According to Argyris and Schon (1996), contemporary organizations are information-based, which implies that knowledge is a crucial prerequisite for success. Thus, it has become important to apply essential organizational learning concepts in practice. One such application refers to Knowledge in Learning Resource Centers, which is important to be arranged because it can facilitate learning outcomes in a particular community and organization (Argyris & Schon, 1996).

Moreover, the perception of Learning Resource Centers as fundamental educational facilities requires a thorough understanding of organizing knowledge in a proper manner. The appropriate arrangement of knowledge in these centers can guarantee a better, enhancing learning environment so that learners can have a viable opportunity to benefit from various learning resources being available at the organizational context. In fact, knowledge organization systems foster self-learning opportunities in the respective centers. In this way, individuals can initiate adequate searching and exploration activities. The spirit of exploration is leading in constructing knowledge organization systems.

Knowledge in Learning Resource Centers reflects the idea of participatory learning. The knowledge base available in these centers provides members with virtual access to various resources. Learners can access relevant books, journals and websites so that they can optimize the outcomes of their learning (Argyris & Schon, 1996). The centers serve as an enhanced source of information and knowledge for learners and other stakeholders in the field of education. Information and communication development opportunities emerge as significant challenges in today’s learning organizations. The necessity to convey the extensive diversity in information resources prompts the establishment and adequate arrangement of Learning Resource Centers.

The importance of arranging knowledge in Learning Resource Centers reflects in enabling access to a wide range of sources that are designed in a systematic manner, as this concept has been adequately described by organizational learning theorists (Argyris & Schon, 1996). The institutionalization of such centers is associated with various learning and teaching purposes. The role of Learning Resource Centers is to foster completely new forms of knowledge and experience as well as to develop relevant learning methods. A proper reason for establishing Learning Resource Centers is that of the solid connection between learning resources and teaching methods. In addition, teachers have changed their traditional role into that of being leaders and facilitators of extensive learning processes. The centers apparently focus on amalgamation of different resources, information and communication technologies.

Planning learning activities is an important dimension of organizational learning programs provided in the contemporary business environment. Knowledge is arranged in such a way to establish proper balance between non-printed materials and other learning materials that support the respective curriculum (Argyris & Schon, 1996). In terms of exploring the specific learning environment in Learning Resource Centers, it appears that professionals in the field focus on the nature of self-learning auditoriums and group-learning auditoriums. Self-learning auditoriums indicate the purpose of facilitating all types of information resources. The presentation of these resources should be appealing and corresponding to the learning needs and expectations of students of all grades. Knowledge in this learning segment is associated with arranging reception and visitors’ area as well as with cataloguing and borrowing activities. In addition, the respective centers have the following areas presented accordingly: a reading area, a self-learning area, an electronic learning area and a catalogues area.

Group-learning auditoriums indicate the importance of using different equipments for learning purposes. For instance, projectors are available so that individuals can complete their learning presentations with the latest technologies arranged in Learning Resource Centers (Argyris & Schon, 1996). The environment in group-learning auditoriums enhances group and cooperative learning, and thus the production of educational materials is facilitated. The most significant element of these centers is that of proper organizational resources provided to those who wish to expand their learning horizons.