Fixed schedule elementary library classes, length of time.

[Chris Swerling]

Has anyone done or read any research regarding the length of fixed scheduled classes at the elementary level? My school system switched to a 30 min. every week schedule this year for grade 3 from 45 min. every other week. Now they are thinking of switching back and my staff and school principals are divided. Many feel that 30 min. once a week is more developmentally appropriate and provides for more continuity.The other half feels that 45 min. every other week provides for more indepth instruction and the integration of technology into project based learning.

Any thoughts? Any suggestions? Has anyone done or read any research about this?

Chris

[Doug Valentine]

I see each class for 30 minutes every other week for a lesson. The off week they come for a checkout. I find this gives me a lot of time to work on a really good lesson that ties into the class themes and also allows for a good amount of time to choose books. My teachers really like this arrangement. They enjoy coming and participating in the lessons and most try and help their kids with good reading selections. I can't speak to research and I feel you have to do what works for your kids and situation no matter what the research says ;)

[Diane Cordell]

My research seems to support the idea that fixed schedules, except for book exchanges, are much less effective than a flexible schedule which allows for access to the library/librarian at a "time of need" - either to pursue individual inquiry research or to conduct collaborative, research-oriented classes.
http://www.doug-johnson.com/dougwri/hurleypaper.pdf
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/editorschoice...

[Doug Valentine]

I cannot agree that fixed schedules are inferior to flexible schedules. My program allows me to prepare quality lessons not only on library skills, but on literature based lessons that tie in directly with the curriculum in the classroom. I have a curriculum planner just as classroom teachers and I am aware of what is going on in each classroom. I keep in touch with teachers by e-mail and find out what it is they feel like their students need extra work on. I can then plan my lessons accordingly. The library is an active place where I sponsor a number of activities for the kids throughout the year in addition to their regular times. Not all of them have to do with library skills but it improves my rapport with my staff and it is great PR with the kids. All Classes are scheduled each week (my teachers value structure with our population) but there is plenty of time should a student or teacher need to come by. I have "teachable moments" and "time of need" any time students are in the library. During checkout they can practice basic library skills to find books. During lessons they learn that what they are doing in the classroom is not in a vacuum. They get to see an extension of their lesson in literature. I am a teacher who is in the library, not a librarian who teaches. A flexible schedule would severely cut into what I do and the learning opportunities for each student.
My wife teaches in a school with a flexible schedule and felt totally left out of the process with her kids. The majority of them knew nothing of library skills and constantly brought back books from checkout that were not appropriate for their grade level. There was never collaboration between the librarian and the teachers other than the librarian giving them things to "teach" in class. I was underwhelmed with what I heard.
I think once a person gets into a school library situation they need to decide whether they are going to be a pragmatic advocate for the children or..something else. My decision was easy.

[Carolyn]

I don't know of any research but I actually like every week for 30 minutes even with its drawbacks. Last year, my first I saw all students K - 6 every other week for 45 minutes. This year I saw grades K -3 every other week for 45 minutes and grades 4 - 6 every week for 30 minutes. I don't know what next year will bring with a new AP and the addition of PK. Another draw back with seeing the students every other week in my case is that due to testing, testing prep, spring break and the spring book fair I even up seeing K - 3 about once a month starting in March.

Yes seeing the students every week for 30 minutes is tough. I found having book exchange every other week worked well.

Carolyn

[Diane Cordell]

I understand why you both like a fixed schedule, but in my small school - where I'm a K-12 SLMS - a rigid elementary schedule, coupled with the mandatory NYS middle school library instruction, would mean that I'd never be available for anything else!

[Shelley]

I have worked with a 30m/wk, 45m/A/B fixed, 45m every 10 days and 45m/wk fixed schedule. I am now in a mixed schedule where I see the students 45m every 12 days. We have an open library so kids can come any time (I gave each class 4 passes to use) and I also leave 15 min. of checkout time at the end of each lesson. I share the block with guidance so I have a lot of open times to plan with teachers. I did, however, ask to see my K students every 6 days which my principal agreed to and my teachers are thrilled about. They send their asst. for the classes. I would eventually like to see 1st grade every 6 days as well since those are the foundational years.
When I was on a fixed schedule, I did not have time for planning a lot of the things I do now: book fair, summer reading celebrations, book displays, etc. A lot of that I had to do on my own time. It was a choice of being a librarian or a teacher and a fixed schedule mandates the latter.
When it came to collaboration on a fixed schedule, I emailed and met with teachers as time allowed. I incorporated my lessons into what they were teaching; i.e. when K did community helpers, I did mail carriers vs. librarians. Our teachers have to do pacing guides. If they didn't send it to me, I asked.
I enjoy having a mixed schedule and I don't think I would like a purely flexible schedule. I believe there would be an ongoing struggle to bring teachers in and the younger ones really need consistency.

[Donna Forester]

If you asked your classroom teachers to spend 15 minutes once a week on a certain set of skills, they would laugh!

[Jacqueline H.]

I'm new here, but I wanted to give my input. I work in a district that is part of the Reading First grant, and as part of this grant, the classes are to have uninterrupted instruction for Reading. The same goes for Math and Science, which leaves very limited time for classes to have access to the library during the day. I met with the teachers at the beginning of the school year and set up a schedule for their class, which, funnily enough, is one of their very few structured times during the day. There are constant changes to the schedule, which affects their library schedule, so, even though I have a combination fixed/flexible schedule, many times, it turns out to be a flexible schedule, although not in the way flexible is designed for library classes/instruction.