SCHEDULING IN FLEXIBLE ROBOTIC MANUFACTURING CELLS HAKAN GÜLTEKİN.
Flexible Scheduling
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A Dynamic Library Program:A Dynamic Library Program:A Dynamic Library Program:A Dynamic Library Program:
It’s all about student It’s all about student It’s all about student It’s all about student
learning.learning.learning.learning.learning.learning.learning.learning.
“Access to more and
more information is
of little value unless
a school places high
value on equipping
its community in the its community in the
processes of processes of processes of processes of
becoming informed.”becoming informed.”becoming informed.”becoming informed.”
James Henri
The process of being informed:
“If you’re going to teach anything in the
Information Age shouldn’t it be how to find,
evaluate, and use online information
critically?” Alan November
Schools must adopt the
educational philosophy that
the library media program is
fully integrated into the
educational programeducational programeducational programeducational program. This
integration strengthens the strengthens the strengthens the strengthens the
teaching/learning process teaching/learning process teaching/learning process teaching/learning process so
that students can develop the that students can develop the
vital skills necessary to locate, to locate, to locate, to locate,
analyze, evaluate, interpret, analyze, evaluate, interpret, analyze, evaluate, interpret, analyze, evaluate, interpret,
and communicate information and communicate information and communicate information and communicate information
and ideas. and ideas. and ideas. and ideas.
AASL Position Statement on Flexible Scheduling
21212121stststst
Century Century Century Century
PYPPYPPYPPYP
LiteracyLiteracyLiteracyLiteracyInformation Information Information Information FluencyFluencyFluencyFluency
Educational Educational Educational Educational
Program at Program at Program at Program at
QAQAQAQA
Century Century Century Century LearningLearningLearningLearning
LiteracyLiteracyLiteracyLiteracy
TechnologyTechnologyTechnologyTechnology
Information Information Information Information FluencyFluencyFluencyFluency
21212121stststst Century learning/Century learning/Century learning/Century learning/PYP:PYP:PYP:PYP:1. Creativity and Innovation (risk-takers)
2. Communication and Collaboration
(communicators, open-minded, balanced)
3. Research and Information Fluency
(inquirers, knowledgeable)(inquirers, knowledgeable)
4. Critical Thinking, Problem-solving, and
Decision-making (reflective, caring, thinkers)
5. Digital Citizenship (principled)
6. Technology Operations and Concepts
PYP principlesPYP principlesPYP principlesPYP principles:
Inquiry learning
Transdisciplinary learning
Essential elements –
knowledge, skills, knowledge, skills,
concepts,
attitudes, action
IB Profile
Essential Skills:Essential Skills:Essential Skills:Essential Skills:
Questioning
Brainstorming
Recognizing an information
need
Finding key words
Evaluating informationEvaluating information
Note-making
Searching different media
Using the WWW
Ethical use of information
Citations
Sharing information -
collaboration
Teacher
Librarian
TIFS
Language
Support
Literacy
Coordinator
ESL
Coordinator
Math
Coordinator
Humanities
Coordinator
Science
Coordinator
School Libraries Work! Research Foundation Paper School Libraries Work! Research Foundation Paper School Libraries Work! Research Foundation Paper School Libraries Work! Research Foundation Paper 2008200820082008
When the library media program is fully
integrated into the instructional program of
the school:
•students, teachers, and library media specialists become
partners in learningpartners in learningpartners in learningpartners in learning.
•The library program is an extension of the classroomextension of the classroomextension of the classroomextension of the classroom. •The library program is an extension of the classroomextension of the classroomextension of the classroomextension of the classroom.
•Information skills are taught and learned within the within the within the within the
context of the classroom curriculum. context of the classroom curriculum. context of the classroom curriculum. context of the classroom curriculum.
•The wide range of resources, technologies, and services
needed to meet students learning and information needs
are readily available in a cost-effective manner.
AASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible Scheduling
How can this integration be achieved?
� Collaboration and partnership between all the
support teachers
� Flexible scheduling in the library
What is Flexible Scheduling?
"a scheduling arrangement that allows for variation in library use, rather than having each class scheduled into the library for a regular, fixed period"
Flexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an Innovation
What is Flexible Scheduling?
Shannon (1996): “The library media specialist and the teacher plan together for instruction or use of resources based on student learning needs in each curriculum unit and schedule on curriculum unit and schedule on that basis. The schedule is arranged on an ad hoc basis and varies constantly.”
Flexible SchedulingAllows teachers to bring their classesclassesclassesclasses to the library at the time of greatest needtime of greatest needtime of greatest needtime of greatest need for instructional purposes.
Flexible AccessAllows students to visit the library at their point of need.
Flexible Access and Technology Integration in your ClassroomFlexible Access and Technology Integration in your ClassroomFlexible Access and Technology Integration in your ClassroomFlexible Access and Technology Integration in your Classroom
Why Flexible Scheduling?Educational research on effective learning tells us:
• learning skills in context is more effective than learning in isolation
• inquiry-based learning is • inquiry-based learning is more meaningful
• student achievement increases when libraries and librarians play an integral role in student learning
Flexible Scheduling: Implementing an Innovation: How School LibrariansFlexible Scheduling: Implementing an Innovation: How School LibrariansFlexible Scheduling: Implementing an Innovation: How School LibrariansFlexible Scheduling: Implementing an Innovation: How School Librarians Help Kids Help Kids Help Kids Help Kids AchieveAchieveAchieveAchieve StandardsStandardsStandardsStandards
Why Flexible Scheduling?
"Donham van Deusen and Tallman (1994) . . . found that more collaborative planning and teaching more collaborative planning and teaching more collaborative planning and teaching more collaborative planning and teaching existed in schools with flexible- or mixed-scheduled libraries, particularly where principals expected team planning and librarians were full-time and did not cover teacher planning time."not cover teacher planning time."
Flexible Scheduling: Implementing an Flexible Scheduling: Implementing an Flexible Scheduling: Implementing an Flexible Scheduling: Implementing an Innovation: How School LibrariansInnovation: How School LibrariansInnovation: How School LibrariansInnovation: How School Librarians Help Help Help Help
Kids AchieveKids AchieveKids AchieveKids Achieve StandardsStandardsStandardsStandards
"The integrated library media program philosophy requires that an open schedule must be maintained. an open schedule must be maintained. an open schedule must be maintained. an open schedule must be maintained. Classes cannot be scheduled in the library media center to provide teacher release or preparation timeteacher release or preparation timeteacher release or preparation timeteacher release or preparation time. Students and teachers must be able to come to the Students and teachers must be able to come to the Students and teachers must be able to come to the Students and teachers must be able to come to the center throughout the day center throughout the day center throughout the day center throughout the day to use information sources, to read for pleasure, and to meet and work with other students and teachers.”students and teachers.”
AASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible SchedulingAASL Position Statement on Flexible Scheduling
What does it take to implement?
Donham van Deusen (1995) suggested the following conditions are necessary for successful implementation:
• An information skills curriculumcurriculumcurriculumcurriculum matched with the content area curriculum
• Flexible access Flexible access Flexible access Flexible access to the library media center throughout • Flexible access Flexible access Flexible access Flexible access to the library media center throughout the day
• Team planningTeam planningTeam planningTeam planning
• Principal expectations Principal expectations Principal expectations Principal expectations for collaboration
• A commitmentcommitmentcommitmentcommitment to resource-based learningFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an InnovationFlexible Scheduling: Implementing an Innovation
AN EFFECTIVE SCHOOL LIBRARY…AN EFFECTIVE SCHOOL LIBRARY…AN EFFECTIVE SCHOOL LIBRARY…AN EFFECTIVE SCHOOL LIBRARY…I Is accessibleaccessibleaccessibleaccessible to the total school community, on site or remotely
I Is cost effective because one book is used by many
I Provides flexible scheduling and timely access flexible scheduling and timely access flexible scheduling and timely access flexible scheduling and timely access to the collection
by all students
I Offers a broad range of materials—reference, fiction, and
nonfiction
I Addresses a broad range of reading levels
I Minimizes loss through cost-effective tracking systems
I Supports learning to read and reading to learn with I Supports learning to read and reading to learn with
informational and imaginative text and literature
I Adds new resources throughout the school year to keep
collections dynamic
I Creates a sense of ownership that is shared by the entire school
communityRoscelloRoscelloRoscelloRoscello, Frances and Patricia Webster (, Frances and Patricia Webster (, Frances and Patricia Webster (, Frances and Patricia Webster (2002200220022002). Characteristics of School Library Media ). Characteristics of School Library Media ). Characteristics of School Library Media ). Characteristics of School Library Media
Programs and Classroom Collections: Talking Points. Albany, NY: Office of Elementary, Programs and Classroom Collections: Talking Points. Albany, NY: Office of Elementary, Programs and Classroom Collections: Talking Points. Albany, NY: Office of Elementary, Programs and Classroom Collections: Talking Points. Albany, NY: Office of Elementary,
Middle, Secondary, and Continuing Education, New York State Education Department.Middle, Secondary, and Continuing Education, New York State Education Department.Middle, Secondary, and Continuing Education, New York State Education Department.Middle, Secondary, and Continuing Education, New York State Education Department.
LibrariansLibrariansLibrariansLibrarians are NOT single-subject teachers, as are
music, art, PE. These Single-subject teachers will
integrate what they do into the UOI, but they teach
a specific subject.
.
Everything that the teacher librarian is qualified to
teach, and is interested in having the students learn,
is inextricably tied to the classroom curriculum.
Teacher Librarians are trained as:Teacher Librarians are trained as:Teacher Librarians are trained as:Teacher Librarians are trained as:
Teachers
and as
Information specialists –
skilled at sourcing and selecting resources;
skilled at search techniques, evaluating websites, using
information.
Current library program:Current library program:Current library program:Current library program:
Each class visits the library once a week: book exchange,
short lesson – sharing new titles, introducing a genre,
learning library lay-out, very basic skills.
Library schedule fixed.
Teachers’ schedules fixed, with little room for manoeuvre.
Flexible Library scheduleFlexible Library scheduleFlexible Library scheduleFlexible Library schedule:
Classes sign up for a 20 minute book exchange per week/ could
be a reading period. Teacher accompanies students.
Teacher librarian works with grade level teachers, team teaching,
supporting units of inquiry, reinforcing information literacy skills.
The library can be scheduled separately from the teacher librarian.
What does a successful flex program look
like for students?students?students?students?
• The library is a very busy, dynamic place.
• Students are in the habit of coming to the library as soon coming to the library as soon as they need new reading materials. Many come more than once a week.
• Students see the librarian as a literacy and inquiry resource
• Students are responsible for what they've learned in the library; it is tied to what they are doing in their classes.
What does a successful flex program look
like for students?students?students?students?
their classes.
• Students learn inquiry skills systematically.
• Book checkouts increase
What does a successful flex program look
like for teachersteachersteachersteachers? • Students are allowed to go to the library on their own when they need new books.
• Grade-level teams meet at least once per unit of inquiry with TIFS and the inquiry with TIFS and the librarian.
• Where appropriate, librarian and TIFS meet with other support teachers.
• Classes are scheduled in the library and IT lab as needed
What does a successful flex program look
like for teachers?teachers?teachers?teachers?
• Library resources related to the current unit are made available in the library or the classroom.
• Classroom teachers, librarians, and • Classroom teachers, librarians, and tech teachers are all responsible for the Information and Technology Literacy curriculum.
• Classroom teachers often team teach with the tech teachers and librarian
What does a successful flex program look
like for administrators?administrators?administrators?administrators?
Flexible scheduling won't be successful without administrative support.
o allowing time to investigate o allowing time to investigate and implement a flex schedule
o requiring and attending planning meetings
o allowing for adequate staffing
What does a successful flex program look
like for librarians?librarians?librarians?librarians?
• Collaboration with every teacher in the school
• Busy and varied days
• Time with students focused on learning, not on management
• Accommodating several classes at once
• Length of time with students varies
• Library management during "slow" periods
Planning:Planning:Planning:Planning:Teachers, PYP coordinator, TIFs and TL look at learning
experiences, engagements for the following unit, and
discuss where information skills will come into play. TL
and TIFs will attend appropriate planning sessions for
each UOI. They will plan times through the unit where TL
will join classroom teacher to teach information literacy will join classroom teacher to teach information literacy
skills.
We need to think of the
library “as a part of a part of a part of a part of
rather than apart from apart from apart from apart from
the classroom, and of the
librarian as a line line line line
member member member member of the teaching
staff rather than an an an an staff rather than an an an an
adjunct adjunct adjunct adjunct to it.”
Gary Gary Gary Gary HartzellHartzellHartzellHartzell
Research:Research:Research:Research:
There is significant research proving that a well-resourced
school library, with a qualified TL, makes a difference to
students learning.
In our situation, I believe that with our resources, and the
fact that we do have qualified library staff, it does not
make sense to not utilize fully either the resources or the make sense to not utilize fully either the resources or the
skills of the library staff.
Our library does not need to be purely a repository for
books and other resources – it can be the heart of all
learning in our school – and will be so when the new
learning hub comes into being, but only if the philosophy
is in place.
COLORADO (LANCE, ET. AL., COLORADO (LANCE, ET. AL., COLORADO (LANCE, ET. AL., COLORADO (LANCE, ET. AL., 1993199319931993; LANCE, ; LANCE, ; LANCE, ; LANCE,
ET. AL., ET. AL., ET. AL., ET. AL., 2000200020002000))))I The size of the school library staff and collection
explained 21% of variation in 7th grade Iowa
Tests of Basic Skills (ITBS) reading scores,
while controlling for socio-economic conditions
(1993).(1993).
I Elementary school students with the most
collaborative teacher librarians scored 21%
higher on Colorado Student Assessment
Program (CSAP) reading scores than students
with the least collaborative teacher-librarians
(2000).
DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, 2005200520052005––––6666))))Data collected from this study shows that 98.2% of
students were helped by the school library in their
learning process, when the school libraries had state
certified, full-time school librarians, flexible schedules, , flexible schedules, , flexible schedules, , flexible schedules,
active instructional programs for information literacyactive instructional programs for information literacyactive instructional programs for information literacyactive instructional programs for information literacy
developmentdevelopmentdevelopmentdevelopment, and a networked information technology developmentdevelopmentdevelopmentdevelopment, and a networked information technology
infrastructure.
DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, 2005200520052005––––6666))))The mere presence of a large collection of books, The mere presence of a large collection of books, The mere presence of a large collection of books, The mere presence of a large collection of books,
magazines, and newspapers in the school library is not magazines, and newspapers in the school library is not magazines, and newspapers in the school library is not magazines, and newspapers in the school library is not
enough to generate high levels of academic achievement enough to generate high levels of academic achievement enough to generate high levels of academic achievement enough to generate high levels of academic achievement
by students. Such collections only make a positive
difference when they are part of school-wide initiatives to
integrate information literacy into the school’s approach to
standards and curricula.standards and curricula.
DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, DELAWARE (TODD, 2005200520052005––––6666))))Elementary schools with flexibly scheduled with flexibly scheduled with flexibly scheduled with flexibly scheduled libraries
performed 10101010% better in reading % better in reading % better in reading % better in reading and 11111111% better in % better in % better in % better in
writing writing writing writing on the ISAT tests of fifth graders than schools with
less flexibly scheduled libraries.
Teacher comments:Teacher comments:Teacher comments:Teacher comments:
I love the flexible schedule because it allows me to
send the students as they need to get a book or as
they need to do research and doesn't tie me to a
certain time, and the students can read as much as
they want to because they can go and get more books they want to because they can go and get more books
and don't have to wait until the next week to get a
book.
————fourthfourthfourthfourth----grade teachergrade teachergrade teachergrade teacher
Teacher comments:Teacher comments:Teacher comments:Teacher comments:
It's a lot easier to be able to say, “Why don't you go
check it out in the library? That's a great question.”
And feel comfortable that they can go to the library
and be able to get the help and look it up without me
trying to schedule a time, like, “OK, that's a great trying to schedule a time, like, “OK, that's a great
question, but we'll have to look it up next week when
we go to the library.”
————thirdthirdthirdthird---- and fourthand fourthand fourthand fourth----grade teacher.grade teacher.grade teacher.grade teacher.
Teacher comment on the loss of planning Teacher comment on the loss of planning Teacher comment on the loss of planning Teacher comment on the loss of planning
time:time:time:time:
You need to look at it the other way to see that the
students really benefit the most, it depends on who
we're here to benefit, I guess—for the benefit of the we're here to benefit, I guess—for the benefit of the
teacher or the benefit of the studentsbenefit of the studentsbenefit of the studentsbenefit of the students, being able to
learn some real-life skills.
—fourthfourthfourthfourth----grade teachergrade teachergrade teachergrade teacher
Teacher comments:Teacher comments:Teacher comments:Teacher comments:
And I think it also encourages the children to use the
library more. At other schools I've been at, the library
just isn't on anyone's mind. But I think in ours the
library is very central. Not only is it physically central
in the building, but I think it's central in kids' minds.in the building, but I think it's central in kids' minds.
————firstfirstfirstfirst---- and secondand secondand secondand second----grade teachergrade teachergrade teachergrade teacher
WORKS CITED
� "ALA | AASL Position Statement on Flexible Scheduling." ALA | Home - American Library Association. 27 Sept. 2006. Web. 13 Mar. 2010. <http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/positionstatements/aaslpositionstatement.cfm>.
� Hartzell, Gary. "Capitalizing on the School Library’s Potential to Positively Affect Student Achievement." White House Conference Resources. Web. <http://www.fcps.edu/DIS/LMS/news/flexible_scheduling/pdfs/white_house_conf_resources.pdf>.
� Henri, James. "Understanding the Information Literate School Community." The Information Literate School Community 2:Issues of Leadership. Wagga Wagga: Centre for Information Studies, 2005. 11-26. Print.
� Hoiseth, Linda. Flexible Library Scheduling in the Elementary School. Presentation 2009
� Hoiseth, Linda. Flexible Library Scheduling in the Elementary School. Presentation 2009
� Keith Curry, Lance. "How School Librarians Help Kids Achieve Standards: The Second Colorado Study." Apr. 2000. Web. 13 Mar. 2010.
� McGregor, Joy. "ALA | Flexible Scheduling: Implementing an Innovation." ALA | Home - American Library Association. Web. 20 Mar. 2010. <http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/flexible.cfm>
� The Primary Years Programme A Basis for Practice. Rep. Cardiff: International Baccalaureate, 2009. Print.
� Roscello, Frances, and Patricia Webster. "Characteristics of School Library Media Programs and Classroom Collections: Talking Points." Office of Elementary, Middle, Secondary, and Continuing Education, New York State Education Department(2002). Print.
� "School Libraries Work!" Scholastic Library Publication, 2008. Web. 13 Mar. 2010. �