The Windsor Forest High School library is open from 7:00am to 3:00pm for students and faculty. This allows thirty minutes before and after school for students and faculty to use the library services at their leisure. There was not any information about if the librarian was available in out of school hours as a “virtual librarian”. As more 21st century learners are using technology at home and more classrooms follow a flipped model, having virtual access to a librarian for questions related to Web 2.0 technologies or research/copyright becomes increasingly relevant and needed. The media specialist may consider allowing students to the option to email questions in order to assist students with search inquiries, questions related to Web 2.0 tools, or other related needs.
According to the WFHS Media Center Handbook, teachers may reserve time in the library for their class one day in advance. This policy demonstrates flexible access because it allows teachers and the librarian to collaborate and schedule lessons based on the specific class’ needs, rather than following a fixed schedule that encourages teachers to use the library time as “release or preparation time” (AASL, 2014). Having flexible access and allowing teachers to schedule library time on their own terms shows that the WFHS librarian “[recognizes] that the length of the learning experience is dependent on learning needs rather than a fixed library time” (AASL, 2014). During these class visits, teachers can request the librarian’s help with teaching library and research skills, cyber safety, and media center orientation. While class are scheduled in the library, some areas may be unavailable for small groups or individual students. These areas include the work tables, computer stations, and even the small conference rooms. If the media specialist is working with a class and/or teacher(s), the library media clerk is able to scan students’ ID cards to use available workstations/makerspaces, or help them with checking out materials.
In addition to scheduling class visits, teachers can also schedule professional development with the librarian dealing with lesson plan development, technology and equipment instruction, and a copyright in-service. Both the class visit instruction options and the professional development opportunities highlight the importance of copyright use, which is important as students in the 21st century transform into creators of knowledge. The library handbook did not include, however, if teachers could schedule professional development for specific Web 2.0 technologies, or if they could schedule class demos of the technologies in preparation for student projects or activities. This information might interest teachers in using more of the library/librarian’s services and encourage colleagues to view the school librarian as an information and instructional technology leader in the school.
According to the WFHS Media Center Handbook, teachers may reserve time in the library for their class one day in advance. This policy demonstrates flexible access because it allows teachers and the librarian to collaborate and schedule lessons based on the specific class’ needs, rather than following a fixed schedule that encourages teachers to use the library time as “release or preparation time” (AASL, 2014). Having flexible access and allowing teachers to schedule library time on their own terms shows that the WFHS librarian “[recognizes] that the length of the learning experience is dependent on learning needs rather than a fixed library time” (AASL, 2014). During these class visits, teachers can request the librarian’s help with teaching library and research skills, cyber safety, and media center orientation. While class are scheduled in the library, some areas may be unavailable for small groups or individual students. These areas include the work tables, computer stations, and even the small conference rooms. If the media specialist is working with a class and/or teacher(s), the library media clerk is able to scan students’ ID cards to use available workstations/makerspaces, or help them with checking out materials.
In addition to scheduling class visits, teachers can also schedule professional development with the librarian dealing with lesson plan development, technology and equipment instruction, and a copyright in-service. Both the class visit instruction options and the professional development opportunities highlight the importance of copyright use, which is important as students in the 21st century transform into creators of knowledge. The library handbook did not include, however, if teachers could schedule professional development for specific Web 2.0 technologies, or if they could schedule class demos of the technologies in preparation for student projects or activities. This information might interest teachers in using more of the library/librarian’s services and encourage colleagues to view the school librarian as an information and instructional technology leader in the school.