The purpose of this paper is to examine the cognitive level and the liguistic level of information need, using Taylor's levels of information need, and Belkin's anomalous state of knowledge.
From the cognitive point of view, the user's information need is divided into two types of information need. One type is concerning the specifiability of information need. The cognitive level of the specifaibility has to do with the degree to which the user knows exactly what is necessary to satisfy the need. The liguistic level has to do with the expression of what is necessary.
The other type of information need is concerning the knowing that information is needed. Since the user began to know that information was needed, he or she has sought information to satisfy the need. The cognitive level of the knowing that information is needed has to do with the user's experiences or memories mainly about his or her information seeking behavior. The liguistic level has to do with the description about the user's those experiences or memories. In both types of information need, the liguitic level is dependent on the cognitive level.
In the framework of those two types of cognitive level of information need, Taylor's levels of information need is analysed.
In the reference interview, the librarian's cognitive level of the user's information need is important. The search strategy is based on what the librarian understands about the user's information need through the question-negotiation. So, the relationship between the user and librarian in the cognitive level and the liguistic level of information need is analysed.

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Dans la seconde édtion de son “Livre du Compagnonnage” (1841), le menuisier Agricol Perdiguier enumère les ouvrages indispensables à tout ouvrier. Le programme de lecture de Perdiguier, qui a sans doute été le premier publié par un ouvrier, est encyclopédique et haut niveau. Mais ce n'est pas sainsi que les milieux dirigeants conçoivent la lecture populaire. Perdiguier s'est opposé aux projets de lecture populaire de la classe dirigeante en présentant un cntre-projet.
Inspiré par les idées de F. Tristan sur la lecture des ouvriers, l'ouvrier typographe L. Vasbenter manifeste lui aussi son intérêt pour la création de l'institution culturelle. En 1848, les ouvriers typographes parisiens demandent au gouvernement de relancer l'activité des presses en commandant des livres pour les bibliothèques communales.
Sans doute, de tels mouvements en faveur des bibliothèques montrent bien que cette question a intéressé les travailleurs, et ils ont préparé la fondation en 1861 de la bibliothèque populaire par un groupe d'ouvier parisiens dans le 3^e arrondissement.

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This article examines the reasons behind the “Let's Read” movement initiated by the Young Men's Associations. These groups evolved out of the youth groups that were formed all over the country in the 1890s and that carried out all manner movements connected with learning. The “Let's Read” movement, as one part of the attempt to improve outdated customs, was undertaken in the spirit of the practical aquisition of knowledge. The decision to begin the “Let's Read” movement was made when it was noted that a there were a number of Young Men's Associations that had expressed a strong interest in learning more about society and politics.

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On March 13 1984, the Soviet Library Law was promulgated by the Presidium of the Supreme Soviet of the USSR, which is of great significance, together with the “Law of the Centralization of Library System in the Republic of Russia” promulgated by Lenin in 1920, in the history of the enactment of library laws in the USSR.
In term of the centralized library system itself, the scheme and concept of the 1984 Library Law is very similar to those of the 1920 Library Law, notwithstanding the fact that the social structure has been expanded, modernized and diversified to a great degree. The crucial difference between the two laws is, however, that the 1984 Library Law is dominated by the dogma of Stalinism, of which we can see in articles concerning the objectives and functions of library stipulated in the Law, while such a dogmatism was never seen in the 1920 Law.
In the history of the enactment of Soviet library laws, Stalinism appeared first in the Communist Party Discision “Book Service to Mass Readers” in 1928, in which the concept of “readers” turned into a tool to achieve socialism (Stalinism) and setting up of a censorship system was proposed. That ideology has been inherited faithfuly and was crystalized in the Communist Party Decision “The Role of Library in the Education of Communism and the Advancement of S & T” in 1974, and the 1984 Library Law as weel.
We can recognize in the history of the enactment of Soviet library laws one significant feature: relationship between the concept of a unified centralized library system and the concept of the readers who has always been the object of education of communism by the dominant Communist Party, both of which are product of historically evolving society that should go back not only to the establishment of socialism in 1917 but to Russia in 19 and 18 centuries.
The concept of readers in library laws, who has been under the control of Communist Party since the end of 1920's, simbolizes the past history of the Soviet society, and thus is now subjected to the criticism amid the rising movements of perestoroika (reconstruction of society).

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