A study to construct a school library model on the basis of "Theory of Knowledge(TOK) "

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K12721
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 90020:Library and information science, humanistic and social informatics-related
• Research Institution: Keio University
• Principal Investigator: NEMOTO AKIRA 慶應義塾大学, 文学部(三田), 講師(非常勤) (90172759)
• Project Period (FY): 2019-04-01 – 2022-03-31
• Keywords: 国際バカロレア / 学校図書館 / 探究学習 / 教育課程

Outline of Final Research Achievements

I advanced a basic research on how the International Baccalaureate Diploma Program (IBDP) , which emphasizes learners' inquiry based learning and locates the support of school libraries and librarians, could give implications for Japanese national curriculum courses. By working on the educational theory background of the IBDP, its curriculum structure, historical reasons of poor financial conditions of school libraries, and the study of the similarities of library education(Toshokan Kyoiku) in postwar education reform, It was clarified that the IBDP has a profound impact on Japanese school education and that it would lead to the promotion of the school library. In addition, by publishing a translation of Anthony Tilke's International Baccalaureate Diploma Program and School Libraries and School Libraries: Inquiry-based Education and holding a public symposium, we were able to lay the firm foundation for future developmental research.

Free Research Field

図書館情報学

Academic Significance and Societal Importance of the Research Achievements

国際バカロレアで実施されている探究学習は歴史的に人文主義（humanitas）をベースにした欧米の学習カリキュラムの延長線上にあるものであり、学校図書館の支援無しに成り立たないものである。これにより、日本でも2020年代実施の学習指導要領に初めて明記された探究学習が、図書館および図書館員による支援無しでは成り立たないことを示した。今後、文部科学省をはじめとする教育行政当局や学校教育研究者、学校図書館関係者に対して、学校図書館を教育課程に組み込むための行政的施策の必要性の理論的根拠を与えることができた。