This study aims to clarify the professionality of a school librarian as it is manifested in the act of sharing roles with a teacher as a feature of a specialized act. The study uses a micro-ethnography analysis of a junior high school librariansʼ behavioral features in correspondence with a teacher during a research learning lesson.

　First, based on a video-recorded science lesson presented in a public junior school's library, the researcher separated 1,190 photos, taken every two seconds, to extract the characteristics of the instruction and support behaviors of a librarian and a teacher. Then, the photos were sorted into categories to confirm each behavior using the KJ method developed by Jiro Kawakita in the 1960s, before beginning a quantitative analysis. Second, the case studies were micro-analyzed using micro-ethnography and observational video data.

　The study results clarified that the librarianʼs conduct involved her positioning herself close to the students, looking at the book from the same angle as the student, and pointing to keywords or sentences. The lesson also provided an opportunity for the teacher to collaborate with the librarian, as the librarian moved throughout the reading space to understand the students' learning process and understand the teachers' responses to the students. This habit of the school librarian may be regarded as the characteristics of another professional action, her dealings with the teachers. These distinctive behaviors indicate a part of the expertise of a school librarian.

　In order to clarify research processes of Chinese classics users and to describe the use cases of them that are common to multiple research processes, 13 researchers who use Chinese classics for their research were interviewed. Thirty use cases were identified through qualitative analysis of the interview transcripts, and activity diagrams were drawn for each researcher to depict the research process. The IFLA Library Reference Model was used as a domain model for the description of the use cases, with some modifications for this research. Additional interviews with two researchers could confirm that the use cases found in previous steps were also applicable to other Chinese classics users. As a result, the author was able to describe the use cases and visualize the research processes of Chinese classics users. However, as a limitation of the method adopted in this research, the author pointed out that some of the characteristics of the information behavior of Chinese classics users could not be fully described in the use cases and activity diagrams.