The purpose of this study was to explore both flexible and fixed elementary school library media center scheduling in order to investigate the variety of factors that may contribute to the choice of schedule and to the implementation of the instructional consultant role of the media specialist. Major differences were found in the two programs. In the flexibly scheduled media center, students have more frequent access individually and in small groups. The media specialist participates more often in planning with teachers and as an instructional consultant. Some teachers schedule activities to a much greater extent than others.
Teachers express a degree of fit between the media program's goals and the school's philosophy.
Many teachers and students seem to be developing a sense of ownership of the media center. Teachers and their assistants frequently accompany their students for nonscheduled activities. Lack of clerical assistance is a significant barrier to greater program development. The traditionally scheduled media center ensures regular access and the same instruction for all students. Although encouraged, nonscheduled student use is rare, except for groups in grades 3-5 for circulation.