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 75: 137-160 (2016)

原著論文Original Article

韓国における学校図書館と公共図書館の協力型プログラムの開発読書メンタリングプログラムを中心にDevelopment and implementation of a new cooperative program for school and public libraries in Korea: Focused on reading mentoring program

東義大学 文献情報学科Dong-Eui University, Dept. of Library and Information Science ◇ 176 Eomgwnagno, Busanjin-gu, Busan, 614–714 Korea

受付日:2015年8月31日Received: August 31, 2015
受理日:2016年1月25日Accepted: January 25, 2016
発行日:2016年6月30日Published: June 30, 2016




Purpose: This paper aims to propose a new cooperative program for School and Public Libraries in Korea. First, cooperation sought by both public and school libraries are reviewed. Second, a cooperative program was designed by taking specific circumstances of public libraries as well as school libraries. After its implementation, achievements, issues, and possible improvements of the program are discussed.

Methods: Surveys and some additional interviews were conducted as the preliminary field study in 24 public libraries, 644 elementary, middle, and high school libraries in Busan between April and June in 2012. Based on the results of the research, the Reading Mentoring Program was designed, and was implemented with mentors during the period of between 2012 and 2014. Analysis was conducted using results of reports and interviews of elementary school students who participated in the program, brief surveys and interviews of school teachers, as well as records of activities and plans created by mentors who implemented the program, and surveys and interviews conducted to the mentors.

Result: The Reading Mentoring Program was implemented and managed for three years with undergraduate students in Library and Information Science acting as mentors. The results of the study on public and school libraries showed high demands for mentors with specialized knowledge in reading education. The analysis shows that the Program has had good effects on public and school libraries as well as mentors. Remaining issues are the need for analyzing mentees’ needs, improvements on educational content for mentors, development of manuals for implementing the Mentoring Program, and the establishment of a cooperation system for managing the program.

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