本研究旨在探討中學圖書館於閱讀推廣與館藏發展中所面臨之困境與挑戰，並分析兩者之互動關係及其對圖書館功能發揮之影響。隨著十二年國民基本教育課程綱要（108課綱）之推動，學校圖書館已逐漸由傳統典藏與借閱場所，轉型為支持自主學習、閱讀素養培育及生涯探索之學習資源中心。然而，在實務運作過程中，圖書館仍面臨館藏建構、閱讀推廣、人力配置、空間規劃、數位資源及政策支持等多重挑戰，亟需深入探究其運作機制與發展策略。

本研究採質性個案研究法，以新北市某私立完全中學圖書館為研究場域，透過半結構式深度訪談、非參與式觀察及文件分析蒐集資料。研究對象包含圖書館人員、行政主管、教師、學生及家長等三十二位利害關係人，並以主題分析法進行資料整理與分析。研究架構依據文獻整理之六大構面，包括資源供給與館藏建構、閱讀推廣策略與學生動機、館員專業與跨部門合作、空間設計與學習氛圍、數位資源與新興科技，以及政策支持與外部因素，作為分析依據。

研究結果顯示，閱讀推廣與館藏發展並非彼此獨立之業務，而是相互影響且循環回饋之動態機制。首先，館藏發展已由傳統數量導向逐步轉向需求導向，課程需求、學生興趣及生涯探索成為館藏配置的重要依據。其次，閱讀推廣活動能有效提升館藏可見度與使用率，但其成效高度依賴教師引導、課程嵌入及家庭閱讀文化之支持。第三，圖書館已逐漸由傳統圖書館轉型為教學資源中心，透過跨部門合作形成支持學生學習之協作網絡，但仍受到專業人力不足及制度化機制欠缺之限制。第四，空間環境、數位資源及人工智慧工具之導入，改變學生接觸與使用館藏之方式，形成紙本、數位與AI並存之混合式學習支持模式。最後，私立完全中學圖書館在外部政策資源相對有限之情況下，需透過校內治理、家長參與及外部合作網絡等方式進行資源補位。

綜合而言，本研究提出「閱讀推廣與館藏發展互動機制」之分析觀點，指出課程需求、生涯探索、館藏建構、閱讀推廣、跨部門合作與外部支持之間形成相互連動的學習支持系統。研究建議未來中學圖書館應建立需求導向之館藏發展制度、強化閱讀推廣與課程整合、推動數位資源與AI素養教育，並制度化跨部門合作機制，以提升圖書館支持學生學習與閱讀發展之功能。

This study aims to explore the challenges and issues encountered by secondary school libraries in reading promotion and collection development, as well as to examine the interactive relationship between these two functions and their influence on library services. With the implementation of Taiwan’s 12-Year Basic Education Curriculum Guidelines, school libraries have gradually transformed from traditional repositories of books into learning resource centers that support independent learning, reading literacy, and career exploration. Nevertheless, libraries continue to face various challenges related to collection development, reading promotion, staffing, space planning, digital resources, and policy support. Therefore, a comprehensive investigation of their operational mechanisms and development strategies is necessary.

This study adopted a qualitative case study approach and selected a private comprehensive school in New Taipei City as the research site. Data were collected through semi-structured in-depth interviews, non-participant observations, and document analysis. The participants included thirty-two stakeholders, comprising library staff, administrators, teachers, students, and parents. The collected data were analyzed using thematic analysis. Based on the literature review, six analytical dimensions were established: resource provision and collection development, reading promotion strategies and student motivation, librarian professionalism and cross-departmental collaboration, space design and learning environment, digital resources and emerging technologies, and policy support and external factors.

The findings reveal that reading promotion and collection development are not separate functions but rather form a dynamic and mutually reinforcing relationship. First, collection development has gradually shifted from a quantity-oriented approach to a demand-oriented model, in which curriculum needs, student interests, and career exploration serve as major considerations. Second, reading promotion activities effectively increase the visibility and utilization of library collections; however, their effectiveness largely depends on teacher guidance, curriculum integration, and family reading culture. Third, the library has evolved from a traditional library into a teaching resource center that supports student learning through cross-departmental collaboration, although limitations in professional staffing and institutionalized mechanisms remain significant challenges. Fourth, the integration of library space, digital resources, and artificial intelligence tools has transformed students’ access to information resources, creating a hybrid learning support model that combines print, digital, and AI-based resources. Finally, due to relatively limited external policy support, private secondary school libraries rely heavily on internal governance, parental involvement, and external collaborative networks to supplement available resources.

Based on these findings, this study proposes an interactive framework of reading promotion and collection development, emphasizing that curriculum needs, career exploration, collection development, reading promotion, cross-departmental collaboration, and external support collectively constitute an integrated learning support system. It is recommended that secondary school libraries establish demand-driven collection development policies, strengthen the integration of reading promotion with curriculum design, promote digital and AI literacy education, and institutionalize collaborative mechanisms to enhance their role in supporting student learning and reading development.

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