• 한국기록관리학회지
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• 제4권2호
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• pp.41-75
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• 2004

이 논문은 기록관리법의 개정과 관련하여, 우리나라 기록관리의 현황에서 개선되어야 할 방안을 크게 세 가지로 구분하여 논술하였다. 그 세 가지 사항은 바로 1)중앙기록물관리기관으로서의 <국가기록원(National Archives & Records Service of Korea)>의 위상 문제, 2)기록관리 전문인력의 제도 및 양성 문제, 3)기록박물전시관의 설치 문제이다. 연구의 결과는 다음과 같다. 첫째, 현재의 <국가기록원>은 국가 중앙기록물관리기관으로서, 행정자치부 내에서 최소한 차관급 이상의 청(廳) 단위인 <국가기록청>으로 그 위상이 반드시 승격되어야 함을 주장하였다. 둘째, 기록관리법에서 현재 '기록관리학 석사학위 이상 등'으로 규정된 학력제한 사항을 '기록관리학 학사학위 이상 등'으로 하향조정하여, 기록관리 전문인력의 저변확대를 꾀하여야 한다. 그리고 기록관리 전문인력의 공무원 채용을 위하여 '연구직종/기록관리직군'을 신설하거나, 현재의 '학예직' 및 '사서직' 및 '기록관리직'을 통합하여 새로운 '기록문화직군'을 독립직군으로 신설하는 방안도 검토되어야 함을 주장하였다. 셋째, 각 지방자치단체 기록관 사업에서는 각 지방자치단체 특유의 전통문화와 기록유산을 계승 발전시키는 것이 최우선 과제로 선정되어야 가장 중요한 사명이라 할 수 있다. 따라서 향후 개정될 기록관리법에는, 현행 기록관리법에 명시되지 못한 각 지방자치단체에 <기록관>의 설립을 의무화함과 동시에, 이 기록관 내에 이른바 <기록박물전시관>의 설치를 의무화하도록 제안하였다. 또한 해당 지방자치단체에서만 독특하게 형성된 유구한 문화와 역사를 그 지방자치단체의 기록관에서 특성화시킴으로써, 여타 지자체의 기록관과는 차별화하는 것이 매우 중요하기 때문에, 각 지자체별로 특성화된 기록관의 명칭을 부여하는 방안도 아울러 제시하였다.

• 한국도서관정보학회지
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• 제5권
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• pp.119-168
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• 1978

This is a survey of the reserved book system in the pilot universities in Korea. We have surveyed only 22 university libraries among 29 pilot schools as of 1977, because of the differences in the library users, library organization, library facilities, and library materials between universities and colleges. In 1972, the Korean Ministry of Education developed a reformation plan for their higher education based on the teaching method of curriculum-oriented faculty instead of that of the faculty-oriented curriculum. The former puts emphasis on the cultivation of a student's thinking, creativity, and judgement through self-teaching to do a given assignment. The reserved book system in a college or university library is one of the most important methods necessary to accomplish the above educational aim. The survey used a questionnaire with 50 question on 28 items concerning the various aspects of the reserved book system in 22 pilot universities. the survey result discovered many problems needing correction. The following list describes the measures needed to correct the problems found in the pilot universities. 1. The management of a centralized reserved book system is much more effective and economical than the decentralized reserved book system when a university is located on the same campus. 2. In the university library, an independent reserved book department requires to gain the desired educational aims as compared with the reserved book room controlled by any other department in the library. 3. The reserved book system should not be adopted by all the departments at once but enlarged gradually, for it needs the understanding and support of faculty members and the university itself. 4. As competence is essential to the effective operation of the reserved book room, the university library should not place an unqualified person in charge of the reserved book department. 5. The librarian in charge of the reserved book department is required to do more professional works such as analysis of users, collection and analysis of syllabuses, maintenance of faculty member cooperation, establishment of measures to acquire unavailable materials, and drawing up an effective management plan. However, he is spending most of his time in clerical works, that is, non-professional works. 6. Three to five titles of each reserved book are considered reasonable and required materials should be shelved in proportion to the number of students, that is, one copy per eight or ten students if the materials are allowed to lend for two hours at a time. For the supplementary materials, the library needs to place two or three copies per subject. 7. Professors must select reserved books with care so that they can be used year after year. 8. Few universities are asking professors the number of class students and the date when the reserved material will no longer be needed on reserve. 9. The library should gather all the lists of reserved books from every professor at least three to five months before the courses open, because it takes a long time to obtain foreign materials. 10. It is desirable that the reserved book department should collect the lists and prepare the materials with promptness and consistency. 11. Instead of block buying, it is desirable to purchase reserved books at the time the library gets the reserved book list from the professors. The library should also inform faculty members whether it obtained each reserved book or not before the course open. 12. The library should make a copy of materials if a professor requires to reserve an out-of-print book or partial contents of a book, journal, and thesis. 13. An independent budger for reserved books from the budget for general materials is desired. 14. The shelf arrangement of reserved books by courses or professors under the same department is much more preferable than a classified arrangement. 15. While most of the universities adopted the open shelves system for all the reserved books, it is more effective and economical to take a compromise system, that is, closed shelves for requires materials and open shelves for supplementary materials. 18. Circulation of reserved books needs a different system between required materials and supplementary materials: two or three hours and/or overnight loan for the former and two and/or three days loan for the latter. 17. A reserved book room should be open a long time after class so that students can have sufficient time to use the room. 18. The library must take daily and monthly statistic as well as statistics on every aspect of the reserved book system in order that the library ma decide on policy and management of the reserved book room in collaboration with the university. Furthermore, regular reports on the use of the reserved book room should be made to the president and the executive council by the library to acquire their understanding and cooperation for the reserved book system. 19. Cooperation of faculty members is indispensable to the effective management of the reserved book department and it is desirable to make a committee which will fix various decisions about the system. Whenever the director of the library make his decision, he must consult with his staff in order to involve them earnestly in the operation of the system.

• 한국문헌정보학회지
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• 제12권
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• pp.269-327
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• 1985

This study was undertaken to meet more fully the demands for improved training of library personnel, occasioned by the rapidly changing roles and functions of libraries as they try to adapt to the vast social, economic and technological changes currently in progress in the Korean society. The specific purpose of this research is to develop a standard curriculum at the batchelor's level that will properly equip the professional personnel in Korean libraries for the changes confronting them. This study started with the premise that to establish a sound base for curriculum development, it was necessary first to determine what concepts, knowledge, and techniques are required for professional library personnel to perform it at an optimal level of efficiency. Explicitly, it was felt that for the development of useful curricula and courses at the batchelor's level, a prime source of knowledge should be functional behaviours that are necessary in the job situation. To determine specifically what these terminal performance behaviours should be so that learning experience provided could be rooted in reality, the decision was reached to use a systems approach to curriculum development, which is an attempt to break the mold of traditional concepts and to approach interaction from an open, innovative, and product-oriented perspective. This study was designed to: (1) identify what knowledge and techniques are required for professional library personnel to perform the job activities in which they are actually engaged, (2) to evaluate the educational needs of the knowledge and techniques that the professional librarian respondents indicate, and (3) to categorise the knowledge and techniques into teaching subjects to present the teaching subjects by their educational importance. The main data-gathering instrument for the study, a questionnaire containing 254 items, was sent to a randomly selected sample of library school graduates working in libraries and related institutions in Korea. Eighty-three librarians completed and returned the questionnaire. After analysing the returned questionnaire, the following conclusions have been reached: (A) To develop a rational curriculum rooted in the real situation of the Korean libraries, compulsory subjects should be properly chosen from those which were ranked highest in importance by the respondents. Characters and educational policies of, and other teaching subjects offered by, the individual educational institution to which a given library school belongs should also be taken into account in determining compulsory subjects. (B) It is traditionally assumed that education in librarianship should be more concerned with theoretical foundations on which any solution can be developed than with professional needs with particulars and techniques as they are used in existing library environments. However, the respondents gave the former a surprisingly lower rating. The traditional assumption must be reviewed. (C) It is universally accepted in developing library school curricula that compulsory subjects are concerned with the area of knowledge students generally need to learn and optional subjects are concerned with the area to be needed to only those who need it. Now that there is no such clear demarcation line provided in librarianship, it may be a realistic approach to designate subjects in the area rated high by the respondents as compulsory and to designate those in the area rated low as optional. (D) Optional subjects that were ranked considerably higher in importance by the respondents should be given more credits than others, and those ranked lower might be given less credits or offered infrequently or combined. (E) A standard list of compulsory and optional subjects with weekly teaching hours for a Korean library school is presented in the fourth chapter of this report.

• 한국문헌정보학회지
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• 제34권1호
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• pp.265-295
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• 2000

본 연구에서는 32개 대학 문헌정보학과 실습실의 시설과 비품, 그리고 교수 학습자료를 조사 분석하고 교수와 사서들의 의견을 정리하여, 21세기 정보사회에 부응할 수 있는 정보전문가인 사서 양성을 위하여 문헌정보학 교과 운영을 충실히 할 수 있는 실습실의 발전된 모형으로서 교수매체 센터의 새로운 모형을 제시하였는데 요약하면 다음과 같다. (1) 문헌정보학 교수매체 센터에는 분류와 편목의 실습 수업을 할 수 있는 분류 편목 실습실과 첨단의 매체나 시청각 기재 또는 실습용 교구를 사용하여 수업을 할 수 있는 영상매체 실습실, 인터넷을 통한 다양한 정보 검색 방법을 체득하게 하고, 정보 활용 능력을 길러 주며, 컴퓨터 관련 정보학 교과 수업을 할 수 있는 정보처리 실습실을 둔다. (2) 분류 편목 실습실과 영상매체 실습실, 정보처리 실습실의 배치도는 <그림4-1>, <그림4-2>, <그림4-3>과 같다. (3) 각 실의 면적은 각각 $162m^2$(49.1평)이며, 수용인원은 40-50명 정도, 전담운영 관리자로 매체 전문가 1 명과 전담 조교 1명을 둔다. (4) 문헌정보학 교수매체 센터에 소장해야 할 교수 학습자료는 컴퓨터와 주변기기, 시청각 기재, 도서정리를 위한 용품, 각종 장비 및 용구 등과 같은 교구와, 실습용 교재, 실습용 분류와 편목에 관한 도서, 기타 실습용 도서 및 참고도서 등과 같은 교재이다. (5) 문헌정보학 교수매체 센터의 비품으로 실습용 테이블, 서가 등 일반 비품과 CD 보관함 등 각종 자료 보관함을 둔다.

• 기록학연구
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• 제3호
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• pp.91-113
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• 2001

History always be re-interpreted as the time flows. 'The Sillok', Which was registered in Memory of World of UNESCO in 1997, is comprehensive documents of the Chosun Dynasty, which had been compiled after kings' death, The Sillok encompasses 473 years of the reign in their 848 volumes(1,893 chapters). It was a history itself and has been main source in studying Korean history. Due to the rise of studies on the Sillok, time has come to explore the nature of the Sillok and to criticize the text, which would be called 'The Sillok-Study'. In this context, this paper examined three concepts that categorize the nature of the Sillok as historical materials ;Is it book or record?; The Sillok in register system in pre-modern society; And the Sillok as the National Archives. Korean historians, including myself, haven't yet examined the question whether the Sillok is the Book or Record in terms of archival science. At first, I regarded it as history book, and with this presupposition, wrote several papers on the characteristics of the Sillok. However, I recognized that the Sillok are close to record rather that history book as I examined the definition of glossary of librarian study, OED (Oxford English Dictionary) and Encyclopedia of Britannica, etc. Definitely, the Sillok was neither compiled and published to be read and sold publicly, nor meant to the works of literature or scholarship. one may say that the court-historians wrote comments on the facts and therefore it was just scholarly work. However, because the court-historians produced their comments on their own businesses, the outcome of 'their scholarly works' were also records conceptually, as were daily court-journalists in Rome. Its publication also had a absolutely different meaning from that of modern society. It was a method to preserve the important national records and distributed each edition of them to plural repositories for its safety and security. How can we explain its book-like shape and the procedure of compilation after a kings' death. The answer is as follows ; In pre-modern society, it was a common record-keeping system in the world to register records materials in order to arrange the materials of different sizes and to store them conveniently. And the lack of scientific preservation or conservation skill also encouraged them to register original records. Actually, the court-historians who participated in the compiling process called themselves "registering officers". On the other hand, similar to social hierarchy, there was a hierarchical system of records, and the Sillok was placed at the top of this hierarchy. In conclusion, the Sillok was a kind of registered records in the middle ages and the supreme records in the records-world. In addition to this we can also conceptualize the Sillok as archives. Through the compiling process, the most important and valuable records were selected to be the parts of Sillok. This process corresponds to the modem records appraisal. In the next step, it was preserved in the Four Archives(史庫) which located at remote site as archives and only accessible by the descendents in the future, who might be the people of the next dynasty. And nobody could access or read the documents at that time except the authorized court-historians who were archivists of the Chosun Dynasty. From this perspective, I conclude that Sillok was the supreme confidential archives in the register system. I work for the Government Archives as a historian and archivist. Whenever I entered the exhibition hall of the Government Archives and Records Service(GARS) and saw the replica of the Archives of Taebeak Mountain built during Chosun period, I always asked to myself a question whether the Sillok can be a symbol of the archival tradition of Korea and the GARS. Now, I can say, 'Yes!' definitely.