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 70: 177-217 (2013)

短報Brief Communication

ミシガン大学の図書館が実施する学習支援・教育支援に関するケース・スタディフィールド・ライブラリアンの活動を中心にA case study on learning and instructional support provided by the university library at the University of Michigan: Focusing on field librarians

三重大学附属図書館研究開発室Research Development Office, Mie University Library ◇ 〒514-8507 三重県津市栗真町屋町1577番地 ◇ Kurima Machiyacho 1577, Tsu, Mie 514-8507, Japan

受付日:2011年11月24日Received: November 24, 2011
受理日:2013年5月11日Accepted: May 11, 2013
発行日:2013年12月20日Published: December 20, 2013




Purpose: The purpose of this paper is to explain the content and context of learning and instructional support provided by field librarians at the University of Michigan. The research question is: How do faculty members and librarians build collaboration in the learning support and instructional support provided by libraries?

Methods: This is a descriptive case study presenting a detailed account of the learning and instructional support provided by the field librarians. The data are interview data, archival records, administrative documents, reports, dissertations, data on physical artifacts and observational data.

Results: Field librarians are librarians who are out of the library buildings and are embedded in faculties. Their main mission is to provide learning and instructional support to students and faculty members in the faculty. Field librarians were introduced into the Women’s Studies Program, the School of Art and Design and the Department of Classical Studies, and were expected to build collaboration between these faculties and libraries. Field librarians have their offices in the faculty and provide learning and instructional support services both for individuals and groups in the faculty. Field librarians identify the needs of students and faculty members through informal communication with them. In the future, the results of this case study will be analyzed based on the grounded theory approach in order to develop a conceptual framework for building collaboration between faculty members and librarians in education.

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