Library may be yesterday's term for yesterday s services, for the school library has become the information and resource center for the school, and is more appropriately and now commnnly called learning resource center (LRC), instructional materials center (IMC), or information resource center (IRC>. In addition to books and periodicals there are now records, tapes and casettes, closed-circuit TV programming and production, film, cameras, and projection equipment. Alongside the book stacks, chairs, and tables are sight-and-sound-equipped study carrels, listening rooms, earphones and program selectors, film splicers and slide-making equipment, preview rooms, even television studios- It is a supermart of media and a place for its active use, but its ultimate use could be anywhere and everywhere (Fig, 39).
The resource center is now indeed where the action is and should be physically and educationally at the heart-center of the school, as equally accessible as possible to the classrooms, the laboratories, the administrative offices, and the community. It may well be open after school hours and should be located to allow direct access to it.
While the resource center is now a conglomerate of materials and services and successful planning seeks the mixture of these for the convenience of the users, control of the materials becomes a greater concern and problem, along with wall-related backup preparation and work space. The circulation of the users, the administration of the materials, and the functional accommodation of the materials are the basic planning determinants.
The examples illustrated show various combinations of elements, the constant of the control desk and its more usual relationship to workrooms, reference-periodical areas, and offices. Added required exits are treated as emergency exits with alarm provisions. Areas allocated for books and seating are usually prescribed by state agencies or follow recommendations of the American Library Association. The total program may best be developed with a consultant in the field who Is fully aware of equipment needs, current developments, and the proper relation of a program for the resource center to the entire school curriculum.
Though the idea of a quiet reading atmosphere has noi been forgotten, the resource center has become a pleasant, busy goldfish-bowl kind of place: glassy, on display itself, extending its welcome to students as a comfortable place they like to learn in. Whether it may be considered a resource center or still a library, whether it is an alcove off the lobby, a room, or a maze of parts the real goal is to get the students to use the materials and to learn Carpeting has become very common, and other surfaces are being upgraded, resulting in good looking functional finishes to which everyone responds welL
A resource center for a T.000- to 2,000-slu-dent high school. Fig. 40 well illustrates the many kinds of facilities that can be included.
fig. 41 (a) Study canal clutter, tbl Section through
study carrel clusioi
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