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.

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.

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.

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!

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 5^th 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.

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.

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.

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