IGA-P1 - Learning Resources Selection

The term “learning resources” refers to any material with instructional content or function used in a formal or informal teaching/learning context. It also involves persons with particular knowledge, expertise, talents or skills. Learning resources therefore include approved and recommended textbooks, fiction and non-fiction books, magazines, manipulatives, games, audio-visual equipment, computer software, Internet access and other materials. Events such as field trips, presentations by community resource people or performing groups are also considered to be learning resources. (See also IGC-P1)

The Public Schools Act assigns the responsibility for the selection of learning resources to the Board of Trustees. This authority is delegated to the Superintendent and to Principals, who exercise this authority as part of their responsibility for the instructional program of their schools. [PSA 48(1)(g)(j)].

The textbooks used in schools will normally be those on the approved list of textbooks provided by the Manitoba Textbook Bureau. These texts may be supplemented by additional appropriate reference books. [PSA 41(1)(n)] [Ed. Admin Act 3(1) (d,f,g,k)]

Library resources are selected to implement, enrich, and support the educational programs of schools.  As these resources will contribute to the mental, physical, moral, emotional, and social development of students, a wide range of learning resources at varying levels of difficulty, in various formats, with diversity of appeal and presenting different points of view, is necessary.  Library resources will be selected within the policy frameworks of the province, the Division, and the schools. 

Learning resources should be selected to:

(a) contribute to a knowledge base upon which informed decisions can be made;

(b) facilitate the implementation of the curriculum, taking into consideration the varied interests, abilities, socio-economic backgrounds, language, and maturity levels of the students served;

(c) stimulate creativity, investigation, and language development;

(d) contribute to the development of thinking and research skills;

(e) provide a wide variety of points of view, thereby enabling students to develop the practice of critical analysis and to make informed judgments in their daily lives; and

(f) provide representation of the many cultural, political, religious, and linguistic groups and their contributions to literature, to our national heritage and to the world community.

Selection of Learning Resources: Policies and Procedures for Manitoba Schools (1991)