Differentiation and Complementarity of Reading Education: Focusing on the Roles of Public and School Libraries

Differentiation and Complementarity of Reading Education: Focusing on the Roles of Public and School Libraries

Recently, the role of libraries have evolved from a simple repository of books, to a place where education is provided. Now, libraries provide a variety of reading programs. Public and school libraries are becoming important educational resources. However, the roles and activities of the two libraries in relation to reading education should be differentiated and complementary. Functions of reading programs can be classified as either for cognitive or for affective development. Reading programs in school libraries should target to increase cognitive capability. On the other hand, reading programs in public libraries should aim to increase affective capability. This study proposes a framework of analysis to identify the differentiation of roles and complementary relationship of the reading program, between the school library and the public library. This analytical framework, by combining the functions of the library with the library's reading education, is helpful to keep in balance, the program portfolio between cognitive and affective programs, and to determine the direction where the reading program needs to be developed in the future. Based on the literature review, we suggested two propositions. Propositon 1: The Public Library's reading program should be operated with emphasis on the role of developing cognitive functions of reading. Propositon 2: The School Library's reading program should be operated with emphasis on the role of developing affective functions of reading. In conclusion, the roles of the school library and the public library in relation to reading programs should be differentiated and complementary.