• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.2
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• pp.93-114
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• 2023

In accordance with the educational paradigm that values self-directed creative education, school libraries and public libraries emphasize self-directed learning support through curriculum-linked programs as their main tasks. For self-directed learning, it is essential to provide learner-centered educational knowledge information, and there should be abundant textbook-linked references that can deepen and expand the curriculum reflected in textbooks. This study established KDC-linked information related to unit and cross-curricular learning topics through the analysis of elementary school textbooks and curriculum-linked books, restructured KDC system based on major subjects in the elementary school curriculum, and established a curriculum-linked subject information. Libraries can strengthen support for self-directed creative learning for elementary school students in an online environment by linking library content targeted for each user with elementary school education content focusing on learning topics in the curriculum.

• Journal of Korean Library and Information Science Society
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• v.35 no.4
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• pp.171-191
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• 2004

This study presents revision scheme of Korean Decimal Classification appropriate for classification of children-related materials, mainly centered on social science(300) and pure science(400) occupying the majority of children-related materials in school Libraries. Towards this goal, 1 have studied the development and use of classification system for children-related materials available in domestic and overseas school libraries or children's libraries, and researched elementary school 4th, 5th, and 6th grade students' degree of understanding on classification item terms and children-related materials terms used for KDC's social science and Pure science. Based on the results of analysis, f have presented revision scheme of Korean Decimal Classification item terms and class numbers for children-related materials.

• School Mathematics
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• v.8 no.4
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• pp.397-415
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• 2006

This paper is to find out the reason why students often make mistakes with 0 during computation and to get some instructional implication. For this, history of 0 is reviewed and mathematics textbook and workbook are analyzed. History of 0 tells us that the ancients had almost the same problem with 0 as we have. So we can guess children's problems with 0 have a kind of epistemological obstacles. And textbook analysis tells us that there are some instructional problems with 0 in textbooks: method and time of introducing 0, method of introducing computational algorithms, implicit teaching of the number facts with 0, ignoring the problems which can give rise to errors with 0. Finally, As a reult of analysis of Japanese and German textbooks, three instructional implications are induced:(i) emphasis of role of 0 as a place holder in decimal numeration system (ii) explicit and systematic teaching of the process and product of calculation with 0 (iii) giving practice of problems which can give rise to errors with 0 for prevention of systematical errors with 0.

• Journal of the Korean Society for Library and Information Science
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• v.49 no.4
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• pp.179-201
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• 2015

The subject heading is an elaborate access tool for subject browsing and searching in information retrieval environment. The purpose of this study is to suggest the applicable facets to subject headings in Korea. First, the concepts of subject and the definitions of facets were investigated in the literature review. Second, six cases including OCLC's FAST, PRECIS, "Thesaurus construction and use", CC $7^{th}$ edition, BC $2^{nd}$ Edition, and UDC $3^{rd}$ Edition were analyzed to focus on configuration of facets as case studies. Based on the results, twenty-two facets were proposed including Topical, Event, Geography, Chronology, Personal and Corporate Name, Title, Form, Genre, Language, and Person facets as 11 top facets. Also, Topical-Thing/Entity and Topical-Action/Status, Part, Kind, Property, Whole, Material, Patient, Product, By-Product and Agent facets as sub-facets of Topical facet.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.193-213
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• 2016

This study has two goals. The First is to develop and apply a step-by-step program and the degree to which students' mathematical skills. The second is to analyze mathematical attitude change around the first grade students was done. The program for learning complement number is composed of series of 5 steps and 11 classes. Play for learning complement number, taking into account the difficulty of the learning steps 1-5 are organized. First step is composed of the classes which fragmented pieces of shapes to complete the entire geometry with fun activities for the entire part of the concept of learning and it maintenance concepts and can naturally learn by associating step. In second step, tools to take advantage of the real world and collecting the conservative concept. 3rd steps is to repair the mathematical concept of the parish in the learning stage of expansion. 4th step is halrigalri, number cards, making ten games etc. 5th step is to verify the concept of complement number and number operation ability. The concept of complement number through fun activities can improve students' mathematical skills, and mathematical attitude change. Early in the program, students use the finger to throw acid in the process. Simple addition and subtraction calculations may take a long time and error, but more and more we progress through the program using the fingers is eliminated and a more complex form calculations was not difficult to act out.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.20 no.1
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• pp.23-38
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• 2009

The purpose of this study was to suggest the collection codes and simplification of call numbers for children's easy access to the children's materials. The classification schemes, author tables, expansion of classification schemes, collections codes, classification numbers used in domestic and foreign children's libraries were surveyed through questionnaires and interviewing with librarians. As a result, in foreign children's libraries, it was common practice to shelve children's materials separately into various collections and sub-collections, to mark the spine with collection code and the lead characters of the author's last name, and not to stick with their classification scheme when it comes to highly circulated children's materials such as fiction, picture book, biographies and so on. Also, in domestic children's libraries, it was found that a collection code was used a few and each call number was almost assigned by KDC number. Therefore, it was suggested that the types and codes of collection and sub-collection were divided as non-fiction, fiction, fiction/mystery, fiction/science fiction, picture book, cartoon, language, folks and fairy tales, biographies, legend, concept book, holiday, award, dinosaur, insect, DIY, transportation, tall book, pop-up, story book, board book, reference, magazine, series, new book, video, and audio and were easily expanded by combining age tables or fiction genre. Also, new simplifying methods of building call numbers with collection codes were suggested.

• Journal of Korean Society of Archives and Records Management
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• v.1 no.1
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• pp.201-230
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• 2001

Conserving the recored cultural inheritance is actually the duty of all of us. Above all, the management and conservation of archives and documents is up to archivists who have technical knowledge about archival science. Archivists have to not only conserve archives and documents but also carry out classifying and appraising them in order to define them as current historic ones. The fundamental education about archival science is made up of history and law. Because Archive is the organisation which manage archives and documents produced by legal and administrative actions. Although there are still arguments about technical knowledge and degree archivists have to acquire, most of them prefer the studies related with history and emphasize legal studies to be the general boundary of archivits' ideology and trust. The training course about conservation of archives is conducted in about 9 National Archives of Torino, Milano, Venezia, Genova, Bologna, Parma, Roma, Napoli, Palermo. The training course in 19th was mostly based on the lectures of Phaleography, Diplomatics. There were not the education about archival science yet. Toward the end of 19th and 20th, people stressed the most basic subject in the training course of National Archive was not Phaleography and Diplomatics but archival science. The goal of archival science is to study the institution and organisation transferring archives and documents to Archive. And also it help archivists not wander about with ignorance of organisational and original procedures and divisions but know exactly theirs works. Like this, the studies on institution and organisation have got in the saddle as a branch of archival science since a few ten years. While archival science didn't evoke sympathy among people and experienced the tedious and difficult path in italy and other countries, Archive was managed by experts of other branches. As a result, there were a lot of faults in Archival Science. Specializing training course for Italian archivists came into being under the backdrop of Social Science Institute of Roma National University in 1925. The archival course of universities accomplished by the studies of history, law and economy. And such as Eugenio Casanova and Giorgio Cencetti were devoted archival science was abled to settle down in national archive. The training course for experts of 'archival science, 'Phaleography and Diplomatics' in National Archive of Bologna(Archivio di Stato di Bologna) is one of courses conducted in 17 National Archives in italy. This course is gratuitous and made up of 8 subjects(Archivistica, Paleografia, Diplomatica, Storia dell' Archivio, Notariato e documenti privati, istituzione medievale, istituzione moderna, istituzione contemporanea) students have to complete for two years. Students can receive the degree through passing twice written exam and once oral test. After department of Culture and education finally puts the marks of students, the chief Nationa Archive of Bologna confer the degree of 'archival science Phaleography and Diplomatics' on students passing the exams. This degree authenticates trainees' qualification which enables him to work at the archive in province, district and administrative capital city and archive of comunity and so on. Italian training course naturally leads archivists to keep in contact with valuable cultural inheritance through training in Archive. And it shows the intention to strengthen the affinity with each documents in the spot of archival management before training archivists. Also this is appraised as one of positive policies to conserve the local cultual inheritante in connection with the original qualitity of national archive with testify the history of each region. Traning course for archivist in Italy shows us the way how we have to prepare and proceed it. First, from producing documents to conserving than forever there has introduced 'original order that is to say a general rule to respect the first order given at the time producing documents'. Management of administrative documents is related consistently with one of historical documents. Second, the traning course for archivist is managing around 17 national archives. because italian national archive lay stress not or rducation of theory bus on train for archivest working in the first time of archival science. Third, diplomatics and phaleography for studies about historical document support archives. Forth, the studies on history id proceeding by cooperation between archivist and historian around archive. How our duties is non continuinf disputer who has to conserve and manage document and archives, but traing experts who having ability, vision and flexible thought, responsibility about archivals.