• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.343-362
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• 2011

The purpose of this research was to derive a expansive curriculum management measure by analyzing the curriculum on the field of library and information service. To fulfill this goal, five major South Korean universities and four major US graduate schools were selected for comparison of the curriculum on information service. In addition, the research analyzed the required examination subjects for the employment of librarians of public library. The comparison was conducted to comprehend the curricular contents of an academic information service; the latter was to identify the curricular contents of information service required by the libraries. the analysis showed that the field of academic information service included the knowledge on the information source of each area(collection development, subject bibliography, etc.) and the knowledge on user analysis(information service, user-study, reading guidance, etc.) Moreover, the employment requirement of the manager-level national examination demanded a comprehensive knowledge on information service theories, subject sources and users. The findings confirmed the need to strengthen the special subject service education in the information service curriculum.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.4
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• pp.303-329
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• 2023

This study aimed to investigate the current state and suggest future directions of children's and young adult literature education in Library and Information Science(LIS) departments in Korean universities. Courses related to children's and young adult literature in 34 LIS departments in Korea were investigated, and in-depth interviews and surveys were conducted with professors and instructors who have experience teaching courses related to children's and young adult literature in LIS departments. The results show there are on average 1.7 courses related to children's and young adult literature in undergraduate programs. 36% of schools had less than one course related to children's and young adult literature, and most of them were Reading Guidance courses. 83%(24 out of 29 people)of the survey participants said they teach children's and young adult literature in their classes. The professors and instructors spent the most of their lecture time on picture books. They spent the minimum time on genres such as SF, Fantasy, and manhwa. Lack of time to teach so many things in short 16 weeks made them feel rushed and distressed. Some survey respondents regarded themselves as non-experts in children's and young adult literature, even though they had competency in that field, which shows the general atmosphere in the LIS field that LIS people are not qualified enough to be experts in children's literature. All interviewees and some survey respondents insisted children's and young adult literature education in the LIS departments should be practical. Professors and instructors tried their best to incorporate diverse teaching methods, including discussions, storytelling, writing reviews, so their students can acquire proper knowledge on children's and young adult library services.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.519-533
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• 2018

This study aims to classify the types of instructional expertise development activities of teachers who teach subjects related to software education in primary schools. To this end, the study analyzes their participation in expertise development activities over the recent three years, outcomes from these activities, and forms and characteristics of expertise development activities. In the questionnaire survey conducted for this study, 276 primary school teachers participated. According to the survey, the same largest proportion of them participated in collective job training (96%) and distant job training (96%), followed by consulting, instruction supervision, mentoring, and peer observation (82%), lectures, workshops, and seminars held by related government ministries and the provincial and municipal offices of education (69%), and teachers' study communities (66%). Among informal activities, reading accounted for the highest portion of the activities (88%), followed by the use of information on Websites including YouTude and GitHub (80%), and teachers' expertise development networks (76%). The reasons for their participation in the activities were mostly to improve their instructional expertise (80%). Their participation in the activities had an impact on usefulness to enhance instructional expertise, improvement of job competencies, application to current jobs, sense of instructional efficacy, and positive effect. These results of the study are expected to provide a foundation for preparing continued expertise development plans that can promote the educational value of primary school teachers' instructional expertise development activities for teaching subjects related to software education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.31 no.3
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• pp.29-50
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• 2020

The purpose of this study is to analyze the characteristics of the media contained in textbooks for students with disabilities based on the information processing model, and to find ways to utilize library materials for class improvement for them. To this end, the media included in the in-depth learning activities of the Korean language textbooks of the 2015 revised special education basic curriculum were analyzed. As a result of the analysis, it was found that students with disabilities received information mainly through vision, process information through understanding, and use language intelligence to produce results. Specifically, they accepts learning contents through illustrations and texts, processes the contents based on understanding such as reasoning and explanation, and then uses linguistic intelligence such as writing and speaking to produce results. Based on the results of this analysis, a practical method to utilize library materials in the Korean language class of students with disabilities was proposed as follows. Developing a variety of input mediums based on reading stages and collection mapping for students with disabilities. Providing book materials through reading and listening. Teaching appropriate methodological knowledge to self-directly solve advanced learning activities. In addition, developing types of writing and writing strategies that can help various production activities.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.5-22
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• 2019

The purpose of this study is to analyze the factors that hinder the role recognition and role performance of teacher librarians and suggest some improvement methods. For this purpose, a questionnaire was conducted among 41 persons who participated in the first-level qualification training for teachers librarians at K University Secondary Teacher Training Institute in 2019.The results showed that there was a difference between the expected role and the execution role of the teacher librarians. In other words, teacher librarians recognize that they should teach information literacy as instructors and operate library-based instruction and cooperative classes as teaching partners. However, the most frequently played roles are reading education and library use education. They recognizes the cause as institutional limitations, such as the absence of a national level curriculum and the ambiguity of the role of specialists in school libraries. And it is perceived as a real problem such as the lack of partnership and recognition of their peers. Among the variables of teacher librarians, the higher their educational level, the more they perceived their peers as teachers. Based on this, some suggestions for strengthening the role of the teacher librarians' instructor and teaching partner were proposed in terms of including cross-curricular subjects of information literacy education, analyzing jobs and establishing scholarship system for school libraries.

• Journal of Korean Library and Information Science Society
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• v.54 no.4
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• pp.85-104
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• 2023

The purpose of this study is to analyze the examination questions used in the librarian teacher recruitment exam, including the domains, content, and evaluation factors, and to propose improvements for the recruitment exam. To achieve this, examination questions for librarian teacher recruitment exams since 2002, provided by the Korea Institute for Curriculum and Evaluation, were collected and analyzed the frequency of appearances by section. The analysis revealed that, 106 questions (21.95%) on school library administration, 63 questions (13.04%) on classification and information retrieval 59 questions (12.22%) on library computerization, 58 questions (12.01%) on reading education, 56 questions (11.59%) cataloging and information service, and 18 questions (3.73%) on information media were examined. Next, analyzed the frequency of appearances in the last 10 years (2014-2023) by dividing the examination areas into specialty of librarian and school library practice, and found that there were a total of 149 questions (66.22%) related to specialty of librarian and 76 questions (33.78%) related to school library practice. Based on these findings, recommendations have been made for update assessment areas and factors, expanding the field of information media, and suggested the need for a stable and continuous teacher recruitment policy.