Fixed scheduling is well-researched in the school library literature. We know from this research that information skills taught in isolation from curriculum content are not as relevant to students as skills taught in the context of what they already know (McGregor 2006). Constructivism is an approach to learning that posits individuals construct their own meaning as they link new knowledge to prior knowledge (Bruner 1960). In addition, school library research has produced a model for Guided Inquiry (Kuhlthau, Maniotes, and Caspari 2007), the Information Search Process (ISP), which is a staged, predictable model of how students will feel, think, and act as they go through Task Initiation, Exploration, Topic Selection, Focus Formulation, Information Collection, and Presentation (Kuhlthau 1983). Each of these stages presents opportunities for interventions that can be prescribed for an entire class or for individual learners to help students through each ISP stage. Carole Stubeck describes how these stages informed the design of an inquiry unit as the school library and the classroom became equally important venues for helping students and became a spiraling model of collaboration.