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 62: 111-143 (2009)

原著論文Original Article

小学校・中学校における読書指導の実践に関する報告記事の分析全国学校図書館研究大会を事例としてChanges and characteristics of reading guidance in elementary and junior high schools

大妻女子大学(非常勤講師)Otsuma Women’s University (part-time) ◇ 〒102-8357 東京都千代田区三番町12番地 ◇ Sambancho 12, Chiyoda-ku, Tokyo 102-8357, Japan

受付日:2008年11月23日Received: November 23, 2008
受理日:2009年5月11日Accepted: May 11, 2009
発行日:2009年12月25日Published: December 25, 2009




Purpose: This study examines the changes in the practice of reading guidance. Specifically, it analyzes and discusses the changes in attitude of elementary and junior high school staff toward reading guidance and the characteristics of the method.

Methods: The Japan School Library Association Conference has been held for more than 50 years. In this paper, the author examines the articles by JSLA conference participants and summarizes the practical reports and discussions.

Results: Reading guidance initially began with “reading together” and “thinking more deeply about reading.” The quality of reading was also emphasized. However, there were differences of opinion about the method. Then, through repeated practice around Japan, “group reading that can be held in a short period of time” and “working to make reading more fun” activities were proposed and practiced. The practice of reading guidance has changed as a whole. (1) It used to be difficult to perform reading guidance, but with the implementation of unprescribed time (yutori no jikan) in the 1980s and the trend toward morning reading activities after the late 1990s, the recognition spread that reading guidance or activities to encourage reading could be performed in even a short time such as 10 to 20 minutes; (2) From the 1980s, “considering reading enjoyment” and “facing reading itself” came under review; (3) with differences of opinion regarding the value of having everyone read the same book and of effectively forcing them to read certain books, the focus shifted to free reading.

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