• Title/Summary/Keyword: 즐거움을 위한 독서

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Elementary Students' Attitudes Toward Reading (초등학교 학생들의 독서태도에 관한 연구)

  • Lee, Yeon-Ok
    • Journal of Korean Library and Information Science Society
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    • v.42 no.3
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    • pp.293-309
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    • 2011
  • This study examined elementary students' reading attitudes to identify the state of feeling related to reading. For this, 523 elementary students from the forth to the sixth of 'model schools for reading' participated and completed questionnaires. The results show that the average score of reading attitudes was 3.8 out of 5, and there were differences between schools, gender and grade levels. Girls' reading attitudes were more positive than boys and sixth-grade students' reading attitudes were the most negative of all grades. The students' attitudes of the school which emphasized reading for pleasure were better than that of reading for academic achievement.

Reading Education at School Libraries: New Considerations Based on the Analysis of Students' Attitudes Toward Reading and their Reading Achievements (독서 태도와 읽기 성취도 분석이 시사하는 학교도서관 독서 교육의 방향 - 중학교를 중심으로 -)

  • Kwon, Eun-Kyung
    • Journal of Korean Library and Information Science Society
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    • v.43 no.4
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    • pp.249-269
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    • 2012
  • In an attempt to promote reading among middle school students which has been declining sharply, this study suggests new directions for reading education in school libraries. The study examined the following: correlation between students' attitudes toward reading and their reading achievements as revealed in PISA 2009, nationwide survey results on reading, and studies on attitudes and motives for reading. Korean students' reading achievement is very high among the OECD countries but their reading attitude is not positive enough. The strong positive relationship between pleasure reading and reading achievement indicates the importance of the provision of ample collections at school libraries as well as library programs fostering independent, free-will reading. Reading programs at school libraries should cater to students' individual characteristics and needs, such as their sex, abilities, affective and cognitive attitudes, experiences, as well as the quantity, the formats, and the time of their reading, etc.

A Study for the Promotion of Reading Culture for Children & Young Adults (어린이.청소년 독서문화 진흥 선진화 방안 연구)

  • Hoang, Gum-Sook;Kim, Soo-Kyoung;Jang, JI-Suk
    • Journal of the Korean Society for Library and Information Science
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    • v.45 no.2
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    • pp.277-308
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    • 2011
  • The purpose of this paper is to suggest advanced methods for the promotion of a reading culture for children and young adults. For this purpose, the study investigated and analyzed domestic and overseas reading policies and activities, and collected extensive opinions from public officials, teachers, librarians, activists of reading campaign, parents, children, and young adults. Based on the results, this study proposes the following: to establish the basic policy direction, to build the infrastructure of reading culture environment, to set up the dedicated organization, and to suggest the vision, goal, strategies, and tasks on the promotion of a reading culture for children and young adults.

Design of Reading and Discussion Activities using Recommended Book List: The Case of D University (권장도서목록을 활용한 독서토론활동의 설계 - D대학의 사례를 중심으로 -)

  • Youn, You-Ra;Lee, Eun-Ju
    • Journal of Korean Library and Information Science Society
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    • v.51 no.3
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    • pp.325-350
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    • 2020
  • For University students, reading is one of the important way of character education and career education that can give students the power to recognize and adapt to changes in society. The university supports the reading activities of university students in various ways, such as opening liberal arts courses related to reading or setting up required credits. In addition, it supports activities such as selecting the recommended book list for university students and providing the list. The purpose of this study is to analyze the problems of the current university's recommended book list and methods of using reading, and to propose improvement plans. To this end, using D University as an example, the current status of the recommended book list and reading discussion program were identified, and problems were investigated. In the current recommended book list, the subject area and list did not properly reflect the times, and the information on the provided list was very simple. Also, it was found that there was no suggestion on how to use the recommended book list. Through this, the recommended book list with the addition of bibliographic information and composition of the subject area was proposed. In addition, the reading discussion method was structured using Havruta.

A Study on After-Reading Activity by Types of Multiple Intelligences (다중지능 유형별 독후활동 연구)

  • Lim, Seong-Gwan
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.26 no.4
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    • pp.65-82
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    • 2015
  • This study tries to discuss the problems of reading education based on the theory of multiple intelligences and after reading activity. For the theory of multiple intelligences, Dr. Howard Gardner asserted eight types of multiple intelligences under the presupposition the anyone had infinite ability. He analyzed and applied reading education by types of multiple intelligences and proposed a new program for the reading education aiming to evenly promote children's various intelligences and heighten their creativities. The purpose of the new program is to have children throw away the idea that they should perfect their resultants in reading education time, develop their own strong intelligences through various experiences and processes and complement their lacking abilities. To prove the validity of the program I made FGI (Focus Group Interview) to the sample group consisting of child reading education experts. Analyzing the interview showed that the general idea of the group corresponded to the researcher's expectation effect. I see that reading education has one-dimensionally developed significance if it enables all the children of the present and the future not to have the oppressive feeling that they should produce masterpieces in reading education but to take pleasure in the activities and improve their own abilities.