Sneak Peek: Inquiry as a Lone Ranger

JaegerToday, we’re wrapping up a series of posts about creating deep learning experiences on a fixed schedule with this sneak peek of an eight-part workshop by School Library Connection’s own Paige Jaeger. Click the video below to watch. (Subscribers can view the complete workshop online here.) We know you’ll enjoy some of Paige’s ideas for leading the charge on inquiry learning as a “lone ranger” librarian. And thanks to Sue Kowalski for putting in a special request for these resources from #ALAAC16!

Inquiry as a Lone Ranger Librarian

Deep Learning Experiences within a Fixed Schedule

Fixed schedule got you feeling trapped? This week, we’re featuring a few favorites from our archive, after Sue Kowalski put in a request from #ALAAC16 for some resources to support our many colleagues on fixed schedules. Today’s article from Julie Green and Laurie Olmsted  focuses on creating deep learning experiences for second graders within a fixed schedule. Subscribers will find dozens more relevant resources at our online home and can also look forward to a great new article on this topic by Ernie Cox in the August/September 2016 issue of the magazine.

Two and a half years ago, elementary school librarians in the Birmingham Public School district had to change to a fixed schedule for half the day with kindergarten through second grade students. This change was due to cutbacks and the need for common planning time among classroom teachers. School librarians found themselves scheduled for 45-minute class periods in a four-day rotation.

As a result of this change, school librarians at the lower elementary level typically saw one kindergarten, one first grade, and one second grade class each day. After the first year, school librarians realized that they needed to develop more meaningful learning experiences for students to meet curriculum objectives and the American Association of School Librarians (AASL) Standards. Because they saw these students often and consistently, it became a rare opportunity to go beyond the basics and develop deeper concepts.

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“I Can’t Do Inquiry! I’m on a Fixed Schedule!”

Sue Kowalski, one of our favorite partners in crime here at School Library Connection, put out the APB over Twitter this weekend at #ALAAC16, mentioning how much our colleagues in Orlando have been discussing the need for great resources on making the most of a fixed schedule. So this week on the blog, we’re highlighting a couple of our faves from our online archives, starting with these quick ideas from the fabulous Kristin Fontichiaro. Enjoy!

THE REALITY IN MANY SCHOOLSFontichiaro

It’s true that doing inquiry on a flexible schedule offers opportunities that a fixed schedule does not. At the same time, the budgetary pressures make flexible schedules a difficult reality.

Fixed schedule solves two problems for administrators: it facilitates release time and ensures consistent information literacy instruction. Additionally, flexible schedule only thrives in buildings with a generous and robust collaborative culture. A solo-practitioner mindset won’t take advantage of a collaborative librarian. Consider, too, that many states’ new teacher evaluation programs pose new pressures for teachers to cocoon themselves in their rooms. If a teacher’s professional future will be based, to any degree, on student test scores, then relinquishing personal control of those students poses a credible hazard. In some states, teacher evaluation scores determine class assignments; pitting colleague against colleague can further diminish reasons for collaborative work. So, let’s brainstorm alternate possibilities for those librarians wanting to achieve inquiry within their fixed schedule routines.

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