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Read BOTH article 1 and article 2

Post your take-a-ways on flexible schedule v/s fixed schedule and how you will advocate for a flexible schedule in your own program.

Article 1- Enabling Inquiry Learning in Fixed-Schedule Libraries (What the research says)

Article 2- Library Classes - Flexible or Fixed? (2020 Application)

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For sure, flexibility is always ideal, but I appreciated Carole Stubeck's perspective on making inquiry-based projects work, even within a fixed schedule. She writes that by "Taking advantage of technology, we seamlessly linked library and classroom learning in a spiraling collaboration model, alternating instruction between the school library and the classroom." Her experience shows that no matter the schedule, collaborating with classroom teachers is key to making library instruction relevant and feasible. She emphasizes the benefits of using tech to coordinate flipped instruction and to collaborate with co-teachers. Advocating for time to collaborate is one of the biggest arguments in favor of flexible schedules for librarian.

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While Stubeck makes an excellent point when she states, "This fixed schedule

model limited my contact with

students to a thirty-minute period

each week, resulting in information

literacy instruction primarily

through stand-alone lessons rather

than inquiry or resource-based

learning." It is sometimes out of our hands to determine our schedules. We can advocate for changes, but every job begins with certain expectations and ideas about how we engage with the other stakeholders in our spaces. This said, Stubeck found ways to collaborate beyond the walls of her space by finding advocates and partners within your staff. The collaboration from creation, to student interactions, and class times resulted in success. She even stated, "Our greatest success was proving we could collaborate on a unit using Guided Inquiry despite the limitations of fixed library scheduling." Kapur advocates for flexible scheduling through the idea that "library program should be an ‘Extension’ of the classroom where real learning can be provided to the students if teachers and librarians were partners." I do think that when you are given a schedule; you do learn to work within its frame. This said, when you find time to really develop deeper inquiry and partnerships, you can find ways to highlight those pieces and build momentum towards creating more times (flexibility) where you can impact learning profoundly. I think ultimately the key is in proving the value of flexibility and the skill set you bring to the table that can be utilized more fully when you are not locked into a fully fixed schedule.

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The article by Carole J Stubeck was encouraging.  Her solution to collaborating with teacher her limited time was to use digital technology with students on their research project.  It gave her the opportunity to collaborate with teachers while mentoring and assessing student progress.  Stubeck was able to determine if the students were actually learning the material.  She noticed the students were engaged in their learning.

Stubeck’s solution to the fixed schedule problem and collaboration limitation would work for me.  As a first-year librarian, I don’t see being able to have a flexible schedule.  We currently do not have a STEM enhancement class.  Last year, I taught STEM and we had more planning time which was perfect time for collaborating with teachers.  Unfortunately, my school, does not have plans to add any more staff at this time.  Currently, I am working on getting materials and resources for first and second grade Gateway projects.  Stubeck’s article has inspired to continue working on various ways to collaborate with teachers in spite of my limited.

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I am currently a high school librarian, so my schedule is flexible (somewhat). I am also the yearbook coordinator, and I do teach a yearbook class every day during second period. My yearbook class is only 4 students, so much of the time, I can give them their tasks and still teach a class or help students with research. In the high school setting, it is impossible to do a fixed schedule, especially with a school of our size (1,650 students). Since I was a middle and high school teacher for 20 years, I see high value in my position as I know teaching and learning styles and the English curriculum. So far this year, I have co-taught some English classes and I am on schedule to co -teach a social studies class for their research paper after Thanksgiving. According to the article "Library Classes-Flexible-or Fixed" "I believe, Librarians with flexible schedules can offer integration of technology tools to students and work on digital and media literacy apart from other core requirements. As Stripling points out that “inquiry is not a collection of process skills and strategies; it is a relationship between thinking skills and content." This mindset goes well in line with high school students. As librarians (especially at the high school level) we are taking what students have already learned and turning that into skills that they can use in college and beyond. I Love it when something that I have showed or taught in the media center gets carried throughout the student so much as they come back to me to ask for help. At the high school level, this is what you hope to see---a student who takes their skills they have learned in elementary and middle school and apply that to high school learning.

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I'm not a librarian yet, but I'm hoping to work in an elementary school library, hopefully at the school where I currently work as a teacher assistant. They have a fixed schedule where library time is one of the specials rotations, so I appreciated these articles looking at the reality of the school schedule and how to work around it to make the best learning experiences for the students. I really appreciated the first article, because I could imagine something like that working in my school. Our curriculum facilitator is great and I think she would be open to collaboration that goes beyond the traditional library schedule at the school. The teachers and students are already familiar with so many different digital programs, I think that'd be a great way to connect all the learning going on.

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I am a first-year elementary school librarian. I am on a fixed schedule so I can agree with what Carole Stubeck says about making inquiry work in a fixed schedule. I am learning my schedule, making lesson plans, and collaboration. No matter the schedule, we have to collaborate. Using technology and other online sources can benefit the learning process and putting inquiry-based methods in the works. Time is also a difficulty when wanting to collaborate with the teachers and that is still a learning process for me.

What both articles revealed to me was collaboration is key when a fixed or flexible schedule is happening. Be willing to put yourself out there.

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Both of these articles made strong arguments for flexible scheduling allowing for effective Inquiry-based teaching and collaboration. I particularly like Stubeck's article and her thorough explanation of the Action Research "spiral" allowing for Guided Inquiry and the Information

Search Process (ISP). I really appreciated being taken through her experience with her Civil War unit, seeing exactly how all of these pieces came together to create genuine students engagement and teacher/librarian collaboration. They found a way to work within the constraints of a fixed schedule... which is no easy feat!

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In their article “Enabling Inquiry Learning in Fixed-Schedule Libraries,” Carole J. Stubeck stresses the critical limitations of a fixed-schedule, especially at the elementary level. At this level it is nearly impossible to conduct inquiry-based learning plans in a 30 minute “specials” period. However, Stubeck gives advice on how to implement inquiry learning on a fixed schedule, which is much needed information as most schools (specifically elementary) refuse to move to a flexible schedule.

On a fixed-schedule, the resources of the library and the librarian are unable to be utilized as the librarian has no time that lines up with the schedule of classroom teachers to plan co-teaching, do student needs assessments, conduct formative assessments, or create intentional inquiry- based library lessons for specials that align with the current classroom curriculum. On a flexible schedule technology can be incorporated more in the library as students have more freedom over their learning experience. Ambika Kapur highlights this notion in their article “Library Classes – Flexible or Fixed?”. Kapur notes that the ability for the media center to be an extension of the classroom is not valued in a fixed schedule. Instead, the media center is seen as a drop-off location for “specials” where ultimately librarians become babysitters for teacher planning periods.

I equate the scenario of a fixed schedule to being like pushing a boulder up a mountain where you are trying to incorporate the necessary skills into lesson plans during the allotted time frame just for the boulder to fall down the hill as you have limited teaching time because of classroom management, transitions, and unalignment with class curriculum. Then you begin that push again for all six classes that day from kindergarten to 5th grade.

I will strongly advocate for a flexible schedule, but I know that it will be a difficult battle because I hope to be in an elementary school library. That’s where the idea of a liminal area between fixed and flexible schedules comes into play as Kapur mentioned. It is difficult to break the idea that the media center is a “special” in an elementary setting. However, I know that through a commitment to collaborating with administration and teachers that it is possible for all students to have access to library lessons that include mindful, inquiry-based designs that align with classroom curriculum. The key words for administration in that battle is, “Test scores will rise!”. We all know at the end of the day, when it comes to advocating with administration that data speaks louder than any librarian can yell.

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Currently a kindergarten teacher preparing to transition into an elementary media specialist role. I recognize that implementing a flexible schedule in elementary settings can be challenging due to strict time constraints and daily routines. However, I believe media coordinators in middle and high schools often have more flexibility in their schedules, as they are not required to serve as a daily resource for every student.

After reading the article "Enabling Inquiry Learning in Fixed-Schedule Libraries: An Evidence-Based Approach," my takeaways were the importance of collaborative teaching, action research, and evidence-based practice. The partnership between librarians and classroom teachers in creating inquiry units that align with the curriculum highlights the significance of both the library and classroom as essential spaces for student learning. It also shows the role of action research in shaping effective library practices, ensuring that inquiry strategies are both data-driven and can be tailored to the unique needs of the school community.

In the article "Library Classes – Flexible or Fixed?", one statement that stood out to me was the idea that the library acts as a hub for new learning and knowledge sharing. Transforming the library into an extension of classrooms can greatly benefit the entire school community through collaboration. Ensuring that all students have ample opportunities to utilize the library is my top priority. In the interview at the school where I accepted elementary media position, I'll have one week of classes followed by a week without classes. In my program, I would advocate for morning open circulation and, during weeks when I don’t have classes, I would provide time slots for teachers to bring their students into the library as needed.

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My current elementary library schedule allows for three flex mornings every other week. I dream of the fantastic collaborations I might be able to accomplish during those mornings, but it seems like the time disappears with library management tasks and reader advisory. This year, I had a small taste of using a digital platform to foster inquiry learning on a fixed schedule, like Carol Stubeck suggests. I can see the benefits of this practice. My first attempt was a bit rocky. There is room for growth!

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Currently, I do work in public library, but I am completing my practiuum at a high school. At my high school, we are on a flexible schedule, where students and teachers are able to utlize the library when necessary. I can't imagine how a fixed schedule would work in high school setting. A flexible schedule as stated in Kapur's article, allows for freedom to collaborate and connect with teachers, which a fixed schedule can be difficult to do. I liked Stubeck's article and how it illustrates how you can incorporate inquiry even on a fixed schedule.

Once I am in a school of my own, if I am on a fixed schedule, one way that I could advocate for a flexible schedule is to provide research on flexible schedule. I could start slow and advocate for a flexible schedule day or alternating week if possible to show how a flex schedule would work and be beneficial.

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I am currently an elementary school librarian on a fixed schedule. The schedule has a six day rotation with six 45 minute classes per day. In the morning my duty is always open check out from 7:45-8:25 and then I have class starting at 8:30. We have "5" minutes between classes. This is quoted because we have 5 minutes only if everyone is on time.

The library is also used as a cut through for people that have a key. I keep one door closed and everyone continues to walk through anyway. It is also used for small groups and a holding spot for people waiting on small groups. The SRO officer has an office in the back of the library.

In other words we have a lot going on at all times. I have been tasked with the digital learning for the school. In order to make sure it happens with all students, I put in in my lessons. I also have the students do STEM projects with my makerspace on a cart and Robotics with SPHEROs. I also do the NC Children's Book Award Nominees so that the students can participate in the voting.

I have a hard time collaborating due to the fixed and full schedule already. I do love the idea especially with the older students about really letting them research their own questions. What are they wondering? This would be beneficial to the classroom teachers if we could find out what the kids still have questions about and let them try and find the answers.

I enjoyed reading how Carole J. Stubeck and her teacher collaborators were able to hook their learners and then use the inquiry based learning to keep students engaged. This is inspiring.

In order

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I am a middle school librarian with a flexible schedule. I appreciated the stresses of the authors of the two articles and their complaints about not having time for collaborations with teachers. It seemed that both came to a point of being able to offer some flexibility. I have found that even despite my flex schedule, it is difficult for teachers to collaborate due to their inflexible schedules and need to get through the curriculum. I have ELA classes in the library daily and am very happy to assist teachers with their lessons and students with their book requests and reading opportunities. Prior to moving to NC, I had opportunity as a classroom teacher to collaborate with the librarian and create amazing lessons that gave students the type of experience that Stubeck mentioned in her Civil War lesson. At my current school, it has never been the case that teachers can spend more than one day quarterly to collaborate on a lesson without completely throwing off their planned units. I liked Stubeck's suggestions regarding technology resources, but in my current situation, I don't see my flexible schedule making any difference due to the teachers having inflexibility regarding the needs of their students.

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As someone who is on a fully flexible schedule, reading both articles made it clear that neither a fully fixed nor a fully flexible schedule truly meets the realities of today’s school library programs. A flexible schedule supports collaboration, inquiry, and authentic learning, but when the schedule is entirely flexible, it can create the unrealistic expectation that the media coordinator is always available for every need, from co‑teaching to copier emergencies. I’ve experienced how this makes it difficult to protect planning time or sustain long‑term instructional partnerships. On the other hand, a rigid fixed schedule limits the librarian’s ability to respond to projects, support teachers, or meet students where they are. The most sustainable model is a hybrid approach: for example, seeing classes on a fixed rotation three days a week while keeping the remaining days flexible for collaboration, tech support, and schoolwide responsibilities. Given that many media coordinators also serve as tech leads, testing coordinators, website managers, magnet coordinators, and more, advocating for a blended schedule is really advocating for a program that is both responsive and realistic.