THE IMPACT OF THESCHOOL LIBRARY RESOURCE CENTREON LEARNING
___________________________________________Report on research conducted for Resource:The Council for Museums, Archives and LibrariesLibrary and Information CommissionResearch Report 112
by
Professor Dorothy WilliamsCaroline Wavell2001
Research Report 9
School of Information and MediaFACULTY OF MANAGEMENT
THE ROBERT GORDON UNIVERSITY
THE
ROBERT GORDONUNIVERSITY
ABERDEEN
THE IMPACT OF THESCHOOL LIBRARY RESOURCE CENTREON LEARNING
A report on research conducted for Resource: The Council for Museums,Archives and Libraries
by
Professor Dorothy Williams and Caroline Wavell2001
© Resource: The Council for Museums, Archives and Libraries 2001.The opinions expressed in this report are those of the authors and not necessarily those of Resource: The Council for Museums, Archives and Libraries.Library and Information Commission Research Report 112RE/037ISBN 1 901 085 67 8ISSN 1466-2949Library and Information Commission Research Report 112 is published by The RobertGordon University for Resource: The Council for Museums, Archives and Libraries andcopies may be purchased from The School of Information and Media, The Robert GordonUniversity, Garthdee Road, Aberdeen, AB10 7QE, UK.
ABSTRACT
This report describes research into the impact of the school library resource centre (SLRC) onlearning, funded by Resource: The Council for Museums, Archives and Libraries. The studywas conducted in Scottish secondary schools between August 1999 and February 2001.The research was undertaken at a time of increasing presssure to measure performance in alleducational establishments, including libraries and information services (ILS) and to ensurethe service is not only
efficient
but also
effective.
The study looked at learning in its broadest sense, including motivation, progression,independence, and interaction. The first phase of the study used focus group discussions withteachers and pupils and interviews with librarians to identify their perceptions of how theSLRC can contribute to learning. The second phase used case studies of specific examples of SLRC activity to establish whether this perceived impact on learning was indeed taking place;to identify indicators which might be used as evidence of learning; and to examine the processof assessing the impact of the SLRC on learning.The report identifies:
•
stakeholder groups’ perceptions of the wide range of possible learning experiences whichmight be affected by the SLRC;
•
the broad range of potential impacts on the learning experience which were observed inpractice;
•
examples of indicators of learning which can provide a starting point for individualteachers and librarians to examine the relationship between their own SLRC and learning;
•
examples of techniques used to monitor the impact on learning;
•
a range of factors which influence the effectiveness of learning in the SLRC, and whichwill help practitioners make decisions about aims, objectives and activities to optimise thelearning potential.
AUTHORS
Dorothy Williams
is Professor at the School of Information and Media, The Robert GordonUniversity, Aberdeen and has considerable experience in research at the interface betweeneducation and information, in particular information skills development, informationmanagement and the impact of information on decision-making in education.
Caroline Wavell
is a Research Assistant at the School of Information and Media, The RobertGordon University, Aberdeen and has worked in the museum and school library sectorsdeveloping a keen interest in education in its broadest sense.
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