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In September, 1996, I requested the help of elementary library media specialists to participate in a survey concerning the implementation and maintenance of flexible schedules in their library media programs. I received 11 participants from LM_NET and 6 other participants for the Albany area. Now that my seminar paper is done and I have graduated with my MLS, I'd like to thank those who participated and share my survey results. My study was conducted to determine what factors have contributed to implementing and maintaing successful flexible scheduling in elementary school library media programs already existing. Seventeen respondents met the criteria for this survey, being elementary specialists who have gone through the process of implementing a flexible scheduled library media program, and are still maintaining their program. The library media specialists participating in this study had a good amount of experience in library media education. Half have been library media specialists for twelve years or more, and almost half had fifteen or more years of experience. The average elementary school building ahd 526 students and twenty-nine teachers. Eighty-three percent of the respondents reported having a full-time library media specialist and a full or part-time clerical aide. Parents comprised the majority of volunteer workers within the centers. Sixty-one percent of all library media programs involved a combination of flexible and fixed scheduling. Fixed scheduling was most often used for book circulation (73%), and class sessions with primary grades (82%). Cooperative planning only received 36% of the tally. Kindergarten, first, second, and third grades were less involved in flexible scheduling than the fourth, fifth, and sixth grades which had one hundred percent involvement. Popular activities in the preliminary planning and research stages of flexible scheduling included reviewing the professional literature, reviewing the library media program's goals, objectives, mission, and philosophy, and re-education both teachers and administration (all at 76%). Gaining teacher support was reported as the most challenging aspect of implementation (88%), and similarly, cooperative planning and evaluation of lessons with teachers was reported as the most challenging aspect of maintaining flexible scheduling (67%). Maintaining teacher support received 56% of the vote. Covering teacher prep time, however, was not an issue for 80% of the respondents. Regarding administrative support, the respondents felt that communication of the purpose and benefits of flexible scheduling (89%), as well as support, encouragement, and recognition of successful results of curriculum integration and cooperative planning (94%), were paramount in implementing and maintaining a flexible library program. Seventy-two percent also felt that allowing time for staff development and cooperative planning were necessary. The respondents indicated, however, that these and other actions, including the use of library media resources and cooperative planning in evaluating teachers' competencies and hiring new teachers, as well as allowing time for cooperative planning, were not always carried out satisfactorily. Maintaining effective communication with administrators and teachers (83%), planning and evaluating lessons cooperatively with teachers (72%), and integrating information skills for students at all grade levels (61%) were given the highest priority in successfully maintaining a flexible scheduled program. Respondents felt, though, that more training should be done at the college and university levels to educate teachers and administrators about the role of the library media program, the library media specialist, and flexible scheduling (78%). Fifty-six percent also felt that there should be more LM articles in professional journals read by administrators and teachers, and 44% said developing an informal network of LM specialists who share experiences about flexible scheduling and offer advice would be beneficial to the field. Words of advice reflected the need to patiently persevere and prepare oneself for a frustrating and busy, yet worthwhile experience utilizing flexible scheduling. ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Pam Standhart School of Information Science and Policy University at Albany Internet: ps4160@cnsvax.albany.edu ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^