• 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 Library and Information Science
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• v.48 no.1
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• pp.369-386
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• 2014

The iSchool movement has been rapidly spread out since the foundation of iSchool Caucus (iCaucus) in 2005, which currently 52 schools have joined across 16 countries. This research aims to investigate the advances in this movement and its impact on education and research in the field of library and information science (LIS) in order to explore future trends in LIS education and research. To do so, this study classifies 21 ALA-accredited iSchools into three groups suggested by King (2006) and comparatively analyzes each group in terms of its temporal advances and curriculum characteristics. Moreover, as the new movement of Massive Open Online Courses (MOOCs) has been rapidly progressing with the initiative of North American schools since 2012, this study also intends to diagnose the possibility of its spillover effect in LIS education by examining application cases.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.18 no.1
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• pp.23-44
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• 2007

The purpose of this study was to analyze the contents of "Reading Education" course in LIS in terms of objects, teaching methods and problems. 19 similar courses to "Reading Education" provided by LIS in the US and 32 similar courses to "Reading Education" provided by LIS in Korea were investigated and analyzed. Most courses provided by the US graduate schools emphasized specific teaching techniques. However. most courses provided by Korean departments stressed general objects and goals. The suggested syllabus of 'Reading Education' course, composed of 13 weeks, was constructed focusing on 3 parts, various reading materials, teaching methods and bibliotherapy.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.2
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• pp.349-374
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• 2020

The purpose of this study is to explore the concept, contents, and curriculum of MIL(Media and Information Literacy) proposed by UNESCO from the perspective of Library and Information Science to obtain the basic information necessary for the revision of the Library and Information Life curriculum and to derive implications. As a result of the analysis, UNESCO used the term MIL to highlight the characteristics and importance of information literacy in media education. The information literacy and library literacy were key factors in forming the concept and curriculum of MIL. UNESCO also presented 'information literacy and library skills' as essential areas of the MIL curriculum, as well as core competencies and achievement criteria. In addition, the MIL curriculum actively embraces information literacy and library literacy, with the five laws of MIL based on the five laws of library science. The results of this study could be used as a basis for the reason why MIL should be actively accepted in Library and Information Science and for the revision of Library and Information Life curriculum.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.211-214
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• 2019

최근 메이커 교육에 대한 관심이 높아지며 민 관차원에서의 투자와 연구도 늘고 있다. 그러나 메이커 교육은 비교적 최근에 다루어지기 시작한 연구 주제로 국내 연구 동향에 대한 체계적인 분석이 부족한 상황이다. 본 논문에서는 체계적 문헌고찰 방법을 이용하여 메이커 교육의 국내 연구 동향을 분석하기 위해 기초연구로서 논문 선정 프로토콜을 설정하고 최종 검토 논문을 선별하였으며 분석의 틀을 제시하였다. 후속 연구로 메이커 교육에 대한 체계적 문헌고찰을 실시할 것이다.

• Journal of the Korean Society for information Management
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• v.32 no.3
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• pp.69-97
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• 2015

This study aims to analyse the research areas and trends of reading (reading instruction) abroad in the respect of LIS, and suggest future research tasks. First, I reviewed the controlled keywords in SU field of LISTA database and the entries of DDC 23, and identified the research areas of reading and reading instruction in overseas. Second, I analysed the research trends of this field by applying a intellectual structure analysis on 2,115 research articles (1914~2014) retrieved from a representative database in the areas of Library and Information Science (LISTA). Third, Based on the results of these analysis, I suggested the future research tasks of this field in the domain of library and information science.

• Journal of the Korean Society for information Management
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• v.23 no.2
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• pp.185-206
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• 2006

This study examines the history and issues of the LIS field in Korea in order to identify problems of the current librarian education & research areas and provide a new direction for development in this field. As the result of the research, the issues in the department of LIS are found as follows : 1) the LIS departments are restructuring their curriculums 2) the departments are strengthening IT education 3) the foundation for producing professional librarians with area expertise is established by double major programs 4) most popular research areas are library management, organization of information, information sciences etc. 5) the research areas have been diversified as well including information search, record management and publishing.

• 한국문헌정보학회 학술발표논집
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• spring
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• pp.119-142
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• 2005

• Journal of the Korean Society for Library and Information Science
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• v.39 no.4
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• pp.45-69
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• 2005

The purpose of this article lies in investigating the problems and limitations of the current LIS education in Korea with an emphasis on the viewpoints of librarians. Also identified are the librarians suggestions for a better LIS educational system, in particular, for the renovation of the current LIS curriculum to upgrade the competencies of future librarians. To this end, 347 librarians from public, academic, special, and school libraries were e-mail surveyed. And the collected data were analyzed and interpreted to find out the specific problems and suggestions based on the types of libraries as well as the overall problems and suggestions.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.49-68
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• 2019

The curriculum in primary and secondary school is at the heart of the education. In education, a curriculum is broadly defined as the comprehensive plan consisting of educational goal and objectives, instructional content, materials, teaching and learning method. Many countries has national level curricula in primary and secondary education, such as the Korea. Korean national curriculum has been revised 10 times. Currently, '2015 revised curriculum' is applied in korea. On the other hand, the Korean library association developed called a 'Library and information life' curriculum for information literacy instruction in 2007. However, this curriculum is based on the '2007 revised national curriculum', so it differs from the system and contents structure of the '2015 revised national curriculum'. Since the primary and secondary school applying the '2015 revised national curriculum', 'Library and information life' curriculum should be revised. Therefore, this study suggests the direction of revising the 'Library and information life' curriculum after comparing and analyzing '2015 revised curriculum' and 'Library and information life' curriculum.