• Journal of Korean Library and Information Science Society
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• v.40 no.1
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• pp.433-449
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• 2009

The purpose of this study is to find out the factors which have interrupted Library Assisted Instruction in various schools' libraries and to analyze the factors by the tools and to propose the solutions to the obstacles for the desired Library Assisted Instruction. For doing this, some experimental processes had been made: firstly, to make the analysis model based on HPT for the improvement of the real LAI, secondly, to apply the model to LAI, to draw out the problems and to analyze them, and to propose the solutions. As the results of this study, the 5 solutions are presented; 1) LAIs should have the obvious and concrete teaching&learning objectives. 2) The supporting systems for LAI like the web community ought to be prepared. 3) External motivation systems, that is, teachers and teacher-librarians' performance assessment with LAI participation rate per year, should be developed. 4) The various, practical LAI programs should be developed. 5) The obscure refusal of teachers & teacher-librarians to LAI should be disappeared and the directors of schools should be confident of the LAI's educational, positive effects.

• 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.37 no.2
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• pp.25-46
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• 2006

LAI(Library Assited Instruction) distinguished from classroom instruction viewpoint of use of school libraries's material and collaborative with teacher librarian. Thus LAI must be emphasized student's information activities and teacher librarian's support activities. This study is supposed to LAI model (information presentation-guide type, information search-organization type. information analysis Interpretation type, information synthesis-representation type, information query-projects type, information query-discussion type) based on student's information activities. The student's information activities were derived from the model of information use process. The Model of proposed LAI is constructed the role of classroom teacher, teacher librarian, student and the process of LAI process.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.4
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• pp.161-180
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• 2007

The purpose of this study is on Effect of Teacher Librarian Information Literacy on Library-Assisted Instruction and on searching the method of increasing the Information Literacy. The result of this study indicates that there is no statistically meaningful between the Library-Assisted Instruction and Teacher Librarian's Information Literacy. However the School Library-Assisted Instruction extremely lacks forming a scheme and Information Literacy extremely lacks Information seeking Therefore subject teachers and the librarian teachers need to reinforce the cooperation to reinvigorate the School Library-Assisted Instruction and systematic training program of Information seeking have to be practiced to increase Librarian Teacher's Information Literacy.

• Journal of Korean Library and Information Science Society
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• v.51 no.3
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• pp.123-148
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• 2020

The purpose of this study is to explore factores for subject teachers to actively participate in the LBI by establishing a relationship model between the acceptance variable and the variable for LBI and verifying with a structural equation based on the UTAUT model that explains the relationship between the variables that affect the process of accepting and utilizing the new information technology. As a result of the study, first, the performance expectancy and social influence of the subject teachers on LBI influenced the intention of teaching. Second, behavioral intention affected use behavior. Third, there were moderating effects of LBI perceived risk level on the relationship of subject teachers' social influence on LBI to behavioral intention. Based on the results above, performance expectancy, social influence, and perceived risks should be considered for activating LBI of subject teachers.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.169-186
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• 2013

The purpose of this study is to analyze the benefits of library assisted instruction. A survey was conducted along with in-depth interview with students who have experienced library assisted instructions. As a result, 18 different domains of benefits of library assisted instruction have been identified through the students with the experience of the instruction. The benefits include 'increasing efficiency in learning', 'building the habits of reading', etc. The benefits of library assisted instruction are expected to be applied in the strategies to operation of library service.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.1
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• pp.155-175
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• 2008

This study suggests the application of library assisted instruction(LAI) by analyzing Japanese social studies text-books that are configured for the library assisted instruction and cooperative instruction. The results of the analysis found that the use of a variety of materials and curriculum integrated skills instruction is reflected in the social studies text-books in Japan. Based on the results, this study suggested the strategies of the application of library assisted instruction(LAI) in three separated proposals. revision of related laws, organizational joint between teacher librarian and subject teachers, textbooks development for Information literacy instruction.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.24 no.2
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• pp.289-313
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• 2013

The purpose of this study is to improve the information literacy of elementary school students. For the study, three 4th grade classes of an elementary school in Daegu were provided a two-hour instruction about basic training on how to utilize information and school library, after which one of the three classes received 2 hours long weekly information literacy instructions associated with social studies and science curriculum for 20 weeks. The study, implemented in two phases with mid-term assessment, involved three interview sessions with students, two interview sessions with homeroom teachers, a general descriptive survey, a performance assessment and a follow-up survey.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.21 no.2
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• pp.111-127
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• 2010

This study aims for developing an instructional design strategy to improve collaborative teaching between teacher librarians and subject teachers in library-assisted instruction. Collaborative teaching is an important management activity enhancing teaching role of teacher librarians in their school community. But in the actual condition the level of the library-assisted instruction as its practical strategy is cooperation and subject teachers are leading teaching and learning except for selecting resources. Because library-assisted instruction is resource-based learning, the procedural knowledge of information literacy curricula and topics of subject specific curricula should be designed as a whole. Also, there must be possibilities of reducing trial and error and expanding successes. From these sides, the collaborative design strategy for library-assisted instruction can be planned like 'statement of learning situation-co designing-co teaching-co evaluating'.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.5-23
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• 2016

The aim of this study is to analyze the effect and limitation of teacher librarians' self-reported appraisals and suggest it's activation plans about school library based instruction (SLBI). According to results of analyses, the SLBI begin with subject teachers' demand for learning materials and teacher librarians play their educational role in Information search & access and representation & synthesis of information during the instruction. Compared with previous studies, the limitations of SLBI we can see in this study are restricted role of teacher librarians, exclusive attitude and antipathy to classroom opening of subject teachers under the SLBI. The bars of promoting the SLBI are also the difficulty of collaborative working with several same subject teachers and subject classroom system. The ways of activating the SLBI suggested in their self-reported appraisals are building intimacy with subject teachers and participating actively curriculum council, peer-supervision and demonstration classes.