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 90: 1-24 (2023)

原著論文Original Article

日本における大学図書館の学習支援の現状と課題授業連携の視点からLearning Support Status and Issues at University Libraries in Japan: From the Perspective of Coordination with the Classroom

同志社大学免許資格課程センターCenter for License and Qualification, Doshisha University ◇ 〒602–8580 京都市上京区今出川通鳥丸東入玄武町601 ◇ 601 Genbu-cho, Karasuma-higashi-iru, Imadegawa-dori, Kamigyo-ku, Kyoto-shi 602–8580

受付日:2023年1月4日Received: January 4, 2023
受理日:2023年7月25日Accepted: July 25, 2023
発行日:2023年12月30日Published: December 30, 2023




Purpose: This study aimed to identify status and issues of classroom-linked learning support at Japanese university libraries, particularly the implementation of major learning support services and perceptions and duties of librarians. As relevant studies in Japan are lacking, data to identify trends and issues across Japanese university libraries are scarce. Therefore, this study assessed the current situation, identified issues, and considered countermeasures.

Methods: Quantitative data collection of 767 university websites and interviews with 27 librarians at 18 universities were conducted between August 2021 and March 2022.

Results: The results revealed discrepancies in the provision of learning support depending on university type and size. National universities provided widespread support regardless of their size, whereas support at public and private universities depended on their size, with support at small universities being insufficient. Obstacles that prevented classroom cooperation included lack of personnel and time, cautious attitude toward involvement in education, lack of communication with faculty, and underutilization of syllabi. Greater direct library involvement in classroom cooperation and university’s educational activities was associated with lower implementation rates. Moreover, the interviewees hoped that classroom cooperation would promote learning by encouraging undergraduate students to consider library utilization personally relevant. Promoting cooperation with the classroom requires communicating with faculty members on an individual level as well as anticipating and preparing for challenges based on syllabi.

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