The purpose of this study is to clarify public librarians’ consciousness of picture books selection and the formation process of such consciousness. We analyzed trends based on the 15 types picture book lists provided by public libraries. And we interviewed 10 public librarians based around who created the picture book lists.

We found through these surveys that librarians tend to select “picture books read over the years”, published over 25 years ago, and picture books published by time-honored publishers. Some public librarians are conscious of their biased selection and worry about their fairness of book selection as public employees.

It’s said that this consciousness is formed through the training or experience of working. Informants think that librarian child-rearing experience is the most important effect factor. Informants with child-raising experience say that they get their original selection criteria through reading to their children in their personal time. But objectively speaking, that original selection criteria is only a complement or enhancement of selection criteria “picture books read over the years.”

While polite email messages are needed in everyday life, readers sometimes find them inadequate. Educational intervention is needed for writers to be able to write emails favored by readers. Therefore, this study aims to develop favorability scales for writing in writer-reader exchanges, which are necessary for examining intervention methods, from the viewpoints of readers and writers of polite emails. Study 1 created two scales for working adults and examined their validity and reliability, and Study 2 revealed that the factor structure of the two scales could be applied to university students. Based on the results, the favorability evaluation scale for writing from the perspective of readers was also classified into two factors: feeling writers’ consideration toward readers and sense of appropriateness. Meanwhile, the favorability exploration scale for writing from the perspective of writers was structured into two factors: the avoidance of rudeness and the ease-to-understand. In both scales, the factor structure was unchanged among adults and students.