• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.377-398
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• 2013

The research has provided elementary and junior high school students at Children's Center in Incheon district and analyzed its effective factors in both educational and operational aspects. The educational factors in reading discussion include reading, writing, presenting, listening, and rethinking. In the result, the influential factors are as follows: the respondents' emotional intelligence, the level of reading completion, the level of sympathy with class participants, and the level of advance preference on reading. There are additional factors that have influences on the result, including suitability of topics, capabilities of leaders, selection of books, and combination of basic educational training, like speaking and writing.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.8
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• pp.723-733
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• 2020

The study investigates the effects of online instructional facilitator's qualities on student performance of online class activities. The study explores the roles of instructional facilitators who may influence student performance of online class activities and their academic achievement. The study employs a set of aggregated data from 1,362 subjects and 10 facilitators who participated in multiple online classes. The results of independent samples t-test reveal that the student performance in online classes has no association with facilitators' educational background or academic degree, as well as demographic characteristics, student evaluation records and instructional achievement. The results of multiple regression analysis show that the facilitator engagement has a positive relation to the enhancement of student interaction, reading discussion messages, and the quality of discussion messages in online discussions. The results of correlation analysis show that the facilitator engagement has a positive impact on both increasing the number of reading discussion messages and enhancing the quality of discussion messages. The facilitator engagement increases the quantity of reading discussion postings and enhances the quality of discussion messages, which would be a substantial contribution to student performance by facilitators. The findings suggest that student performance and academic achievement in online classes are not independent of facilitator engagement.

• Journal of Korean Library and Information Science Society
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• v.43 no.4
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• pp.161-181
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• 2012

Because of the development of varieties multimedia and information technology, university students's book reading and university library's book borrowing rate is decreasing. As a center of liberal learning, university libraries have many events for the promotion of reading. But those events do not give practical help for students. In order to solve this problem, researcher benchmarked 4 university libraries that have most active in reading events. The results is below. For reading promotion about the liberal books that was recommended by university, it is suitable to be reading in university education system. Reading discussion is effective for motivation in library reading events. Writing is preferable at reading education by integrating the personal and reading experience. The reading ability of librarians is essential for good reading service in library.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.59-83
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• 2021

The purpose of this research is to analyze the characteristics and problems of 'Reading Cheongju' which launched as 'One Book, One City' reading promotion campaign in 2006 and conducted 23 times for the past 15 years. The analysis of the selection criteria of 'one book', 31 selected books, and the activity of reading and discussion shows the strength of continuity and stability of 'Reading Cheongju'. However, the following weaknesses need to be improved on: the inadequate change in book selection criteria, selection of several books according to age groups instead of 'One Book', lack of consistency in themes of selected books, preference for best-sellers and popular works, difficulty in identifying the continuance of individual participation in reading and discussion, librarians' role limited to organizing programs, and lacking in direct participation in discussion and communication, and events and programs only led by Cheongju City Library without any cooperation from community members.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.1
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• pp.63-81
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• 2008

The purpose of this research is to analyze the characteristics and problems of "Reading Cheongju" campaign which started as "One Book, One City" reading promotion campaign in 2006 and conducted three times in two years. The analysis of such steps as the selection and distribution of "one book", reading and discussion. events and programs, financial assistance, public relations, etc. documents both positive and negative aspects of its performance. "Reading Cheongju" campaign helped improve both the image of the Cheongju Information Library and the importance of reading and discussion in the community, while lacking in participation from diverse groups of community members, flexibility in spending public expenses, and cooperation among libraries and other related organizations.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.21-42
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• 2009

The purpose of this study was to examine the effects of reading and discussion activities on children's self-esteem in a social welfare center called 'Gongbubang.' A reading/discussion program was constructed to serve the purpose of the study and suit the selected children by referring to earlier studies that found reading programs were effective at boosting the self-esteem of elementary schoolers. The subjects in this study were 21 children in 'HaedamGongbubang', a general social welfare center located in an urban region in South Gyeongsang Province. Out of them, 12 children who involved four boys and eight girls were selected as an experimental group, and nine who included five boys and four girls were grouped into a control group. The reading/discussion program was implemented in eight sessions during a four-week period of time from September 23 to October 15, 2009, twice a week, 50 to 55 minutes each. The instrument used in this study was Yoon Hyang-mi(2008)'s Self-Esteem Inventory, and the collected data were analyzed with a SPSS 12.0 program. The major findings of the study were as follows: First, the reading and discussion activities had an effect on bolstering the general self, social self and academic self of the children in the Gongbubang, a social welfare center. Second, the reading and discussion activities were effective at improving the general self and academic self of the school boys in the Gongbubang, a social welfare center. Third, the reading and discussion activities had an effect on fostering the social self and academic self of the school girls in the Gongbubang, a social welfare center. The findings of the study illustrated that the reading and discussion activities had an effect on furthering the self-esteem of the children in the Gongbubang, a social welfare center, and those activities are expected to be conducive to the self-esteem of children in Gongbubangs, which are social welfare centers.

• Journal of Korean Library and Information Science Society
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• v.51 no.3
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• pp.325-350
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• 2020

For University students, reading is one of the important way of character education and career education that can give students the power to recognize and adapt to changes in society. The university supports the reading activities of university students in various ways, such as opening liberal arts courses related to reading or setting up required credits. In addition, it supports activities such as selecting the recommended book list for university students and providing the list. The purpose of this study is to analyze the problems of the current university's recommended book list and methods of using reading, and to propose improvement plans. To this end, using D University as an example, the current status of the recommended book list and reading discussion program were identified, and problems were investigated. In the current recommended book list, the subject area and list did not properly reflect the times, and the information on the provided list was very simple. Also, it was found that there was no suggestion on how to use the recommended book list. Through this, the recommended book list with the addition of bibliographic information and composition of the subject area was proposed. In addition, the reading discussion method was structured using Havruta.

• Korean Journal of Child Studies
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• v.28 no.1
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• pp.1-16
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• 2007

The purpose of this study was to analyze the effects of storytelling and discussion types on the language development of young children. 32 treatment sessions were applied to the two experimental groups and the control group(N=151) during 16 weeks. One experimental group children discussed among themselves while the other experimental group children did with teacher. The control group children listened to storytelling by their teacher. Findings are as followings. Children of two experimental groups discussing on storytelling gained higher scores in vocabulary test and reading test than those of control group. The first experimental group discussing about storytelling with teacher gained higher scores in comprehension test than the second experimental group debating among themselves. But, there was no statistically significant difference on vocabulary and reading tests between two experimental groups. It was statistically significant difference on meaning test between two experimental groups.

• Journal of the Korean Society for Library and Information Science
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• v.38 no.3
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• pp.45-66
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• 2004

The purpose of this study is to examine the trend and characteristics of 'One Book. One City' reading campaign by studying cases of four communities; 'If Ail of Seattle Read the Same Book'(Seattle), 'One Book One Chicago' (Chicago), 'Reading' 'The Grapes of Wrath (California) and 'Canada Reads'(Canada), and analyzing objectives, selected books, discussion guides, and programs of 239 'One Book' campaigns. 'One Book' readng campaign can be characterized to be successful for combining various media and events with reading and discussion of written text and largely dependent upon cooperation between public libraries and communities and their diversity in selecting books and conducting programs.

• School Mathematics
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• v.15 no.2
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• pp.405-427
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• 2013

In this study, we have accomplished content area reading activities for pre-service teachers since 2003. These activities were guided each year to students of the college of education. We proceeded our content area reading activities by four courses. Four courses consisted of reading the book, discussion of reading, announcement of the results, reminding announcement. After content area reading activities, the pre-service teachers have learned naturally the knowledge and ideas that will help in teaching mathematics. And they have shared and expand their knowledge and ideas with colleagues. Moreover the pre-service teachers came to realize that content area reading is very important in pre-service mathematics teacher education. In the study, it was suggested that there is a need to provide opportunities to experience the content area reading for pre-service teachers in mathematics teacher education.