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 82: 23-45 (2019)

原著論文Original Article

教員と学校図書館担当者の協働に求められる組織構成員の能力の育成センゲの「学習する組織論」の視点からFostering the ability of organizational members such as teachers and school library staff to cooperate: Based on Senge’s “learning organization” pphilosophy

筑波大学大学院図書館情報メディア研究科Graduate School of Library, Information and Media Studies, University of Tsukuba ◇ 〒305-8550 茨城県つくば市春日一丁目2番地 ◇ Kasuga 1-2, Tsukuba, Ibaraki 305-8550, Japan

受付日:2019年1月7日Received: January 7, 2019
受理日:2019年9月11日Accepted: September 11, 2019
発行日:2019年12月30日Published: December 30, 2019




Purpose: The reason that education promoting utilization of the school library is not well established in the curriculum is the lack of systematic cooperation between schools and school libraries, even though the school library is a subordinate organization of the school. This study focused on collaborative interaction between teachers and school library staff (teacher librarians, school librarians), which forms the basis of cooperation between schools and libraries; examined learning abilities of each member of the organization; and considered methods of nurturing such abilities.

Methods: A review of literature on the management of schools and school libraries enabled the identification of factors related to diminished co-operation between teachers and librarians as well as educational programs concerning utilization of school libraries. Then, various organization theories were comparatively assessed to consider the theory best suited to improving the abovementioned factors, and Peter Senge’s “learning organization” theory was selected. The abilities necessary for collaboration were then examined from this viewpoint.

Result: To foster collaboration among members of each organization, there are three core competencies. It is necessary to be able to: (1) foster drive, (2) carry on introspective dialogue, and (3) understand complexity. To cultivate such abilities, each member of each organization must develop five methods or disciplines, including (1) self-mastery: building an individual vision; (2) shared vision: building the group’s vision; (3) mental modeling: overcoming stereotyping of individuals and carrying on conscientious dialogue; (4) team learning: creating team power; and (5) systemic thinking: identifying a target’s essence by considering the whole picture. The results suggest that collaboration among members of each organization remodels schools and school libraries into learning organizations and creates inter-organizational collaboration.

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