Table Of Content

All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address FEATURE usage requests to the ALA Office of Rights and Permissions. 32 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Volume 45, No. 4 | March/April 2017 33 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. As a presenter and speaker, one of I moved to another elementary I wanted to instill the habits and the things I’m most often asked school where everyone was used to behaviors of readers in my students, to talk about is flexible scheduling— a very fixed library schedule; classes not increase my check-in and or, in some cases, to avoid talking came every week, and students check-out stats. Genuine readers about because “it just isn’t possible returned their books, checked out carefully select their next books at (insert campus name or district new books, and enjoyed a library based on interest, reviews from name).” I know elementary school activity or story time. However, I peers, and excitement about their libraries; I served for one year at wanted to do more to support next choice. Readers return a book the Pre-K level and four years at the students’ learning. Over the course because they are done with it or elementary level at two different of three years I was able to move that because they choose to abandon it. schools. I know that mentality of “we campus from a very fixed schedule Readers share their love of a great have always done it this way, and this to a completely flexible schedule. book with one another by describing is the way we are going to keep doing The first year I was there, every week the book and what it was they liked it.” What I also know is that a person teachers in grades K–2 dropped about it. I knew something had to with enough gumption to go in and their classes off for thirty-minute change if our students were going rock the boat and change things up library times, and teachers in grades to take ownership of their reading can fight for change and make it 3–5 dropped their classes off for process. work! thirty- to forty-five-minute library times. I asked to move to a flex schedule The thing I noticed about working my second year at that school but in a school library on a fixed One of the things that bothered was told that it just wouldn’t work. schedule was that I didn’t have any me most about the schedule was that Since I wasn’t going to give up that curriculum. Teachers in music, art, my precious readers were returning easily, I went to the second-grade and physical education have TEKS their books on library day every team of teachers and asked them (our state’s learning standards) week regardless of whether they were if they would be willing to do an about what they have to teach and done with their books. I watched experiment with me. I explained cover. However, in Texas there is no in horror as they would yank what I was seeing with the kids and such thing as library curriculum. bookmarks right out of the middle their behaviors with books, and I So I was busy trying to make up of a book and turn it in! Why?!?! explained that I wanted to nurture stuff to do with my students and You aren’t done with it! Students our readers and be instructionally present entertaining story times, were so involved in the routine relevant. Here’s what I asked the but these things were not instruc- and the excitement of getting more second-grade teachers to do and tionally relevant. I mean, they could books that they were not behaving not do: have been, but I had no real way of like genuine readers. knowing because I wasn’t collaborat- 1) No more whole-class check-in ing with the classroom teachers. Genuine readers don’t turn in their and check-out. Teachers would books just because it’s library day! send their kids individually, in One of the things that bothered me most about the schedule was that my precious readers were returning their books on library day every week regardless of whether they were done with their books. I watched in horror as they would yank bookmarks right out of the middle of a book and turn it in! 34 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. pairs, or in groups of three to with it. If you need to abandon library to ensure that students with come to the library and check a book the next day because Individualized Education Plans or books in and out as needed you don’t like it or it’s too easy students with 504 plans were given based on their reading needs or too hard, so be it. If it takes all the necessary modifications and for their classroom readers’ two months or two days to read accommodations. workshop. This strategy allowed your book, you return it when me to engage in actual readers’ you’re done.” (To this day I do These library lessons became some advisory with my students not believe in due date stamps, of the most memorable experi- instead of dealing with a herd cards, or slips in a book.) No ences for the students and teachers mentality: “Where are the more pulling bookmarks out of for that year because the lessons Wimpy Kid books?” the middle of books students were such shining examples of the weren’t actually done with. power of collaboration and its role 2) Classes would come to the in enriching and enhancing the library as a whole class for These policies took effect across an curriculum! curriculum-related activities entire grade level with the whole on which the teachers would team of teachers on board. We then At the end of the year I asked collaborate with me. We’d have proceeded to start the collabora- those teachers and students to no set schedule. Instead, we tion process. Throughout the school help me create a video about this would teach a lesson when it year we collaborated sixteen times flex schedule experience. (To actually fit in the curriculum for curriculum-related lessons. watch it, go to <www.youtube.com/ timeline. If we needed to teach On a regular basis I would e-mail watch?v=Q2tCbssf-JQ>.) I then X on Wednesday and Thursday teachers, meet with them face to went to my principal armed with next week, that’s when the class face, and talk to them on the phone this experience and the video and would come to the library—yes, to help them determine what pieces examples of the curriculum-related two days in a row! of their lesson plan would make the work we had done together—the most sense to teach in the school teachers, the students, and myself. 3) On an as-needed basis, library. As a result, I was asked to present teachers could bring a whole that video and examples of the class for a fifteen-minute In most cases, I would take a lesson lessons and student work at the “Book Blast” if the teacher that was less than awesome and back-to-school professional devel- had a significant number of bring it to life with great books, opment days for classroom teachers. students who needed to go to technology, library resources, That third year, I was allowed to the library. No class had a set stations, and hands-on activities. implement the model across grades day or time. Any kiddos without I would create the activity page or 2–5. Bumps and other issues had to the need to do anything with the product that the students would be worked through that third year. their books wouldn’t have to work on throughout the course I still faced some opposition, but it bring their books. of the activity. I would gather the was clear that this model was in the necessary resources and supplies. best interests of student achievement 4) I also became VERY lenient I would acquire any additional and making the library instruction- with due dates. I began telling technology needed. I would make ally relevant. the kids in all the grades, “Your the answer key (if there was one) book is due when you are done and provide copies to each teacher. The following year I went to a new I did all the leg work for the lesson so that elementary school in our district the teachers just had to show up with their and opened a new library. The students and help me co-teach the content. principal at that new school was 100 I relied heavily on the teachers percent behind the flexible schedule because of course they were the model. I did still have kindergarten- experts on their content. I would ask ers and first-graders on a somewhat for their guidance and input on the “fixed” thirty-minute library visit activity sheet I was creating to make each week—especially at the start sure it aligned with what they were of the school year. However, as the doing in the classroom and their school year progressed, I was able learning targets. I also relied on to collaborate on a broader scale them when they were with me in the with kindergarten and first-grade teachers and make their library Volume 45, No. 4 | March/April 2017 35 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Flexible scheduling is one of those things that we all know—in theory—is best for kids, but often find difficult to implement in practice. However, I encourage you to find ways to make flexible scheduling a reality at your elementary or secondary campus. visits more curriculum driven. I also and e-mail as a way to track who is emphasized that we could change coming to the library when. ttoo mmaakkee flfleexxiibbllee sscchheedduulliinngg wwoorrkk,, class “times” at any point should we but aren’t sure how to do it. WWe are need more time for a lesson or so I • Be prepared to meet the teachers all in this together, and we are better could see all their classes over the at their point of need to accomplish together! Let me know if I can help! course of a day or two to fit in their the planning and collaboration (Seriously.) curriculum lesson. I would also tell (in-person meetings, e-mail, the classroom teachers that their phone, text, carrier pigeon, etc.). To see all of the grade-level activities “times” had to be flexible in case I have done throughout the years, Implementing flexible scheduling another grade level needed a lesson go to <http://borchardtlibrary. can be a hard row to hoe, but it is on a specific day. edublogs.org/category/grade-level- so worth the effort for your school collaborative-activities>. Flexible scheduling is one of those and your students! I am here as a things that we all know—in theory— resource, and many other librarians is best for kids, but often find are out there who can also serve as difficult to implement in practice. resources for those of you who want Recommended Reading: However, I encourage you to find ways to make flexible scheduling American Association of School a reality at your elementary or Librarians. 2014. “Position secondary campus. After putting Nancy Jo Lambert Statement on Flexible Scheduling.” <www.ala.org/aasl/ flexible scheduling into practice is school librarian at advocacy/resources/statements/ and making it a reality at more Rick Reedy High School, flex-sched> (accessed October 4, than one school, I know it can 2016). Frisco (TX) Independent work. Implementation does take a Donnelly, Andria. 2014. “Building lot of perseverance and dedication, School District. She is a a Flexible School Library Program.” School Library Monthly though. Here are some tips: member of AASL and serves as a member of 30 (5): 14–16. the AASL Publications Advisory Group and ———. 2014. “Collaborating with • Be prepared for the need to Teachers: Questions and Answers.” frequently remind teachers you the ALA Committee on Library Advocacy. School Library Monthly 31(1): 36–37. are there as a resource and to ask She is immediate past chair of the Texas Haycock, Ken. 1998. “Collaborative them to collaborate with you. Cultures, Team Planning and Library Association Children’s Round Table, Flexible Scheduling.” Emergency • As much as possible, be present and current social media manager of the Texas Librarian 25 (5): 28. in planning meetings to offer Association of School Librarians and vice- Kaplan, Allison G. 2007. “What Does an Integrated Program Look ideas and suggestions to enrich president of the Texas Computer Education Like?” Phi Delta Kappan 89 (4): and enhance the curriculum with 302. Association’s Library Special Interest Group. school library resources and your Manzo, Kathleen Kennedy. own ability to coteach. Nancy Jo is also on the advisory board for 2000. “Study Shows Rise in Test Scores Tied to School Library the Mackin Transform Your School Library • For scheduling, find a tool that Resources.” Education Week (March Movement, and she co-moderates #txlchat 22). <www.edweek.org/ew/ works for you AND for your articles/2000/03/22/28libe.h19. campus. I have used a variety on Twitter. She has been published in html?qs=Study+Shows+Rise+in+T of resources, such as Google professional journals, has won numerous est+Scores+Tied+to+School+Libra ry+Resources> (accessed October Calendar, Outlook Calendar, my awards and grants, and is a reviewer for 4, 2016). library website, Google Forms, School Library Journal. 36 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Volume 45, No. 4 | March/April 2017 37 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. 38 Knowledge Quest | Power to the Pupil: Student Agency in the School Library