• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.287-325
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• 2013

The purpose of this study is to develop standard curriculum content for the Introduction to Library and Information Science course. We intended to suggest both a syllabus and a textbook for this course. To this end, we collected and analyzed syllabi and textbooks that are used in LIS departments domestically and abroad. As a result, the major course content we found necessary to include in Introduction to Library and Information Science were as follows: 1. knowledge and information society, 2. information and sources of information, 3. the LIS academic system, 4. information professionals, 5. library history, 6. library and information center organization and management, 7. library types and their functions, 8. collection development, 9. information resources organization, 10. information services, 11. digital libraries, 12. information retrieval and databases 13. library cooperation, 14. library policy and information ethics, etc. The table of contents of a final textbook has been proposed including these elements.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.2
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• pp.55-82
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• 2012

This study seeks to develop a curriculum operating model for Korean Library and Information Science, based on investigations into LIS curricula at home and abroad. Standard courses that can be applied to this model were also proposed. This study comprehensively analyzed the contents of domestic and foreign curricula and surveyed current librarians in all types of library fields. As a result, this study proposed required courses, core courses, and elective courses. Six required LIS courses are: Introduction to Library and Information Science, Information Organization, Information Services, Library and Information Center Management, Information Retrieval, and Field Work. Six core LIS courses are: Classification & Cataloging Practice, Subject Information Resources, Collection Development, Digital Library, Introduction to Bibliography, and Introduction to Archive Management. Twenty selective LIS courses include: the General Library and Information Science area (Cultural History of Information, Information Society and Library, Library and Copyright, Research Methods in Library and Information Science), the Information Organization area (Metadata Fundamentals, KORMARC Practice), the Information Services area (Information Literacy Instruction, Reading Guidance, Information User Study), the Library and Information Center Management area (Library Management, including management for different kinds of libraries, Library Information Cooperator, Library Marketing, Non-book Material and Multimedia Management (Contents Management), the Information Science area (Database Management, including Web DB Management, Indexing and Abstracting, Introduction to Information Science, Understanding Information Science, Automated System of Library, Library Information Network), and the Archival Science area (Preservation Management).

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.5-29
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• 2011

This study proposed to assess courses which are currently offered in the Department of Library and Information Science, and to explore directions for improvement. Based on field librarians' needs and opinions about the courses, we suggested separating the required, core, and elective courses. We proposed six courses including 'Internship', 'Introduction to Library and Information Science', 'Cataloging and Classification', 'Library Management', and 'Information Retrieval' as required courses, and 5 courses including 'Practice in Cataloging and Classification', 'Information Resource and Service', 'Collection Development', 'Digital Library System', 'Introduction to Bibliography' and 'Records Management and Archives' as core courses. Finally, the remaining courses were recommended as selective courses which each department could select depending on their circumstances and faculty. The important components for substantial LIS courses are as follows: timeliness of training topics, expertise of educational contents, professionalism and qualifications of faculty, specialized educational materials, and increasing the major correlation between courses and professors.

• Journal of the Korean Society for information Management
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• v.39 no.1
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• pp.119-143
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• 2022

This preliminary study examined the status of data science-related course syllabi in the American Library Association (ALA) accredited Library and Information Science (LIS) programs. The purpose of this study was to explore LIS course syllabi related to data science, such as course title, course description, learning outcomes, and weekly topics. LIS programs offer various topics in data science such as the introduction to data science, data mining, database, data analysis, data visualization, data curation and management, machine learning, metadata, and computer programming. This study contributes to helping instructors develop or revise course materials to improve course competencies related to data science in the ALA-accredited LIS programs.

• Journal of Korean Library and Information Science Society
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• v.44 no.1
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• pp.143-175
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• 2013

This study purposed to develop and propose the curriculum content of te LIS core courses for raising professional librarians in the information society. To this end, we investigated and analyzed syllabi of LIS core courses which opened in 39 Department of Library & Information Science in Korea, and also analyzed the job analysis data which is developed by library types. As a result, syllabi of the core course for Introduction to Library and Information Science, Information Organization, Information Services, Library Management, Information Retrieval, and Library Field Studies has been developed. The syllabi included teaching methods, evaluation methods, the main textbook, and 15-week or 16-week lecture schedule and content and so on.

• Journal of Korean Library and Information Science Society
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• v.53 no.3
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• pp.431-454
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• 2022

This study examined data science degree programs and courses offered by universities, and those offered by the Library and Information Science (LIS) degree programs, to understand its implications for the LIS programs in Korea. This research assessed the status of data science degrees from 439 schools using the list released by the Korea Educational Development Institute in 2022. To be specific, this study analyzed universities, colleges, majors, sub-majors, interdisciplinary majors, convergence majors, micro-degrees, nanodegrees, tracks, modules, and industry-university cooperative programs within the data science field. This research examined 1,148 courses offered by data science degree programs and 1,325 courses offered by LIS degree programs. Data science degrees in Korea offer courses such as introductory, technical, practical, applied, and in-depth subjects related to data science. Although the LIS programs in Korea do not always offer data science, the courses included topics such as the introduction to data science, database, data visualization, data curation, metadata, big data, and information technology, when courses were offered. The researchers hope the findings of this study will be useful as a starting point for the development and revisions of LIS curriculum on data science in Korea.

• 대한공업교육학회지
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• v.39 no.2
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• pp.144-164
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• 2014

Information-giving is very important skill in career education and career counseling. The purpose of this study was to analyse the definition and method of information-giving as a important counseling skills in the counseling textbooks. Research questions were as follows: First, what is the definition of information-giving? Second, what are the ways to give the information in counseling? 17 textbooks of counseling were reviewed. The following are the main findings. First, the definition of information-giving was summarized in two ways: (1) the meaning of information (2) the description of information-giving. The results revealed the reason why the definition of information-giving is vague and it is difficult to distinguish from other skills (ex: giving advice, providing interpretation). Second, the main methods of information-giving can be summarized as follows: (1) motivation and timing of information-giving (2) selection criteria of information-giving (3) procedure of information-giving (4) considerations of information-giving. Out of these methods, the textbooks do not provide much reference on 'selection criteria of information-giving and procedure of information-giving. These findings revealed the necessity of empirical study on the information-giving skills.

• Journal of Korean Library and Information Science Society
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• v.42 no.1
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• pp.205-223
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• 2011

This study is to suggest the ways to make the education in Library and Information Science more professional and more practical by going through the problems in the curriculum of Library and Information Science in the aspect of 'reference service'. For this purpose, the curriculum changes of 32 domestic universities offering Library and Information Science between 2005 and 2009 was analyzed and compared with the current situation of the U.S. The research has revealed some problems. First of all, it shows that the subjects such as the introduction of or the theory of library and information science still comprise a large portion of the domestic curriculum. Additionally, there seems to be much difference in the number of subjects between the universities. Lastly, there are few subjects which consist of the observation and understanding of the library field, and participation therein. Therefore, to operate the 'reference service' curriculum effectively, it is necessary to offer courses for understanding the users and subjects and for the reference service. In addition, it is necessary to strengthen the practical education through a close connection with the library field. Finally, it is urgent not only to expand the subjects for improving the ability of user education and communication but also to make the curriculum of each university specialized.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.24 no.2
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• pp.151-184
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• 2013

The purpose of this study was to perform research on the development of core course textbooks in the LIS field. The process of textbook development proposed in this study can also be a useful reference for developing the textbooks for other, non-core courses. The textbook development procedure used was as follows; 1) investigating and analyzing the main textbooks of LIS core courses domestically and abroad, 2) deriving optimal curriculum content from job analysis results, 3) gathering comment and feedback from professors teaching core courses, 4) proposing a final, three-tiered table of contents for an optimal textbook. The textbook table of contents proposed as a result of this research relates to the core subjects of: Introduction to Library and Information Science, Information Services, Library Management, Information Organization, Information Retrieval, and Library Fieldwork. We suggested chapter and section levels for all subjects, and list all of the details that should be dealt with in each section; instructors are then able to select from these options at their discretion.

• Journal of the Korean Society for information Management
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• v.7 no.1
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• pp.3-23
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• 1990

The evolution in information and communication technologies and the changing role in information and library systems are raised to force significan changes in Korea. A number of library schools started new subject in their curriculm and revised their present curriculum. As a result the rationale for the revision and contents of new subject is provided from 1970 decade. With long-ranging effect on the library profession we. in Korea, should review for our curricular implications. The information System Department in California state university and FIABID curriculum in Germany are proposed to consider in undergoing transformation in information and library science.