• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.161-180
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• 2021

This study investigates ethical dilemmas of teacher-librarians in their professional practice. Within the framework of "Librarians' Statement of Ethics" by Korean Library Association, the study used the survey and semi-structured interview with teacher-librarians. 259 teacher-librarians responded the survey and 5 teacher-librarians participated the interview. The survey was analyzed using descriptive statistics to find how often teacher-librarians experience ethical dilemmas. The semi-structured interview was transcribed and analyzed to draw the individual cases of teacher-librarians' ethical dilemmas. The results indicate that teacher-librarians experience ethical dilemmas in relation to information access and intellectual freedom most often. It was difficult for teacher-librarians to relate their professional duties with their expertise and that they were not clear on how to avoid copyright issues and how to deal with the balance between users and copyright holders. This study had implications that individual dilemma cases are so context-dependent that teacher-librarians had to make decisions individually. They tried hard to find the balance between protecting students from harmful resources and library ethics. Researchers and practitioners need focus more on finding where the balance is and how teacher-librarians deal with their ethical dilemmas.

• Journal of Korean Library and Information Science Society
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• v.36 no.1
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• pp.237-268
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• 2005

This study scrutinize the occupational socialization process of school library media specialists through ethnographic materials with special reference to newly appointed in Daegu and Gyeongsangbukdo area. For the study researcher took in-depth interview with 38 media specialists and analyzed everyday life records appeared on the cyber communities of media specialists. The results show that most media specialist often experience discord with the institutional systems and have difficulties doing their jobs. The culture of school society is often full of conflict and many media specialists do not have firm identification with their jobs.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.1
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• pp.153-171
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• 2014

This paper detailed the content and methods of the instructional activities of teacher-librarians in Korea. Using Kuhlthau's levels of education model as a theoretical framework, the study analyzed its data on the direct instructional activities the Korean teacher-librarians reported. The participants included four researchers in school libraries as well as the high school teacher-librarians in Seoul. Written survey were conducted for researchers and teacher-librarians respectively. The results show that there exists a gap between the theoretical emphasis on instructional activities of teacher-librarians and the practice of teacher -librarians in schools, and that the level of instructional activities has not yet advanced fully to the high levels of instructional activities. Future efforts should be made on developing legal as well as educational systems to support advancing the instructional levels of teacher-librarians. Integrating information literacy curricula into the national-level curriculum for public education could be a good example.

• Journal of Korean Library and Information Science Society
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• v.40 no.4
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• pp.93-111
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• 2009

This study aimed to analyze teacher librarians' perceptions of the importance and performance frequency of their roles inherent in the indicators and items for teacher evaluation and to determine their appropriateness. The results revealed that most indicators and items are appropriate for evaluating teacher librarians' job performance, but some items need to be revised to properly reflect teacher librarians' job tasks. Specific recommendations for their improvement were discussed.

• 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 the Korean Society for Library and Information Science
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• v.38 no.2
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• pp.95-118
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• 2004

By amending the Japanese School Library Law in 1997, teacher librarians were legally designated for school libraries in Japan. The most important problem of implementing the amended law is how to assigning tasks between teacher librarians and school librarians. It is because that the teacher librarian has not been full time librarian, and school librarian has actually contributed for activation of school library as a professional while there were no teacher librarian. This paper investigates issues and problems related to the amendment of the law, conflicts caused by juxstaposition of teacher librarian and the possibilities of new school librarianship in Japan.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.3
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• pp.169-188
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• 2008

This thesis presents the 'Information and the Library' curriculum and the roles of teacher-librarians. Related to 'The School Library Promotion Law', this thesis presents the effects teacher-librarians instruct 'Information and the Library' curriculum to the school libraries, and the challenges related to this curriculum. This thesis contains the role and work of three kinds of staff in the school library. implementation of primary and secondary 'Information and the Library' curriculum for information literacy instruction in the school libraries, the effects by 'Information and the Library' curriculum. and challenges of 'Information and the Library' curriculum. Conclusively, teacher-librarians should accomplish their own instructional activities with 'Information and the Library' curriculum in the school curricula as differentiated work from librarians.

• Journal of Korean Library and Information Science Society
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• v.48 no.2
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• pp.159-186
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• 2017

This study is to analyze teacher librarians' awareness about the performance-based pay system, their job satisfaction and the relationship between the two in an attempt to help make the pay system serve as catalyst in creating a positive competitive climate in the teacher community and boosting the qualifications of teacher librarian. As a result, the teacher librarians' grades were 4.1% in S, 27.5% in A, 62.5% in B, and 5.9% in the exception of incentive. The teacher librarians' awareness of the performance-based pay system level was only 2.15 point out of 7, and their job satisfaction level was 4.60 out of 7. The teacher librarians' were more satisfied with performance-based pay, participation, fairness of evaluation criteria, fairness of evaluation process and results. In conclusion, higher awareness of the teacher librarians' performance incentives showed higher job satisfaction. And we might be able to suggest the improvement plan for teacher librarian evaluation in teacher performance system.

• Journal of the Korean Society for information Management
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• v.25 no.3
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• pp.83-97
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• 2008

This thesis presents the methods and tool development of performance assessment as final stage for information literacy instruction of teacher-librarians. The evaluation is an important part in information literacy instruction of teacher-librarians in the school libraries. But until now, there is little research on evaluation methodologies in the instructional activities of teacher-librarians. There is only evaluation domain presented in the primary and secondary 'Information and the Library' curriculum. To develop an evaluation model as a base for measuring performance assessment related to teacher-librarians is important. The goal of this thesis is to provide teacher-librarians with basic principles to develop many kinds of performance assessment tools in their own instructional activities.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.255-283
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• 2019

The purpose of this study is to identify the factors affecting job burnout by analyzing the job burnout patterns and levels in teacher librarians and to empirically investigate the relationship among the effective factors. For qualitative research 17 teacher librarians were intentionally chosen and in-depth interview was conducted from September 5, 2018 to October 30, 2018. The in-depth interview shows that the factors affecting the job burnout of teacher librarians are the sense of belonging, professional identity, professional development opportunities, reputation of teacher librarians, social support and job engagement which defined as librarians' job specificity. For the reliability and validity of the measurement tools, six teacher librarians were primarily investigated from December 5, 2018 to December 7. After that a survey was carried out through the web questionnaire for two weeks from December 20, 2018 to January 3, 2019. A total of 305 copies were collected, all of which were used for the analysis. The results of the quantitative study are summarized as follows. First, concerning the job specificity of teacher librarians, the factors affecting job burnout were professional identity, reputation of teacher librarians, and social support. Second, concerning the job specificity of teacher librarians, the factors affecting job engagement were sense of belonging, professional identity, and social support. Third, as a result of verifying the mediating effect of job engagement in relation to job specificity and job burnout of teacher librarians, professional identity showed complete mediating effect and social support showed partial mediation effect.