Resource-based learning is an approach where students develop knowledge and skills through a variety of print, non-print, and human resources. The goal is to help students become independent lifelong learners by acquiring a basic body of knowledge. Key features include using a wide variety of resources, planning learning experiences based on objectives, and teaching learning strategies and skills within meaningful units of study. Students actively participate in their learning while teachers act as facilitators. Benefits include promoting deep learning, encouraging in-depth focus on topics, and enabling students to construct meaning through active engagement with information resources.

1. Resource-Based
Learning

2. Definitions
 Learning/Teaching in which students develop
knowledge, skills and understandings by using a
wide variety of print, non-print, and human
resources
(Source: Saskatchewan Education)
 Achieves both subject and information literacy
objectives through exposure to and practice with
diverse resources (e.g. books, journals,
newspapers, multimedia, Web, community,
people)
(Source: Stauffer Library, Queen’s University)

3. Goal
 To provide the opportunity for all students
to develop independent learning skills, in
conjunction with the acquisition of a basic
body of knowledge which will enable them
to become life-long learners.
(Source: STEM Net - http://calvin.stemnet,nf.ca/~acrawfor/lrc2.html)

4. Essential Features
 A wide variety of resources is used
 Learning experiences are planned based on
instructional objectives
 Learning strategies and skills are identified and
taught within the context of relevant and
meaningful units of study.
 Adapted to different learning styles and subject
areas.

5. Essential Features
 Students actively participate in their
learning
 Teachers act as facilitators of learning,
continuously guiding, monitoring, and
evaluating
 Promotes student autonomy: Students,
not teachers, work with resources to learn
about topics

6. Benefits
 Allows time for information gathering and
reflection which in turn promotes deep learning
(MacFariane, 1992)
 Encourages in-depth focus on a topic which
drives students to seek more relevant
information and produce a product of higher
quality. (Kulthau,1993)
 Enables the construction of meaning through
active participation with information resources.

7. Benefits
 Promotes acquisition of effective
information skills through conceptual
awareness of the nature of information
and its diversity.
 Promotes the development of thinking
skills such as problem solving, reasoning
and critical evaluation through information
handling and independent research.

8. Benefits
 Allows for information-gathering as a continuous
process rather than unconnected tasks, thereby
encouraging the construction of knowledge at
every subsequent phase.
 Connects information handling and use with
subject matter
 Allows for the active construction of personal
understanding using reflection and self-
assessment so information is given a context,
mental model, or framework.

9. Benefits
 Improves research skills and fosters self-
confidence in finding information by integrating
library skills as part of subject curriculum.
(Nolan, 1989)
 Increases academic achievement in subject
content, attitudes and critical thinking through
use of a variety of resources in learning.
 Improves work study skills and vocabulary in the
case of multi-media programmes

10. Benefits
 Students = active learners as they use a
wide range of materials to investigate
subject material prescribed within their
classroom curriculum
 Teachers and librarians = motivators and
facilitators in the learning process
 End result = a “Learning culture”