Development in the training programs of school librarians are reviewed briefly from 1954 to 1970. The 1950's was the time when the principles of training programs were pursued enthusiastically, and they were made into the legislation. The next decade was the age of endeavor to cope with the fulfilment of training programs established by the bylaws of the School Library Law. The failures of the training programs became explicit in every phases of school library administration. The 1970's is the time of reflection and reexamination why the programs seemed so idealistic in the 1950's met the failures only after a decade or more. The first failure was that the training programs were made irrelevant to the staffing problems of school libraries. The second failure was the standard of the training programs. It was made so low that it was impossible for school librarians to attain the same professional status as teachers in the school community. The third was the lack of official training courses for library clerks, which offer them formal training and the chance of the positional advancement in schools.
　The followings are recommended for the reform of the training programs.
1. School librarianship should be included in the regular courses of colleges and universities.
2. Legislations should be reformed to offer the basic courses of school library usage to all expectant teachers as a pre-requisite for the application of teacher certificate.
3. The training program of school library supervisors should be started as a regular curriculum in higher educational institutions.
4. Any special provisions to exempt regular teachers with library assignments from formal library training should be eliminated from the present legislation, in order to establish the professionality of school librarianship.
5. Better facilities, more teaching materials and more talented faculty members should be supplied to the school library training courses of colleges and universities.

View full abstract

　One of the important works of school library is to consolidate the organization of school library materials adequately. Among several ways for the adjustment, it is a matter of elemental importance to make up and keep the official catalog for business use accurately and uniformly. According to my investigation in local areas, many school libraries have not ever kept such catalogs.
　Although the book about school library administration issued by the Ministry of Education in 1963 describes the jobs for both the teacher librarian and clerical staff (who are now called school librarian), the appointment of school librarian who works under the direction of the teacher librarian has not always occurred. Prior to discussing problems of technical services in school library, I would like to argue that the full time School librarian should be first employed in public funds. Such a personnel policy would make a permanent and stable system for propelling the organization of school library materials, and at the same time must assist of fulfil jobs of the teacher librarian who has not always been appointed formally as full time base, or the teacher for school library who has been appointed as one of the school duties divided to all teachers for few years alternately.
　The next step we should try to do for this subject may be to obtain a certain kind of printed cards. We should consider such as the NDL cards, cards made by commercial base like Wilson Co. does, the catalog in source or the card in source, and so forth. When such cards are originally written by publishers, the form and items on the card are also a matter of consideration. Such a card may not have the heading, but it may be acceptable and the teacher librarian or the school librarian can add an accurate heading for each card printed by publishers.

View full abstract

　It is a difficult subject to discuss what the school library should be for ten years in 1970s. During this period, it is presumed the school education and the school library education will be large changed, and the school library must be under influences of developing internal and external state of things.
　In the former part, I would like to discuss about these things, the School Library Act which I hope to be revised quickly; the revisions of the guide principle for learning in elementary and secondary education and the use of the school library; some investigations which I did in local areas and school library materials; the relations between the reflection culture and pupils; materials prepared for the school education and school library education; non-book materials in the school library and the School Library Act, etc.
　In the school library, there should be always needed many materials of high quality, constant and multilateral uses, and smooth instructions for developing its functions as the service organization and the instructional organization.
　For forecasting the future, we should also need a historical consideration of school libraries.
　We should consider what materials should be acquired and how to organize materials including non-book materials. The giving live power to the school library materials is a way to revive the materials. Moreover, the establishing our subjecthood should be added to the above.
　Whichever division in the school handles non-book materials including audio-visual materials, we should functionally use them as the materials of the school unified and organized. It is even expected to realize in 1970s.
　We should also consider about collections for curriculum made by teachers or pupils, collections of museum pieces, and the character in the school of the non-book materials.
　In the next ten years, it is presumed and is the need that all the school library materials in a broad sense not only will be dully organised in the school but also will be counted and listed up locally Then, it will deeply relate to compiling catalogs and using the inter-library loan system as nationwide activities expected to realize.

View full abstract

　From a legal point of view, it is prescribed for school library to cooperate with other library and other institutions. At the beginning of school library activities, it was well known that public library helped the school library.
　Here, we will take the case of Miyagi Public Library. The point to be worth notice in this library is that they have established the Inter-Library Liaison Conference, the members of which include the school librarians. The main purposes of it are to have practical training course, study of children's book and local history class. The second case is Osaka Municipal Library. They have unique cooperation system called “Children’s Book Selection Committee”.
　I will suggest a tentative plan of a new cooperation system, that is “School Library Center.” The aim of this Center is to centralize some business of school library, for instance joint purchase, joint processing. Then each school library will have much time to spare for service.

View full abstract

　Up to this time, the function of the school library was thought as reading center in the school. But now as it has been changed to teaching material center, the writer points out necessity to improve idea and methods of reading guidance in the school library.

View full abstract

　The main topics are as follows:
1. For the first time in Japan, “A Round-table Talk on Future in Libraries” was held. In the post-industrial society what a library should be, and how a library will be, have been disceussed.
2. Many opinions about education on librarianship have been expressed. This theme was the main problem of the year.
3. The First National Conference on Processing Technique was held. A system of a unit card without main heading was proposed by the Japan Library Association Cataloguing Committee.
4. T. J. Galvin’s “Problems in Reference Service” was translated into Japanese. As a result of it, the books has had a fresh influence on studies in reference policy.
5. In Tokyo Metoropolis, a project team has prepared the library development program under the Governer's proposal. To support this, and to make it better, many librarians have made various proposals.
6. A collective treatise Modern School Library (8 volume) was published. A so-called “media center” in America has not yet established in Japan.
7. In the field of college and university libraries several articles of the reserved book system has bees reported.
8. Japanese documentalists feel a great interest in the “UNISIST: a world scientific information system” with expectative attention. Reports of the/program have been translated into Japanese and discussed.

View full abstract