How a school library can become a third place during a reading lesson:

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  • 学校図書館は授業において「第三の場所」としてどのように機能するのか
  • 学校図書館は授業において「第三の場所」としてどのように機能するのか : 中学生に対する教師のインフォーマルなかかわりに着目して
  • ガッコウ トショカン ワ ジュギョウ ニ オイテ 「 ダイサン ノ バショ 」 ト シテ ドノ ヨウ ニ キノウ スル ノ カ : チュウガクセイ ニ タイスル キョウシ ノ インフォーマル ナ カカワリ ニ チャクモク シテ
  • 中学生に対する教師のインフォーマルなかかわりに着目して
  • A case study of a teacherʼs informal engagement with middle school students

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Abstract

<p>The purpose of this study was to investigate whether a school library could become a third place,as defined by Oldenburg,during a reading lesson.</p><p>During fieldwork at a public middle school,reading activity lessons were observed and a teacher,who was working as the teacher librarian,was interviewed. This research was based on case studies that had used the micro-ethnography method,which uses observational data. First,the teacherʼs interaction with the students was analyzed by the type of speech used,the contents and the gestures that was discussed,and the studentsʼ replies and reactions that were made.</p><p>Secondly,it was categorizd by places where the teacherʼs interaction with students occurred. This analysis was done by using an informal point of view,which was consistent with Oldenburgʼconcept behind the third place.</p><p>During the observational portion of this study,several events were noted. First,in a small place called kasokyo</p><p>kaimen,which is a social and psychological space between the libraryʼs bookshelves,a conflict between the teacher and</p><p>the support staff occurred during an informal interaction. Additionally,the observational data suggested that when a teacher has informal interactions with their students, it supports the studentʼs formal questions as well as their individualʼs reading activities.</p><p>These results indicate that when students and teachers are together in a school library,and they are engaging in informal interactions continuously during a reading lesson,the school library can become a third place.</p>

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