Information literacy and flexible scheduling for elementary media centers

Abstract

Flexible scheduling in school libraries is supported by the American Association for School Libraries (AASL) and the Association for Educational Communications and Technology (AECT). Support is based on the constructivist theory of learning and posits increased learning, collaboration, and visitations by classes, small groups, and individuals to the availability of resources during the time of need, yet there is no direct evidence to support flexible scheduling. The quantitative study sought to examine the relationship between media center scheduling on students’ academic achievement, teacher and media specialist collaboration, and class visitation in an elementary school. The researcher utilized an experimental posttest-only control group design. The point-biserial correlation was utilized to identify any relationship between groups who utilized the media center on a fixed versus a flexible schedule and criterion-referenced test scores. No significant relationship was found between scheduling patterns, student achievement, and collaboration. However, the research supported increased number of visitations by classes on a fixed schedule.

Citation

Warner, S. (2010), "Information literacy and flexible scheduling for elementary media centers", Delmus E., W. and Janine, G. (Ed.) Advances in Library Administration and Organization (Advances in Library Administration and Organization, Vol. 29), Emerald Group Publishing Limited, Leeds, pp. 219-242. https://doi.org/10.1108/S0732-0671(2010)0000029008