Flexible Access – Say What??? Gerry Solomon NCDPI

What Is This Idea Called Flexible Access?

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.

So What Does It Look Like?

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.

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.

Who Came Up with This Idea Anyway?

What the Research Says

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 Study…And More !, Fast Facts No.165, November, 1999 (

Predictors of Academic Achievement – Alaska Study: Time spent by librarians delivering information literacy instruction to students Time spent by librarians planning cooperatively with teachers

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

National and State Guidelines

In a student-centered school library media program, learning needs take precedence over class schedules, school hours…and other logistical concerns. To meet learning needs, the program’s resources and services must be available so that information problems can be resolved when they arise. Information Power, 1998

School library media coordinators and technology facilitators play a vital role in today’s schools by providing flexible access to relevant resources and flexible instruction based on collaborative planning. IMPACT: Guidelines for Media and Technology Programs, 2005

Why Is Flexible Access Better for Students?

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

Life-long Learning Fosters independent use of the media center and technology resources Develops confidence in skills

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

21 st 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

Why Is Flexible Access Better for Teachers?

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).

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

Flexible Access Enhances the “teachable moment”. Provides two or three teachers to reduce class size for differentiated learning.

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 School’s Library and Watch Academic Achievement Increase” Principal Leadership, March 2003

Perspectives: Timber Drive Elementary

Group Discussion What insights did you gain from these educators?

So How Do We Get Started?

It’s All About Collaboration Talking to one another and becoming a team

What Should Collaborative Planning Look Like?

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

How Often Will We Collaboratively Plan?

Planning on a regular basis is best: At grade-level team meetings Bi-weekly Monthly

Collaboration is a symbiotic process that requires active, genuine effort and commitment by all members of the instructional team. Information Power, 1998

Let’s Watch It In Action: Archer Elementary

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

But What About Spontaneity? Sure! Brief, informal planning occurs as well.

It’s 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

Change Is Evolutionary and Takes Time.

Flexible Scheduling cannot work unless all concerned cooperate…ATTITUDES have to be flexible first. Learning Connections, NCDPI 1997

Reflection + Positive things you learned Concerns/questions you still have

Questions Gerry Solomon 919/ In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, N C Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.