初等教育における学校図書館の学習環境の改善:情報活用スキルを育成するための学習環境整備の要件  [in Japanese] Factors for Developing Information literacy at Elementary School Library  [in Japanese]

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Abstract

近年学校図書館は本好きな児童が集まる場から「学びの場」へと,学習環境整備が進められてきた。児童が学校図書館を活用するためのスキル(本論文では「情報活用スキル」と言う)は,調べ学習や探究的な学習を通して習得される。そこで,このような学習を行う場である学校図書館の学習環境の改善は,児童の「情報活用スキル」の習得度の向上に効果があることについて検証を試みた。本調査における改善の特長は,利用者の活用を意識した展示の仕方にある。改善の要件として,「授業の成果を保存・展示できる」「常に新しい情報を入手できる」ことを満たすために,授業の成果物や新しい情報(新聞)を利用者が日常的に手に取れるような工夫を行った。その結果,「情報活用スキル」の平均値は向上し,利用者の活用を意識した展示の工夫は「情報活用スキル」の習得度の向上に概ね有効であることが示された。その一方で,「情報活用スキル」の習得には,授業だけでなく日常での情報収集の手段が大きく寄与することも見出された。

In recent years, the school libraries have been transitioning from a place where students who love to read books gather, to an environment of learning. Students can acquire the skills and knowledge required to make use of school libraries and their facilities/resources (hereinafter referred to as "information skills") through investigative learning. This study examines how the improvement of the learning environment in a school library can positively affect students' proficiency in information skills. Through research, we have discovered that changing various aspects of a library (such as library equipment/facilities, library personnel, and resources/materials) can make some skills more effective, and that these changes alone are not sufficient to improve other skills.There are many information skills, such as "using an encyclopedia" or " operating a digital camera", that are inherently easy to acquire through daily studies in each school subject because students have a physical tool that they can learn to use and are given plenty of opportunities to use these skills on a regular basis. On the other hand we have narrowed the number of skills that are difficult to acquire to just a few, such as "selecting a research topic", "understanding copyright laws", and "developing and relaying one's own claim".We have concluded that these skills cannot be acquired by simply changing the library environment and requires additional changes and influence from the library users themselves (i.e. teachers and students) for a school library to be fully effective. Examples of what is required of users include "the students' clear understanding of the purpose of learning" and " the teachers' clear understanding of their students' proficiency level of information skills".

Journal

  • Japnese Journal of Educational Media Research

    Japnese Journal of Educational Media Research 22(1), 1-12, 2015

    Japan Association for Educational Media Study

Codes

  • NII Article ID (NAID)
    130006078847
  • NII NACSIS-CAT ID (NCID)
    AA11144471
  • Text Lang
    JPN
  • ISSN
    1340-9352
  • NDL Article ID
    026830333
  • NDL Call No.
    Z7-B545
  • Data Source
    NDL  J-STAGE 
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