The main problem of college library services to undergraduates is the lack of personal services tailored to individual needs, which comes from the isolation of library service from teaching. Accordingly, the library-college of which one of main features is their functional integration can solve the problem.
Although the library-college was often discussed between 1960s and '70s, technical and economic restraints have prevented its realization. However, changes higher education has experienced since the late '70s require more adaptation to student's individual needs. Besides, more sophisticated information technology became available. Under these circumstances, the library-college seems to be more acceptable both to library and to faculty.
Four main features of the library-college are reviewed in Section 2: functional integration of library and classroom, adaptation to student's individual needs, emphasis on independent study, and effective use of various media.
In Section 3, two changes in higher education are discussed: the student-oriented policy and the emphasis on the life-long learning provide a favorable environment to promote the library-college. It is also discussed that the recent development of information technology, including the diffusion of personal computers and the building of education networks seems to be able to overcome the restraints.
In Section 4, some other propositions are made in order to increase the practicability of the library-college.
In the last section, the neccesity of funther research relaed to education networks as a first step to the library-college is emphasized.

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New approaches to user instruction of school libraries are emerging in the United States since 1980'. Concern about user instruction is shifted from ‹library› to ‹information›, and the central attention has been given to learning processes of students.
In view of theorization and institutionalization, this paper tries to examine the new approaches of user instruction. As a result of the examination, it becomes clear that theorization of user instruction is concentratedly evolving in the framework of ‹media program› in the United States. And also, it was observed that there are four ploblems among these approaches. Those are, (1) cooperation with school teachers is the necessary condition of user instruction, (2) the scope and the responsibility of school libraries for user instruction is ambiguous, (3) subject-related，or course-integrated user instruction is costly, and (4) it is insufficient for the reflection of skills in terms of the childrens' developmental stages.
Consideration of these problems are given, and directions for furthur research and discussion are identified, from the view point of Japanese school libraries.

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The authors of this article conducted research into the inducement to realize electronic libraries in Japan. The main targets were the production of machine readable texts of articles in academic journals and the distribution of those texts as on-line electronic journals.
It is pointed out that, 1. the number of copies of each issue of academic journals tends to grow, 2. the cost per copy of each issue of academic journals tends to increase，3. 75 percent of the articles in academic journals are produced by the authors using Japanese word processers, 4. the effort by academic societies to reduce the cost per issue of their academic journals leads to promote the production of machine readable texts, 5. nearly half of editorial staffs of academic societies are not familiar with the concept of electronic journals, 6. 87 percent of editorial staffs think it is not necessary to issue their journals as electronic journals, 7. some staffs point out several factors which prevent the achievement of electronic journals, and 8. some show their great interest in electronic journals as a means of reducing the cost of issuing of their journals.
Machine readable texts are existed at the level of authors with a high percentage, however, the academic societies are not ready to collect and store those texts, much less distribute them through on-line.

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In 1990 the author proposed ac onceptual framework, which purpose was to grasp a bibliographic item through as tructured view and, as a result, to cope with some critical problems appeared in descriptive cataloging. That framework was named “3-layered model” on account of its structure shown in that time. Several questions about and critical comments on the proposed model have been presented since the model was made public.
This paper attempts to arrange properly the points at issue included in those questions and comments, particularly expressed by Yasuo Iwashita and Tsutomu Shihota, and then to examine the content of each point. Consequently, it is proved that some of those critical comments are valid and valuable, but others are not. So this paper makes objections to such invalid criticism, in particular with regard to the issues related to the concept of “work”.

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