How the image drawing method can act as an alternative barometer of librarian instruction


  • Daisuke Okada Akashi National College of Technology



perception of school libraries, image drawing method (IDM), teacher training, librarian training


Previously, I examined changes in pictures of school libraries drawn over time by university students in a teacher training program taking a course on the importance of school libraries. The results revealed an increased tendency to depict librarians; even so, librarians featured in only 12 of 32 pictures. This study compares my results with those for similar teacher and teacher librarian courses by other teachers and (in most cases) at other universities. Besides my course, only 1 of 15 other courses revealed an increased tendency to draw a librarian, with no significant differences in proportion of students who depicted librarians among the courses, revealing that my lectures successfully communicated the importance of school librarians. Also, 4 of 11 courses that focused on information media revealed an increased to draw PC(s). These results show that the image drawing method may suffice as an alternative barometer for librarian instruction.

Author Biography

Daisuke Okada, Akashi National College of Technology

Mr. Daisuke Okada has worked as an Assistant Professor at Akashi National College of Technology in Hyogo Prefecture, Japan, since December 2014. From 2007 to 2010, he served as a teacher librarian at a private junior high school. He currently offers faculty development activities for the teachers and staff at the college and lectures in information literacy classes in the liberal arts. Since April 2015, he has been a part-time lecturer in a librarian program at Bukkyo university.

His research interests include the educational effects of the (school or university) library, lesson planning in the library, and training in inquiry-based learning for schoolteachers. He is the author of Ask essential questions: Handbook for inquiry-based learning beginners (in Japanese).