Information learning support at the Information and Media Center

During my time at graduate school, I was researching "educational technology" to realize effective teaching and learning through the introduction of ICT. Currently, I am using my research know-how as a faculty member of the Information Media Center to support classes using ICT and engage in work related to information basics education. As a faculty member, I am in charge of information basics education such as "Information Skills I", which is compulsory for all students, and I am also in charge of providing information learning support to students based at the "Information Media Center AIM Commons".

The Information and Media Center has spaces suitable for self-study and group study that are open to students and can be used freely during opening hours. In addition, for study purposes, we also lend out laptops, cameras, and other photography equipment, as well as quiet work booths for video editing, etc.

The Information Media Center is run and supported by student staff. The IT-As are also current students who provide support for students' learning and supervise the skills checks (exams) in the aforementioned Information Skills I course. They are essential to our university's information learning support, and we will briefly introduce their roles below.

Students working at the Information and Media Center

Currently, there are about 30 "student staff" at Aoyama campus, about 25 at Sagamihara campus, and about 50 "IT-A" members on both campuses. These students volunteer to work as student part-timers at the Information Media Center.

I have been studying at Aoyama since junior high school. I was in my second year of university wondering if there was any way I could give back to Aoyama, where I had spent nearly 10 fruitful years. When I found out that the Information Media Center was recruiting student staff, I thought, "This is it!" and applied.

Currently, I work as a general receptionist at the Information Media Center on the first floor of Building 18 on Aoyama Campus, working three days a week for seven hours. This job involves providing guidance around Maclay Memorial Hall, which opened in April 2024, and answering ICT-related inquiries from students and faculty. I am also involved in the provision and maintenance of various services, such as lending out computers and booths.

This year, as the chief of the department responsible for these tasks, I have been involved in the relocation to Maclay Memorial Hall, training and guiding staff and promoting operational efficiency, while also working to improve the quality of the services we provide to our visitors and ensure smooth staff operations. Personally, I have tried to create a friendly atmosphere for students who need advice or guidance by communicating with them as fellow students.

The student staff are also student-led in their organization, so each individual has a great deal of discretion in their work. Our ideas and proposals, such as the construction of a guide system for the library that the students themselves came up with, can be put into action smoothly and quickly, and I think the best thing about this is that it is an environment where you can easily see concrete results.

As the chief, I would like to focus on developing and training junior staff members, creating an environment in which they can grow, and contributing to the development of the student staff organization as a whole.

I learned about the student staff job from a senior in School of Cultural and Creative Studies where I belong. I didn't belong to any clubs, so I thought it would be a good part-time job because I wanted to join a community where I could interact with Aogaku from different faculties and years, since I was studying at a comprehensive university. Also, I was commuting from my parents' house for two and a half hours at the time, so I was also attracted by the fact that I could make effective use of my free time between classes.

I act as a sort of manager for the student staff. I am mainly in charge of creating shift schedules for staff and managing the work of each department, as well as assisting in recruiting students to work with us.

The most important thing in this job is to create an environment where the staff can work comfortably. We communicate closely with the managers to ensure that the shift planning can be done "fast and accurate," and when making decisions that affect the working style of all staff, we ask for advice from Mr. Nakamura.

I think it's rare for a student to have the opportunity to work in a similar role to managers and human resources, so I find all my work rewarding, including creating shifts and being an interviewer. I'm happiest when I see the people I interviewed and hired enjoying their time working as student staff. Since I started working as a student staff member, I feel like I've become a person who can empathize with others more than before.

I am currently in the position of being interviewed for a job, and when I bring up the topic of student staff, I feel like the interviewers are interested in me. Once again, I am glad that I was able to experience being a student staff member.

In my first year, I felt that I was not good at using a computer, and I was hesitant to even attend an IT training course. However, when I actually attended the IT training course, the IT-A staff carefully explained anything I did not understand. Thanks to that, I was able to understand the assignments and complete the IT training course smoothly. At that time, I thought, "I want to be able to teach others how to use a computer with confidence!" That's what led me to become an IT-A.

When supporting students, I try not to just teach them the answer, but to teach them while checking their way of thinking and solving the problem. The skill check also includes applied problems, so memorizing basic problems alone is not enough. This is because it tests how well you understand how to solve the problem.

I also try to teach from the students' perspective. At first, I was not good at using a computer, so when I explain problems that students have trouble with, I try to remember what I did not understand in the past and how I was able to understand it. At the end of the semester, the number of users increases and it gets hectic, but there are many times when students think, "I understood it!" and I feel it is very rewarding. In addition, my own computer skills have improved through my work at IT-A, and the quality of the presentation materials and reports I use in class has also improved. I have also acquired the ability to communicate something to others through "teaching".