• Journal of Korean Library and Information Science Society
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• v.39 no.1
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• pp.245-264
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• 2008

This study examines the differences in children's reading comprehension and satisfaction of storybooks according to a type of medium(paper and multimedia e-books). Six different storybooks were used and 85 children participated. Each child read a paper book and an e-book(both are different books). The study results showed that overall, the type of medium did not significantly affect the children's reading comprehension of all six storybooks: for two storybooks, some comprehension scores of paper books were higher than those of e-books, on the other hand, some comprehension scores of e-books were higher than those of paper books. Satisfaction scores of paper books are a little bit higher that those of e-books, although resulting in no statistically significant difference between two types. In addition, the study suggested that the amount of annual readings is positively related to improving children's composition ability and information acquisition ability. Finally, we proposed how to promote the use of e-books in the school library environments in terms of its usability and management policies.

• 한국도서관연감
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• no.2005
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• pp.221-276
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• 2005

• 한국도서관연감
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• no.2004
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• pp.185-258
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• 2004

• Journal of the Korean Society for Library and Information Science
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• v.35 no.2
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• pp.75-92
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• 2001

The public libraries have managed reading classroom as a way of life-long education. This reading education is very important to children and young people. But reading education program done by the public libraries is not scientific and systematic. The purpose of this study are to identify real situation of the reading classroom management program through a practical materials(ex: the schedule of reading classroom) and a questionnaire survey of librarians managing this program and to provide developing model for effective reading education management program in public library.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.3
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• pp.35-59
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• 2018

A book review expands readers' choice of resources by providing them with the contents and bibliographic data of various books. It also functions as a reader support service designed to enrich their reading experiences. In particular, in the field of children's reading, literary devices are used to convey knowledge and information to children. Therefore, a review for a children's book should help children follow a book with further readings so that they can expand their literary imagination through comparative reading. In light of the above, this study looks into the case of a children's story entitled Little Red Riding Hood to identify the points that should be addressed in the "Literature Comparison" section of a book review in order to suggest further readings to readers. First, the review should provide an objective description of the content of Little Red Riding Hood. Second, it should explain the literary value of the reviewed book and the discourse that surrounds it so as to analyze its unique features that separate it from other literary works. Third, the review should provide bibliographic information on other works that use narrative structures adapted from those of Little Red Riding Hood. Fourth, it should broaden readers' choice and access by introducing, if any, works adapted from Little Red Riding Hood into other media.

• The Korean Publising Journal, Monthly
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• s.40
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• pp.13-13
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• 1989

• The Korean Publising Journal, Monthly
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• s.40
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• pp.6-9
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• 1989

• KLA journal
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• v.42 no.5 s.330
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• pp.22-28
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• 2001

• KLA journal
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• v.19 no.4
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• pp.19-21
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• 1978

• KLA journal
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• v.19 no.4
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• pp.2-2
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• 1978