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Completed Projects

Children, access & learning:
Resource-based learning and the impacts of environment and learning cultures

This project funded by Resource: the Council for Museums, Archives and Libraries investigated children's access to and support in using learning resources and the effect of these elements on children's learning.

The project grew out of concerns that the more the school curriculum moves towards independent study and research-based investigation, the more likely it is that some children will be disadvantaged in their learning.

The main aims of the project were:

  • to investigate the experiences of children in the support they receive and resources they use in their current learning
  • to identify the material and cultural factors affecting these experiences
  • to suggest ways in which local agencies can work together to ensure all children can access and use learning resources.

A case study approach was supported by a literature review. Four case study schools were chosen to represent a variety of geographical locations. In each, one class of Year 7 pupils was chosen to participate. Each pupil logged the resources they used whilst they are completing a short resource-based learning assignment and was interviewed to explore his or her access to and use of resources generally. In addition, the parents of each pupil completed a questionnaire and were interviewed. The research team also interviewed teachers and librarians and investigated various local and national agencies that have an interest in children's learning.

Two key factors were identified in terms of children's experiences of resource-based learning. Firstly, the geographical location where they live and go to school and secondly, the exact requirements of their project.

In school, pupils enjoyed activities that were slightly different from the usual pattern of teaching and learning, for example, using the library, using ICT resources and talking to other people. The aspects of project work they disliked were the more familiar activities of writing, reading and worksheets. For some, there was tension between the need to research in depth and the wish to complete the project before boredom set in.

The home was found to have a strong influence on children's learning. The 'learning environment' created by the home and family was vital to children developing successful learning skills. The key resources children felt they require to help them to learn at home were: books; a computer; help from a person; a desk or table; space; and an appropriate aural environment.

Parents played a vital role in their children's learning and most were actively involved, although they perceived a difference between their contribution at primary and secondary levels. However, for a variety of reasons, some parents were more able to help their children than others. Parents generally viewed resource-based learning as a worthwhile activity, but some had reservations about the amount of support and access to resources required.

Publications:

McNicol, Sarah, Ghelani, Tilusha, and Nankivell, Clare (2002), "The role of school libraries in resource-based learning", Education Libraries Journal 45(3), pp. 5-11.

McNicol, S. (2002), "Children, Access and Learning: Lessons for Librarians"
Youth Library Review 31 (Spring), pp. 20-21.

McNicol, Sarah (2002) "Children, Access and Learning: The Role of Libraries"
School Libraries in View 16 (Spring), pp. 5-8.

McNicol, S., Nankivell, C. and Elkin, J. (2002)
Children, access & learning: Resource-based learning and the impacts of environment and learning cultures.
Summary of Research Findings - see Publications

McNicol, S., Ghelani, T. and Nankivell, C., (2002) "ICT and resource-based learning: implications for the future"
British Journal of Educational Technology 33 (4), pp. 393-402.

McNicol, S., Shoolbred, M., and Ghelani, T. (2002), "Children's development as Lifelong Learners:
The Contribution of Libraries", New Review of Libraries and Lifelong Learning 2, pp. 5-27.

McNicol, S., Ghelani, T., Nankivell, C. (2002) "Joined-up Learning: Meeting Children's Resource Needs through Partnership Working", Local Governance 27(2). Pp. 77-88.

McNicol, S., Ghelani, T., Nankivell, C, and Shoolbred, M. (2001) Children, access & learning:
Resource-based learning and the impacts of environment and learning cultures.

Report of a Resource-funded research project investigating the relationship between different learning cultures and environments and resource-based learning. The report suggests ways in which all agencies involved in children’s learning can co-operate to address the needs of different learning cultures. http://www.mla.gov.uk/information/research/respubs2002.asp

McNicol, S. (2001) "Unconscious Learning", Young People Now 152, pp. 24-5.