While the existence of a self-access (or learning resources) centre is not a pre-requisite for learner autonomy, a degree of learner autonomy is necessary if such a centre is to be used successfully. Ryan (1997: 218-22) outlines a three-stage process designed to prepare students to use language-learning resources outside the classroom. This process is also applicable to students who are being prepared to use a self-access centre.

In the first stage of the process, students are engaged in a consciousness-raising discussion of available resources. As well as those resources that are physically available in the self-access centre, it is important to make students aware of the wealth of material available on the Internet. Not only does the Internet offer a wide variety of authentic material on the World Wide Web, it also offers opportunities for students to interact with the target-language community through e-mail, discussion lists and chat rooms.

In the second stage of the process, tutors need to present and practise techniques for exploiting the resources. Such techniques might include, for example, making predictions while watching news broadcasts, using language subtitles if they are available, summarizing key points and contributing one's views to relevant discussion lists.

In the third stage of the process, Ryan believes that students should be introduced to some of the theoretical principles that underlie the selection of resources and techniques. For example, they should be aware of the fact that being understood when writing and speaking is often more important than producing formally correct language. They should also be alerted to the value of preparing themselves for a given task by recalling any relevant knowledge that they already possess.

If tutors and students believe in learner autonomy, and work together to follow this three-stage process, then the students are likely to get the most from their self-access centre. It has also been found that self-access centres work best when self-access activities form an official part of the language-teaching syllabus (Littlemore, 2001a: 50-52).