Tuesday, December 4, 2012

MYTH #9 - Library Time Should Be Part of the Rotation

Fixed, flex, or hybrid... this is constantly a hot topic.  

Point-of-need access battles against the need for conference time...

What is preventing you from having a flexible schedule?  You, your teachers, or the administration?

Please tell us a little about what is happening in your library.  The results will be posted next week, along with what the experts are saying.

Please feel free to leave additional comments below.  


  1. I have written and shared with colleagues the great importance of "relationship" in this matter. You work as an LMS to create a teaching relationship with your teachers. Make them want what you have to offer (with a smile of course) and when they value your partnership they will be vocal when administrative questions are asked, funding concerns arise or even when a book or material is challenged. Develop strong building-wide relationships (invest time and effort) to create an effective flexible library program.

  2. My class (called Media Literacy) was created when budget cuts required reducing staff by 1/2 person, which meant we cut General Music out of our Related Arts (or Specials) rotations. However, we needed a class to "fill" that spot with already existing staff. So, why not have the librarian, who isn't doing anything, teach that class?!?! (Note sarcasm). I teach 6 periods a day, have a 30 minute check-out period and 47 minutes to plan, prep, AND do all my library responsibilities. I teach more minutes of the day than our core teachers and have added responsibilities.

  3. After 12 years of study and work in this profession I still don't see what the big deal about flexible scheduling is. For it to be continually touted as a superior route to collaboration is somewhat insulting to those who successfully collaborate with teachers on a fixed schedule. Why does one method have to be better than another? Why can't we all just adapt to the needs of our building? And work in ways that best meet the needs of our staff and students?

    My predecessor went to a lot of trouble to arrange a flexible schedule. It was a flop. You have to have a culture of collaboration and teacher buy-in BEFORE you make that change.

    Thank you, but I much prefer my fixed schedule. Your survey required us to choose three benefits of each, but I see NONE in a flexible schedule and ALL of the above as benefits of a fixed. Nor are there any OBSTACLES to a flexible schedule if no one in the building wants it. See how even your survey is somewhat biased towards flexible scheduling?

    Yes, I want to collaborate more. But in a Title I building we have to teach our students to read in English before we can worry about research projects.

  4. I also don't think that coverage for teacher planning time is necessarily a negative thing. Without me, when do they get that time? Our art teacher currently teaches 5-6 classes a day...should she pick up extra and cover all the planning time? I am constantly talking with teachers, I plan and implement a curriculum, and I manage to have "library open hours" on a fixed schedule because my library is well-supported by the school and they allow that kind of thing to take place. I have to be a team player. My library won't continue to be well supported by the school and its staff for very long if I say, well, I need my schedule to work this way so you don't get your planning time. Please don't send out a survey knowing what you think the answers should be.

  5. To be blunt: in my district, elementary specials classes probably would not exist if not for classroom teacher planning time. It's the only thing that's kept media specialists in every elementary school in an era of continual budget cuts.

    Ann Arbor, Michigan