| List of Illustrations | xi |
| Preface | xiii |
| Acknowledgments | xv |
| Introduction | xvii |
1 | Creating Lifelong Learners, Readers, and Library Users | 1 |
| Creating Lifelong Learners and Eventually Readers and Library Users | 2 |
| Instituting Flexible Access As a Catalyst to Create Lifelong Learners, Readers, and Library Users | 5 |
| Using Flexible Scheduling As a Catalyst to Create Lifelong Learners, Readers, and Library Users | 7 |
| Helping a School Move Toward School-Wide Goals | 9 |
2 | Describing Flexible Access and Flexible Scheduling | 13 |
| Defining Flexible Access | 15 |
| Flexible Access Allows Access to the Library Media Center's Space | 15 |
| Flexible Access Allows Access to the Resources of the Library Media Center | 16 |
| Flexible Access Allows Access to the Library Media Center's Services | 16 |
| Explaining Flexible Access | 16 |
| Defining Flexible Scheduling | 19 |
| Explaining Flexible Scheduling | 20 |
3 | Making Adjustments in the Library Media Center | 23 |
| Adding Depth to the Role of the Library Media Specialist | 25 |
| Creating a Library Media Technology Committee | 27 |
| Enlisting the Help of Volunteers in the Library Media Center | 28 |
| Developing the Leadership Role of the Library Media Specialist | 32 |
4 | Taking Steps Forward with Flexible Access and Flexible Scheduling | 35 |
| Instituting Some Flexible Access | 37 |
| Student Checkout Can Be Flexible | 38 |
| Small Groups and Classes Can Use the Library Media Center When Necessary | 41 |
| Using Some Flexible Scheduling | 43 |
| Changes in the School's Schedule Can Be Used to the Students' Advantage | 54 |
| Extra Library Literacy Lessons Can Start Adding Up | 56 |
5 | Becoming a Day School | 59 |
| Fully Instituting Flexible Access | 60 |
| Fully Utilizing Flexible Scheduling | 62 |
| A Library Media Specialist's Plan Book Can Fill Up Fast | 63 |
| A Useful Plan Book Can Be Created | 71 |
| Administrative Time Can Be Pinpointed | 75 |
6 | Planning Ahead for Success | 79 |
| Understanding Change | 80 |
| Learning from Others | 83 |
| There Are Change Factors That Are Within the Library Media Specialist's Control | 84 |
| There Are Change Factors That Need the Support of Others | 86 |
| Remaining Flexible | 88 |
7 | Integrating Information Literacy Skills into the Classroom Curriculum | 91 |
| Teaching the Essential Lessons | 92 |
| Looking Closely at the Integration of Skills and Teaching for Transfer | 94 |
| Information Literacy Skills Are Easy to Integrate | 95 |
| Teaching for Transfer Increases a Lesson's Worth | 96 |
| Adjusting Successful Library Literacy Lessons | 97 |
| Creating New Integrated Library Literacy Lessons | 99 |
| Using Handy Lesson Logistics | 101 |
8 | Planning and Collaborating with Teachers | 105 |
| Preplanning | 107 |
| Adjusting Steps in the Planning Process | 109 |
| Starting the Planning Process at a Comfortable Level | 112 |
9 | Sharing the Advantages of Flexible Access and Flexible Scheduling with the School Community | 117 |
| Recognizing What Flexible Access Offers | 118 |
| Facts and Figures Agree: There Are Advantages to Flexible Access | 119 |
| There Are Additional Advantages to Flexible Access | 120 |
| Recognizing What Flexible Scheduling Offers | 122 |
| Facts and Figures Agree: There Are Advantages to Flexible Scheduling | 122 |
| There Are Additional Advantages to Flexible Scheduling | 124 |
| Outlining the Additional Advantages to Flexible Access and Flexible Scheduling to the School Community | 126 |
| Presenting the Disadvantages and Making Adjustments After Feedback | 128 |
| Problems Are Possible | 128 |
| Adjustments Can Be Made Based on Feedback | 130 |
| Continuing to Outline the Advantages of Flexible Access and Flexible Scheduling | 131 |
10 | Stepping Forward to Create Lifelong Learners, Readers, and Library Users | 133 |
| Taking Steps Forward | 134 |
| Taking the Paths to Create Lifelong Learners, Readers, and Library Users | 135 |
| Bibliography | 143 |
| Index | 149 |