A Study On Library Service Supporting Inquiry-based Learning Of Young Adults

International experience shows that public libraries have always had a mission to support formal education,and primary and secondary school libraries are supposed to be information and learning centers.It is incumbent on both types of libraries to support inquiry-based learning for young adults.Although libraries are driven by the global learning revolution to reconfigure their spaces and resources,such as setting up maker-spaces and introducing various forms of reading promotion activities,these apparently thriving situations are actually relatively far from the mission of libraries as information centers to help young people adapt to the ever-changing information environment and develop their information literacy.In order to reasonably define the concept of library services that support young adults' inquiry-based learning,this paper starts from the broad and controversial concept of inquiry-based learning,bridges the barriers between educational science discourse and librarianship discourse through literature review,shrinks inquiry-based learning from broad constructivist-oriented pedagogy to resource-based learning in libraries,and also unifies it with the IFLA guidelines to interpret its connotation in a comprehensive and multi-perspective manner.The current leadership in China has made action plans to enhance digital literacy and skills for all people,giving opinions on further reducing the burden of homework and out-of-school training for students in basic education.In addition,in eastern regions such as Shanghai,attention is being paid to the comprehensive quality development of youth from reforms of curriculum,instruction style and entrance examinations.This paper finds that libraries in China are in the right context to strengthen their learning support services that fit the characteristics of their own information centers(knowledge exchange institutions)like never before,among which library services supporting young adults' inquiry-based learning are feasible.To get some reference,this paper presents an analysis of the evolution of library support for inquiry-based learning for youth in the United States and typical cases study of the current state of library support for inquiry-based learning for youth in Japan.By integrating the history of education,public opinion and librarianship,the paper critically questions the popular view in Chinese library community that inquiry-based assignments that drive library services due to the shift in Western education.Multi-case study of Japan,which has a legislative establishment for elementary and secondary school libraries,focus how its school libraries connect teachers,students,and larger social resources at the practice level to fuel inquiry-oriented curriculum reform.Construction and analysis of the attitude scale of adolescent students on the demand side of the service and textual analysis of website activities in children's and youth libraries on the supply side reveal that adolescent students are helpless to varying degrees in the Internet information environment and disenchanted with libraries to varying degrees,but still have expectations for the transformation of libraries into environments that support inquiry-based learning,although only a small number of library services have the potential to be transformed into the services advocated in this paper.Ultimately,the complementary strengths of public libraries and primary and secondary school libraries are examined,and sound recommendations are made for the design and implementation of localized pathways.