Innovation of information processing technology and rapid spread of internet have brought about a great change to library services in academic libraries. The purpose of this study is to examine the positioning of library services toward students' learning/research activities. Research in the field of marketing lately has developed analytical method of customers' experiences at the touchpoints with products/services from the view that customer's value enhancement is essential for securing market share. On the basis of CEM (Consumer Experience Modeling) in the field, this study analyses graduate students' experience data on learning/researching. The result shows that library services as vital to students learning/research activities with important touchpoints identified, and CEM is useful to identify touchpoints.
This study focuses on the changes in the federal government's library policy as enacted about the Library Services and Technology Act (LSTA) between 1996 and 2014. I analyzed the Museum and Library Services Act (MLSA) of 1996, which includes LSTA, and MLSAs of 2003 and 2010 from three areas: (1) the process of enactment of the Reform Bill; (2) which parts of the LSTA and how they were revised; and (3) the changes made to the role of the Institute of Museum and Library Services. Three points became apparent. (1) Requests by the library community were fed through to the MLSA Reform Bill, which rapidly passed the assembly. (2) The purpose of the LSTA was converted from "consolidation" to "enhanced coordination." Inter-organizational resource-sharing and support for access to information were also pushed forward, combined with moves to foster cooperation with the field of education and labor policy. (3) The reorganization of the organizations that contributed to the federal government's library policy was expedited, and grant-in-aid programs, policy advice, and the obligation to collect statistics were made the responsibility of the IMLS.
This paper examines a learning support approach in inquiry-based learning through self-assessment using a rubric. A questionnaire survey and self-assessment using a rubric were conducted in a class in inquiry-based learning for ninth graders. Through analysis of their self-assessment results, the students recognized that they generally acquired knowledge and skills concerning information organization and the manner of information use. However, there were still some problems with information locate and information analysis. The necessity to improve worksheets and to design a curriculum taking account of cooperation with other subjects and the school library was pointed out. In addition, students of high skill in practical use of information or who saw rubrics frequently satisfied the standards that lead to acquisition of a higher skill of information use, compared to students of low skill or who did not see rubrics frequently. With differences in information utilization utilization ability of students taken into consideration, methods of learning support and those involving more effective use of rubrics should be further examined.
This study aims to clarify how feasibility was expected to National Information System for Science and Technology (NIST) Plan, which was proposed in 1969 and had been discussed until 1980s in Japan. To this end, the difference between design and the state of realization of ten institutions consist NIST Plan was assessed on basis of the survey on the policy documents of that time on dissemination of scientific and technological information (STI). The interviews to the three persons, who know about the situation in 1970 when the implementation of NIST Plan examined rather actively, were also performed to complement the above survey. It was reconfirmed that the Plan had been aimed to consolidate the function of Japan Information Center of Science and Technology (JICST), which was established as national STI institute in 1957. And it could be argue that whole NIST Plan and other institutions consist the Plan are not necessary expected to realize. However, the significance of NIST Plan should be recognized because the national information system on STI was examined at that time in Japan and its whole concept got consensus in 1974 as the basic framework of NIST.