Building a Strong lementary research program with a flex schedule

I have been a teacher librarian for 4 years and I am finally starting to get a clearer vision of what I want the library program to look like at my school. I have always known what fundamental skills I want the students to have before they leave the elementary school but it hasn't always been clear how to get there within a flex schedule. Our library runs on a flex schedule which means that I work with the classroom teachers to push into their lessons and curriculum within their rooms. Some people may question this type of set-up, and their concerns are valid, however, I truly believe that my job is to teach the students the skills to learn and those skills can fit into any content area. The problem lies, when all parties aren't invested in a shared goal. So what does my vision look like and how did I get there? Strong Foundational Program: When I started at my school I knew that I wanted to implement an inquiry based research program. I believed in the importance of teaching students information literacy skills through an authentic student-centered task. I quickly adopted our local BOCES inquiry model that I focused my learning on. I then began to introduce it at our school. This was not an easy process. In fact, it was at times very discouraging. However, I knew the importance and value of teaching research through inquiry and tried to work as many angles as I could until I finally found something that worked for me. I found and ally, someone who also believed in inquiry and had a leadership role within the school. It became very apparent to me how important relationships were going to be in implementing my program. Relationships: Dialogue: A breathe of knowledge: Flexibility: Consistency: Reflection: I meet regularly with our curriculum coordinator and committee chairs to marriage informational literacy skills into each curricular area.