The re-conceptualization of museums towards a more human-centered view has led to the proliferation of publications by the museums themselves of educational material intended to provide interpretative keys to their collections. This article aims to disseminate the research for cataloging and subsequent evaluation of a collection of museum-learning resources collected unsystematically and including resources of different geographical origins and different time periods. Through analysis of the didactic structure and heritage dimension of this resource, we want to know the reflection of the different educational theories on resources, and to establish guidelines for the development of teaching resources to determine best practices.
