Flexible Scheduling Position Paper | Reading Position Paper | Ethics in Education
POSITION PAPER ON FLEXIBLE SCHEDULING
In alignment with the American Association of School Librarians and the Kentucky Department of Education, the Kentucky School Media Association views flexible scheduling of library media centers as an essential element of a quality school library media program.
Schools must adopt the educational philosophy that the library media program is fully integrated into the educational program. This integration strengthens the teaching/learning process so that students can meet the KERA goals and exit expectations that require students to be able to efficiently locate, analyze, organize, apply, and communicate information from the wide spectrum of media available, e.g. to become information literate. When the library media program is fully integrated into the instructional program of the school, students, teachers, and media specialists become partners in learning. The library program is an extension of the classroom. Information skills are taught and learned within the context of the classroom core content. The wide range of resources, technologies, and services needed to meet students' learning and information needs are readily available in a cost-effective manner.
The integrated library media program philosophy requires that an open schedule must be maintained. Classes cannot be scheduled in the media center to provide teacher release or preparation time. Students and teachers must be able to come to the center throughout the day to use information sources, to read for pleasure, and to meet and work with other students and teachers. The media specialist must also be available to work in classrooms with teachers in technology integration.
Planning between the media specialist and the classroom teacher, which encourages both scheduled and informal visits, is the catalyst that makes this integrated library program work. The teacher brings to the planning process knowledge of subject content and student needs. The media specialist contributes a broad knowledge of resources and technology, an understanding of teaching methods, and a wide range of strategies that may be employed to help students learn information skills. Collaborative planning by the teacher and library media specialist integrates information and technology skills and materials into the classroom curriculum and results in the development of assignments that encourage open inquiry.
The responsibility for flexibly scheduled library media programs must be shared by the entire school community:
The Board of Education/District Administration endorses the philosophy that the media program is an integral part of the district's instructional program and supports that flexible scheduling for media centers be maintained in all buildings and at all levels. It ensures appropriate staffing levels so that all teachers, including media specialists, can fulfill their professional responsibilities.
The Site-Based Councils/Principals create the appropriate climate within the school by advocating the benefits of flexible scheduling to the faculty, by monitoring scheduling, by ensuring appropriate staffing levels, and by providing joint planning time for classroom teachers and media specialists.
The Teacher uses resource-based instruction and views the media program as an integral part of that instruction.
The Media Specialist is knowledgeable about core content and classroom activities, and works collaboratively with the classroom teacher to integrate information and technology skills into the curriculum.
"The greatest gift is a passion for reading. It is cheap, it consoles, it distracts, it excites, it gives you knowledge of the world and experience of a wide kind. It is a moral illumination." --Elizabeth Hardwick (1916- )
In today's information rich and technologically advanced society, literacy has become far more than just basic reading and writing. Studies linking student success to reading ability, not only indicated that basic skills can no longer be viewed as a benchmark but that the skills needed by adults must be developed at an early age. To achieve success, one must not only possess the skills to read and write, but be capable of processing information and then communicating the gained knowledge. As with any skill, proficiency is realized through practice. Reading proficiency comes from many hours spent reading widely and for pleasure with these experiences ultimately resulting in a deep love for reading. To this end, school media specialists, primary influences and role models in the reading lives of students, have an increasingly important responsibility. We must strive to produce life-long readers by sharing the passion, by providing a rich reading environment and by offering a wide variety of reading experiences and opportunities.
It is in agreement with the American Library Association and the American Association of School Librarians, that the Kentucky School Media Association actively supports ALA's statement that the following conditions must exist for students to become life-long readers:
Ethics in Education
(KSMA Board Approved September 28, 2006)
Kentucky educators are charged with modeling ethical information seeking/using behavior as well as teaching students to be ethical users of information. Kentucky’s Academic Expectations specify student requirements and the New and Experienced Teacher Standards include specific language relating to ethical and legal use of technology.
Library media specialists (LMS) view emphasizing intellectual integrity as an important goal within the library media program. To support library media specialists in this endeavor the Kentucky School Media Association (KSMA) recommends Kentucky LMS incorporate the following information literacy standards within lessons and throughout the library media program whenever possible:
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to nformation and information technology. (American Association of School Librarians)
The LMS should encourage other educators as well as students to practice integrity when researching and using the intellectual property of others. This includes information from a website, books, periodicals, e-mail messages or other members within the learning community. Referring students and educators to the appropriate use statements of intellectual property found within the individual school’s acceptable use policy strengthen the LMS position. Internet and/or computer privileges may be rescinded if the user abuses the technology by plagiarizing another’s work.
The LMS should teach students and other educators how to correctly cite sources of information and when citation of ideas is necessary. The LMS should also be knowledgeable of current fair use laws regarding copyright and be able to relate that information to the school community as needed.
KSMA regards adherence to intellectual integrity as vital for library media specialists to maintain valid and effective roles within the academic community.
References:
American Association of School Librarians, Information Literacy Standards, http://www.ala.org/ala/aasl/aaslproftools/informationpower/informationliteracy.htm, accessed June 26, 2006.
Kentucky Academic Expectation - 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
Kentucky Academic Expectation - 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes
Kentucky Academic Expectation - 3.6 Students demonstrate the ability to make decisions based on ethical values.
Kentucky Academic Expectation - 4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.
Kentucky New Teacher Standard - 9.10 Practices equitable and legal use of computers and technology in professional activities
Kentucky New Teacher Standard - 9.16 Instructs and supervises students in the ethical and legal use of technology.
Kentucky Experienced Teacher Standard - 10.10. Practices equitable and legal use of computers and technology in professional activities.
Kentucky Experienced Teacher Standard - 10.16. Instructs and supervises students in the ethical and legal use of technology.