Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 57: 33-50 (2007)

短報Brief Communication

アーラム・カレッジの図書館が実施する学習・教育支援に関するケース・スタディA case study on learning and teaching support provided by Earlham College Library

長崎大学大学教育機能開発センターResearch and Development Center for Higher Education, Nagasaki University ◇ 〒852-8521 長崎県長崎市文教町1番14号 ◇ Bunkyomachi 1-14, Nagasaki, Nagasaki 852-8521, Japan

受付日:2006年12月18日Received: December 18, 2006
受理日:2007年3月21日Accepted: March 21, 2007
発行日:2007年7月31日Published: July 31, 2007



【成果】アーラム・カレッジが実施する学習・教育支援について次の特徴が明らかになった。学習・教育支援を始めた主な理由には,学生や教員の顕在するニーズや潜在的なニーズへの対応,カレッジが提供する学習・教育支援プログラムへの結びつけという特徴が見られる。主な実施方法には,印象づけの繰り返し,小論文を課した授業の支援という特徴が見られる。学習支援の評価について,特定の主題を扱った学習支援を評価する一方で, 同じ説明の繰り返しや一般的な情報探索法指導の有用性への疑問もある。教員は,学習支援を受けた学生の情報活用スキルが向上し,課題の質が向上したことを評価している。教育支援について,教員は図書館やレファレンス係員の教育的役割を理解する機会を得たことを高く評価している。


Purpose: The purpose of this paper is to explain the content and context of learning and teaching support provided by Earlham College Library as part of a series of research projects on the educational function of college and university libraries. The Earlham College Library was selected because in has provided diverse programs to support learning and teaching since the 1960s and its practices have influenced many college and university libraries in the U.S.

Methods: This research conducts a descriptive case study presenting a detailed account of the learning and teaching support provided by Earlham College Library. The data are interview data, archival records, administrative documents, reports, dissertations, data on physical artifacts, and observational data.

Results: Programs to support learning and teaching are initiated to respond to the actual and potential needs of clients and to integrate library programs into existing services provided by the college body. The programs use techniques such as repeatedly publicizing the existence and the educational role of the College Library and its reference librarians and providing support to courses in which research papers have been assigned. In terms of programs that support learning, it was found that undergraduates appreciated course-related instruction on specific topics, but were not as likely to accept similar instruction for multiple courses or course-related instruction on general topics. Faculty members were found to recognize on improvement in the quality of their student’s performance as a result of their enhanced information retrieval skills. The evaluation of programs that support teaching revealed that faculty members were able to develop a clearer sense of the role of the College Library and its reference librarians in the educational system.

In the future, the results of this case study could be used to devise a conceptual framework for collaboration between faculty members and librarians.

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