著者

長澤 多代

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.19, pp.99-110, 2013-12-01

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In Japan, colleges and universities have undergone massive educational reform since the 1990s. By switching to active learning and activating course design, they have been training students as active and lifelong learners. In this context, college and university libraries have provided various learning support services to students and instructional support services to faculty members. To further enhance learning outcomes, these services should be integrated into both course instruction and educational reform. The purpose of this paper is to discuss how college and university libraries can actively engage in educational reform, from the perspectives of information literacy instruction and learning commons. Most libraries have provided students with information literacy instruction such as course-related instruction in the courses. Some have developed pathfinders as navigators to information resources. During the past decade, the number of learning commons has increased significantly in Japan. In learning commons, as well as physical spaces such as collaborative learning areas and work station areas, various learning support services relating to information retrieval resources and writing papers have been designed by faculty members, librarians, ICT support staff and student assistants.