Library and Information Science

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.