Journal of the Korean Society for Library and Information Science (한국문헌정보학회지)

Korean Society For Library And Information Science (한국문헌정보학회)
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A Study on the Analysis of Educational Objectives of 'Library and Information Life' Textbooks Based on the Eisner Curriculum

아이즈너 교육과정에 의한 '도서관과 정보생활' 교과서 교육목표 분석에 관한 연구

  • 이병기 (공주대학교 사범대학 문헌정보교육과)
  • Received : 2024.04.22
  • Accepted : 2024.05.02
  • Published : 2024.05.31
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Abstract

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.

아이즈너는 교육과정 개발에 있어서 행동목표 외에 문제해결목표, 표현목표의 중요성과 언어적, 시각적, 청각 모드 등 멀티 모달에 의한 의사소통을 강조하였다. 본 연구는 정보활용교육을 위해서 개발된 교과서인 '도서관과 정보생활'을 교육목표 유형(행동목표, 문제해결목표, 표현목표)과 멀티 모달(언어적, 시각적, 청각적, 공간적, 행동적)을 기준으로 분석하여, 정보활용교육을 위한 교육목표 설정과 교과서 개발을 위한 시사점을 도출하고자 한다. '도서관과 정보생활' 교과서는 초등학교 저학년용, 초등학교 고학년용, 중학생용, 고등학생용의 4책으로 구성되어 있다. 교과서로부터 교육목표를 추출하여, 사서교사 3인에게 교육목표 분석을 의뢰하였다. 본 연구의 주요 결과와 시사점은 다음과 같다. 첫째, 교육목표 유형별로 볼 때, 행동목표의 비중이 지나치게 높게 나타났으며, 문제해결목표와 표현목표의 비중을 강화할 필요가 있다. 둘째, 문제해결목표는 행동목표와 중복되는 경향이 있으며, 조건과 해결책의 요건을 갖춘 진정한 의미의 문제해결목표를 개발할 필요가 있다. 셋째, 특정 대-단원에 집중되어 있는 표현목표는 다른 대-단원에서도 고르게 배치할 필요가 있다. 넷째, 멀티 모달의 경우 언어적 모드의 비중을 줄이고, 시각적, 청각적, 공간적, 행동적 모드의 비중을 높여야 하며, 각 모드의 특성이 명확한 교육목표를 설정할 필요가 있다.

Keywords

Acknowledgement

공주대학교 연구년 사업에 의하여 연구되었음.

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