• Journal of Korean Library and Information Science Society
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• v.55 no.3
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• pp.213-239
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• 2024

This study comprehensively reconstructs the life of Baek Rin (1923-2015), who dedicated 43 years of his life as a university librarian, and provides an overview of his influence on the development of library science and his academic achievements. After passing the librarian recruitment exam at Seoul National University in 1948, he excelled as a librarian, handling various Korean, Chinese, Japanese, and Western literary materials. During the Korean War, he was in charge of the practical tasks of transporting and storing the National Treasures from Gyujanggak to Busan. After the war, he was responsible for organizing, cataloging, and classifying the books of Gyujanggak at Seoul National University. He prepared the initial drafts of book classification and served as an executive in several organizations, including the Korean Library Association. While teaching at universities after obtaining a master's degree in library science from Yonsei University, he published 49 academic articles and 7 edited and authored books. It is highly regarded that he was the first scholar to chronologically write the history of libraries in Korea. In 1973, he transferred to Harvard University's Yenching Library as a Korean studies cataloging librarian, and until his retirement in 1991, he cataloged East Asian classical texts and Korean books at Harvard's Yenching Library and supported the research of professors there. Baek Rin is a first-generation research librarian and teacher who laid the foundation for the barren Korean library science world.

• Journal of Science Education
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• v.42 no.3
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• pp.371-389
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• 2018

This study focuses on the fact that students and teachers commonly have difficulty in 'selecting the topic' in many activities including student-led research that is conducted from topic selection to the drawing of conclusion. The purpose of this study is to develop a manual for science teaching research. The instructional manuals of 4 stages were developed based on practical knowledge that can be implemented in the actual class through previous research and literature. Each stage is composed of , , , and . In the third stage, students are expected to find scientific questions and develop them into research topics through detailed class research on newspaper articles, scientific magazines, traditional knowledge, proverbs, daily life, and textbook experiments. In the experimental group, the final research topic was selected through a variety of sources such as textbook experiments, proverbs, YouTube images, newspaper articles, individual WHY NOTEs, and understood the conditions of the scientific research topic and expressed the variables in the research title. However, in the control group, some students did not consider the research scope of the selected research subjects to be specific or not to be able to study at their level. As a result of giving the students as much autonomy as possible, many groups did not fully understand the previous research and submitted it. Based on the results of this study, it can be concluded that development and use of a 'topic selection stage' centered practice manual for general high school teachers would not only improve the students' abilities to discover solutions to scientific questions, but it will also help shift their attitudes towards science in a positive direction.