• Journal of the Korean Society for Library and Information Science
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• v.42 no.3
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• pp.81-101
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• 2008

The purpose of this study is to develop a course with project-based teaming method for LIS education and to examine the effects of this method on improvement of problem solving and self-directed learning ability of LIS undergraduate students. The research design was one-group pretest-posttest design in quasi-experimental research. The data were collected from 23 LIS undergraduate students and analyzed by paired t-test with SPSS. The result demonstrated that project-based learning method has an significant effect on improvement of problem solving and self-directed learning ability of LIS undergraduate students.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.103-124
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• 2013

This study investigated how Problem-Based Learning method effects on students' Self-Regulated Learning Strategies especially for the LIS education. For this purpose, the differences in students' self-regulated learning strategies were examined as a pre and a post survey using the same questionnaire. Correlation between cognitive and motivational self-regulated learning strategies was examined, and the details of the SRL's sub-components were measured to see the effects of Problem-based learning. Statistical significance using the paired sample t-test were also conducted. The results revealed that Problem-based learning is effective in improving students' cognitive motivational self-regulated learning and found out the possibilities for a follow-up study for motivational self-regulated learning.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.2
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• pp.95-116
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• 2017

This study investigated whether applying the Project-Based Learning in LIS education affects students' self-efficacy for group work in a positive direction and if the authenticity of the project has any relationship with their self-efficacy for group work. 26 students were surveyed before and after they took the "Evaluating Digital Library Systems" course with the same set of questions asking about their perceptions on the individuals' capabilities to successfully perform group tasks and their perceptions about the project's authenticity. The paired sample t-test showed statistically significant differences between the results of the pre- and post-test, in terms of their capabilities as a leader as well as exchanging, evaluating, and integrating ideas when performing group activities. In addition, the authenticity of the project's task shows some correlation with subfactors of students' self-efficacy for group work.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.379-408
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• 2023

This case study reports on the redevelopment of a course, Local Culture Information Theory offered by the Department of Library and Information Science at C University, into a capstone design course using a project-based learning approach. In collaboration with a local community youth organization, the redesigned course provided an opportunity for LIS students to develop and implement a digital literacy program that enabled high school students to use a variety of digital multimedia technologies to complete a project of digital Human Library featuring video, audio, and digital are such as webtoons. Through semi-structured interviews with 5 students and 3 staff from partner organizations, this study reports on course development process, the establishment of local partnerships, project outcome, as well as suggestions for improvements. In addition, a qualitative analysis of the participating students' interview responses using the Framework for 21st Century Learning (P21) found they developed and improved 11 skills across three core areas: life and career skills including self-direction, project management, collaboration with diverse teams, flexibility, responsibility, leadership; learning and innovation skills including communication and collaboration, problem-solving, creativity, and critical thinking; and information, media, and technology skills through media creation. Lessons learned and recommendations from this case study may be useful for other LIS programs and faculty interested in implementing project-based learning or developing capstone design courses.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.2
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• pp.221-239
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• 2010

The purpose of this study is to cultivate the educational competency of pre-librarians in the Department of Library & Information Science. To achieve this, first, the program is developed which is based by PBL(Project Based Learning) method for LIS education. Second, the questionnaire for education librarian self-efficacy is developed to measure the education librarian self-efficacy. Third, data were collected from 42 LIS undergraduate students at the beginning and end of the semester-long program during which it was adopted. The data were analyzed by paired t-test with SPSS. Analysis shows the program has a significant effect on the improvement of educational self-efficacy for pre-education librarians. Also, it is hoped that for this program will be applied to continuing education programs for education librarians and teacher librarians.

• Journal of the Korean Society for information Management
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• v.35 no.4
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• pp.195-222
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• 2018

This study aims to identify the effects of instruction methods on the students' knowledge and attitudes to persue an effective instruction for information literacy. For this purpose, a copyright class as a quasi-experiment is provided to students in a high school in different ways including the teacher-centered lecture and the student-centered Jigsaw cooperative learning program. As a result, Group D (Jjgsaw method) showed the highest educational effectiveness among the four groups in terms of the knowledge of copyright. the group also showed higher instructional effectiveness compared to other groups in the practical attitude, which was one of the three types of attitude to copyright.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.29 no.3
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• pp.89-109
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• 2018

This study investigates the influence of project-based learning method on the self-directed learning and problem-solving abilities of students taking the 'Media Center Management' course in Library Information Science (LIS). During this study, two tests measuring students' self-directed learning and problem-solving abilities were conducted, containing 48 items divided into 8 categories and 30 items divided into 5 steps of problem-solving processes, respectively. By utilizing the correspondence sample T-test during this study, statistically significant results were found in all categories of self-directed learning, excluding the 'self-understanding' category. In addition, significant differences were found in the 5 steps problem-solving processes as well. Subsequently, an in-depth interview was conducted, inquiring into the students' perspectives on the difficulty of attending classes, the content of lectures, the appropriateness of assignments, the validity of the evaluation method, the relationship with their team members, and the benefits acquired from completing the assignments. Finally, suggestions for future research were presented.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.2
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• pp.277-294
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• 2008

This study has proposed the balanced scorecard for the development of BSC of school library; this study has thus analyzed the forerunners of similar research on the balanced scorecard. For the hierarchial process analysis of the balanced scorecard, librarians and experts of related fields were polled using the AHP method. Some of the major categories for the balanced scorecard(36 categories total) are disposition of librarians, development of user-demand reflecting system, user education, adequacy of faculty-education aid accommodation, location of library, etc.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.3
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• pp.97-114
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• 2020

The aim of this study is to explore key strategy areas for academic library development planning in Korea. This study started with components of an academic library development plan that were identified in a literature review; those components included among others the major roles, functions, resources, and teaching and research support services of academic libraries. Upon interviewing library staff from 14 academic libraries, this study initially categorized those components into 4 overarching strategy areas and further subdivided them into 12 key components and 24 sub-components. That initial categorization was then reviewed by 6 scholars and practitioners, applying the analytic hierarchy process (AHP), by which this study analyzed the level of importance and priority of the strategy areas and various components. Based on the results, this study ultimately outlines 11 key components and 23 sub-components under the 4 strategy areas for academic libraries in Korea to take into consideration in their development planning.