Media center Information center
Administrative ~ and project
Evaluation center Dato processing service
Spec ml rooms
Teac her planning
Resources subcenters in academic units
Storage and work area Teacher plonnmg and quick production
Conference Soft reading
Microfilm viewing Project areas
Media storage PLAN
Small group viewing Viewing rooms
Audio and typing rooms
Fig. 5 Resource! center.
the resources center to use the resources, but audio and video materials would be distributed from the center to carrels and independent study facilities, classrooms, seminar rooms, and other kinds of spaces throughout the school plant. In this case, a student does not have to come physically to the resources center to partake of its resources.
Figure 4b might illustrate a large educational complex a college or university, an educational park, or a large, centralized school plant. A large central resources center serves the entire complex and, in turn, a number of subcenters located within specialized academic units. Here resources will be distributed in a number of ways and the student will have the choice ol either using his local subcenter or going to the larger centralized facility. In turn, the central unit could draw from large regional or national information centers.
In Fig 4c a central, electronically based storage and retrieval facility serves a number of schools within a district, and each school contains a small resource subcenter. It should be noted that in this type of system all materials must bo distributed electronically or physically from the central facility to the schools for student use.
In programming and planning resource facilities, the following points may prove of assistance:
t. The resources center in school buildings should be considered as a learning facility as well as a place to store and use materials. This means that the spaces must be readily accessible. inviting In character and environment, well equipped, humanely administered, and an integral part of the school plant.
2. Independent study and learning facilities within or associated with resources centers are more than "electronic carrels," A comfortable lounge chair, some carpeted flooring, a sent at a table, tables with low dividers, small separate rooms, and writing cubicles are ell independent study facilities and should be represented along with the electronic carrel. There should not be a choice of only "wet" or "dry" carrels, but a mixture ol these and other accommodations for individual students learning with resources.
3. A concern with space utilization has ted to some solutions for independent study facilities in resources centers that consist of monotonous row upon monotonous row of carrels. Such planning seems to completely deny a basic philosophy of the resources center—Individualization.
4. In bringing a resources center to physical reality, it may follow a variety of solutions — centralized in a single large space, decentralized in small units which are dispersed about, or a combination of both Whatever the planning scheme, the resources center will include a number of common components. These would include administrative and work areas, media storage, book and periodical storage, soft reading area, independent study area, simple production and reproduction facilities, and conference, project, and seminar facilities.
5. In planning a resources center, consideration should be given to the rapid advances that have been made in computer-baBed library op* erations processing acquisitions, printing out bibliographies and special lists, handling checkouts and due and reserve notices, and requisitioning materials. Certainly this type ol system should be studied with the idea of initially incorporating compatible components allowing expansion of the basic system serving several centers and subcenters.
6. Electronically based information storage and retrieval systems will certainly be a planning factor in designing resources centers. Some carrels will be "wired into" such systems for instant access to information, and in some cases, the resources centers may be part of the "input" into a retrieval system. The hardware and economies of such systems have not been clearly defined, and they are not universally available, However, planning must anticipate their eventual role.
This resources center combines many different types of facilities into a single center As such, it would form the resources focus for a high school, middle school, and, with modifications, an elementary school. In addition, it has many of the characteristics appropriate for a resource subcenter found at many points in a large educational complex.
The central area consists of storage facilities for books, media, independent audiovisual equipment, and a variety of facilities for independent study and learning soft reading areas, electronic carrels, reading and writing carrels, reading tables and chairs, etc. Surrounding (his center are a number of significant supplementary facilities. Small viewing rooms provide for independent and team work using projected media. Typing or audio rooms provide soundproof cubicles for individual use. Seminar rooms, project areas, and conference facilities all provide for the use of various kinds of resources by smalt groups working together. Naturally, storage, workrooms, and office facilities must be provided, as well as reference files, indexes and a control center. Finally, the teachers' planning, preview, arid simple pro* duction facility is provided as part of this particular resources center [See Fig. 5.)
This center would be located at Ihe heart of a school plant with other educational facilities surrounding it, all easily accessible.
This resources center would be appropriate as a subcenter in "schools-within-schools." It can be either a general resources subcenter or discipline-oriented, and provides for long-term, independent student utilization. Carrels for audio and video use, and reading and writing, are provided, as are a soft reading area, tables and chairs, and enclosed and semi-enclnsHd rooms used for typing and recording. The adjunct facilities include small group viewing rooms, project rooms, conference rooms, a small teacher production facility, and office work and storage space for the administrators of the center (Sae Fig 6 )
As a resources subcenter, this facility would be surrounded by other types of learning spaces, and the lino of demarcation between the resources and other educational facilities would be indistinguishable- In feci, if properly deigned, Students would move between these spaces freely without feeling that they were moving from one educational world to another.
This resources center introduces the basic philosophic concept thai teachers themselves are significant resources and coordinators in the use of resources. Therefore, they should be part ol the resources center, and this study includes a teacher planning and conference suite composed of teachers' work cubicles
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