• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.4
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• pp.161-180
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• 2012

The international standard for the school library suggests that school librarians qualified for librarian and teacher should run the school library. And library assistants should support the teacher librarian to carry out a role as a teacher. Despite the difference of requirements, librarians without teachers' license are under the human resources for school library administration. Furthermore, the job description between the school librarian and librarian is not well-defined in Korea. The different requirements in the library standards and the school library related laws have led to weaken professionalism and social status of librarianship. The condition that teacher librarians are not in the school library have brought the pressure to overcome imperfect functions of the school library and unfairness of educational services. In order to solve these problems, it is necessary to strengthen teacher librarians' qualification system to improve their identity as educational subject specialist librarians. We ought to also build proper foundations of social recognition about librarianship through classifying the types of human resources in the school library into the teacher librarian, library paraprofessional and volunteers. Especially we should hold the job analysis based on administrator, teacher, service, leader, collaboration, and partner.

• KLA journal
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• v.21 no.8
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• pp.23-24
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• 1980

• Journal of Korean Library and Information Science Society
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• v.37 no.4
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• pp.67-90
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• 2006

This paper investigats the state of the art of the school library media specialist(SLMS)'s certification in the United States. The content includes development of the SLMS certification, certification requirements, titles, preparatory education programs especially accredited by ALA and NCATE, personnel standards and regulations of states. The basic certification requirements are teacher certification and/or MLIS(MLS), but varying from state to state. Personnel standards are regulated by the Education Department of states, otherwise regional associations of colleges and schools. Nineteen states have the standards and three regional associations among six have very specified ones. The paper also analyzes NBPTS for Library Media and discussions on '65% Solution' which is an education reform movement affecting school library seriously.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.127-149
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• 2011

The presence of teacher is very important and it could be the core of making success or failure of education. Thus, most countries have a training program and employment system school teachers for guarantees to school teachers' qualification and profession. Teacher qualifications can be obtained by law, teacher recruitment examination for school in Korea. The Praxis tests are taken by individuals entering the teaching profession as part of the certification process required by many states and professional licensing organizations in U.S. Korea teacher employment test consist of 3 groups(1st, 2nd, 3rd test), 1st test measure general and subject-specific Knowledge. The U.S. teacher certification test consist of 3 groups(Praxis I, II, III), Praxis II measure knowledge of specific subjects that K-12 educators will teach, as well as general and subject-specific teaching skills and knowledge. The purposes of this study is to review teachers' certification and recruitment system comparative analysis examination questions in the Korea and U.S. This will allow for suggestions in the Korean teacher librarian employment test system.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.2
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• pp.97-116
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• 2010

Since the present training system of Korean teacher librarians is not adequate to strengthen their expertise, the training system should be changed. The purpose of this study is to suggest an improvement of the system, which prescribes their curriculums. To do this, first of all, the requirements for being given a national teacher certification are explored. Secondly, three major previous studies are reviewed. As a result, three subjects have been added to the present curriculum which consists presently of eight subjects. The added subjects are library and information education, information literacy and collaboration and collection development.

• Journal of Korean Library and Information Science Society
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• v.40 no.3
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• pp.249-270
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• 2009

This study is to search Korean teacher librarians' perception level of expertise and to grope for effective alternatives to promote their expertise, based on it. The result is as follows: Although Korean teacher librarians were well-educated on the information management and its related expertise, they consider that, in site, the expertise on school library education and its management is more important. As a result, this study suggests the law amendment of training teacher librarians, and the improvement of their selection system and in-service training.

• Journal of the Korean Society for Library and Information Science
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• v.33 no.4
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• pp.157-182
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• 1999

This study examines various educational problems of library and information science with relation to the organization of departments' division, change of the curriculum, qualification of librarians, and so on under the new educational system in Korea. Based upon various analyses of these problems, this study derives some effective perspectives on the development in the library and information science.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.2
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• pp.27-47
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• 2018

The purpose of this study is to find a better way for placement of teacher librarians. So, the literature research is applied for the study. It is unreasonable to arrange one school librarian staff per 1,500 students, based on the criteria of the total number of personnel including that of teacher librarians and practice teachers and librarian, in accordance with the existing enforcement decree of Article 7. In fact, this clause, linked to other related regulations, makes it difficult to place teacher librarians. And the quota of teacher librarians is noticeably low as compared with that of other teachers who are not-teaching the subject matter. This operates disadvantageously to teacher librarians when it comes to assigning quota in secondary teacher selection test and the accumulation of this phenomenon gradually worsens the current situation. The roles of teacher librarians and librarians should be defined separately when amending the Enforcement Decree of School Libraries Promotion. And we should also take into consideration that the number of students per school is around 500. Therefore, Enforcement Decree of School Libraries Promotion Act should be revised toward placing teacher librarians depending on the size and number of schools. Predictability should be secured in teacher librarians selection test. In addition, flexibility should be granted to the training institute so that many people can prepare the teacher librarians qualification. Finally, it is necessary to increase the teacher librarian capacity for private schools. This study will be the basis of the theoretical foundation for stable teacher librarian placement.

• Journal of Korean Library and Information Science Society
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• v.41 no.2
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• pp.317-337
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• 2010

Teachers, parents and students have regarded teacher librarians as a book keeper who doesn't participate in teaching. Consequently teacher librarianship has not satisfied occupational function and qualities of professional workers and teacher librarians' vocational presence appears to be very frail because of school library policies ignoring teacher librarians appointment, the law and system identifing librarinship with teacher librarianship. But its ultimate cause is Library and Information Science Community's attitude of sideliners that doesn't holding teacher librarians oriented preparation programs for their instructional qualification. Thus it is essential for the members of academic communities to recognize teacher librarians as an educational media specialist and develop various curricula in order to strengthen the occupational status of teacher librarians. Also it requires that teacher librarians improve his/her individual ability with self evaluation and increase activities of their professional institutions.

• Journal of Korean Library and Information Science Society
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• v.50 no.3
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• pp.239-259
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• 2019

The purpose of this study is to find a better way for placement of teacher librarians after the revision of the Enforcement Decree of School Libraries Promotion Act. To do this, the literature research is applied for reviewing the policy and current status regarding the placement of school librarians. The Ministry of Education announced its willingness to secure the number of job openings for librarian teachers through the midium and long-term plan in the 3rd School Library Promotion Basic Plan. It is analyzed that 323 new teacher librarians need to be recruited every year, after estimating the demand for recruitment of teacher librarians by 2030, considering the 3rd school library promotion basic plan. Schools in Gyeonggi Province and Daegu with no school library personnel exclusively in charge of libraries have been allocated with temporary teacher librarians, as an attempt to comply with the legal obligation to place exclusive staff for libraries, faced with practical challenges of recruiting new teacher librarians in a limited amount of time. But survey through questionnaire method shows only 69 out of 122 survey participants, which account for 56.6%, have proper teacher librarian licences. According to the analysis of teacher librarianship status, only 146 people were trained in 2019. As a result, the field demand for librarian teachers surged, but it was found that the conditions for training excellent librarian teachers have not been provided. Therefore, it is necessary to actively prepare a way to secure a certain level of qualification holders with the qualifications of excellent teacher librarians.