As the library media specialist for our 7-12 school, I find the block schedule offers time for information skills instruction in support of class assignments. Block scheduling also provides time for students to get a good start on their research during the same period as the information skills instruction. In the fall, I do a ninth grade orientation to the library media center as part of the course curriculum. As a follow-up activity, the teachers assign a brief research project using the resources I discussed. The block period allows the teacher to first meet with the class and handle routine procedures, introduce the assignment, and then arrive at the library media center for my presentation.
Students can also begin locating books and materials on their topic.
Consequently, students are immediately able to apply their information skills as we work together to formulate their search strategies and to explore the available resources. This process is also used for our civics, chemistry, English, Asian studies and American studies block courses. This problem still exists for those courses that are scheduled for forty-five minutes. Based on the evidence from my calendar, I believe that the library media center is used more frequently and effectively under the block schedule. This belief is based on observing the teachers' increased awareness of providing a ninety-minute class with a sustained and structured activity.