheduling as well as many state and national standards for school library media programs. “Research indicates that students perform at higher levels when their access to the LMC is not limited to regularly scheduled class visits. Students should be free to visit the LMC as their learning needs dictate….individual student visits to the LMC correlate with test scores, but group visits of the sort most common now – do not.”
Collaborative teaching is the best way to ensure student achievement and flexible scheduling for the library program is a vital component. Lessons are scheduled when the classroom teacher and/or librarian indicate a curricular need. Information skills become more meaningful for students when related to a unit of study with immediate application. “Library” is not a separate subject but a student-centered program that is fully integrated into the educational program and meets the needs of students and teachers at the time of need. Students are better able to learn and teachers are better able to teach when flexible scheduling is utilized.
Individuals and small groups are always welcome in the library.
1 American Library Association, Position Statement on Appropriate Staffing for School Library Media Centers
[online] http://www.ala.org/aasl
2 Library Research Service, Proof of the Power: A First Look at the Results of the Colorado Study…and More!
[online] http://www.lrs.org
In addition to the ALA position, research findings support flexible scheduling as well as many state and national standards for school library media programs. “Research indicates that students perform at higher levels when their access to the LMC is not limited to regularly scheduled class visits. Students should be free to visit the LMC as their learning needs dictate….individual student visits to the LMC correlate with test scores, but group visits of the sort most common now – do not.”
Collaborative teaching is the best way to ensure student achievement and flexible scheduling for the library program is a vital component. Lessons are scheduled when the classroom teacher and/or librarian indicate a curricular need. Information skills become more meaningful for students when related to a unit of study with immediate application. “Library” is not a separate subject but a student-centered program that is fully integrated into the educational program and meets the needs of students and teachers at the time of need. Students are better able to learn and teachers are better able to teach when flexible scheduling is utilized.
Individuals and small groups are always welcome in the library.
1 American Library Association, Position Statement on Appropriate Staffing for School Library Media Centers
[online] http://www.ala.org/aasl
2 Library Research Service, Proof of the Power: A First Look at the Results of the Colorado Study…and More!
[online] http://www.lrs.org
