• 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.34 no.3
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• pp.33-49
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• 2003

The purpose of this paper is to find out the present status of core courses offered at the Departments of Library and Information Science. For this purpose, the core courses in the curriculum, which were compulsory ones in the 19805, are analyzed. The result shows that there have not been many changes in the core courses offered and that traditional cores of selection, organization, services, administration and information science-related courses are still strongly extant.

• 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 Korean Library and Information Science Society
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• v.36 no.1
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• pp.479-503
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• 2005

Library & Information Science in Korea has developed its curriculum corresponding to the rapidly changing social needs. Upon the arrival of information society, a series of structural adjustments were implemented including renaming the department, underpinning the sector of Information Science and Information Service. and opening new courses such as Archives and Records Management. Also, the overall course design has been fully modified in line with the newly adopted mechanism of major selection in the undergraduate academic program. This paper aims to explore the influence of the structural shifts in our society on the sector development of the Library & Information Science by an extensive comparative analysis on the variation of academic curricula before and after the new major selection system and the emergence of information society.

• 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 the Korean Society for Library and Information Science
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• v.54 no.4
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• pp.123-146
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• 2020

This study analyzes the changes in the mastes and doctoral programme for 15 years from 2005 to 2020, with 3 to 4 year interval. Based on the results, it provides a fundamental date in order to research the syllabus systematically, to understand the curriculum flow and how to implement it to educate globally competitive experts in information. Primarily, when compares the variable proportion of the number of the school subjects in 2017 and 2020 that assumed from the result, it is decreased by 3.70% and the only field that showed an increased rate was Archives & Records Management by 3.33%. The result showed a decrease in Bibliography (-11.65%), Information science (-4.89%), Business administraion of Libraries·Information centre (-3.62%), General Libraries and Informarion sciences (-3.13%), Information Services (-4.10%), and Information organizaion studies manifested no change in the number of subjects. Furthermore, Information science is offered the highest at 25.15% in 2020, and it showed that was opened in order of Business administraion of Libraries·Information centre (21.30%), Information Services (15.05%), General Libraries and Informarion sciences(12.35%), Information organizaion studies (11.27%), Bibliography (7.95%), Archives& Records Management (6.94%).

• 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.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.5-36
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• 2021

This study attempted to present the direction of development of the curriculum of Library & Information Science by investigating and analyzing the current status of the curriculum of Library & Information Science in Korea and the perception of the necessity of each major subject. To this end, the curriculum of the Department of Library and Information Sciences nationwide was thoroughly investigated. Based on the subjects, a questionnaire survey was conducted for all professors of the Department of Library and Information Science on the degree of consent for required and elective subjects. As a result, first, the total number of courses opened in the Department of Library and Information Science has recently decreased. It was confirmed that the proportion of the required subjects and basic subjects decreased, and the proportion of elective subjects increased. Second, it was found that the importance and weight of informatics are constantly increasing, and there is a high demand for new subjects such as big data, programming, and data analysis. Third, the proportion of library management in all subjects is decreasing, but the necessity of detailed subjects is highly recognized. Fourth, it was confirmed that the proportion of bibliography was gradually decreasing. Fifth, although records management was not a required major subject, its weight increased as an elective subject, while language subjects showed almost no awareness of the necessity.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.1
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• pp.199-232
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• 2022

The purpose of this study is to propose considerations prior to the development of a standard curriculum for Library and Information Science that secures the objectivity and reliability of the curriculum nationally. To this end, first, the Ministry of Culture, Sports and Tourism's notification related to NCS job units and librarian qualification standards in the field of Library and Information Science was reviewed. Second, The current status was investigated and analyzed by investigating and analyzing the courses opened in Library and Information Science nationwide. Third, surveys and focus interviews were conducted on librarians and information experts. The implications from the analysis results are as follows. Among the Library and Information Science departments opened in 2021, the field with the highest number of subjects was "information service," and it was confirmed that the most frequently derived keyword was "information." The survey results were analyzed through IPA analysis and Borich demand analysis, and the top priority required subjects for each grade were derived. As a result of investigating the opinions of librarians and information experts in the field through surveys and focus interviews, it was confirmed that Korean Library and Information Science education should be conducted not only in standardization but also in parallel with the operation of specialized subjects that can cover various users.

• 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.