Abstract

The purpose of this study is to identify the characteristics of school library services using the RGT (repertory grid technique), and to examine whether there are differences in the perceptions and internal experiences of school library services between human resources (librarian teachers, subject teachers, and librarians). I used indicators such as element intensity, construct extremity, discrepant constructs, and implicative dilemmas to analyze the characteristics of school library services. The elements of the repertory grid were set to 9, and 14 constructs were set through focus group interviews with 3 librarian-teachers. The GRIDCOR 6.0, which can be accessed online, was used to complete the repertory grid for 30 graduate students of the College of Education, and 6 of them were selected and analyzed, considering the demographic characteristics. From the perspective of element intensity, it was found that the following school library services are important and influential: resource management, teacher-librarian collaboration, and reading and information counseling services. The clarity of one’s role, the actual performance, and self-regulatory ability were ranked high from the perspective of constructs intensity.