Using the Big6 to Implement Flexible-Access Scheduling
With the ink still wet on my endorsement as a library media specialist, I began the journey to flexible-access scheduling. Having previously been a sixth grade language arts and history teacher, a family move precipitated my career shift to school librarianship. As a classroom teacher, I was fortunate to have flexible access to library media services. Our library media specialist was a true instructional collaborator and introduced my students and me to research facilitated with use of the Big6 process.
When introduced to the Big6, I first thought it was something magical. However, I soon discovered, inquiry-based learning using the Big6 supported my students’ desire for control and self-direction; opportunities for me to incorporate differentiated instruction in unit design; and our library media specialist’s ability to deliver authentic information literacy lessons. When provided with the chance to obtain a library media specialist endorsement to my elementary teaching certificate, I was thrilled.
Beginning the journey
I accepted a position as library media specialist in an elementary school for grades three though five with about 500 students — nice kids, nice town. The library media program was fixed-access scheduling. Students came to the library media center (LMC) for 30 minutes a week during a “teacher prep” time, thus there was no classroom teacher in the LMC during the fixed-access “class.” It did not take long to realize that not much authentic information literacy instruction could take place when 60% of LMC scheduling time was allocated to fixed-access scheduling. Restricted facility availability, in combination with other fixed scheduling “specials” (art, music, technology, and physical education) virtually eliminated LMC access for some classes during the remaining 40% of open time.
While one remedy for this situation would be bringing the LMC to the students through collaborative work in the classroom, another limiting factor was the fact that the LMC had no library media paraprofessional. Therefore, for the library media specialist to bring research skills instruction to the classrooms, the library media center had to be closed, another access constraint.
Clearly, this problem of information and access called for the Big6! So I did what any good Big6er would do, and started by laying out the problem I faced.
To improve and expand authentic information literacy instruction, how can I change LMC to flexible-access?
Task Definition (Big6 #1): Firmly believing in “flexible-access scheduling to promote physical and intellectual access for students to library media resources” (ALA 1998), I focused on the many LMC constituents, specifically,
- Who are they?
- How can the LMC best meet their needs?
- What are the obstacles to scheduling change?
Information Seeking Strategies (Big6 #2): With plenty of useful sources, and patience not being one of my strengths, I did not struggle too much with this and quickly decided my best sources were:
- American Association of School Librarians www.ala.org/ala/aasl/aaslproftools/positionstatements/aaslposition.htm
- Power Tools by Joyce Kasman Valenza
- Information Power: Building Partnerships for Learning by ALA www.ala.org/ala/aasl/aaslproftools/informationpower/informationpower.htm
- Interviews with students, teachers, parents, and administrators
- Surveys of students and teachers adapted with permission from samples in Power Tools.
- School District Curriculum Guides
- School District Strategic Plan
Location and Access (Big6 #3): All I needed at this step was: my computer; “dog-eared” copies of Information Power and Power Tools; willing and accessible constituents; and time.
- Students – Since I held them in the library weekly for 30 minutes, getting feedback from students was easy.
- Parents – With a wonderful and supportive parent volunteer corps, I was able to obtain information and perspective from this important group as we worked together.
- Teachers – Attending grade level after-school meetings was a great opportunity to understand the needs of this welcoming and professional faculty.
- Principal – This woman is a very “tech-savvy” and organized administrator, thus e-mail was an effective means of timely communication. Curriculum guides and getting on full-staff meeting agendas were made readily available.
- Superintendent – New to the district, strong advocate of library media services, and in the same building were all key elements to having ready access to this key constituent. His mantra – can you say “Strategic Plan?” If an initiative is supported by the well-documented, sharply-focused, and community-adopted published strategic plan, there is a good bet that the proponents of the initiative will receive a favorable endorsement.
Use of Information (Big6 #4): In a nutshell, this is what I gathered:
Student Survey Data:
Do you have enough time to visit the LMC? 46%
“Feel rushed, need more time”
“Need to be able to come down often”
Do you usually find what you are looking for? 52%
Is the LMC a pleasant place to visit? 75%
“Too noisy”
“Sometimes I don’t feel like coming”
Is the library staff helpful? 65%
“You need more helpers”
“Busy with other students”
“More people needed to help”
Faculty Survey Data:
LMC is important to my program of instruction 82%
Teacher/librarian helps me design instructional units 47%
Teacher/librarian helps students develop info mgmt skills 65%
I feel comfortable using electronic LMC resources 47%
Students find library media staff helpful 77%
Additionally, grade level meetings with faculty revealed:
- Students do not have access to the LMC when they need it because of classes in the LMC;
- Teachers needed “prep-time” provided under existing scheduling (fixed-access); and
- Curriculum changes and district initiatives regarding writing, differentiated instruction, integration of technology, and character education were not being well supported by library media resources or services.
Parent Observations
Four key observations were made by parent volunteers:
1. Students did not seem to have much chance to use the library media center for research related to classroom assignments.
2. Students did not have much time to come to the library media center on their own “just to read.”
3. Students did not effectively nor efficiently use the Internet.
4. There was a lot of “fooling around” after teachers “dropped them off.”
Administrators’ Comments
Both the principal and superintendent agreed in theory with the benefits of flexible scheduling in support of student learning and advancement of curriculum and district initiatives. However, both were concerned over potential faculty issues related to adverse impact on teacher preparation/planning time.
Synthesis (Big6 #5): It was clear to me that the two biggest obstacles to making the change to flexible scheduling in the library media center were (1) potential loss of “teacher prep” time, and (2) lack of understanding of how improved library media servicing, facilitated by flexible scheduling, could help teachers design inquiry-based instruction leading to improved student information literacy. So, to address these “barriers to progress”, I produced:
- A proposal to administration to relieve teachers from one thirty (30) minute recess duty per week (coverage shifted to staff duty teachers and paraprofessionals) to compensate for the loss of the “teacher prep” time provided under the fixed-access library media program. Staff had this proposal presented to them at a full-staff meeting. After discussion, the teachers supported the proposed changes. Administration adopted this proposal.
- Student/Parent and Staff informational brochures were published and distributed highlighting mission, services, and functioning of the library media center.
- A staff orientation was presented sharing the student and staff survey results and describing library media services and collaboration.
- A staff in-service session was conducted to educate staff on the Big6 methodology. A chart linking the Big6 to the new district language arts curriculum was included in this in-service. This chart was provided to administration and staff to illustrate how inquiry-based instruction (using library media materials and services) can be used to compact curriculum and integrate district instructional initiatives.
- Lots and lots of collaborative research units with authentic information skill instruction embedded. I had at least a few teachers from each grade level work with me initially. Each teacher was more than willing to let me share their units with grade level colleagues. As the “good word” spread, time in the LMC become desirable, exacerbating the access constraints. People were ready for change!
Evaluation (Big6 #6): It took two school years, but at the start of year three, flexible-access scheduling was implemented. “Walkin’ the talk” was definitely an advantage. Not only was I actively marketing use of the Big6 research methodology for students, but I was using the Big6 as a professional problem-solving tool. The structure and focus provided by the process was an asset to keeping me on track while advancing (sometimes r-e-a-l-l-y slowly) toward the goal of improving and expanding information literacy instruction.
The student and teacher feedback on the change to flexible scheduling has been overwhelmingly positive. Results of the post-implementation student and teacher surveys are:
Student Survey Data:
Do you have enough time to visit the LMC? 84%
Do you usually find what you are looking for? 84%
Is the LMC a pleasant place to visit? 98%
Is the library staff helpful? 90%
Teacher Survey Data:
LMC is important to my program of instruction 100%
Teacher/librarian helps me design instructional units 100%
Teacher/librarian helps students develop info mgmt skills 84%
I feel comfortable using electronic LMC resources 84%
Students find library media staff helpful 100%
Sources
American Association of School Librarians (2004). AASL Position Statement [Online].
American Association of School Librarians. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998.
Derry, Bill. Professional development seminar. 01 August 2003.
Valenza, Joyce Kasman (1998). Power Tools. Chicago: American Library Association.
