Introduction

The location of the Learning Resource Centre (LRC), its size and its environment are crucial in ensuring its effective use by students and staff. Library location also speaks volumes about the status given to the library as a whole school resource. If it is one of the first things both visitors and school staff and pupils see on entering the school it can reinforce the message that independent learning and reading are given a high profile.

The SLA recommends that the use of the LRC to support learning and teaching should be planned within a framework of whole-school, cross-curricular delivery of the curriculum. The learning resources provided within the LRC will be in many formats to ensure that the curriculum is fully supported and that multiple learning styles are accomodated. Careful planning of the layout of the LRC and the arrangement of the resources will help staff and students to make the best use of all types of stock and information, but it is vitally important that the LRC has enough space to take this into account.

Location and size of the LRC

The SLA recommends that the LRC should be in a central location with an entrance that is as accessible as possible to all students and staff, including any users with mobility difficulties. You will need to consult both the 1995 and 2005 Disability Discrimination Acts when planning any changes to the LRC.

Building Bulletin 98 - originally commissioned by the DfES for Building Schools for the Future - recommends a minimum area for the library resource centre of 50 metres squared plus 0.1 metre squared for every pupil place. The SLA support the more generous guidelines advocated by the CILIP Guidelines for Secondary Schools which are specified in the table below.

The Chartered Insitute of Library and Information Professionals (CILIP) Space Guidelines give recommendations of the amount of space to allow for school populations in the typical secondary school age range of 11 years to 16 years. The second column shows the suggested area to allow if you are including a sixth form study area.

Source: the CILIP guidelines for secondary school libraries, 2004

In addition, the SLA recommends that 10% of the school population or a whole class (whichever is the greater number) should be able to be seated within the LRC at any one time. This is the recommended minimum space needed to effectively carry out the functions of the LRC as a support for learning and teaching.

Lighting

For recommended levels of lighting for the LRC, Partnerships For Schools have produced Lighting Systems for Schools which detail suitable lighting for libraries on page 29.

Shelving

Whatever the size of the LRC, it is important that the shelving is adjustable and has integral supports as part of the system. Shelving is usually made of wood or metal and comes in a variety of colours. End panels are available in a variety of colours and fabrics. It is important not to position shelving too high for students to reach safely.

The SLA recommends the following maximum heights.

Further recommended measurements for secondary schools are

• 300mm height of the bottom shelf from the floor
• 900mm length of individual shelves
• 175 - 200mm depth for horizontal shelving for all stock
• 250 mm depth for horizontal shelving for oversize stock
• 300mm sloping shelving for display / periodicals (6)

Furniture

The LRC will require a flexible layout to support the range of activities carried out in the library. Low chairs, soft seating and coffee tables allow for comfortable browsing. Small tables and appropriate height chairs for group work and a separate study area will provide the most flexible use of the SLRC. If computer access and audio materials are also to be incorporated then appropriate storage and furniture is necessary. For up to date information on suitable LRC furniture suppliers see the Advice and Support pages entitled Library Equipment and Furniture Suppliers.

Further Reading

• Visionary Spaces : Designing and Planning a Secondary School Library, SLA, 2007
• Shelf Life, Shelf Matters, SLA (2nd edition 2004)
• CILIP Guidelines for Secondary Schools. Eds. Lynn Barrett and Jonathon Douglas, CILIP, 2004.
• Building Bulletin 98: Briefing Framework for Secondary School Projects and Building Bulletin 99: Briefing Framework for Primary School Projects. DCSF