There are different ways to schedule library time. Flexible scheduling is recommended by Information Power (1), and by most librarians. Research confirms that flexible scheduling is an important factor in allowing the librarian needed time for collaboration with content area teachers, instruction in library/information literacy skills, and administrative tasks such as training on use of information technologies – activities that show a strong relationship to higher levels of student achievement. Flexible scheduling is not always possible, due to administrative or district decisions which often use the library period as a method of providing planning time for other teachers. However, as opportunity presents itself, librarians should take the opportunity to discuss the benefits of flexible scheduling with administration and staff and work to increasingly incorporate flexibility in the library schedule. Providing students with access to a media center that can meet the educational needs of an increasingly sophisticated information-based society will result in lifelong advantages that can not be underestimated.

Scheduling Options (2)

• Flexible Scheduling--Allows for students to use the library when needed by individuals, groups, and classes through mutual planning by the librarian and the classroom teacher to integrate information skills and literature into classroom curriculum.
• Fixed Scheduling--Classes are assigned at a regular time each week. Often this is the teachers planning period.
• Block Time Scheduling--Classes reserve a block of time for library use when they are working on a specific assignment. Teachers should accompany the class to the library and be available for assistance along with the librarian.
• Open Scheduling--Classes have no scheduled time. Individual students and classes are allowed to come to the library or be sent when they need to use library resources.

Findings from the Irving TX Independent School District after one year of Flexible Access (3)

• "Flexible access" is beneficial to the learner; it encourages development of students information-gathering skills, an appreciation of literature, and activities to foster lifelong reading and library usage.
• What is taught and learned in the library must not be separate from what is taught and learned in the classroom. One must be in sync with the other.
• Multiple activities can successfully co-exist in the library, and more than one grade level or class can access resources simultaneously.
• Flexible access results in no less control by the librarian. Instead (and in some cases for the first time), the librarian has become a full-fledged, integral part of the teaching and learning process, playing an essential role in curriculum planning.
• Flexible access helps create students who are excited about learning and are able and eager to complete research projects.
• Even kindergartners and first graders can find their way to the library and independently check out their own books.
• A library under siege by learners has a higher noise level, is not always in perfect order, and contains some worn out resources. But, such a library is also providing an environment for learning as we have never before witnessed.
• Flexible access gives full visibility to the creative capabilities of librarians. The role of the librarian as teacher, organizer, leader, resource specialist, reading consultant, and curriculum wizard becomes obvious through planning sessions with teachers and other new responsibilities.

Steps to Making the Move to Flexible Scheduling (4)

• Adjust your current lessons [to support curricular projects]
• Be knowledgeable about all of the curriculum
• Support your administration and/or faculty’s endeavor to make changes in instruction and teaching strategies
• Start with one grade or, even better, one unit of study and build [as teachers see the benefits, they will become advocated of flexible scheduling]
• Keep flexibility in the forefront [discuss and promote at every opportunity]
• The Library Media Specialist’s position on the faculty changes [librarian is seen increasingly as an integral component of the teaching staff]

Recommended Reading on Flexible Scheduling

• "AASL Position Statement on Flexible Scheduling". Chicago, IL: American Association of School Librarians. http://www.ala.org/aasl/positions/ps_flexible.html
• Bradburn, Frances. "Crunch time." School Library Journal, Nov. 1999. Pp. 43-47
• Buchanan, Jan. Flexible Access Library Media Programs. Englewood, CO: Libraries Unlimited, 1991.
• Doborot, Nancy L., and Rosemary McCawley. Beyond Flexible Scheduling: A Workshop Guide. Castle Rock, CO: Hi Willow Research and Publishing, 1992.
• Kroeker, Lois Hokanson. "Behind Schedule: A Survey of West Texas Schools," School Library Journal, December, 1989. pp. 24-28.
• Miller, Donna P. and J’Lynn Anderson. Developing an Integrated Library Program. Worthington, OH, Linworth Publ., 1996.
• Monck, Deborah. "Schedules and Planning and Forms, Oh My!" Library Talk, Sep/Oct. 1999, pp. 11.
• Ohlrich, Karen Browne. "Flexible Scheduling: The Dream vs. Reality," School Library Journal, May, 1992. pp. 35-38.
• Van Deusen, Jean Donham. "Prerequisites to Flexible Scheduling," Emergency Librarian [now Teacher-Librarian] , Sep/Oct, 1995, Vol.23 Issue 1, pp. 16.

1. Lance, Keith Curry, Christine Hamilton-Pennell, Marcia J. Rodney with Lois A. Petersen and Clara Sitter. Information Empowered: The School Librarian as an Agent of Academic Achievement in Alaska Schools. Alaska State Library, 1999.

2. From Stein, Barbara and Rissa Brown. Running a School Library Media Center. New York: Neal-Schuman, 1992. p10.

3. Lankford, Mary D. “Flexible Access; Foundation for Student Achievement” School Library Journal. August, 1994. pp. 21-23.

4. Browne, Karen Stevens. “Making the Move to Flexible Scheduling--Six Stepping Stones” School Library Media Activities Monthly. September, 1991. pp. 28-29.