| dc.contributor | 圖檔所 | |
| dc.creator (作者) | 李沛錞 | |
| dc.creator (作者) | Lee, Pei-Chun | |
| dc.date (日期) | 2024-07 | |
| dc.date.accessioned | 10-Sep-2024 11:54:45 (UTC+8) | - |
| dc.date.available | 10-Sep-2024 11:54:45 (UTC+8) | - |
| dc.date.issued (上傳時間) | 10-Sep-2024 11:54:45 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/153635 | - |
| dc.description.abstract (摘要) | This study leverages organizational learning theory to analyse the transformation of traditional elementary school libraries into joint-use facilities, emphasizing operational strategies, institutional functionality and community engagement. It examines how these libraries promote communal reading by identifying three key success factors: strategic partnerships, comprehensive evaluation methods and deep community involvement. By providing practical insights and a framework for enhancing library services, the research presents a holistic view of the transition process, contributing to the optimization of joint-use libraries as community-centred educational resources. The study highlights the necessity for a comprehensive strategy that integrates community involvement with operational and managerial excellence and policy-driven actions. Joint-use libraries emerge as vital agents of educational equity and social cohesion, underscoring their importance to community welfare. Through the lens of organizational learning, the study deepens our understanding of the challenges and opportunities in transforming libraries into multifunctional community assets. | |
| dc.format.extent | 105 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | IFLA Journal | |
| dc.subject (關鍵詞) | Joint-use libraries; elementary school libraries; organizational learning; school library transition; community engagement; dual-use libraries | |
| dc.title (題名) | Transitioning elementary school libraries to joint-use spaces: Insights from organizational learning | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.1177/03400352241266151 | |
| dc.doi.uri (DOI) | https://doi.org/10.1177/03400352241266151 | |
