Abstract
Despite more than 15 years of research into the implementation of flexible access to school library media programs in the United States, few empirical studies exist that examine the relationship between access scheduling and school library media circulation. This quantitative study examines the relationship between types of school library schedules and circulation. Examination of end-of-year circulation statistics for fixed, flexible, and partially flexible elementary school library media centers in North Carolina and Virginia indicate that there was a significant and positive relationship between flexible scheduling and per-pupil book circulation in elementary schools in these two states.
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