• Journal of Korean Library and Information Science Society
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• v.46 no.1
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• pp.115-133
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• 2015

This study investigates the contents of twitters serviced by metropolitans and citizens' questions to propose improvements. Using content analysis as a research method, this study recorded and analyzed all the tweets of six metropolitans (Seoul, Busan, Daegu, Incheon, Daejeon, Gwangju) for three months. As the results, the frequency analysis of tweets revealed that Busan posted more tweets than other cities, and Seoul posted the highest number of tweet using URL link. The results of content analysis showed that the most frequently provided information from tweeters was about convenience of citizens living. Tweets using URL link were focused on information about citizen living, prize contest, and service announcement. Citizens had a request for information about their life and traffic. For public information service using tweeter in the future, this study provided several important suggestions.

• Review of KIISC
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• v.17 no.6
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• pp.41-56
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• 2007

정보시스템의 보호를 위한 정보보호 제품의 경우, CC를 바탕으로 하는 '정보보호시스템 평가제도'를 통해 평가 및 인증하며, 정보보호제품을 구현한 암호모듈의 경우, '암호모듈검증제도'(CMVP)를 통해 시험 및 검증한다. 본 글에서는 사실상의 국제기준인 미국 및 카나다의 CMVP의 새로운 검증기준 후보인 FIPS PUB 140-3의 변화내용을 분석한다. 또한, FIPS 140-1, FIPS 140-2, ISO/IEC 19790(즉, FIPS 140-2의 국제표준)의 내용과도 비교한다.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.17 no.2
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• pp.177-200
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• 2006

This research has been done to develope a curricular model for the Information Literacy Course as one of liberal arts courses in Korean universities. This curricular model had resulted from investigating the standards and models for Information Literacy at the 4 standards(ACRL in USA, CAUL in Australia ANZILL in Australia and New Zealand, and SCONUL in the United Kingdom), 5 syllabi for Information Literacy used by 5 American universities and 33 syllabi by 23 Korean universities. On the basis of these educational results of the Information Literacy syllabi, a learning-instruction model has come into being for the Information Literacy Course that includes 7 core areas : information sources, information need, information access. information analysis, information management, information transfer and communication, and information ethics.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.35-43
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• 2010

The "Information and Communication Technology Education Guidelines" was revised in December, 2005. However, students are still not taught the contents in the "Information and Communication Technology Education Guidelines Rev." and are not taught the contents in the "Understanding of the Information Processing" area among them in particular. Therefore, we analyzed the contents in the "Understanding of the Information Processing" area of the elementary ICT textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines" and programming languages using elementary school are too many. The revision of the elementary ICT textbooks must be settled without delay and the certification systems of elementary ICT textbooks must be improved.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.13-22
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• 2008

This study is to suggest a method of constructing Informatics textbook considering the cognitive development level of middle school learners. We developed 3 types of learning content models according to the educational objectives and activities of learners and then suggested the methods of constructing textbook. For this, we reviewed the related research results on the development characteristics and cognitive development theories of middle school students. Second, we drew instructional schemes from the pedagogic theories. Then, we suggested 3 models: 'Learning Centered on Concept'. 'Learning Centered on Investigation', and ' learning Centered on Actual Training'. We suggested construction schemes to each model and verified the adequacy using questionnaire to 30 teachers and received the positive responses from most teachers.

• Journal of the Korea Society of Computer and Information
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• v.26 no.2
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• pp.177-182
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• 2021

This study was carried out for the purpose of selecting and structuring educational content for personal information protection education in supplementary education for childcare workers. Prior research and literature data were collected and analyzed to select educational content, and a preliminary survey was conducted for 125 applicants for education. Based on the surveyed data, the educational content was structured through focus group interview. In the focus group interview analysis, the person in charge of personal information of the institution and those who have completed education participated. Group interviews and individual interviews through e-mail, etc. were conducted, and the final contents were selected after reviewing the appropriateness of the derived opinions by two educational experts. It was found that the direction of the search for personal information protection education contents should be added to the contents of practical work in each stage of information management and practice such as document writing.

• Proceedings of the Korean Society for Information Management Conference
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• 1998.08a
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• pp.123-126
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• 1998

본 논문은 문헌정보학의 연구동향을 규명하기 위하여 1957년부터 1997년 12월까지 국내에서 출판된 단행본 1,855종을 내용분석(Content Analysis)을 이용하여 저자별 생산성, 주제별 생산성, 대학별 생산성, 연구방법별 생산성에 대한 분석을 살펴봄과 동시에 그 결과를 통한 핵심전공주제, 핵심저자, 전공분야별 핵심저자, 언어분석 등을 각각 수량적으로 분석 조사하였다. 이 같은 연구는 문헌정보학의 핵심주제와 관심영역, 주제의 편중과 분포, 학문의 전반적인 흐름을 파악할 수가 있었다.

• Journal of the Korean Society for information Management
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• v.40 no.1
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• pp.73-93
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• 2023

This study conducted a comprehensive analysis and evaluation of library services using YouTube through content analysis of YouTube content and emotional response analysis of user comments. This study analyzed 2,169 YouTube contents and 6,487 comments of users from 61 university libraries. The results showed that the number of 'data' content was the largest among 4 categories, followed by 'communication' and 'education' content, and 'promotion' content. Among the sub-classifications, the number of 'information services' contents was the largest. In the analysis of users' emotional responses to YouTube content, the major categories of users' emotional responses were 'data' content and 'communication' content. Most of the user's emotional responses were positive in all categories of content, and the most frequent user emotional expression was 'good'. In addition, the vocabulary used in the user's emotional response was more about the person appearing in the video than the expression of the content of YouTube contents.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.223-245
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• 2013

The purpose of this study is to analyze curriculum contents, teaching methods and evaluation methods for the core courses in Library & Information Science. It focuses on syllabi both of Korean and foreign universities, and compares them to figure out their own characteristics and differences. The study aims to contribute to the advancements of domestic Library & Information Science in regards to their curriculum contents and methods. To this end, we collected and analyzed the syllabi of Information Organization, Information & Reference Services, Information Retrieval and Management of Libraries, which are used in the foreign LIS departments. As results, we found some differences between curriculum contents, teaching methods and evaluation methods used by Korean and foreign universities. In teaching methods, especially, the classes in Korean universities used the forms of lecture, presents, examination, while classes in foreign universities used more various methods, such as workshop, project, developing system, simulation, case study, interviews with expert.