Flexible Access Media Program

AASL Statement

Flexible access is a student-centered program that integrates media instruction with the classroom curriculum and promotes literacy and spontaneity of inquiry. Scheduled classes are the result of collaboration between the teacher and the media specialist and vary in time and frequency, depending on the particular curricular objectives being taught. This integration enables the student to connect learning with resources and meaningful experiences. The flexible access program encourages the media center to be used as an extension of the classroom. It allows students and teachers access to resources and personnel when they need them. This not only encourages the "teachable moment" but also gives students the opportunity to check books out as often as needed. The media specialist is available for reading guidance and encourages reading for both information and pleasure. Flexible access allows simultaneous activities to occur in the media center. Large groups, small groups, and one-on-one instruction can take place throughout the media center, making extensive use of the resources, technology, personnel and facility. The media center that uses the flexible access program becomes an integral part of the school. Using this program, the media specialist plays a vital role in the success of all students.

How do I implement a Flexible Access program?
Use your leadership skills to:
* Articulate the vision of a Flexible Access program to administrators, teachers, parents and students.
* Convince teachers to give it a try.

Gain vital administrative support by:
* Touting the benefits of Flexible Access.
* Offering alternative solutions to using media for teacher planning.

Win faculty support by demonstrating your instructional role in student success.

Make substantive changes:
* Emphasize the importance of instruction by separating book checkout from class time.
* Provide open checkout throughout the day (use an assistant, student helpers, self-checkout, volunteers, or 2-3 open checkout periods).

Walk the talk:
* Make the media center an inviting, friendly, student-centered place.
* Encourage teachers to bring classes (unscheduled) to the media center to take advantage of the "teachable moment".
* Be flexible.
* Find out what is being taught in the classrooms and integrate your lessons as best you can.
* Find out what is being taught in the classrooms and take resources to the teacher.

Keep lines of communication open:
* Share what is going on the media center.
* Attend planning sessions.
* Send class work and class notes with students to the teacher.
* Encourage the teacher to stay with the class to learn what her students are doing.
* Reach out to teachers by going to them with suggestions for integrated lessons, activities and projects.

Be patient and stay focused:
* It takes 4-5 years to fully implement a Flexible Access program.
* Change takes time. Everyone moves at his/her own pace.
* Expect resistance. Be persistent. Try new strategies.

Recommended Reading
Bradburn, Frances. "Crunch Time", School Library Journal, November 1999: 43-47.
Browne, Karen Stevens. "Making the Move to Flexible Scheduling: Six Stepping Stones", School Library Media Activities Monthly, September 1991: 28-29.
Browne, Karen Stevens and Linda Burton. "Timing Is Everything: Adapting to the Flexible Schedule", School Library Journal, December 1989: 20-23.
Buchanan, Jan. Flexible Access Library Media Programs. Englewood, CO: Libraries Unlimited, 1991.
"Flexible Access: For the Children", IMPACT, Instructional Technologies, NCDPI, 2000: 127-131.
Jay, M. Ellen. "Flexible Scheduling: Potential for Impact". In School Library Media Annual, Vol. 7. Englewood, CO: Libraries Unlimited, 1989. pp. 57-60.
Lankford, Mary D. "Flexible Access: Foundation for Student Achievement", School Library Journal, August 1994: 21-23.
Logan, Deborah Kay. "When They Say "No!" to a Flexible Schedule: Three Transitional Paths", Today’s School Media Specialist, Winter 2000: 22, 24.
Ohlrich, Karen Browne. "Flexible Scheduling: The Dream vs. Reality", School Library Journal, May 1992: 35-38.