• Journal of Korean Library and Information Science Society
• /
• v.41 no.1
• /
• pp.187-209
• /
• 2010

The purpose of this study is to analyze the meanings of school libraries in Japanese reading education. An emphasis was on analyzing both strength and weakness of Japanese school library policies and reading education programs from the viewpoints of Japanese students. Employed to collect the data were a comprehensive literature survey, focus interviews with 23 school librarians, and a survey with 404 Japanese students. The major finding of this study is that the current Japanese school library policy is not adequate enough to make its reading education be successful, and in particular, it has serious flaws with the educational system of school librarians as well as the school library staffing system itself.

• Journal of Korean Library and Information Science Society
• /
• v.45 no.2
• /
• pp.73-92
• /
• 2014

A school library manifesto means the policies and rules on school libraries and includes the direction which they should follow and the criteria which school libraries should keep. Compared the school library manifestos of IFLA/UNESCO, IASL with that of Japan, the school library manifestos of IFLA/UNESCO are constituted with mission of the school library, funding legislation and networks, goal of the school library, staff, operation and management, implementing manifesto etc. and underline funding legislation and networks. The IASL policy statement on school libraries includes functions, materials, facilities, personnel, lifelong education, skills, literacy development, government and public support etc. and emphasizes lifelong education, skills, literacy development. The school library manifesto of Japan includes philosophy, functions, staff, material, facilities and management etc. and highlights philosophy. As a result of comparison and analysis of the school library manifestos of IFLA/UNESCO, IASL and Japan with that of Korea, the school library manifesto of Korea needs to comprise mission, facilities, staff, lifelong education, skills, literacy development, funding legislation, operation and management, government responsibility for implementing the manifesto, etc. by accepting the components in the manifestos of advanced countries, stressing the educational roles of school libraries and by separating the educational area from others.

• Journal of the Korean Society for Library and Information Science
• /
• v.45 no.2
• /
• pp.229-249
• /
• 2011

The purpose of this study is to investigate the developmental process of University-based librarianship education in Japan from a historical perspective by analyzing literature. The results show that America's librarianship education policy historically focused on the establishment of a new model of librarianship education whereas Japan's policy was to keep the one from the Second World War. In 1951, an American model of education was established at Keio University by the contract between U.S. Department of the Army and American Library Association in America, but it did not continue to develop as mainstream model. The American model of librarianship education was not successful in Japan. It is expected that this study concerning Japanese librarianship education which adopted by the American model at the first time after the war in Asia will give vision for further studies in the domain of library history.