• Journal of Korean Library and Information Science Society
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• v.39 no.2
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• pp.109-124
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• 2008

The purpose of this study Is to investigate how federal legislations for school libraries and school library standards have affected the development of school libraries in the U. S. The U. S. school library statistics, school library standards, and federal legislation were analyzed. The results show that school libraries have been developed by continuous supporting from federal legislation, rather than that of states' governments or school districts. The school library standards also are considered important factors for school libraries' improvement. As understanding the history of the U. S. school libraries' development, Korean school libraries are needed persistent supports from Korean government.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.2
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• pp.221-234
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• 2011

This study researched the domestic School Library Standards(SLS), and analyzed specificities and differences by criteria. The Ministry of Education, Science & Technology have enacted the School Library Promotion Law(SLPL) supporting school library. SLPL and SLS could not reflect a change of school library environments in recent years. In particular, these standards have the problems with budget assignment, educational services, information resources, and human resources. Therefore, this study suggested a new model of SLS and set up some definite criteria for school library management.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.14 no.2
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• pp.83-95
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• 2003

This study investigated American school library media program standards. It then examined School Library Program Standards and Guidelines for Texas, thus demonstrating the adaptation of national standards for the state level. Also, to show its implementation at the building level, the study analysed the correlation between library instruction programs and national standards. After this investigation, several suggestions were made to develop Korean school library media program standards.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.2
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• pp.49-72
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• 2018

The purpose of this study is to analyze the structure, and contents of the US national school library standards presented in the document National School Library Standards for Learner, Librarian and School Libraries made by AASL, and to provide basic information to refer to the direction and contents of Korean school library standards. AASL's National School Library Standards provide Learner Standards, School Librarian Standards, School Library Standards and Standards Integrated Frameworks that incorporate three previous standards, and emphasize the growth of learners and school librarians' competency by focusing on the educational activities of learners and school librarians. With the physical environment of the school library being somewhat established, it is necessary to establish standards for the educational content and competency of learners and teachers. And it is necessary to pay more attention to the materials including the contents of education.

• Journal of the Korean Society for Library and Information Science
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• v.39 no.2
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• pp.57-84
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• 2005

The standards for instructional media and equipments imply an essential element for curriculum. In knowledge-based society, school libraries are an educational environment to assist curriculum, offer information literacy and reading services. Therefore the standards for school libraries instructional media and equipments are able to suggest the mission of school library media center, and it should contain suitable elements for educational roles. But the current standards are insufficient from quantitatively as well as qualitatively. So the standards, if standards for instructional media and equipments are revised, should be contain following contents. 1. facilities guidelines: 2. basic equipment plan; 3. instructional media for educational roles; 4. equipments for each essential. area space: 5. more detailed information appliances; 6. improvement of standard for special school library

• Journal of Korean Library and Information Science Society
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• v.40 no.3
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• pp.203-223
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• 2009

The standards for school library in America affected school library policy in US as well as worlds. The America standards for school library established by NEA for the first time in 1920. After the first standard established, America standards revised about 10 times to accommodate educational and technological changes. The Americas new school library standards 'empowering learners: guidelines for school library media programs' established by AASL in 2009. The guidelines are relevant to the 'standards for the 21st-century learner', 'standards for the 21st-century learner in action'. The guidelines expected to affect US as well as school library policy of worlds. Thus, this study aimed to analyze the 'standards for the 21st-century learner' and 'standards for the 21st-century learner in action'. The standard for 21st-century learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for library media specialists to use to shape the learning of students in the school. The standards for the 21st-century learner in action offer how are AASL's new learning standards, the standards for the 21st-century learner, incorporated into the school library.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.1
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• pp.55-84
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• 2007

This study is to develop school library Policy model in accordance with guidelines suggested in policy science theories and to evaluate school library policy with application of "Activation Agenda for School Libraries". The guidelines on the evaluation of school library Policy were based on the models suggested in education policy and school library Policy theories. Selected guidelines were examined through survey distributed to evaluators and telephone interviews. Although overall evaluation results on school library policy were positive, it is suggested that more efforts for Policy improvement are needed.

• Journal of Korean Library and Information Science Society
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• v.40 no.3
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• pp.225-247
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• 2009

The values of a organization generate belief and activate participation of community members. Accordingly, it is necessary to find new core values of the school library in addition to access and assistance which are the library's traditional values. This study analyzed the central keywords in the contents of mission and vision appeared in the International School Library Standards and acquired core values being composed of 5 fields such as education, collaboration, access, cultural awareness and sensitivity, and democratic citizenship. As a result of analyses of missions and visions in America, Australia, UK, and Canada School Library Standards, it seems that life-long learning skills, physical access and social responsibility are common core values. America and UK School Library Standards which were revised recently are underlining technology skills, multiple literacies and integrated information literacy curriculum particularly. Ultimately, these core values will be utilized as the directions and basic materials for the establishment of missions and visions for the school library in Korea.

• Journal of Korean Library and Information Science Society
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• v.48 no.1
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• pp.21-42
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• 2017

This study reports the result of the survey on collection management from 154 school libraries in Korea. The questionnaire is consisted of three section: state of collection, state of book use, and collection management system. Results reveal that (1) elementary schools and middle schools have many books for each student compared to the KLA's School Library Standards; (2) the component ratio of literature books is the biggest in school library collections; (3) the ratio of library book use is overwhelmingly higher in elementary schools than middle schools and high schools; (4) 64.6 percent of library books in the sample are never used during 2013-2015; (5) 74 percent of libraries have its own collection management document; (6) Almost all schools compose its own committee for library management, the committee plays an important roles in the communication among school members, collection development and promotion.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.103-121
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• 2013

This study is to examine the basic structure of the professional development of school librarians and to analyze the national evaluation standards, and the states' evaluation tools and self-assessment tool currently used in the United States. The result is as follows: the structure of the school librarians' professional development processes, such as curriculum, certificate, and evaluation, have been affected by the national school library standards published by AASL. NBPTS's Library Media Standards and AASL's Learning4Life evaluation system are proposed as the representative national standards. Many states have developed their standards and tools to evaluate school librarians' performance, these standards are related to the national standards. AASL published A 21st-Century Approach to School Librarian Evaluation for school librarians' self-assessment in 2012, this workbook shows a specific way of developing their expertise.