• Journal of Korean Library and Information Science Society
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• v.55 no.3
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• pp.263-283
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• 2024

The purpose of this study is to understand the field experience of collaboration classes for Media and Information Literacy (MIL) and to obtain implications for MIL collaboration classes. To this end, focus group interviews (FGI) were conducted with 11 teachers and 9 students from 5 elementary and secondary schools. The research results are as follows. First, collaboration classes were not commonly operated in educational settings. Second, teachers and students who experienced collaboration classes were found to increase students' class participation. Fourth, despite their satisfaction with collaboration classes, teachers reported that the number of class hours increased or they felt burdened by class preparation. Since the achievement and satisfaction of teachers and students in MIL collaborative classes were high, it is necessary to develop a MIL collaborative class model and guidelines to expand MIL collaborative classes.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.121-142
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• 2019

The purpose of this study is to explain the teacher librarians' intentions to implement collaborative instruction in school libraries by applying theory of planned behavior. Independent variables that affect the intention to implement were set as attitudes, subjective norms, teacher efficacy, and perceived controllability. A questionnaire survey of 218 teacher librarians was conducted. As a result of the study, there was a difference in teacher librarian's intention to implement collaborative instruction in school library according to the age, the size of school and previous experience. Attitudes, subjective norms, and perceived controllability affected the intention to implement collaborative instruction. Teacher efficacy did not affect teacher librarian's intention to implement collaborative instruction in school library. The results of the study were interpreted as a mixed method by using open-ended questions. Based on the results, implication was proposed to expand collaborative instruction in school library.

• Journal of Science Education
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• v.41 no.2
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• pp.248-266
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• 2017

The purpose of this study is to present various examples of collaborative learning based on the Instruction of Internet in the 6th grade elementary school mathematics class. So we introduce the design method of classroom environment for classroom Internet and give example of various teaching methods. This study was conducted for nine months from March to November, 2016, one sixth grade of elementary school in D area. During this period, we conducted Instruction of Internet-based collaborative learning to classify typical teaching cases. We classified into 5 type collaborative learning. First, collaborative learning in the classroom. Second, remote collaborative learning between classroom and classroom. Third, Live participation classes. Forth, project collaborative learning. Fifth, using virtual reality in collaborative learning. In addition, we could identify that there is a difference compared to the conventional learning. It became possible to conduct collaborative learning with other students simultaneously or have opening class with both parents and teachers by using Youtube. These examples can be presented as a case to depart from traditional mathematics class in one classroom. In this regard, we will be able to provide several implications about teaching methods utilizing smart device and Internet in future classroom.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.3
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• pp.231-251
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• 2012

The present study was intended to present desirable directions of project learning of curriculum subjects utilizing school libraries. To this end, lesson contents including theme selection policies and selected themes were grasped centering on Chinese project learning conducted in the school library of S academic high school and examples of students' reports were presented. A questionnaire survey was conducted on 117 high school students in the second year who participated in the Chinese project class to analyze their interest in the themes, their perception of school library-assisted instructional processes and how the school library-assisted Instruction helped the students Also, this study analyzed differences in the perception of the help provided by the school library-assisted Instruction among students in the department of liberal arts, those in the department of natural sciences and those in the department of arts. The results of the study indicated that the students' satisfaction of the school library-assisted Instruction was high.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.4
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• pp.25-47
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• 2023

Library collaboration instruction (LCI) is a process in which a classroom teacher and librarian collaborate to co-planning, co-implementation, co-assessment instruction. LCI is being studied and modeled in various dimensions such as the level of collaboration, information activities, and time scheduling. However, there is no integrated model that comprehensively covers teacher and librarian collaboration. The purpose of this study is to propose a schematic integration model for LCI by comparing and analyzing various models in five dimensions (level of collaboration, information activities, collaborative approach, time scheduling, and technological integration). The main results of the integration model for LCI reflected in this study are as follows. First, in terms of the level of collaboration, TLC integration model reflected such as library-based teacher-led instruction, cross-curricular integrated curriculum. Second, in terms of information activities, LCI integration model reflected social and science subjects inquiry activities in addition to the information use process. Third, in terms of collaborative approach, LCI integration model is divided into such as lead-observation instruction and parallel station instruction. Fourth, in terms of time management, LCI integration model took into account the Korean national curriculum and scheduling methods. Fifth, in terms of technology integration, LCI integration model reflected the PICRAT model, modified from the perspective of library collaboration instruction.

• Journal of the Korean Society for information Management
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• v.35 no.4
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• pp.237-261
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• 2018

The purpose of this study is to provide basic data for implementing library collaborative instruction (LCI) through investigating the effects of high school teachers' perceptions and experiences of school libraries on the recognition of LCI. To accomplish it, a questrionnaire survey of 198 teachers in 14 high schools in Seoul was conducted. As a result, teachers' perceptions of school libraries and school library experience had significant effects on the their willingness to implement LCI, which consisted of educational effect(EE), necessity and implementation plan(IP). In short, teachers' perception of school libraries influenced most variables in EE and did not influence necessity. All independent variables had significant effects on IP. This can be interpreted as that teachers recognize the need of LCI, but the perception of EE is influenced by conveying tool for the knowledge of LCI, such as education, promotion, and experience.

• Journal of Korean Library and Information Science Society
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• v.49 no.4
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• pp.167-185
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• 2018

The purpose of this study is to analyse the cases related with PBL and to suggest the activation plan of LAI based on the derived results. The analysis objects were the PBL cases which have been performed from 2000 to 2018 in Korean schools. The PBL cases were analysed in the aspects of school levels, target grades, subject clusters, teaching patterns, information sources, cooperative teaching status, library cooperative teaching status, and educational effects. The results were like these; 1)The PBL was applied at the elementary schools the most, the next middle schools, and high schools. 2)The teaching pattern was the exclusive teaching the most, and the next pattern was team teaching with other teacher, and the lowest pattern was with librarian teacher. 3)The subject cluster was natural science cluster the most and the next was the human & social science cluster and the art, music and physical education cluster. 4)The PBL performed with school library was low. 5)The main effects of PBL were the improvements of academic achievement, learning satisfaction degree, creative ability, problem-solving ability, and self-directed learning capability. As the results, it's proposed that it's important for librarian teachers to have the aggressive attitude for the activation of LAI as well as the cooperation with PBL subject teachers from the planning step to the evaluation.

• Journal of Korean Library and Information Science Society
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• v.38 no.1
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• pp.443-462
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• 2007

This study is supposed to institutionalization's strategies of information literacy instruction(LAI) and library assited instruction considering national level curriculum. The national level curriculum is composed five elements with subjects matter's goal, objects, instructional contents, teaching & learning method, evaluation. Supposed curriculum added cooperative system 'library and information use' subject between other subject, it composed of total 6 elements.

• Journal of Korean Library and Information Science Society
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• v.55 no.2
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• pp.133-157
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• 2024

The purpose of this study is to obtain basic information necessary to set the content and direction of MIL cooperative teaching by analyzing elementary and secondary school teachers' MIL awareness and cooperative teaching experience. For this purpose, a survey was conducted on cooperative classes, media, and MIL among 401 teachers in the Gyeonggido Office of Education. The analysis results are as follows. ① It is necessary to provide teachers with the experience of cooperative classes and develop MIL cooperative class models and manuals, ② It is necessary to apply the MIL curriculum to school education and operate it as a cooperative classes, ③ The types of media used in the MIL curriculum should be developed by reflecting the development stage and the opinions of educational experts. ④ In the MIL curriculum, it is necessary to deal with 'information comprehension (reading) and evaluation competency education'. ⑤ It is necessary to use school libraries and teacher-librarians in promoting students' MIL improvement policies. As a follow-up study, it is necessary to conduct MIL cooperative instructional models and MIL curriculum studies.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.158-170
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• 2022

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.