School Libraries as Old but New Supports for Education in Japan: A Review of Japan's National Curriculum for Elementary Schools

Abstract

This research investigates the historical developments and trends in school library use in Japan's elementary schools. Japan has a centralized curriculum administration. Thus, the curriculum for a given subject activity takes its reference hierarchically – first national, then local before finally, school-based curriculum standards. These curriculum standards are designed to ensure the equity of education. This study reviews Japan's national curriculum standards (The Course of Study) as an important tool for gaining a general understanding of how school libraries have been defined and utilized in the Japanese situation. The National Curriculum Standards has been reformed eight times since 1947, and eight reforms are analyzed in this study. The specifications for school libraries have evolved progressively in the National Curriculum Standards. The content and frequency of the specifications has changed corresponding to the 20-year-cycle changes to curriculum. Recent reforms especially highlight school library usage. The role of the school library has expanded historically since it was initially taken as a basic facility of school in the first national curriculum. Since then, it has been additionally identified as an instructional resource centre, reading centre, and learning centre for information literacy. Japan has, at some level, managed to achieve the physical elements of the library as a reading centre: facility, equipment, collection, etc. However, other elements, especially staffing and the administration system, remain to be realized and integrated into the curriculum. The school library is deeply imbedded in contemporary education, but further progress is required to support changing education.