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 77: 117-148 (2017)

原著論文Original Article

「本を読む母親」達は誰と読んでいたのか「創作グループ」の長野県PTA母親文庫からの離脱をめぐってWho were the partners of “reading mothers”? An analysis of the decision of the writing circle’s withdrawal from PTA Mothers Book Club in Nagano Prefecture

東京大学人事部Personnel Department, The University of Tokyo ◇ 〒113-8654 東京都文京区本郷七丁目3番1号 ◇ Hongo 7-3-1, Bunkyo-ku, Tokyo 113-8654, Japan

受付日:2016年12月25日Received: December 25, 2016
受理日:2017年5月2日Accepted: May 2, 2017
発行日:2017年6月30日Published: June 30, 2017




Purpose: The purpose of this research is to answer the following questions: (1) When and how did PTA Mothers Book Club change its goal from the promotion of their own reading and writing activities to children’s reading promotion?, (2) How did librarians and teachers perceive club members’ positions and abilities?, and (3) How were they involved in the activities?

Methods: First, we analyzed the records of the management board of the Club. Second, we examined essays written by a librarian who assisted the writing circle in the Club. Third, we compared the content of essays written by an elementary school teacher who recommended Club members to focus on children’s reading promotion with those written by the librarian.

Results: (1) In the 1950s and 1960s members of the Club engaged mainly in the reading and writing for themselves, but in the 1970s they began to focus on children’s reading promotion, and then this became the main activity after the 1980s. (2) The librarian who assisted the writing circle in the Club regarded the Club members as the ones who tried to gain new viewpoints through the activities. In contrast, the teacher who promoted parent-child reading activities expected them to behave play the role of ‘mothers’. (3) The librarian shared the motivation of reading with the Club members and gave them advice. On the other hand, the teacher regarded himself as a book-adviser for children and mothers, the Club members, as the best book-advisers for their own children; thus, he encouraged them to accomplish their role.

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