In Japan, colleges and unversities have undergone massive reform since the 1990s in the context of a decline in the 18-year old population and the construction of both internal and external quality assurance systems in order to adjust to globalization. One of the features of this reform is to fundamentally reveiw the educational systems and take public accountability for their peformance. College and university libraries were also asked to review their services in this context. Providing learning support, e.g. information literacy instruction, is one of the main issues. The purpose of this paper is to explore the research question, "what are librarians' main approaches to faculty members which librarians could promote to build collaboration between faculty members and librarians, " based on a case study of Earlham College. Earlham College was selected because the Library has provided diverse programs in order to support learning and teaching since the 1960s and its practices have influenced many college and universitiy libraries in the U. S. The data, such as books, articles, interview data, archival records, administrative documents, reports, dissertations, data on physical artifacts and observation data, were collected and analyzed by an inductive method, especially themantic coding which corresponds to grounded theory approach, an analytical method of qualitative research. Some categories were extracted as a result of the analysis. "Customized learning support services" falls into the category of action/interaction. It can be further broken down to "support focused on reserach assignments," "support in specific topics," "support at teachable moments" and "support by 'My Librarian'".

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