Librarians' Approaches to Developing Nodal Points in Order to Build Collaboration between Faculty Members and Librarians in Education : Based on a Case Study of Earlham College

本稿の目的は,アーラム・カレッジの解釈的ケース・スタディによって,"図書館員による教員へのアプローチの中で,何が教員と図書館員の連携を促す要因となっているのか"という研究課題を明らかにすることである。文献調査及び訪問調査で得た情報を帰納的分析法で分析した。その結果,次のことが明らかになった。1)アラーム・カレッジの教育目標が【学ぶ方法の習得】であるために,多くの授業科目で課題探求型の課題を与えている,(2)学生の[情報リテラシー]は低く,図書館員は初歩的な「図書館サービス」に多くの時間と労力を投じているという【図書館員の気づき】があった。[学習成果]は低く,無関心や誤解という[教員の図書館観]のために,教員は学生の図書館利用を促さなかった,(3)図書館員は,教員との【つながり方を開拓】することが重要であると考え,自身の役割を【ファシリテーター】と捉え,【事前対策的な働きかけ】によって教員との連携を構築しようとした。In Japan, colleges and universities 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 review the educational systems and take public accountability for their performance. College and university libraries were also asked to review their services in this context. Building collaboration between faculty members and librarians 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 university 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 thematic coding which corresponds to grounded theory approach, an analytical method of qualitative research. Some categories were extracted as a result of the analysis. "Acquiring ways of knowing" is one on causal condition and "librarians' awareness" is one on context. "Developing nodal points to build collaboration", whose sub-categories are "proactive approaches" and "facilitators," are on phenomena