Academic libraries as learning spaces in Japan: Toward the development of learning commons     

Saori Donkai  Atsushi Toshimori  Chieko Mizoue 《International Information and Library Review》2011,(4):215-220

Since the beginning of the 1990s, new types of learning spaces at academic libraries have emerged mainly in North America. They are called “information commons” or “learning commons.” They provide various kinds of services, facilities, and materials in one location to support students’ learning. The idea of learning commons has been introduced to colleges and universities in Japan as well. The purpose of this study is to examine the present condition of learning spaces in university libraries in Japan. A questionnaire was sent to 755 main or central libraries at colleges and universities. The response rate was 69.4%. The results of the survey are as follows: (a) simple collaborative learning spaces with desk/desks and chairs have become modestly widespread, while advanced spaces with equipment for information and communication technology, such as computers or projectors, are not common; (b) many libraries provide computer clusters; and (c) cafés and/or beverage vending machines in libraries are still few in number. The survey also reveals that learning commons in Japan are in the early stage of development. Various types of learning spaces are recognized as learning commons. They range from a group learning room with Wi-Fi access to an entire learning commons, where several kinds of facilities, services, and information resources to support students’ learning in one location are provided. This diversification may be based on the confusion caused by the rapid introduction of learning commons in Japan. Many learning spaces may rebuild their own services in the near future because of their students’ needs.  相似文献   

Globalization: A Brief Primer for Counselors     

Daniel M. Paredes  Kyoung Mi Choi  Maria Dipal  Arline R. A. C. Edwards-Joseph  Nikolai Ermakov  Ana T. Gouveia  Sachin Jain  Chieko Koyama  J. Scott Hinkle  James M. Benshoff 《International journal for the advancement of counseling》2008,30(3):155-166

The concept of globalization elicits a wide range of reactions among the public, policy makers, and academics (Bennhold 2007; Bradsher 2006; Cheng 2005; Dobbs 2004; Friedman 2005; Gilbert 2006; Oppenheimer 2005; Stiglitz 2006; Winestock 2001; World Commission on the Social Dimension of Globalization 2004). Increased understanding of globalization can help counselors recognize their influential role as one of the few groups of professionals that operate in schools, mental health, and career counseling settings. Because the consequences of globalization impact every aspect of life, counselors have a responsibility to understand globalization systemically, including how it impacts the practice of counseling and how to help their clients function effectively in the context of globalization. In this article, which is intended as a primer for continued dialogue, globalization is introduced as an issue to be further studied and responded to by professional organizations around the world. Examples of globalization are offered and a case is made for continued collaboration between quality assurance and membership organizations in addressing globalization.  相似文献