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This website can be used to help librarians focus on all aspects of school librarianship. It links to the Future Ready Librarians Framework and includes details for each section of the framework. School librarians can integrate flexible scheduling into their libraries while still following the Future Ready Framework. The sections that will be most helpful for school librarians developing a flexible schedule are as follows:
Curriculum, Instruction, and Assessment

Flexible schedules will give librarians time to work with teachers during the school day/plan periods.

Librarians will be able to set up meetings during department time to develop collaborative lessons with classroom teachers.

Flexible scheduling will allow teachers to bring classes to the library when needed instead of prescheduled times that may not line up with planned lessons and units of study.

Flexible scheduling will allow students to use library resources on an as needed basis for assignments.

Personalized Professional Learning

Flexible scheduling will allow librarians time to assist/teach staff during plan periods or department meetings. This time will allow teachers an opportunity to learn new technology that will aid in instruction.

Robust Infrastructure

Flexible schedules will allow more access to resources when needed for assignments. Students will be able to access their library more often than once a week or every two weeks.

Flexible scheduling will allow librarians to run different programs such as maker spaces or whole grade programs because they can arrange their schedule around planned programming.

Community Partnership

Flexible schedules will allow more time to schedule outside programs and collaborate with teachers to develop these programs. Planning time will be available during the school day because the librarians can schedule it when necessary.

Flexible scheduling will allow time to schedule volunteers and other library helpers.

Data and Privacy

Flexible scheduling will allow time to introduce and teach the importance of student privacy by scheduling time to
work with teachers when they are available.

Flexible scheduling will allow time to schedule lessons when classroom teachers need library lessons taught to enhance with their curriculum.

Collaborative Leadership

Flexible scheduling will allow time for meetings with administration, teachers, others in the district, and outside collaboration such as with the public library.

Flexible scheduling will allow librarians to meet with teachers during plan times to develop innovative lessons.

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This document is the American Association of School Librarians Standards Framework for Learners. Librarians can use this framework to give examples of how flexible scheduling will be beneficial to students. Allowing for a flexible scheduling will give students more opportunities to access the many resources the library offers. Students can use these resources for classroom related responsibilities as well as personal and social reasons. Some examples of how these standards can aid in flexible scheduling are as follows:
Curate

Students will be able to collect, organize, and share resources with classmates more frequently if flexible scheduling is an option.

Having flexible scheduling will allow time for teachers to schedule classes on an as needed basis and allow students to come into the library without their whole class.

Explore

Flexible scheduling will allow librarians to offer maker spaces for students to "tinker" during class or other times that the librarian is able to open the library to students.

Classes or individual students can use spaces when needed and not just when their class is permanently scheduled.

Engage

Flexible scheduling will allow students to learn about media literacy when it is needed for lessons instead of on a fixed schedule when it is part of a library session. Teaching media literacy within the context of the lesson will be more beneficial to students understanding than a free-standing lesson.

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AASL's Position Statement on School Library Scheduling

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Responsive Scheduling Recommended by the American Association of School Librarians 

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Responsive Scheduling Recommended by the American Association of School Librarians 

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This document from the American Association of School Librarians (AASL) states and explains their official position that implementing responsive scheduling in school libraries is recommended.

This position is also supported by the Association of Illinois School Library Educators (AISLE).

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Phi Delta Kappan Journal: Why school librarians matter: What years of research tell us: When schools have high-quality library programs and librarians who . . .

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Positive Impacts of Responsive Scheduling on Student Achievement

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Positive Impacts of Responsive Scheduling on Student Achievement

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This journal article broadly discusses the ways quality school library programs and licensed librarians lead to increased student achievement. The author touches on the importance of flexible scheduling to allow for collaboration, access to resources, program planning, leadership work, etc.

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Main content

Since 1992, a growing body of research known as the school library impact studies has consistently shown positive correlations between high-quality library programs and student achievement (Gretes, 2013; Scholastic, 2016). Data from more than 34 statewide studies suggest that students tend to earn better standardized test scores in schools that have strong library programs. Further, when administrators, teachers, and librarians themselves rated the importance and frequency of various library practices associated with student learning, their ratings correlated with student test scores, further substantiating claims of libraries' benefits. In addition, newer studies, conducted over the last several years, show that strong school libraries are also linked to other important indicators of student success, including graduation rates and mastery of academic standards.

Skeptics might assume that these benefits are associated mainly with wealthier schools, where well-resourced libraries serve affluent students. However, researchers have been careful to control for school and community socioeconomic factors, and they have found that these correlations cannot be explained away by student demographics, school funding levels, teacher-pupil ratios, or teacher qualifications. In fact, they have often found that the benefits associated with good library programs are strongest for the most vulnerable and at-risk learners, including students of color, low-income students, and students with disabilities.

Let's take a closer look at these findings and what they mean for school library programs.

Librarians and student achievement

In these statewide studies, the most substantial and consistent finding is a positive relationship between full-time, qualified school librarians and scores on standards-based language arts, reading, and writing tests, regardless of student demographics and school characteristics. For example, a national study using data from the National Center for Education Statistics (NCES) and 4th-grade National Assessment of Educational Progress (NAEP) reading scores documented that losses of librarians are associated with declines or inferior gains in reading scores, while gains of librarians are associated with improved scores (Lance & Hofschire, 2011a). When the study was replicated in Colorado the following year using more precise state data, the result was the same (Lance & Hofschire, 2012).

In a Pennsylvania study (Lance & Schwarz, 2012), nearly 8% more students scored Advanced on the Pennsylvania System of School Assessment in reading in schools with a full-time, certified librarian than in schools without. Where part-time support staff was added to the full-time librarian, almost 9% more students achieved Advanced scores. The effect of staffing on writing scores was even greater: Students with full-time librarians were almost three times more likely than those without librarians to have Advanced writing scores.

Research also suggests that the presence of school librarians has a long-term, cumulative effect. In the Pennsylvania study, if schools had full-time librarians, reading scores were consistently better for all grade levels of students--and, in fact, the proportional difference in Advanced reading scores grew from elementary to middle to high school. Schools with full-time librarians also had fewer Below Basic scores than those without librarians.

Reading and writing scores tend to be higher for all students who have a full-time certified librarian, and when it comes to reading, students in at-risk subgroups tend to benefit more than all students combined. The Pennsylvania study (Lance & Schwarz, 2012) found that while 1.6% fewer students tested at the Below Basic level in reading when they had full-time librarians than those who did not, the difference was even greater for Black students (5.5%), Latino students (5.2%), and students with disabilities (4.6%). Even higher academic gains were evident among student subgroups if their schools had more library staff, larger library collections, and greater access to technology, databases, and the library itself. On average, Black and Latino students whose schools had larger library collections (versus those who did not) more than doubled their percentages of Advanced writing scores and cut their risk of Below Basic writing scores in half.

The 4th-grade NAEP reading data supported the Pennsylvania findings. In states that gained librarians between 2004-05 and 2008-09, average reading scores for poor students, Black students, and Latino students improved more than in states that lost librarians. In states that lost librarians, English language learners' scores dropped by almost 3% (Lance & Hofschire, 2011b).

Given the emphasis on literacy and reading in many libraries, it makes intuitive sense that students' reading and writing scores would be better in schools with a strong library program. What may be more surprising is that, in a 2015 Washington state study, the presence of a certified school librarian was also a predictor of higher elementary and middle school math scores. The study ranked school library programs based on certified staffing, library accessibility, resources, and technology and found that "the one key factor distinguishing high-performing high-poverty schools from low-performing high-poverty schools is a quality library program" (Coker, 2015, p. 25). Graduation rates and test scores in reading and math were significantly higher in schools with high-quality libraries and certified librarians, even after controlling for school size and poverty.

No standards-based test fully captures the extent to which quality school library programs contribute to students' mastery of state or national academic standards. Nonetheless, the South Carolina study, which tied test scores to specific standards, revealed that students with full-time, qualified librarians and strong library programs were more likely to meet at an exemplary level, and less likely not to meet, specific standards for using literary text, using informational text, and conducting research (Lance, Schwarz, & Rodney, 2014).

The mere presence of a librarian is associated with better student outcomes, but what librarians do also has positive effects. Multiple studies have found that test scores tend to be higher in schools where librarians spend more time:

* Instructing students, both with classroom teachers and independently,

* Planning collaboratively with classroom teachers,

* Providing professional development to teachers,

* Meeting regularly with the principal,

* Serving on key school leadership committees,

* Facilitating the use of technology by students and teachers,

* Providing technology support to teachers, and

* Providing reading incentive programs.

Several library impact studies suggest test scores tend to be higher where administrators, teachers, and librarians themselves think of the school librarian as a school leader; as a teacher, co-teacher, and in-service professional development provider; as a curriculum designer, instructional resources manager, and reading motivator; and as a technology teacher, troubleshooter, and source of instructional support (Lance & Schwarz, 2012). Indeed, having librarians take an instructional role--and do it well --has been correlated with students' success at meeting academic standards. In the Pennsylvania study, among others, when administrators, teachers, and librarians agreed that librarians did an "excellent" job teaching to state reading and writing standards, students in their schools were more likely to excel and less likely to score poorly on corresponding tests (Lance & Schwarz, 2012).

State studies (summarized in Kachel, 2013) also indicate students tend to thrive academically where library programs provide ready access to free and subscription-based online resources alongside more traditional collections of books, periodicals, and audiovisual resources. In addition, better test scores have been associated with:

* How many times a week students visit their libraries,

* How flexibly their access to libraries is scheduled, and

* How much they borrow library materials for use elsewhere.

Leveraging school library programs

In light of these findings, how can schools best leverage their library programs to improve student achievement?

Align to school and district priorities.

School administrators are trained to understand and support teachers and instruction. However, research suggests that universities seldom prepare administrators to leverage their school library programs to enhance student achievement (Kachel, 2006; Wilson & MacNeil, 1998). Although administrators recognize school librarians' role in promoting literacy, few school leaders think about how to give librarians leadership roles in implementing district goals, key instructional initiatives, and school improvement strategies.

In addition, librarians often are assigned to cover teacher planning time or other tasks, crippling their ability to engage fully in building initiatives such as 1:1 device programs, STEM/STEAM projects, or blended learning. This means that librarians operate as independent silos, doing good work but not necessarily working in concert with the rest of the staff on achieving district priorities. And when given this sort of diminished, peripheral role--seen as "nice to have, but not necessary"--library programs are more likely to be subject to budget and staffing cuts.

To make the best use of a trained librarian's talents, school leadership teams--including principals, district school library coordinators, and librarians --need to discuss, plan, and articulate strategies for getting librarians involved in meeting school goals. For example, trained librarians can research proposed school initiatives, find resources for English learners and other students with special needs, and equip teachers with new technologies and web tools.

According to recent data from the NCES, districts across the country are creating new positions to support and coach classroom teachers in using digital resources, emerging technologies, and other newly adopted programs (Kachel & Lance, in press). The professionals in these new positions carry such titles as digital integrationist, innovation specialist, digital learning specialist, reading interventionist, and technology integration coach. In fact, between 2000 and 2016 (the last year for which NCES data are available), the number of instructional coordinators in the U.S. increased from 38,667 to 87,495--an increase of 226% (Lance, 2018).

Although additional staffing might be needed, asking librarians to take on this work could be a cost-effective alternative. Librarians are in an advantageous position to coach faculty, and research shows that administrators want their librarians to provide professional development to teachers. Teachers feel less threatened and are willing to take risks when a peer, as opposed to an evaluator, helps them implement new instructional strategies and embed new resources in instruction.

Unfortunately, school leaders seldom recognize librarians as essential technology leaders, and often they perpetuate stereotypical views of the librarian as the "keeper of books" (Johnston, 2015; Lewis, 2016). However, librarians today are often on the cutting edge of education technology. And because librarians work directly with all teachers and all students, they have a big picture view that can make them major assets on building and district leadership committees that assess curriculum, technology, and other programs that affect the entire school community.

Administrators who want to make the best use of their library programs--including their rich collections of print, digital information, and instructional technologies--should set expectations for collaboration among teachers and librarians. The principals who responded to the library impact studies indicated that they highly value collaboration, but collaboration does not just happen on its own. Teachers may need to be shown that librarians can serve as instructional partners, and both librarians and teachers need training in collaborative instruction (Montiel-Overall & Grimes, 2013).

Keeping in mind that no other educator receives as much training in selection, evaluation, and integration of educational resources, one cost-effective and efficient way to send a message that the librarian is a resource for everyone is by thinking of the librarian as a chief information officer (CIO). As a CIO, a trained school librarian can evaluate online databases for potential licensing, investigate open educational resources, locate resources in languages other than English, and seek out texts written at specific reading levels, thus saving teachers valuable instructional time. Librarians can curate lists of internet sites and web tools for specific assignments and even help teachers integrate such resources in their instruction.

Even a small elementary library likely has over a quarter of a million dollars in resources and technologies. No business would allow an investment of that value to be unmanaged or disconnected from the primary mission of the organization. To ensure that these resources are used well, leaders need to set clear expectations for staff use of the library program and monitor that use throughout the year to assess progress and make adjustments. Expectations must be realistic, however, taking into account which school initiatives can benefit from the support of a librarian and what the librarian's workload and schedule look like. In some cases, eliminating routine library tasks by hiring support staff or recruiting volunteers can enable librarians to refocus their time so that they can work on initiatives that require their specialized skills.

Nationwide, research suggests that reading, writing, and graduation rates improve where schools employ certified school librarians. With increasing costs and decreasing school funds, local school districts must decide how to get the best return on their investments. Providing equitable and adequate school library services and instruction has become an issue of social justice, especially when we see that schools in the poorest and most racially diverse communities have the least access to library services (Pribesh, Gavigan, & Dickinson, 2011). Since 2000, the NCES reports that more than 10,000 full-time school librarian positions nationwide have been lost, a stunning 19% drop (Lance, 2018). Districts and schools that have cut their library services need to reexamine this practice and take a position on library equity and access for all students.

As the research and information arm of the school, school library programs can provide professional development to teachers and instruct students on information use and ethics. Fully integrated library programs with certified librarians can boost student achievement and cultivate a collaborative spirit within schools. School leaders who leverage these assets will realize what research has shown: Quality school library programs are powerful boosters of student achievement that can make important contributions to improving schools in general and, in particular, closing the achievement gap among our most vulnerable learners.

Coker, E. (2015, April). The Washington state school library study: Certified teacher-librarians, library quality and student achievement in Washington state public schools. Seattle, WA: Washington Library Media Association.

Gretes, F. (2013, August 12). School library impact studies: A review of findings and guide to sources. Prepared for the Harry & Jeanette Weinberg Foundation.

Johnston, M.P. (2015). Blurred lines: The school librarian and the instructional technology specialist. TechTrends, 59 (3), 17-26.

Kachel, D.E. (2006). Educating your principal. School Library Media Activities Monthly, 23 (3), 48-50.

Kachel, D.E. (2013). School library research summarized: A graduate class project. Mansfield, PA: Mansfield University.

Kachel, D.E. & Lance, K.C. (in press). Changing times: Where have all the school librarians gone? Teacher Librarian.

Lance, K.C. (forthcoming, 2018). School librarianship: A state of the union. School Library Journal.

Lance, K.C. & Hofschire, L. (2011a). Something to shout about: New research shows that more librarians means higher reading scores. School Library Journal, 57 (9), 28-33.

Lance, K.C. & Hofschire, L. S. (2011b). Something to shout about: School Library Journal article reveals first evidence of impact of school librarian losses (and gains) on students. CSLA Journal, 3 (2), 20-22.

Lance, K.C. & Hofschire, L. (2012). Change in school librarian staffing linked with changes in CSAP reading performance, 2005 to 2011. Denver, CO: Library Research Service.

Lance, K.C. & Schwarz, B. (2012, October). How Pennsylvania school libraries pay off: Investments in student achievement and academic standards. PA School Library Project.

Lance, K.C., Schwarz, B., & Rodney, M.J. (2014, June). How libraries transform schools by contributing to student success: Evidence linking South Carolina school libraries and PASS & HSAP results. Columbia, SC: South Carolina Association of School Librarians.

Lewis, M. (2016). Professional learning facilitators in 1:1 program implementation: Technology coaches or school librarians? School Libraries Worldwide, 22 (2), 13-23.

Montiel-Overall, P. & Grimes, K. (2013). Teachers and librarians collaborating on inquiry-based science instruction: A longitudinal study. Library & Information Science Research, 35 (1), 41-53.

Pribesh, S., Gavigan, K., & Dickinson, G. (2011). The access gap: Poverty and characteristics of school library media centers. Library Quarterly, 81 (2), 143-160.

Scholastic. (2016). School libraries work! A compendium of research supporting the effectiveness of school libraries. www. scholastic.com/slw2016

Wilson, P.P. & MacNeil, A.J. (1998). In the dark. School Library Journal, 44 (9), 114.

KEITH CURRY LANCE (keithlance@comcast.net; @KCLance) consults independently and with the RSL Research Group. He received the 2013 AASL Distinguished Service Award for his school library impact research. DEBRA E. KACHEL (dkachel@antioch.edu; @SchLibAdvocate) is an affiliate faculty for Antioch University Seattle's K-12 Library Media Endorsement program and an adjunct instructor for McDaniel College's School Librarianship program, Westminster, Md. She received the 2014 AASL Distinguished Service Award for her school library advocacy work.

Statewide school library impact studies have been conducted in 26 states: Alaska, California (2 studies), Colorado (4), Delaware, Florida, Idaho, Illinois, Indiana (2), Iowa, Kansas, Massachusetts, Michigan, Minnesota, Missouri, New Jersey, New Mexico, New York, North Carolina, Ohio, Oregon, Pennsylvania (2), South Carolina, Texas, Utah, Washington, and Wisconsin (2).

For links to these studies and more curated resources on school library impact studies, visit https:// AntiochLIS.libguides.com/schlibcert/research or www.lrs.org/data-tools/school- libraries/impact-studies

IN THE STANDARDS remodeling process, the American Association of School Librarians (AASL) reviewed Common Beliefs from earlier AASL Standards and official AASL position statements. These documents, and feedback collected from more than 1,300 school librarians and stakeholders nationally, provided AASL with a clear expression of the qualities of well-prepared learners, effective school librarians, and dynamic school libraries. The following Common Beliefs and summary descriptions were identified as central to the profession.

1 The school library is a unique and essential part of a learning community.

As a destination for on-site and virtual personalized learning, the school library is a vital connection between school and home. As the leader of this space and its functions, the school librarian ensures that the school library environment provides all members of the school community access to information and technology, connecting learning to real-world events. By providing access to an array of well-managed resources, school librarians enable academic knowledge to be linked to deep understanding.

2 Qualified school librarians lead effective school libraries.

As they guide organizational and personal change, effective school librarians model, promote, and foster inquiry learning in adequately staffed and resourced school libraries. Qualified school librarians have been educated and certified to perform interlinked, interdisciplinary, and crosscutting roles as instructional leaders, program administrators, educators, collaborative partners, and information specialists.

3 Learners should be prepared for college, career, and life.

Committed to inclusion and equity, effective school librarians use evidence to determine what works, for whom and under what conditions for each learner; complemented by community engagement and innovative leadership, school librarians improve all learners' opportunities for success. This success empowers learners to persist in inquiry, advanced study, enriching professional work, and community participation through continuous improvement within and beyond the school building and school day.

4 Reading is the core of personal and academic competency.

In the school library, learners engage with relevant information resources and digital learning opportunities in a culture of reading. School librarians initiate and elevate motivational reading initiatives by using story and personal narrative to engage learners. School librarians curate current digital and print materials and technology to provide access to high-quality reading materials that encourage learners, educators, and families to become lifelong learners and readers.

5 Intellectual freedom is every learner's right.

Learners have the freedom to speak and hear what others have to say, rather than allowing others to control their access to ideas and information; the school librarian's responsibility is to develop these dispositions in learners, educators, and all other members of the learning community.

6 Information technologies must be appropriately integrated and equitably available.

Although information technology is woven into almost every aspect of learning and life, not every learner and educator has equitable access to up-to-date, appropriate technology and connectivity. An effective school library bridges digital and socioeconomic divides to affect information technology access and skill.

SOURCE: Excerpted from National School Library Standards: AASL Standards Framework for Learners by the American Association of School Librarians, a division of the American Library Association, copyright [C] 2018 American Library Association. Available for free download at http://standards.aasl.org. Reprinted with permission.

Source Citation

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Why school librarians matter: What years of research tell us: When schools have high-quality library programs and librarians who share their expertise with the entire school community, student achievement gets a boost

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Since 1992, a growing body of research known as the school library impact studies has consistently shown positive correlations between high-quality library programs and student achievement (Gretes, 2013; Scholastic, 2016).

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Library & Information Science Research: Fixed or flexible schedule? Schedule impacts and school library circulation

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Positive Impacts of Responsive Scheduling on Access and Circulation of Resources

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Positive Impacts of Responsive Scheduling on Access and Circulation of Resources

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This journal article shares the results of a quantitative study that examined the relationship between school library schedules and circulation. It was found that flexible scheduling correlated with higher book circulation.

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Knowledge Quest Journal: Together we can! The collaborative spirit at Forest Lake Elementary Technology Magnet School energizes learning for students

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Positive Impacts of Responsive Scheduling on Teaching and Learning

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Positive Impacts of Responsive Scheduling on Teaching and Learning

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This journal article written by a school principal discusses the value of collaboration between the librarian and classroom teachers as it leads to more meaningful lessons taught at the time of need. She notes that a flexible schedule for the library is necessary for this collaboration to take place. Librarians can also use this flexible time to serve as a leader by participating on committees and providing professional development trainings to colleagues.

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A Principal's Point of View

Collaboration is the key! It is the driving force that has allowed our school, Forest Lake Elementary Technology Magnet School, to be consistently recognized as a "school that works" for all members of our learning community. Our staff, teachers, students, and parents enthusiastically embrace the collaborative spirit that is a vital, energizing force throughout all phases of teaching and learning.

Teachers need the support of school specialists to meet the ever-increasing social and academic needs of our students. Realizing the need to weave technology, literacy, and research skills into teaching and learning, our first Collaborative Conferences (CCs) were formed in 1996. Our school librarian (SL) and part-time instructional technology specialist (ITS) were selected to cochair the monthly meetings. Grade-level teachers are expected to spend one entire planning period in the CCs, designing unit plans that are anchored by state and national standards. As the unit plan is formed, there is a definite division of responsibilities between the classroom teacher, the ITS, and the SL. In 2001 our curriculum resource teacher (CRT) became an additional valued facilitator of the meetings. Soon CCs became biweekly meetings and are currently held weekly. A giant curriculum map showing long-range plans for nine weeks anchors the collaborative space.

Focus on Standards, Differentiated Instruction, and Lesson Evaluation

The CCs always begin with chocolate to get everyone energized. Then armed with state and national standards, assessment guidelines, test data, and related resources, the teams work diligently to prepare or refine a unit plan. The unit plan begins with national and state standards, an essential question, focus questions, and pre-unit assessment. Additional components of the planning guide include individualized/differentiated or tiered learning strategies, as well as post-assessment techniques. Teaching responsibilities are clearly divided among the classroom teachers, the CRT, ITS, and the SL. A final critical component of the Forest Lake Collaborative Form is the evaluation. When the unit is completed, the teachers, CRT, ITS, and SL meet to see what worked and what needs to be modified before reteaching. This critical evaluative "metacognition piece' of the plan requires honest reflection, as well as a review of the effectiveness of media resources.

Essential Role of the School Library Program

As Principal, I have always contended that a strong school library program plays a significant role in academic achievement, and thus the library should function as the hub of the school. As a result, I have ensured that our school library runs on a modified flexible schedule. Even in the current economic times, I have maintained blocks of open-access time so that research studies can be a vital part of our media curriculum. The school library then functions as a natural extension of the inquiry-driven classroom.

Collaboration cannot happen in a vacuum, and it is critical that our SL has the opportunity to work closely with all facets of teaching and learning. Our recently renovated state-of-the-art library has many areas with soft seating, open floor space, and tables for collaborative planning. Teleconferencing equipment, two interactive whiteboards, a multimedia studio/ presentation area, and a media wall provide additional areas for research and presentation. This 21st-century learning commons was designed to facilitate collaborative exploration, problem solving, and research experiences to inspire the next generation of explorers.

Teachers keep up to date on the latest, greatest uses of educational technology by conferring weekly. CCs provide a means for master teachers to hone their crafts as they help new teachers develop. A CC is a nonthreatening, stimulating time for grade levels to come together to write, refine, and review unit plans. It is also a time to coach one another and provide ongoing training sessions for technology and other unit-related strategies. Furthermore, CCs are a "safe place" for teachers to voice frustrations or concerns so that solutions can be found.

As the school instructional leader, I also feel strongly that the SL should be an important member of all school committees. In this way she is an ever-present part of the shared vision. In today's world it is so important that our students have the opportunity to develop research strategies to effectively use the wealth of information that is instantly available to them.

From the School Librarian's Point of View

I know how fortunate I am to have a visionary principal like Dr. Kappy Steck! Not only does she fully understand the importance of the collaborative process for both teachers and students, but she is a staunch advocate for an open-access schedule that allows effective collaborative lessons to take place. By devising the CC model for our school, she has paved the way for consistent, meaningful team planning. I am fully immersed in grade-level standards and units so our print and nonprint media collections reflect the ongoing needs of our learners. The teachers know that they can depend on the ITS, the CRT, and me to be active, responsible teaching partners.

A current collaborative unit plan is our fifth-grade ecosystems unit. After reviewing state and national standards and carefully forging a working rubric, a unit plan was formed. Classes were scheduled into the school library for three consecutive days of research. Before the fifth-graders came to the library, the teacher introduced the project guidelines, rubric, and a series of key vocabulary words that would be a part of each ecosystem. The students completed a K-W-H-L chart to establish prior knowledge as well as guiding questions for their research.

During the introductory lesson, I reviewed research skills including search strategies, note-taking, and bibliographic entries. After choosing an ecosystem, the students were then encouraged to use both print and nonprint resources to locate information about the ecosystem. Following the research-gathering sessions in the school library, the fifth-grade teachers and I set up an 'Ecosystem Conference' so the students studying a particular area would have the chance to ask questions of an expert about their chosen ecosystem. Not only were the students able to find new information, but they were able to see that interviews are an important way to find answers to their questions. A note nonfiction author is corning to share valuable information about two ecosystems, as well as the steps taken in his own research process.

Gathering and citing the information from reliable sources is critical, but an effective presentation of the material learned is a true measure of understanding. The ITS and I are working closely with the ecosystem groups as they devise ways to effectively present their environmental area to the rest of the class. Armed with a rubric, a working bibliography, and information gathered from print and nonprint sources, as well as from an interview, the student groups are devising presentations such as news shows, PowerPoint presentations, and/or interactive whiteboard lessons. We work especially hard to create an atmosphere in both the classroom and the school library that showcases and values student contributions/products.

Even our kindergarten students collaborate to do research projects. A resounding favorite is the penguin unit. Students choose a type of penguin and then meet in groups to use print and nonprint sources to gather information. Once again, the CRT, ITS, and I work with both the teachers and students in the research and presentation phases of the project. For a culminating project, the "penguin collaborative groups" share their information via Microsoft Photo Story.

Proven Value of Collaboration

The students see the core curriculum teachers, the CRT, the ITS, and me as a working, caring collaborative team. As partners in the process, both the ITS and I serve as facilitators as the students refine/practice their final presentations. We also assist the teachers with the assessment of the group interaction, as well as the final product.

Collaboration works at Forest Lake because it is a critical component on Dr. Steck's list of high expectations for effective 21st-century learning. The pace of the digital age does not allow us to rest on our laurels. The goal of our collaboration model is to stay focused on quality teaching and learning so that we continuously do what we say we are doing!

Is an effective collaboration model easy to implement? No! Is it worth it? Yes! We are convinced that Forest Lake Elementary Technology Magnet School has received recognition because visitors have seen and "felt" the enthusiastic, passionate, collaborative spirit of our school. A few of our most recent honors include:

* Intel School of Distinction

* Magnet School of Distinction

* Edutopia "Schools That Work" recognition

* Inclusion in NBC Education Nation--Places People Learn

Fifth-grade teacher Tammy Lundy expresses it this way, "Time spent during CC is beneficial to teachers and students. Teachers have time to consult with the school librarian, curriculum coordinator, and technology specialist to plan units of study. These collaborative times are well worth the investment as teachers have the support and resources available lo plan and integrate technology and other subjects within the unit of study."

Our CC model is an evolving means for our teachers and specialists to stay abreast of state and national standards, emerging technology, and current best practices in teaching and learning. Beginning as a shared vision, CCs are now our primary vehicle for vertical and horizontal planning. You can view of video about our collaborative work on the Association for Supervision and Curriculum Development website at <www.ascd.org/ascdexpress/vol6/6l9-video.aspx>.

Perhaps a definition attributed to Andrew Carnegie said it best: "Teamwork is the ability to work together toward a common vision; the ability to direct individual accomplishment toward organizational objectives. It is the fuel that allows common people to attain uncommon results" (Carnegie 2006). Forest Lake is an uncommon place because we care deeply about all members of our learning community, and this caring shows in the ways that we work together in all phases of teaching and learning. Together we can!

Our staff, teachers, students, and parents enthusiastically embrace the collaborative spirit that is a vital, energizing force throughout all phases of teaching and learning.

We work especially hard to create an atmosphere in both the classroom and the school library that showcases and values student contributions/products.

Works Cited:

Carnegie, Andrew. Hutner. Gordon. 2006. "The Autobiography of Andrew Carnegie and The Gospel of Wealth," <www.goodreads.com/author/quotes/2 3387.Andrew_Carnegie> (accessed January 5. 20I2).

Visit< www.ala.org/aasl/knowledgequest > for additional coteaching resources, including a link to the School Library Research (SLR) paper, The Relationship Between School Culture and the School Library Program: Four Case Studies.

Kappy Steck, Principal teck@richland2.org

Lizzie Padget, School Librarian Lpadgef@richland2.org

Kappy Steele has been I an educator for almost thirty years. During her tenure, she has served in a variety of roles--middle and elementary classroom teacher, school counselor, and assistant principal. Currently, she is the principal of Forest Lake Elementary Technology Magnet School.

Elizabeth (Lizzie) Padget has been in education for over thirty-six years. Before assuming her current position as a teacher-librarian at Forest Lake Elementary Technology Magnet School, she worked as a middle school teacher and as an elementary teacher of gifted and talented students.

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Together we can! The collaborative spirit at Forest Lake Elementary Technology Magnet School energizes learning for students

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A Principal's Point of View Collaboration is the key! It is the driving force that has allowed our school, Forest Lake Elementary Technology Magnet School, to be consistently recognized as a "school that works" for all members of our learning community.

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Knowledge Quest Journal: Expanding school library collections: The makerspace edition

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Positive Impacts of Responsive Scheduling on Library Programming

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Positive Impacts of Responsive Scheduling on Library Programming

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This journal article discusses the idea that a flexible schedule is necessary to implement a quality makerspace program that encourages creativity and collaboration and allows for hands-on activity lessons to happen at the time of need.

Responsive scheduling would also allow for other kinds of special library programming, such as clubs, project-based learning like Genius Hour / passion projects, author visits, family events, reading incentive programs, etc.

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Weeding, updating, and expanding our school library collections is an ongoing curation process rarely seen by those we serve; yet it's a critical management task that ensures our libraries are positioned to provide the best resources and services to our patrons today and in the future.

The Internet and the advent of e-books have launched our school libraries beyond brick and mortar, allowing patrons 24/7 access to the resources they seek. With these technological advancements, an often-iterated question arises as to the relevance of libraries and librarians now that access to information previously available through print, reference, and special collections in libraries is now accessible via handheld devices.

With this in mind, how can we best articulate and actively demonstrate to the world at large, and more importantly to our teachers, administrators, parents, and students, the critical role fully functioning, well-staffed school libraries play in the development and support of innovative teaching and actively engaged, critically thinking students? Makerspaces provide one avenue through which we can dispel this misinformed question of relevance.

Makerspaces hit the school library scene around 2014 and became the hot thing to incorporate into school library spaces. Many of us, including myself, jumped on the makerspace bandwagon, purchasing makerspace-y things and then wondering in dismay why the initial bubbling of excitement quickly fell flat. My own initial botched makerspace implementation was caused by short sightedness in visualizing a makerspace as a "thing" to have in the library, rather than a collection to be vetted and curated with the same care and regard as any other library collection.

Makerspaces and school librarians are poised to lead learners into the rapidly changing societal needs from the coming Fourth Industrial Revolution. While the Third Industrial Revolution ushered in computers and information technology, the Fourth Industrial Revolution distinguishes itself by the unprecedented speed with which new technologies extensively impact the way we learn, live, and work:

New technologies like artificial intelligence (AI), 3D printing, and robotics are emerging with the potential for having a transformative impact on industry, the economy, and society as a whole. The speed and scope of this technological transformation is exponential with the potential for unlimited possibilities and endless opportunities. What are the implications for schools, educators, and students? How do we redefine career readiness and better prepare students for an uncertain future? (Vander Ark, Schuler, and Swanson 2018)

When considering the development of a makerspace collection in our school libraries and beyond, it is crucial to our students' lifelong well-being to go beyond the "Ooh, shiny" that comes with 3-D printers, robots, and LEGO walls and examine the overall purpose, learning goals, and scope of a makerspace, as well as its impact on future lifelong learning.

Making Space for a Makerspace

Determining the location of your makerspace should follow the same thought process used when deciding on the purpose, location, and arrangement of other library collections. Where is the best location for nonfiction books? What about chapter books and everybody books? What about genre-fied sections? Where are the storage rooms where professional books, kits, and electronic equipment are purposefully arranged in a manner that best serves the needs of patrons? The same thought to other collections should be made when determining where to put the makerspace.

When contemplating where the makerspace collection will physically be accessed by patrons there are several factors to consider. Will the makerspace be a static part of the physical landscape of the school library, or will it be mobile in nature? Will the overarching purpose of the makerspace be to serve as part of the school library, as a curricular support, as an after- or before-school program, as a club, or in some other capacity? Answering these questions will help define the type of space that best suits the needs of your particular makerspace.

Sandy Brand, librarian at Liberty Middle School in Madison, Alabama, repurposed a room inside her school library to serve as the makerspace. Students are welcome to use the makerspace before, during, and after school. Fueled by their own curiosity, students at Liberty Hill Middle School use this space to explore, discover, tinker, build, and learn as they pursue their own educational passions (Brand 2015).

Heather Fox, librarian at Amana Elementary and Community Library in Amana, Iowa, put wheels on her makerspace by transforming book carts into a mobile makerspace. Heather's mobile makerspace provides flexibility for the makerspace resources to be used within the school library or in classrooms as a curricular support resource (Miller 2017).

While serving as the librarian at Stewart Middle Magnet School in Tampa, Florida, Diana Rendina completed a library renovation worthy of being featured on HGTV (although it wasn't). Paint, new flexible furniture, whiteboard wall, epic LEGO wall, and repurposing the library space, including storage rooms, brought Diana's makerspace vision to life (Rendina n.d.).

Elissa Malespina, former librarian at Somerville Middle School in Somerville, New Jersey, overcame a severe shortage of space in her school library by transforming the tops of the low bookshelves into a makerspace. This space worked well in the middle school environment as students could easily see and work with the items displayed (Malespina 2016).

Gwyneth Jones, librarian at Murray Hill Middle School in Howard County, Maryland, repurposed empty study carrels to create cozy makerspace cubbies (Jones 2015).

Darcy Coffta, Innovation Center Director at Berwick Academy in South Berwick, Maine, tore out the circulation desk in her library to create room for a makerspace. Darcy decided that laptops and smart devices could be used as self-checkout stations and repurposed the mammoth circulation desk, which was outdated, into a makerspace, making better use of that space (Follett 2019).

Look around your library and reimagine the space. What areas can be repurposed? Where could you weed other library collections that could help free up space? What areas have become obsolete and unnecessary given the new technologies available for use in our modern school library settings?

Lisa Mele, librarian at Van Hoosen Middle School in Rochester Hills, Michigan, turned extra bookshelf space into makerspace storage (Mele 2019).

Denise Gallegos, educator in Brownsville, Texas, lucked into one of those sturdy cardboard back-to-school--type display cases (with wheels) sitting in the back of a store waiting to be taken away with the trash! This rare find would lend itself perfectly as a storage unit for makerspace supplies (Gallegos 2019).

Let the Wild Rumpus Begin

Finding your footing when embarking on creating a makerspace for your school library can seem like an overwhelming task, especially with limited space and budgets. Before placing orders and hunting yard sales for makerspace items, slow down and take a moment to clarify the purpose behind creating a makerspace. Once your purpose has been solidified you can start working on procuring the needed supplies.

I have created a makerspace at both the high school and elementary school. As you can imagine, the purpose for each makerspace was vastly different. At the high school level my focus was to create hands-on opportunities to create, build, and print with a 3-D printer; apply coding skills to robots; and provide a place where students could take the time to explore their own passions through creating. With this purpose in mind I worked toward securing a 3-D printer, robotics equipment, Arduino and Raspberry Pi kits, a sewing machine, as well as games and arts and crafts materials.

At the elementary level the school library was part of the specials rotation. This type of schedule does not, in my opinion, provide the flexibility needed for a true makerspace. Knowing the skills and learning opportunities a makerspace provides for students, I was determined to carve out a way for students to not only receive regular library services, but also provide makerspace-inspired explorations. Through the development of centers I was able to achieve this goal for my students. During each library visit, students rotated through a variety of learning centers. Some of the centers taught students library skills, while others touched on different curriculum-connected makerspace activities, including green screen, robotics, augmented and virtual realities, coding, and more. Free center days provided students with the opportunity to revisit and further explore their favorite makerspace center activities.

At both the high school and elementary school I was fortunate to have some financial support from the administration. Additionally, I received rather generous donations from parents (and grandparents) as they learned more about the school library and our activities from social media, visiting and volunteering, and their children excitedly telling them about what they did in the library that day.

Other suggestions for securing funding and supplies include asking your PTA, parents, and local companies (especially those in the tech field); launching a fund-raising project through sites like Donors Choose; and sifting through yard sales and thrift stores. Additionally, be sure to search through the hidden rooms and storage closets at your school. You'd be surprised how many items have been relegated to storage that are valuable additions to your makerspace.

Edward Clapp, senior research manager on the Agency by Design initiative at Harvard University, states: "You don't need a laser cutter or a 3-D printer" (Iasevoli 2018). While it might be exciting to procure a high-ticket item for your makerspace, school librarians should examine the functionality and versatility of various items for learning opportunities before making purchasing decisions. Clapp goes on to say, "The most important [makerspace] tool for any teacher/ librarian is the framework of thinking and learning" (Iasevoli 2018).

School librarians have long been the go-to person for a variety of classroom curricular supports, so it is only natural that, with the advent of makerspaces, librarians are poised to lead the way. As the leaders in the makerspace movement it is important for school librarians to work diligently to ensure that makerspaces are integrated throughout the curriculum, not squeezed in as a "library thing," club, before- or after-school activity, or other limiting activity that sends a message that makerspaces are a separate entity with little to no connection to overall learning in a school.

Diana Rendina, media specialist/ teacher librarian at Tampa Preparatory School, an independent 6--12 school in Tampa, Florida, adds that librarians and teachers working within the makerspace realm should "allow for open exploration and student choice in projects and pursuits" (Rendina 2019).

Two factors for successful integration of makerspaces into the overall classroom curriculum are collaboration and flexibility. Connecting and collaborating with other teachers in your school or district and establishing global connections provide teachers with a valuable support system and opportunities to gain inspiration from members of their professional learning network. Flexibility within the library schedule provides opportunities for relevant, timely, and relatable makerspace opportunities.

The following example details how a school librarian demonstrated collaboration and flexibility to meet learner and curricular needs:

Kristi Merchant, library media specialist at George Washington Carver Middle School in Tulsa, Oklahoma, demonstrated the importance of a flexible library schedule for relevant and timely learning collaborations when Kristy was having a casual conversation with a science teacher and an English teacher at her school. Through this conversation Kristi learned that the upcoming science unit was about animal habitats. Kristi had recently watched the movie Fantastic Beasts and Where to Find Them and mentioned the correlation of the beasts and their habitats in the movie to the upcoming habitat unit. Together the three concocted an idea for an interdisciplinary project. "Students could use the library to research real-life unusual beasts, and then have that beast interact with a character from the Harry Potter series." Students could then let their creativity shine in the makerspace to create videos, craft, build, code, and so much more to bring their research to life. (USC Rossier School of Education n.d.).

Teaching effective use of makerspace resources is not only a necessity regarding a school library's budget, it's also a requirement to maintain your sanity. Have you ever given a kindergarten student a bottle of glue? Enough said.

At a recent TCEA Elementary Technology Conference in Galveston, Texas, Jessica Varela, first-grade teacher at The Lamplighter School in Dallas, presented a session titled, "Design Thinking and Makerspace in the Primary Classroom." To ensure effective use of makerspace resources, Jessica developed a badge system where "students can earn badges for the tools they become experts in and can then teach others, or use the tools unsupervised" (Varela 2019).

On a Facebook post, Jennifer Brower, innovation and media services specialist from Indiana, shared a design thinking approach to makerspaces to help keep resource waste to a minimum. For this particular activity students were tasked with creating a major cardboard project. Before building their project, students had to plan, test materials, create a prototype to a panel composed of teachers in the school, do a quick presentation about their prototype plans to a panel, and address any concerns the panel had regarding their plan. Only after panel approval were teams granted access to the actual materials needed to build their final project. Jennifer stated that she wanted students to at least have a plan and know what materials they would need for their project rather than just going all out and without a clear vision in mind (Brower 2019).

Colleen Graves, content creator at Makey Makey/Joy Labz, contributed to the same Facebook post as Jennifer, recounting that she once set out all of the makerspace supplies she had worked diligently to gather, sort, organize, and label over a two-week period of time. The first class to access the makerspace demolished and consumed the majority of the supplies. Following this incident, Colleen started giving kids an amount to spend to "purchase" their resources (Graves 2019). I love this idea from Colleen as it afforded her the opportunity to teach financial literacy through the makerspace.

Adding a makerspace to your school library benefits the school as a whole and meets eight of the ten Future Ready Librarians Framework strategies. Specifically:

* Personalized professional learning

* Collaborative leadership

* Curriculum, instruction, and assessment

--Empowers students as creators

--Builds instructional partnerships (n.d.)

Additionally, revisioning your makerspace as a library collection helps to meet the AASL qualities of well-prepared learners and dynamic school libraries. Specifically, by providing access to a well-managed makerspace collection, school librarians clearly connect academic knowledge and deeper understanding with this space and its resources.

If you haven't yet created a makerspace in your school library start by creating a strategic plan. If you have already established a makerspace in your library, conduct a self-evaluation of your makerspace and set goals and next steps for the new school year.

Nikki D. Robertson is the project coordinator of digital learning at ESC 13 in Texas. Nikki is a veteran educator, school librarian, Google Certified Trainer, and past president of ISTE's Librarians Network. She is the co-founder of the first EdCamp Atlanta and has also collaborated in the creation of and moderation of national and global professional development opportunities designed specifically for the unique needs of school librarians, including #TLChat LIVE! Twitter Chat Sessions and TL News Night. Nikki is the recipient of several honors, including an ASLA Ann Marie Pipkin Technology Award and the AASL Bound to Stay Bound Grant, and she was named the 2018 Program Pioneer Social Media Superstar by AASL. Nikki wrote the book Connected Librarians: Tap Social Media to Enhance Professional Development and Student Learning.

Brand, Sandy. 2015. "Liberty Middle School Makerspace WHNT." YouTube (Sept. 15). <www.youtube.com/watch9time_continue=76&v=yvcOCsKxSDU> (accessed August 6, 2019).

Brower, Jennifer. 2019. Facebook comment (June 20). <https://www.facebook.com/groups/librarymaker/permalink/289399583734.0108> (accessed August 28, 2019).

Follett, Britten. 2019. "It's Vital Your Makerspace Reflects the Culture of Your School." TechThought (Jul. 31). <www. teachthought. com/learning/its-vital-your-makerspace-reflectsthe-culture-of-your-school/> (accessed August 6, 2019).

Future Ready Schools, n.d. "Future Ready Frameworks." <http://www.futureready.org/about-the-effort/framework> (accessed August 15, 2019).

Gallegos, Denise. 2019. Facebook comment (June 20). <https://www.facebook. com/ groups/lib rarymaker/permalink/2893995837340108/> (accessed August 29, 2019).

Graves, Colleen. 2019. Facebook comment (June 20). <https://www.facebook.com/groups/librarymaker/permalink/2893995837340I08/> (accessed August 29, 2019).

Iasevoli, Brenda. 2018. '"I Can Do That!' How Maker Spaces Teach Students to Redesign Their Worlds." Education Week (July 27). <blogs.edweek.org/edweek/curriculum/2018/07/i_can_do_that_how_makerspaces.html> (accessed August 15, 2019).

Jones, Gwyneth. 2015. "Makerspace Starter Kit." The Daring Librarian (June 26). <www.thedaringlibrarian.com/2015/06/makerspace-starterkit.html> (accessed August 6, 2019).

Malespina, Elissa. 2016. "Somerville Middle School Library Makerspace." YouTube (May 12). <www.youtube.com/watch?time_continue=6&v=03mEHG3e92s> (accessed Aug. 15, 2019).

Mele, Lisa. 2019. Facebook comment (June 20). <https://www.facebook.com/groups/librarymaker/permalink/2893995837340I08/> (accessed August 29, 2019).

Miller, Shannon McClintock. 2017. "Update.... Let's Follow Heather in Her Makerspace Journey in the Amana Elementary Library!" The Library Voice (July 20). <http://vanmeterlibraryvoice.blogspot.com/2017/07/follow-heather-asshe-creates.html?m=I> (accessed August 29, 2019).

Rendina, Diana. 2019. "The Renovated Learning Philosophy of Makerspaces." Renovated Learning (Apr. 14). <www.renovatedlearning.com/2019/04/22/philosophymakerspaces/> (accessed August 15, 2019).

Rendina. Diana, n.d. "The Stewart Makerspace Journey." Renovated Learning. <www.renovatedlearning.com/our-makerspace-journey> (accessed August 15, 2019).

USC Rossier School of Education, n.d. "How to Sync Your Makerspace with Your Curriculum." <http://rossieronline.usc.edu/makereducation/sync-with- curriculum/> (accessed August 15, 2019).

Vander Ark, Tom, Dave Schuler, and Jason Swanson. 2018. "Fourth Industrial Revolution & the Impact on Education." CoSN Webinar. <cosn.org/events/webinars/fourthindustrialrevolution impacteducation> (accessed August 15, 2019).

Varela, Jessica. 2019- "Design Thinking & Makerspace in the Primary Classroom." Session presented at the TCEA Elementary Technology Conference, Galveston, TX.

Future Ready Librarians, n.d. "Empowering Leadership for School Librarians through Innovative Professional Practice." <https://futureready.org/wpcontent/uploads/2017/0l/Library_flyer_download.pdf>.

Gilchrist, Alasdair. 2016. Industry 4.0: The Industrial Internet of Things. Apress.

Linnhoff-Popien, Claudia, et al. 2018. Digital Marketplaces Unleashed. Springer.

School Fab Lab Makerspace. n.d. "Fourth Industrial Revolution." <www. schoolfablab. com/fourth industrial-revolution>.

Study International Staff. 2019. "5 Cool Makerspaces That Will Make You Wish Your School Has One." Study International (Feb. 28). <www.studyinternational.com/news/makerspace-internationalschool>.

Study International Staff. 2019. "How Can Schools Prepare Students for the Fourth Industrial Revolution?" Study International (May 30). <www.studyinternational. com/news/ how-can-schools-preparestudents-for-the-fourth-industrial-revolutions

Sullivan, Margaret. 2019. "The Monthly STEAM Challenge." Knowledge Quest (Jan. 7). <knowledgequest.aasl.org/themonthly-steam-challenge/>.

Turnipseed, Stephan. 2018. "Preparing Young Learners for Life Beyond the Fourth Industrial Revolution." Education Reimagined (Oct. 25)- <educationreimagined.org/life-beyond-fourth-industrial-revolution/>.

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Expanding School Library Collections: The Makerspace Edition: MAKERS SPACES AS A COLLECTION.

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Weeding, updating, and expanding our school library collections is an ongoing curation process rarely seen by those we serve; yet it's a critical management task that ensures our libraries are positioned to provide the best resources and services to our patrons today and in the future.

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Gavigan, K., Pribesh, S., & Dickinson, G. (2010). Fixed or flexible schedule? Schedule impacts and school library circulation. Library & Information Science Research, 32(2), 131–137. ScienceDirect. https://doi.org/10.1016/j.lisr.2009.10.005

Lance, K. C., & Kachel, D. E. (2018, April). Why school librarians matter: What years of research tell us: When schools have high-quality library programs and librarians who share their expertise with the entire school community, student achievement gets a boost. Phi Delta Kappan, 99(7), 15. https://link.gale.com/apps/doc/A538859270/AONE?u=rive58327&sid=bookmark-AONE&xid=678da782

Position statement on school library scheduling. (2019). American Association of School Librarians. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/advocacy/statements/docs/AASL_Scheduling_Position_Statement.pdf

Robertson, N. D. (2019). Expanding school library collections: The makerspace edition: Makers spaces as a collection. Knowledge Quest, 48(2), 8+. https://link.gale.com/apps/doc/A606482932/AONE?u=rive58327&sid=bookmark-AONE&xid=e8768bdb

Steck, K., & Padget, L. (2012). Together we can! The collaborative spirit at Forest Lake Elementary Technology Magnet School energizes learning for students. Knowledge Quest, 40(4), 34+. https://link.gale.com/apps/doc/A285090238/AONE?u=rive58327&sid=bookmark-AONE&xid=cd392375

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1. Understanding

2. Observation

3. Visualization

4. Evaluation

5. Implementation

Design thinking goal for Responsive Scheduling- come to understand the user need/expectation, and through brainstorming, prototyping, and evaluating, school librarians can share with a larger audience their findings and solutions, thus creating an open conversation that can incite further dialogue about responsive scheduling and how to make the transition happen within a school library.

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Work better together with Mural's visual work platform | Mural

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Increase connection and teamwork with our secure, flexible visual work platform. Make it a mural, not a meeting.

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Wufoo is a web form builder that helps anyone create beautiful forms, surveys and invitations without writing a single line of code.

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Using Lewin's change model, advocating for necessary organizational shifts that effectively create responsive school library schedules that strategically position the library as a third place for students and teachers becomes a building strategy.

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DFREE. (2018, January 16). Keeping Up With… Design Thinking [Text]. Association of College & Research Libraries (ACRL). https://www.ala.org/acrl/publications/keeping_up_with/design

Lewin’s Change Model | 9m Consulting Lewin’s Change Model. (n.d.). 9m Consulting. Retrieved December 2, 2022, from https://9mconsulting.com/newsletter/lewins-change-model/

MindToolsVideos (Director). (2014, March 5). Lewin’s Change Management Model. https://www.youtube.com/watch?v=uhrbO7lrHro

Mural | Mural. (n.d.). Retrieved December 2, 2022, from https://www.mural.co/

Sample Library Flex Schedule. (n.d.). Teachers Pay Teachers. Retrieved December 5, 2022, from https://www.teacherspayteachers.com/Product/Sample-Library-Flex-Schedule-6324690

Wufoo · Forms. (n.d.). Retrieved December 5, 2022, from https://app.wufoo.com/forms

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AASL standards framework for learners. American Association of School Librarians. (2018). Retrieved December 7, 2022, from https://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf

Future ready framework. All4Ed. (2022). Retrieved December 7, 2022, from https://futureready.org/ourwork/future-ready-frameworks/

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Learning communities benefit from a flexible schedule in the school library that can provide information and resources at the point of need.

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*For the purposes of this advocacy project, we will be using the terms flexible and responsive scheduling interchangeably.