Flexible Access Say What

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Flexible Access Say What???

• Gerry Solomon
• NCDPI

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What Is This Idea Called Flexible Access?
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Flexible Access

• Enables students and teachers to use the media
  center and computer lab throughout the day
• And to have the services of the media coordinator
  and technology facilitator at point of need.

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So What Does It Look Like?
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With Flexible Access to the Media Program

• Individual students visit the media center
  throughout the day.
• Whole class or small group instruction takes
  place more than once a week.
• Various activities are taking place at the same
  time.
• The media coordinator may work in the classroom
  at certain times.

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With Flexible Access to the Technology Program

• The computer lab accommodates classes and groups
  of students at point of need.
• Instruction takes place more than once a week.
• The technology facilitator may work in the
  classroom at certain times.

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Who Came Up with This Idea Anyway?
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What the Research Says
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• Wherever possible, schools should adopt policies
  of flexibly scheduled access to the LMC.
  Available evidence indicates that LMCs that are
  reasonably accessible to students contribute more
  to academic achievement.
• Proof of the Power A First Look at the Results
  of the Colorado StudyAnd More !, Fast Facts
  No.165, November, 1999 (www.lrs.org)

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Predictors of Academic Achievement Alaska Study

• Time spent by librarians delivering information
  literacy instruction to students
• Time spent by librarians planning cooperatively
  with teachers

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What the Research Says

• At elementary schools with the highest Michigan
  Educational Assessment Program (MEAP) reading
  scores, teachers and students are 4 times as
  likely to be able to visit the library on a
  flexibly scheduled basis, compared to their
  counterparts at the lowest scoring schools.
• Rodney, Lance, and Hamilton-Pennell, 2003

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National and State Guidelines
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In a student-centered school library media
program, learning needs take precedence over
class schedules, school hoursand other
logistical concerns. To meet learning needs, the
programs resources and services must be
available so that information problems can be
resolved when they arise.
Information Power, 1998
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School library media coordinators and technology
facilitators play a vital role in todays schools
by providing flexible access to relevant
resources and flexible instruction based on
collaborative planning.

• IMPACT Guidelines for Media and Technology
  Programs, 2005

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Why Is Flexible Access Better for Students?
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Timeliness

• Allows more frequent access to resources
• Provides adequate time for research and the use
  of a variety of resources

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Life-long Learning

• Fosters independent use of the media center and
  technology resources
• Develops confidence in skills

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Flexible Access

• Provides authentic, active learning experiences
  for 21st Century Learning skills
• Information and communication skills
• Thinking and problem solving skills
• Interpersonal and self-directional skills
• Learning for the 21st Century
• www. 21stcenturyskills.org

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21st Century Context for Learning

• Making content relevant to students lives
• Bringing the world into the classroom
• Taking students out into the world
• Creating opportunities for students to interact
  in authentic learning experiences

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Why Is Flexible Access Better for Teachers?
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Flexible Access

• Enriches teaching and learning through the
  integration of information skills and technology
  skills with classroom instruction (just in time
  vs. just in case).

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Flexible Access

• Facilitates collaboration between a teacher, the
  media coordinator, and the tech facilitator for
  more integration with classroom instruction.

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Flexible Access

• Enhances the teachable moment.
• Provides two or three teachers to reduce class
  size for differentiated learning.

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When a teacher is willing to move a learning
experience from the classroom to the media
center, good things happen There are now two
teachers instead of one, an information-rich and
technology-rich environment is available, and
each learner can expect twice as much
professional support.

• Champlin, Connie and Loertscher, David.
• Reinvent Your Schools Library and Watch
  Academic Achievement Increase
• Principal Leadership, March 2003

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Perspectives Timber Drive Elementary
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Group Discussion

• What insights did you gain from these educators?

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So How Do We Get Started?
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Its All About Collaboration

• Talking to one another and becoming a team

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What Should Collaborative Planning Look Like?
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As you plan together

• Discuss curriculum goals and objectives
• Brainstorm possible instructional strategies and
  activities
• Determine necessary resources
• Determine outcomes and how to evaluate
• Schedule time for instructional activities

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How Often Will We Collaboratively Plan?
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Planning on a regular basis is best

• At grade-level team meetings
• Bi-weekly
• Monthly

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Collaboration is a symbiotic process that
requires active, genuine effort and commitment by
all members of the instructional
team. Information Power, 1998
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Lets Watch It In Action Archer Elementary
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Team Discussion

• How can we make flexible access and collaborative
  planning work for us?

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But What About Spontaneity?

• Sure! Brief, informal planning occurs as well.

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Its all about CHANGE!

• A PROCESS, not an event
• Made by individuals first, then organizations
• Highly PERSONAL experience
• DEVELOPMENTAL growth in feelings and skills
• CBAM The Concerns-Based Adoption Model A
  Synthesis of the Process of Change

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Change Is Evolutionary and Takes Time.
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Flexible Scheduling cannot work unless all
concerned cooperateATTITUDES have to be flexible
first.

• Learning Connections, NCDPI 1997

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Reflection

• Positive things you learned

• Concerns/questions you still have

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QuestionsGerry Solomon 919/807-3286gsolomon_at_d
pi.state.nc.us

• In compliance with federal law, including the
  provisions of Title IX of the Education
  Amendments of 1972, N C Public Schools
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