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International Research Journal of Library and Information Sciences

Open Access Peer Review International
Open Access

Evaluation Of Informational Collections and Service Effectiveness Within High School Learning Resource Centers In Abraka Region

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Dr. Rafiq Pratama Santoso 1 , Ahmad Fikri Nugroho, M.Sc. 1 ,
4 Department of Library and Information Science Faculty of Humanities Universitas Indonesia Depok, West Java, Indonesia
4 School of Information Science Faculty of Social and Political Sciences Universitas Airlangga Surabaya, East Java, Indonesia

Abstract

Learning Resource Centers (LRCs) in high schools serve as critical infrastructures for academic development, information literacy, and knowledge dissemination. This study evaluates the adequacy, accessibility, and effectiveness of informational collections and services within high school learning resource centers in the Abraka region. The research is grounded in information science theory, educational resource management, and user-centered service evaluation frameworks. Despite the scarcity of region-specific literature, this study draws conceptual parallels from broader research on knowledge, awareness, behavioral patterns, and institutional effectiveness, particularly adapting analytical insights from studies on knowledge perception and behavioral engagement (Badr el Dine & Attia, 2022; Naeem et al., 2023).

A mixed-method evaluative framework is employed, incorporating collection analysis, service performance metrics, user satisfaction models, and institutional capability assessments. The study investigates the alignment between available informational resources and curriculum requirements, the degree of accessibility for students and staff, and the operational efficiency of services such as reference assistance, digital access, and user education programs.

Findings indicate significant disparities between resource availability and actual utilization, influenced by factors such as outdated collections, limited digital infrastructure, inadequate staffing, and insufficient user awareness. The study also reveals that behavioral and perceptual dimensions—similar to those identified in knowledge-attitude studies—play a substantial role in determining resource usage patterns.

The research contributes to educational policy and library science by proposing a multidimensional evaluation model for LRC effectiveness. It also highlights the necessity for strategic investment in digital resources, staff training, and user engagement programs. Limitations include contextual specificity and reliance on adapted theoretical frameworks from adjacent research domains. Future studies are encouraged to develop localized empirical models and longitudinal assessments of LRC performance.

Keywords

Learning Resource Centers, Information Collections, Service Effectiveness, High School Education

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