• Journal of Korean Library and Information Science Society
• /
• v.45 no.3
• /
• pp.271-295
• /
• 2014

The purpose of this study is to analyze factors that influence adolescents' reading effectiveness and to structuralize the relationship between those factors. In consequence, reading attitude is the greatest factor that influences reading effectiveness, followed by library positivity and the reading role model. According to ANOVA, there is a difference in average between personality types, but PLS(Partial Least Squares) shows that personality types do not affect reading attitudes and reading effectiveness.

• Journal of the Korean Society for Library and Information Science
• /
• v.51 no.4
• /
• pp.139-160
• /
• 2017

The purpose of this study is to find out the influence of reading role model (parents, teachers, and friends) and reading effectiveness (reading satisfaction, willingness to persistent reading, immersed reading) reflected on middle school students' academic achievement (Korean Language performance and middle school record). As a result of the analysis, the factors affecting the performance of Korean Language were father (1.9%) and mother (3.4%) among reading role models. Among reading effectiveness factors, willingness to persistent reading (8%) was the only effective factor. In the case of the middle school record, the mother (3.4%) had the only effect among the reading role models, and reading effectiveness was influenced all factors such willingness to persistent reading (10.4%), immersed reading (4.0%) and reading satisfaction (1.9%). However, except for the factor willingness to persistent reading, the it found the influence was insignificant.

• Journal of Korean Library and Information Science Society
• /
• v.44 no.3
• /
• pp.235-259
• /
• 2013

The purpose of this study is to find out the factors that affect adolescents' reading effectiveness. This study suggested three things as factors that influence reading effectiveness and they are an attitude towards reading, reading role models(parents, teachers, peers), a library influence(library use, library visit, library psychology). This study also examined the correlation of reading effectiveness and the influence of reading education. As results, most suggested factors made significant differences in adolescents' reading attitude and a positive attitude towards public libraries also influenced greatly in students' reading effectiveness.

• Journal of Korean Library and Information Science Society
• /
• v.49 no.2
• /
• pp.79-104
• /
• 2018

This study was to present a model of cooperative reading practice and verify reading effectiveness on youth. For this purpose, 68 reading clubs were established in 61 districts and 8 high schools. The research groups were classified as the poor reading group, the good reading group, and the mixed-skill reading group. The cooperative reading groups were carried out for four months. We developed a questionnaire on Reading effectiveness conducted it pre- and post-test, and analyzed the results through the SPSS statistical program. We found that there was a positive change in the reading effectiveness of youth and overall-the highest effectiveness was found in the poor reading group. In addition, there was a positive change in the reading behavior of youth. The change of reading effectiveness was found to affect reading behavior.

• Journal of Korean Library and Information Science Society
• /
• v.52 no.2
• /
• pp.145-166
• /
• 2021

The study was aimed at verifying the effectiveness of Book-Coding reading education as a reader activity of older elementary school children at a time when high-dimensional thinking abilities were formed. To this end, 30 fifth-grade children of N Elementary School in N-si, Gyeonggi-do, comprised of 15 students from a reading education program using Book-Coding, and 15 students from a reading comprehension program, and applied the reading education program over a total of 12 sessions. The main results of the study are summarized as follows. First, when the effects of the convergence reading education program using Book-Coding on the logical thinking ability of the students in the upper grades in the elementary school were analyzed, all the six sub-factors of logical thinking ability, that is, conservation logic, proportional logic, variable controlling logic, probabilistic logic, correlational inference logic, and combinational logic, were proved to have statistically more meaningful difference than the group writing a book report. Second, the analysis result of the influence of the convergence reading education program using Book-Coding on the creativity of the students in the upper grades of the elementary school showed that all the 13 elements of curiosity, persistence, effectiveness, independence, adventurousness, openness, knowledge, imagination, originality, sensitivity, fluency, flexibility, and accuracy were statistically meaningfully different compared to the book report group. Third, when it was analyzed how the convergence reading education program using Book-Coding affected the creative personality of the elementary school students, all the six factors of curiosity, task commitment, independence, awareness of risk, and openness of thinking, and aesthetics were found out to have a statistically more meaningful difference than the group that wrote a book report.

• Journal of the Korean Society for Library and Information Science
• /
• v.56 no.3
• /
• pp.5-26
• /
• 2022

The purpose of this study is to analyze high school students' understanding and use of the recommended books lists. The survey distributed to high school students in seven high schools located in Seoul, and 311 students responded. Using SPSS 24, the data was analyzed by frequency, binary logistic model, and one-way ANOVA. Results show the followings. First, the meaningful factors affecting students' use of recommended books lists are gender, grade levels, and the degree to which students think recommended books lists include the books that are suitable and interesting. Particularly, the degree to which students think recommended books lists include the suitable books for them is the strong factor affecting students' use of the recommended books lists. Second, male students are less likely to use recommended books lists than female students. Male students consistently are less likely to use the recommended books lists made by school librarians, subject teachers, and reading experts and/or organizations. Third, teacher-librarians believed that the recommended books lists would help students who do not enjoy reading and have difficulties in reading. However, the study finds that students who enjoy reading and read well are more willing to use the recommended books lists made by school librarians, subjects teachers, and reading experts and/or organizations than those who do not. Fourth, students are most willing to use the recommended books lists for college preparation. The findings suggest the further research topics in designing the recommended books lists suitable for high school students and in scaffolding the high school students' use of book information reflected in recommended books lists.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.7
• /
• pp.529-538
• /
• 2017

This study examines the effects of reading and story sharing through fairy tales on young children's character development in their role play using natural materials. To achieve this, 40 5-year-old children at early childhood educational institutes in Daejeon were tested 16 times for 8 weeks. The results were as follows. First, their role plays using natural objects through reading and talking had a positive effect on their personality cultivation. Second, there was no experimental difference in their prudence and filial piety of basic behavioral items, but their cleanliness and patience were proven effective in the experiment. Third, all their justice, conscience and service indicating their sociality-related friendship, kindness, gentleness and morality were proven effective in the experiment, which their role plays using natural objects through reading and story sharing through fairy tales had an educational effect on improving their sociality and morality through peer interaction. This suggests that their mind to improve social virtues with an exchange of emotions, particularly, treat natural role play in a friendly way, their public promises to cherish life, and their ethical virtues to obey the rules in the process of consideration, appreciation, understanding and help through mutual communication and cooperation in forest experience activities are very effective from an educational perspective.

• Journal of the Korean Society for Library and Information Science
• /
• v.55 no.2
• /
• pp.131-146
• /
• 2021

In this study, overlapping recommended books in different schools were positively analyzed and the extent to which the recommended books leading to actual loan was statistically analyzed. The purpose of the study is to confirm the effects of recommended books by analyzing the data and extracting the proofs. For the method of research, eighteen elementary schools' recommended book lists and thirteen elementary schools' loan data were collected and compared by schools, by grades in a basic statistical analysis method. The result shows that recommended books similarity was low and recommended books affected the total volume of lend books. Loan frequency by grades showed the difference and in every school, lower grades had high loan frequency. The result of this study will be applied as basic data for applying recommended books in school libraries.

• Journal of Korean Library and Information Science Society
• /
• v.51 no.1
• /
• pp.329-347
• /
• 2020

This study analyzed the effect of app characteristics of the handicapped library on user satisfaction and intention to reuse using the technology acceptance model. As a result, the app's accessibility, convenience, innovation, and reliability have a significant effect on perceived usefulness, and instant accessibility, accuracy, and interactivity have no significant effect. The characteristics of all apps were analyzed to have a significant effect on perceived ease of use. The regression model for perceived ease of use and perceived usefulness was statistically significant. It was found that perceived ease of use and perceived usefulness had a positive effect on user satisfaction and satisfaction was intended to be reused.

• Journal of Gifted/Talented Education
• /
• v.24 no.4
• /
• pp.561-576
• /
• 2014

The purpose of this study is to investigate the perception of the mothers of science gifted in respect to giftedness compared to the "Scale for Rating the Behavioral Characteristics of Superior Students-R(SRBCSS-R)". For that, a survey of 18 mothers of elementary school science gifted and 32 mothers of middle school science gifted was conducted in relation to giftedness. The words and frame of this survey were analyzed using the Semantic Network Analysis. The results are as follows : The mothers of Elementary school science gifted perception were found to have a connected giftedness with reading, science, making something, etc.. On the other hand, the mothers of middle school science gifted perception were found to have a connected giftedness with problem, solving problem, mathematics, etc. in words analysis. The mothers of Elementary school science gifted have a strong connection with category on creativity, motivation, etc.. On the other hand, the mothers of middle school science gifted were more inclined towards the category on learning, motivation, etc. in frame analysis. That is to say, the mothers of science gifted are perceptive about giftedness respect to some elements as the "Scale for Rating the Behavioral Characteristics of Superior Students-R" on the giftedness. Therefore, a correct understanding about giftedness in respect to the mothers of science gifted is required and parent education is needed for appropriate science gifted education.