Abstract
This article is based on the findings of a twelve‐month research project completed in April 2000, The value and impact of homework clubs in public libraries. (1). The project was funded by the former Library and Information Commission (LIC) under its Value and Impact Call. The research was conducted by staff from the Centre for Information Research (CIRT), an independent unit within the Faculty of Computing, Information and English at the University of Central England, Birmingham.
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