Children, Access & Learning:
Resource-based Learning
and the Impacts of Environment
and Learning Cultures
by
Sarah McNicol
Tilusha Ghelani
Clare Nankivell
Michael Shoolbred
Resource: The Council for Museums, Archives and Libraries 2001
Abstract
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. If some children have access to a good selection of books in the home, are taken to the local library and museum, have a home computer with CD ROMs and internet access and have parents or other carers who talk to them about learning topics, then these children are more likely to do well at school.
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, such as geographical location, family income, study space available in the home, library membership, use of ICT and families' life experiences.
- to suggest ways in which local agencies can work together to ensure all children can access and use learning resources.
The research methodology adopted a case study approach supported by a literature review. Four case study schools were chosen to represent a variety of geographical locations. In each school, one class of Year 7 pupils was chosen to participate in the project. In addition to recording the resources they used whilst they are completing a short resource-based learning assignment, all the pupils were interviewed to explore their experiences of conducting this work and their access to and use of resources more generally. The parents of each pupil completed a questionnaire and were interviewed by the research team to explore the access to and availability of learning resources and support for each child in relation to learning outside the school environment. The research team also interviewed teachers and school 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. Many were unsure what their role should be or what was the best way for them to help their child.
Both children and parents had mixed views of ICT. Parents felt that ICT skills were important especially for future employment; however, they worried that currently children could use it to ‘cut corners’. Although some children found the Internet difficult to use effectively, ICT was seen by many as a powerful tool and one that presented information in an interesting format, making learning more enjoyable.
Although the majority of children were members of a public library, relatively few were regular users. There was little evidence of formal partnership working between public libraries and other agencies at a practical level.
The authors
Sarah McNicol, a researcher in the Centre for Information Research at the University of Central England in Birmingham, was primarily responsible for the project fieldwork, data analysis and report writing. Before becoming involved in research and evaluation work, she was employed as a school librarian. She has a degree in Library and Information Studies.
Tilusha Ghelani is a Research Assistant at the Centre for Information Research at the University of Central England. She was mainly engaged in the report fieldwork and data analysis. She has been involved in numerous research and evaluation projects within the fields of reader development, children’s literacy and librarianship. She has a degree in Cultural Studies and is currently studying for a Masters.
Clare Nankivell, the project head, has been the Director of the Centre for Information Research in the Faculty of Computing, Information and English at the University of Central England in Birmingham for five years. She is an experienced researcher and project manager who has been involved in research into libraries, learning, education and ICT since 1989 within the Centre for Information Research. She has qualifications in Philosophy and Library and Information Studies
Michael Shoolbred, the project academic adviser, is a Senior Academic in the School of Information Studies at the University of Central England. He has qualifications in librarianship, teaching and training. Before lecturing, he worked as a chartered librarian in government and academic libraries. Michael runs a postgraduate module on research methods and has advised the Centre for Information Research on a number of projects.
Resource: The Council for Museums, Archives and Libraries 2001
The opinions expressed in this report are those of the authors and not necessarily those of Resource: The Council for Museums, Archives and Libraries
Library and Information Commission Research Report 119
RE/111
ISBN 0904354369
ISSN 1466-2949
This Library and Information Commission Research Report can be obtained from Trish Ellis, Centre for Information Research (CIRT), Faculty of Computing, Information and English, University of Central England, Perry Barr, Birmingham, B42 2SU. Telephone 0121 331 5619. Email: .
Contents
Abstract
The authors
Contents
Abbreviations
Acknowledgements
1.Introduction
1.1Aims and Objectives
1.2Background and timeliness
1.2.1Background to government policy
1.2.2The study
1.2.3Resource-based learning – four research premises
1.2.4Project partners
2.Literature Review
2.1Definitions
2.2Lifelong Learning
2.3Factors influencing resource-based learning
2.4Home-school relations
2.5The impact of resource provision
2.6Barriers to learning
2.6.1Parental support
2.6.2Library use
2.7Solutions
2.8Conclusion
3.Methodology
3.1Introduction
3.2Project monitoring and review
3.3Literature Review
3.4Case studies
3.4.1Selection of case studies
3.4.2Quantitative data
3.4.3Qualitative data
3.4.4Response rates
3.4.5Teacher assessments
3.5Community research
3.5.1Document analysis
3.5.2Interviews with key school and community personnel
3.6Data analysis and presentation
4.The Case Studies
4.1Selection of the schools
4.2St Ivo School, St Ives, Cambridgeshire
4.2.1The school
4.2.2School agencies
4.2.3Pupil agencies
4.2.4Local partnerships
4.3Dixons City Technology College, Bradford
4.3.1The school
4.3.2School agencies
4.3.3Pupil agencies
4.4Woolston Community High School, Warrington
4.4.1The school
4.4.2School agencies
4.4.3Pupil agencies
4.5Looe Community School, Looe, Cornwall
4.5.1The school
4.5.2School agencies
4.5.3Pupil agencies
5.Project Story
5.1Project work
5.1.1Enjoyable aspects of project work
5.1.2Unenjoyable aspects of project work
5.2Parents’ views
5.2.1Resource-based learning
5.3Resources children used for their projects
5.3.1ICT
5.3.2Libraries
5.3.3Printed resources
5.3.4People
5.4Experiences in the case study schools
5.4.1St Ivo
5.4.2Dixons
5.4.3Woolston
5.4.4Looe
5.5Reflection
6.Home Story
6.1Parental Profiles
6.2Resources in the home
6.2.1Computer resources in the home
6.2.2Printed resources in the home
6.2.3Other resources in the home
6.3What resources do children use at home?
6.4Who helps with homework?
6.4.1How do other people help with learning?
6.5Computers and Internet use
6.6Places to work
6.7Difficulties experienced
6.8Hopes and ambitions
6.9Parents’ views of learning
6.9.1Parents’ views of learning resources
6.10Home-school relations
6.11Conclusion
7.Community Story
7.1School library
7.2Homework and breakfast clubs
7.3Public libraries
7.3.1St Ivo
7.3.2Dixons
7.3.3Woolston
7.3.4Looe
7.3.5Libraries - the national picture
7.4Workplaces
7.5Museums
7.5.1Museums – the national picture
7.6Hobbies
7.7Family activities
7.7.1Barriers to family activities
8.Case Studies
8.1Pupil A – Dixons – Female – Indian
8.2Pupil B – Looe – Female – White
8.3Pupil C – Woolston – Male – White
8.4Pupil D – St Ivo – Male – White
8.5Pupil E – St Ivo – Female, Mixed race
8.6Pupil F – Woolston – Female – White
8.7Pupil G – Dixons – Female – Indian
8.8Pupil H – Looe – Female – White
9.Conclusions
9.1The project
9.1.1Enjoyable aspects of resource-based learning
9.1.2Difficulties of resource-based learning
9.2The home
9.2.1Parents’ roles
9.2.2ICT
9.3The community
9.3.1Activities that contribute to learning
9.3.2People who help with learning
9.3.3Public libraries
9.4Local variations
9.4.1St Ivo
9.4.2Dixons
9.4.3Woolston
9.4.4Looe
9.5Barriers and enablers to learning
9.5.1Barriers to learning
9.5.2Enablers to learning
10.Recommendations
10.1Help for children
10.2Help for parents
10.3Community facilities
10.4The current policy agenda
Bibliography
References
Appendix 1
Appendix 2
Appendix 3
List of Tables and figures
Fig. 1: Map of the school locations
Table 1: Variables showing differences between schools selected and their localities
Table 2: Parent’s Questionnaire and interview responses
Figure 2: Resources used, as mentioned in interviews
Table 3: Percentage of children at St Ivo using resources in each location.
Table 4: Percentage of children at Dixons using resources in each location.
Table 5: Percentage of children at Woolston using resources in each location.
Table 6: Percentage of children at Looe using resources in each location.
Table 7: Number of adults per household
Figure 3: The age of adults in each household.
Table 8: Ethnic origin of parents
Figure 4: Qualifications of parents by school
Table 9: Parents with a vocational qualification
Table 10: Parents engaged in current study
Table 11: Occupation of parents
Table 12: Percentage of families in each income bracket
Figure 5: Percentage of parents buying books and other resources
Figure 6: Percentage of homes with ICT resources
Figure 7: Percentage of homes with printed resources
Figure 8: Resources used at home
Figure 9: Favourite resource mentioned in children’s interviews
Figure10: People helping Year 7 child with work at home
Table 13: Are there any ways in which the school could improve its links with the home?
Figure 11: Percentage of children using the school library
Figure 12: Adult library membership
Figure 13: Children’s library membership
Figure 14: Frequency of library use from pupil interviews (St Ivo)
Figure 15:Frequency of library use from pupil interviews (Dixons)
Figure 16:Frequency of library use from pupil interviews (Woolston)
Figure 17:Frequency of library use from pupil interviews (Looe)
Figure 18: Percentages of children taking part in clubs and other activities
Table14: Parents’ perceived benefits of children’s hobbies
Table 15: Percentages of families taking part in activities
Figure 19: Most commonly mentioned family activities
Figure 20: Number of cars owned
Table 16: Usual form of transport used
Table 17: Percentage of families with good access to buses and trains
Abbreviations
The following abbreviations are used in the report.
BectaBritish Educational Communications and Technology Agency (the Government's lead agency on the use of ICT in education)
BIDSBath Information and Data Services
CFLCampaign for Learning (a national charity, working to create an appetite for learning in individuals that will sustain them throughout their lives)
DoEDepartment of Environment
DCMSDepartment for Culture, Media and Sport
DETRDepartment for the Environment, Transport and the Regions (from June 2001, this became the Department for Transport, Local Government and Regions)
DfESDepartment for Education and Skills (prior to June 2001, this was the Department for Education and Employment – DfEE)
EricEducational Resources Information Center
ICTInformation and Communications Technology
INSETIn service training for teachers
LEALocal Education Authority
LICLibrary and Information Commission (On 31st March 2000, the LIC was replaced by Resource: The Council for Museums, Archives and Libraries)
LISALibrary and information science abstracts
NAGCELLThe National Advisory Group for Continuing Education and Lifelong Learning (established by the Secretary of State for Education and Employment in June, 1997 to advise on the preparation of a White Paper on Lifelong Learning)
NOFNew Opportunities Fund
NGfLNational Grid for Learning
OfSTEDThe Office for Standards in Education. OfSTED is a non-ministerial Government department set up in 1992 to carry out regular inspection of schools. Its remit is to improve standards of achievement and enhance quality of education.
OPACOpen Public Access Catalogue
PGCEPost Graduate Certificate of Education
ResourceThe Council for Museums, Archives and Libraries (launched in April 2000 in order to work with and for museums, archives and libraries within the UK, tapping the potential for collaboration between the sectors)
SLSSchools Library Service (known as ELS or Education Library Service in some authorities)
Acknowledgements
Many individuals have contributed to the work of this project. The project team are particularly grateful to the teachers, headteachers and library staff at St Ivo School, Dixons CTC, Woolston Community High School and Looe Community School. The contact person at each of each of the schools: Maggie Ashcroft, Lynn Barrett,
Alicia Baran and Bryan Bradbeer, deserve a special mention.
The members of the Advisory Panel named in Appendix 1, were extremely helpful in giving their time and valuable expertise. The project team are particularly grateful to Professor Judith Elkin, Dean of the Faculty of Computing, Information and English at UCE who chaired the meetings.
Dr. Graham Matthews, Director of Research for the Faculty of Computing, Information and English and Pete Dalton, CIRT Research Development Manager both deserve thanks for their for their involvement in early stages of the project.
Finally, the project team would like to thank Steve Dalton, lecturer in the School of Computing at UCE for his invaluable contribution on data analysis.
1
1.Introduction
1.1Aims and Objectives
The “sustainable models of learning cultures and resource-based learning for the 21st century” research project emerged from work conducted at St Ivo School in Cambridgeshire into developing community learning and life long learning. As a result of the concerns expressed by teachers and librarians, the Centre for Information and Research at the University of Central England in Birmingham (CIRT) carried out a research project funded by Resource (the Council for Libraries, Museums and Archives). The title of the project was later changed to: “Children, access and learning: resource-based learning and the impacts of environment and learning cultures”. The aim of the project was to investigate the relationship between different learning cultures and resource-based learning in children. The research focused on the delivery of the National Curriculum in secondary schools.
The project aimed to lead to a greater understanding of learning cultures in resource-based learning. It planned to present cross-sectoral models for supporting children from different learning cultures in order to help them become resourceful lifelong learners. Practical benefits include recommendations of ways in which families and local agencies involved in children’s learning can co-operate to ensure better provision for children.
The research addressed the competences and value and impact research themes of the former Library and Information Commission (LIC)[1], by investigating the impact of different learning cultures within a context of social exclusion and by identifying ways in which libraries can co-operate with other agencies to accommodate different learning cultures.
The research was instigated to investigate the relationship between different learning cultures and children’s resource-based learning. It sought to develop cross-sectoral models to support children from different learning cultures in becoming resourceful lifelong learners.
The key focus of the project, therefore, was to provide a series of models of children’s learning cultures that can be used to inform provision of services to support children’s learning within a locality.
The project aim was supported by the following objectives:
- to identify the material and cultural factors of different learning cultures
- to establish how these learning cultures affect children’s learning skills and educational experiences
- to develop a means of profiling learning cultures for children
- to suggest ways in which all the agencies involved in the learning and development of children can co-operate to address these different learning cultures to help all children to learn and achieve.
The project was perceived as being of benefit to managers and decision-makers in local authorities, school libraries, teachers and children and their parents. It was intended that the findings of the project could benefit:
- local authorities, by providing models for ‘joined-up’[2] planning of services across a number of sectors, including education, museums, libraries and archives, heritage organisations and other local authority services
- school libraries, school library services and public libraries, as their importance in resource-based learning within a multi-agency approach and the opportunities for working with agencies in other sectors will be more fully explored
- teachers, as they will be able to target their teaching more accurately to different learning cultures
- parents, who will gain information on how to change the learning culture within the home and the effect of learning cultures on their children
- children, as their learning cultures and needs will be more fully recognised
- other agencies, such as those involved in culture, heritage and entertainment, as their role in the education and learning culture of children is fully recognised
- strategic policy makers, by demonstrating how agencies in many sectors can work together in order to meet specific learning needs.
The research, which was funded by Resource: The Council for Museums, Archives and Libraries, also examined wider cross-sectoral issues in children’s learning. This addressed areas of key importance in the synergistic work of Resource, which aims to identify “ways in which the museums, archives and libraries could work together so that their invaluable contribution can be developed and sustained” (Resource, 2000).