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
http://www.mslis.jp/ E-mail:mita-slis@ml.keio.jp
Library and Information Science 15: 107-119 (1977)
doi:10.46895/lis.15.107

原著論文Original Article

アメリカ公共図書館における教育的サービスの発達The development of educational services in American public libraries: An overview

東京大学教育学部助手Teaching Assistant, Faculty of Education, University of Tokyo ◇ 〒113-0033 東京都文京区本郷七丁目3番1号 ◇ Hongo 7-3-1, Bunkyo-ku, Tokyo 113-0033, Japan

発行日:1978年3月10日Published: March 10, 1978
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For about a decade, there have been heated discussions on “lifelong education” in Japan, and the role of public libraries has also been taken up in this context. It seems to the writer of the present paper rather timely to think about the potentiality of public libraries to meet this educational needs. This paper discusses such potentiality and limitations by tracing experiences of American public libraries.

Looking back to the history of American public libraries, we find that the idea of “continuing or lifelong education for adults” was often used in a statement when public libraries were in the making in the United States. For example, we can definitely recognize that the concept of continuing education was already expressed in the 1852 Commitee Report of the Boston Public Library. While early public libraries did no more than collecting and providing important books for those who wished to educate themselves, later established ones had developed many services to encourage and stimulate them. Among these educational services, the most outstanding were readers’ advisory service, services for the educational programs of other organization and groups, and library-sponsored group programs which were developed as library adult education after 1920. They were integrated into adult services in 1950s, as many other educational services to promote and stimulate reading.

This paper reviews the development of these services along with some philosophies that support them, and refers briefly to the difference between education and service which led to the problem of the meaning of informal self-education. Libraries should have more extensive knowledge about the process of informal education and the role of librarians included in it, if public libraries are to be more useful institutions for implementing the philosophy of lifelong education.

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