The importance of the information literacy process and the role of ICTs in learning requires a broadening of thinking about the location of, and access to, information services. Many of these services can now be accessed throughout the school as well as remotely. All schools have common requirements, however, with regard to access and function.
Physical spaces may be required at key points across the school to provide access to learning resources, ICTs, equipment and personnel. Nonetheless, there remains the need for a focal point for information services in any community. This hub provides the major location for accessing and using core information services, mediated by information professionals.
Information service centers require appropriate and flexible spaces to accommodate their teaching and learning functions. The physical facilities, learning environment and services of the school information services centre encompass:
- an appropriate staffing allocation to develop, provide and maintain services, and to create a suitable environment for learning and teaching;
- housing for, and access to, a wide range of information sources and equipment;
- spaces and facilities for classes, groups and individuals to engage in learning and recreational activities;
- space and facilities for the acquisition, processing, production and maintenance of information resources;
- space and facilities for teachers' previewing, planning and production, including multimedia production;
- specific spaces for meetings, display, computer-based production and other specialised functions.
Information services staff manage the information centre and its services to ensure that the learning environment is functional and congenial and supports the achievement of agreed student-learning outcomes.
(Learning for the future: developing information services in schools, Second edition, p. 40 & 41)
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