The learning resource centre: historical perspective and current demand

Abstract

From the above, it does seem that learning resource centres have nowhere lived up to their early expectations, even when considered by the keenest of their supporters. So, what steps can an institution, willing to experiment with this educational model, take to learn from the lessons of the past? Look at what is actually going on in that institution in terms of models of teaching, and learning, rather than make blind provision for something that may, in the end, be useless. Realise that individualised learning—the keynote of the resource centre, is so different from what is usually needed by students to get them through the examinations. Consider whether your variation of the resource centre will contribute to the quality of teaching and learning—and assess how it can do this. Take a critical approach—view the resource centre as an opportunity to explore learning—and use it as one option to do this. Take a good look at how you intend to integrate it into the total life of the institution. Choose appropriate problems to consider, rather than a solution, or set of solutions, which may not have anything to do with the learning resource centre. Realise that a vital aspect of the successful learning resource centre lies firstly in its staff (who must both initiate, support and sustain it), and secondly in the quality of software available to its users. Be prepared to risk experimentation with a variety of models rather than going for one monolithic style.