The results were compared to find similarities and differences and to examine possible influences on the development of school libraries in these locations. Most survey respondents in Ohta-ku and Honolulu acknowledged the importance of the pedagogical role of school libraries and school librarians. Teachers in Honolulu had higher expectations of service from school librarians than did teachers in Ohta-ku. This result was likely due to differences in policy and in availability of trained school library personnel. There were some other interesting differences between the survey responses of teachers from Ohta-ku and Honolulu, probably because of major differences in the nature of school library development in the two areas.
Many school libraries exhibit serious shortcomings, or are virtually non-existent.
Since the 1960s when Sierra Leone gained independence, efforts have been made to include the school library in the country's national policy on education and to take its provision and development in school seriously. Against a background of increasing budget restrictions and ongoing civil strife, this article looks at the history and development of school libraries in Sierra Leone. Numerous efforts have been made to establish and improve school libraries since national independence in 1945. Although a Library Law has been announced four times since 1963 and, although official school library standards were developed 1967 and 1981, school libraries in Korea are not well developed. Lack of government support and limitations in the perceptions of the function of school libraries in education have been the main factors hindering school library development in the Republic of Korea.