A dataset of 600 book titles published in April-May 2019 was used to examine the impact of public library holdings or lending on sales to new books. For each title, we examined the monthly number of copies sold, monthly holdings and loans, monthly indicators of demand, monthly used book supply and used book prices, consignment status over the same period, and e-book publication status over the same period for 11 months immediately after publication, using the entire country as a unit. Using this panel data, a fixed-effects model regression analysis was conducted with the number of copies sold as the objective variable and the other variables as explanatory variables. The results of the analysis showed that using the average value as the standard, the estimated average monthly decrease in new book sales was 0.06 copies per month for every increase of one copy held in the previous month, and the estimated average monthly decrease was 0.08 copies per month for every increase of one copy checked out in the previous month. In addition, declining demand and increasing used book supply also had a negative impact on the number of new books sold. No specific library impact on high-demand titles was observed.

　The purpose of this paper is to examine the relationship between the Integrative Levels Classification (ILC) as a knowledge organization system (KOS) and Claudio Gnoli's ontology (pluralism), based on a literature analysis. The results of the examination in this paper reveal two things about the relationship between the Integrative Levels Classification and Gnoli's ontology. One is that while Gnoli's ontology can indeed order all objects of research in the Integrative Levels Classification, it is not the only such ontology. In other words, it means that even if one admits abstract entities, the required abstract entities are not necessarily entities such as mentefacts. The other is that Gnoli's ontology can indeed also assess the status of knowledge as objects of study, although even in this regards, such an ontology is not limited to Gnoli's.

　This study aimed to determine the current issues of Japanese high school libraries and school library professionals in inquiry-based learning, looking in particular at the varying perceptions of teachers and school library professionals. The primary methodology used in this study was a survey conducted with the heads of Japanese language and social studies courses, school library teachers, and school library staff at national, public, and private full-time high schools and secondary schools. A literature review was also conducted. Responses to the survey were received from 646 staff members at 330 schools. The results were analyzed using total analysis and factor analysis and revealed the following: There was no difference between teachers' and school library professionals' views on inquiry-based learning. In many cases, information retrieval was not taught during class time, and teachers wanted advanced reference services to be provided by school library professionals. However, school library professionals were not confident in their ability to teach and support information retrieval. For Japanese school libraries and school library professionals to support inquiry-based learning, it is necessary to hold discussions with teachers and provide training and education for school library professionals regarding information retrieval.