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This case study explored changes in elementary school students’ reading experiences in a public library-based repeated reading program. Reflections, activity materials, and instructor logs from 12 students were analyzed using qualitative content analysis, with quantitative data used as supplementary evidence. The findings showed gradual adaptation to repeated reading and a sense of accomplishment through completing the text. Students also showed engagement as well as difficulties and gradual adaptation in summarizing and reconstructing meaning. This study suggests the potential of public library-based programs to support children’s reading experiences.

University records comprise diverse records generated through administrative affairs, academic affairs, research, and student activities, serving as important assets that embody the history of universities and social memory. However, the current university records management system is primarily designed for general public institutions and fails to reflect the complex organizational structures and diverse record-production environments of universities, resulting in structural limitations such as ambiguous management responsibilities and the lack of a long-term preservation system for permanent records. This study reviewed relevant literature as well as domestic and international systems and cases, and conducted interviews and focus group interviews (FGIs) with university records management practitioners to identify operational issues and improvement needs. The findings highlighted the need to strengthen operational infrastructure, establish a university-specific records management system, develop an upper-level management framework, and support the long-term preservation of permanent records. Based on these findings, this study designed a functional model and governance framework for university records management and proposed operational support measures tailored to different types of universities. This study provides policy recommendations for improving university records management that reflect the distinctive characteristics of universities and offers a foundation for future policy and institutional development.

This study qualitatively explores the impact of emotional design-based school library space configuration on students’ emotional recovery, learning immersion, and social bonding, using Attention Restoration Theory(ART) and Social and Emotional Learning(SEL) as theoretical frameworks. The findings show that libraries incorporating emotional design were experienced as spaces offering psychological ‘being away’ and ‘soft fascination’, with accounts of emotional restoration and learning immersion appearing together. Open spatial configurations also served as a social foundation that strengthened students’ sense of connection and belonging, and these emotional and social changes were accompanied by behavioral changes such as increased library use and a wider range of activities. Recognizing that these effects vary by developmental stage, this study proposes differentiated space configuration models tailored to the needs of elementary, middle, and high schools. These models provide a theoretical basis and practical guidelines for the future design of emotional design-based school libraries.