• Journal of the Korean Society for information Management
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• v.40 no.4
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• pp.229-257
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• 2023

This study aims to understand students' perceptions of the spatial characteristics of school libraries when they use them for reading. We selected a set of spatial characteristics by reviewing the literature and conducting a preliminary investigation. Then, we examined how students perceived the importance of and how satisfied they were with each characteristic. In addition, we investigated how students' perceptions differ by the library uses and reading-related activities. We also studied whether the satisfaction of school library users affects their continued use of the libraries. We also verified whether school library user satisfaction is an intervening variable in continued-use intention, which is affected by spatial characteristics perception. We conducted a survey of 342 students from four middle schools. The analysis of the survey outcomes shows differences in library use due to spatial characteristics such as convenience, communicability, diversity, and safety. Factors such as communicability, comfortability, and ambience affected user satisfaction positively. Both aesthetics and communicability also positively influenced the continued-use intention. Furthermore, we identified that communicability, comfortability, and ambience eventually impacted the continued-use intention via user satisfaction, an intervening variable. The significance of this study is that it considered the direction of the school library to support students' reading by regarding the school library as a space for reading.

• Korean Journal of Air-Conditioning and Refrigeration Engineering
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• v.24 no.7
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• pp.567-577
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• 2012

This study examines the spatial compositions of children's reading rooms, furniture characteristics, and users' satisfaction levels for the furniture in public libraries. Field measurements and surveys were performed in 5 public libraries. Results imply that the spatial compositions of reading rooms in libraries were classified into three categories according to the locations of bookshelves and reading space. Management areas should not be located at the edge of reading rooms but be located at the center of reading rooms to avoid clerks' narrow viewing angle toward young kids and to ensure security for the kids. The evaluation for bookshelves according to evaluation checklists was acceptable, but users were not always satisfied with the bookshelves due to the inappropriate positions of books in shelves. The evaluation for desks was generally acceptable according to the checklists and users were satisfied with them. In general, the desk with higher scores by the checklist provided better satisfaction to users. However, the score by checklist for chair and user satisfaction were not always similar each other. Convenience areas in reading rooms were not enough compared to bookshelf, reading and management area. Computer tables that were designed in a way that users sit down and use the computers were highly preferred.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.668-676
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• 2016

This study reviewed the planning characteristics of contemporary Japanese middle school architecture on which related studies are insufficient, aiming to obtain new ideas for planning Korean middle school facilities. Fourteen case schools built after 1990s were selected and analyzed. They were divided into learning-living space and other major spaces. The planning characteristics of the case schools are summarized as follows 1) The case schools were classified into two categories, departmentalized classroom type (D type) and usual with variation type (UV type) by school system. These categories can also be the classification standard for basic architectural characteristics in learning and living space of case schools. 2) D type case schools have departmentalized classrooms, home base, media space and teacher's space for learning-living space. D type case schools are divided into 'attached-to-classroom type' and 'separate type' depending on the adjacency of the home base and departmentalized classroom. 3) UV type case schools have multipurpose space around the classroom for learning-living space and can be divided into two types, i.e., 'directly adjacent' and 'separate', depending on the connectivity to classroom of multipurpose room. 4) Specialized classrooms are designed to have the openness to the public and the own characteristics of school subjects strengthened and show the spatial differentiation with connected ancillary spaces. 5) Libraries are designed as complex zones grouped with computer labs, audio visual rooms and multipurpose halls not as a single room and as open plan not with a closed wall. 6) The gymnasium is the basic sports facility with a martial arts room and outdoor pool, which are for after-school activities as well as physical education class. 7) The terrace, balcony and outdoor stairs are frequently used architectural vocabularies as diverse outdoor spaces with a variety of functions.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.2
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• pp.57-80
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• 2024

Eisner emphasized the importance of problem-solving objectives and expressive objectives in addition to behavioral objectives, and communication through multiple modalities including linguistic, visual, aural, spatial, gestural modes. This study analyzes 'Libraries and Information Life,' a textbook developed for information literacy instruction, by dividing it into educational objectives types(behavioral, problem-solving, expressive) and multimodal modes(linguistic, visual, auditory, spatial, and gestural), and seeks to derive implications for setting educational objectives for information literacy instruction and developing textbooks. The textbook has four volumes for elementary low-grade, elementary high-grade, middle school, and high school levels. Educational objectives were extracted from the textbooks, and 3 librarian-teachers were engaged in the analysis of these objectives. The main findings and implications of this study are as follows. First, when looking at the types of educational objectives, the proportion of behavioral objectives was found to be excessively high, and there is a need to strengthen the proportion of problem-solving objectives and expressive objectives. Second, problem-solving objectives tend to overlap with behavioral objectives, indicating a need to develop problem-solving objectives with defined conditions and solution requirements. Third, expressive objectives concentrated in specific units need to be placed evenly in other units. Fourth, in the case of multi-modality mode, the proportion of the linguistic mode must be reduced, the proportion of the visual, auditory, spatial, and gestural modes must be increased, and it is necessary to set educational objectives with clear characteristics of each mode.