• Journal of Korean Library and Information Science Society
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• v.38 no.4
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• pp.341-356
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• 2007

I purposed to identify the relationship between the constructivism and the school library in this study. This study was done on the contexts, concepts and characters of constructivism and constructivism's learning method. And also it was done on the role of school library and media specialist, especially on the information literacy education. Finally I suggested it in this study that constructivism's learning method can be completed effectively through the school library and information literacy education.

• Journal of Korean Library and Information Science Society
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• v.32 no.2
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• pp.165-185
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• 2001

This study measured whether web-based library user education represent web-based instruction theories in education. 9 criteria used were course-related instruction, collaborative learning, evaluation of tutorials, education of information retrieval, contents tables, multimedia interaction between users and librarians, navigational aids, variation of menus. The result showed that both contents and design of web sites were important for good web-based library user education.

• Journal of Korean Library and Information Science Society
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• v.37 no.4
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• pp.45-66
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• 2006

The public library is the local centre of information, the gateway to knowledge. Based on these identities, the public libraries should provide a basic condition for lifelong learning, cultural activities, and. information literacy skills of the individual and social groups. The purpose of this paper is to reflect the lifelong learning activities of public libraries and suggest it's directions in Korea. The lifelong learning of public libraries for the future needs to focus on a closer connection with library core competences, supporting information literacy, reducing and bridging the digital divide for individuals with disabilities and the aged.

• KLA journal
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• v.52 no.8
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• pp.32-35
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• 2011

학교 교육과정에서 도서관 교육은 학습 내용과 학습 방법 측면에서 방법적 지식과 사고 능력으로서의 성격을 갖는다. 즉 새로운 지식의 생산에 필요한 범교과적 학습 능력으로서의 위상을 갖는다. 문제는 이러한 성격이 교과 교육 과정은 물론 학생 일상생활과의 부단한 연계를 통해서 구현된다는 점이다. 즉 학교도서관 교육의 성공을 위해서는 학교 공동체 내에 학교 도서관 중심의 교육 공동체 구성이 필요하다. 학교도서관 정보화와 순회 사서를 포함한 비정규직 자원 봉사자 확산, 다양한 형태의 업무 대행 서비스 그리고 담당교사의 도서관 운영 연수 확대 속에서 자료 조직과 운영의 일부분은 영역 보편성을 띤지 오래되었다. 따라서 학교도서관 중심의 교육 공동체 구성은 도서관 활용수업으로 대표되는 교과의 자원기반학습과의 연계성에 기반을 두고 발전하는 추세이다. 본고에서는 필자가 개발 책임자로 참여하여 2010년 교육과학기술부와 대구광역시교육청이 공동으로 일선 학교에 보급한 사서교사와 교과교사의 협동수업용 장학 자료집의 주요 내용과 활성화 방안을 살펴보고자 한다.

• Journal of Korean Library and Information Science Society
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• v.43 no.3
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• pp.265-289
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• 2012

In this paper, I studied on reading instruction in the school library. Reading instruction is a very important role of school library. And it is an essential element of school education. In this paper, I tried an application of constructivism for reading instruction. Information literacy instruction of school library includes reading instruction. So the pattern of information literacy instruction of school library was accepted as reading instruction pattern of school library in this paper. And then constructivism for learning principle and reading strategies as reading instruction was analyzed in this paper. Gerard J. Westhoff categorized reading strategies into 4 parts. I applied this categorization of reading strategies to the reading instruction pattern. And I analyzed and synthesized these relative constructivism elements and reading strategies for the reading instruction pattern in this paper.

• Journal of Korean Library and Information Science Society
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• v.54 no.4
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• pp.335-358
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• 2023

This study analyzed the characteristics of the learning organization according to its characteristics, the operation method and size of each public library. In addition, the service quality of public libraries was investigated so that it was also analyzed the correlation between the characteristics of the learning organization and the quality of the service. To achieve the research objectives, 83 librarians and 343 users across seven public libraries in South Korea's metropolitan areas were surveyed. The investigation covered various dimensions of learning organizations: creating continuous learning opportunities, promoting inquiry and dialogue, encouraging collaboration and team learning, creating systems to capture and share learning, empowering people toward a collective vision, connecting the organization to its environment, and providing strategic leadership for learning. Also it was investigated aspects of service quality: affect of service, information control, and library as place. As a result of the study, for the learning organization characteristics, more than 3.4 out of 5 were qualified to have foundation of learning organizations. One attempted to categorize according to its operational method and size and compare learning organization differences between public libraries, however it was not easy to see the clear differences. Therefore it was judged that there might be another unidentified factor which gives an affect on learning organization. Furthermore, it was found that there was a positive correlation between learning organization traits and service quality. This study might signify by looking into how the learning organization, which is one of the post-bureaucratic organizational traits, appears in public libraries.

• 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 Korean Library and Information Science Society
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• v.42 no.2
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• pp.215-236
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• 2011

I studied on the relations of constructivism and school library assisted instruction in this paper. Constructivism is the most important goal of the modern schooling. In constructivism they insist that knowledge is constructed by the learner individually and subjectively. So in constructivism they focus their attention on setting authentic environment of learning for each individual learner. Constructivism was developed into the learner-centered instruction in schooling nowadays. In constructivism the following instructions are very important for achievement its' goal ; problem based learning, project based learning, discussion based learning etc. These instructions are supported commonly by resource based learning. Educational resources are managed in school library totally. School library assisted instruction is the most effective one for resource based learning. And information literacy instruction by teacher librarian relates closely meta cognitive learning of reflections in constructivism. School library assisted instruction is the essential element for the practice of constructivism in schooling.

• KLA journal
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• v.1 no.5
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• pp.25-26
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• 1960

원제목이 ‘중학교도서관은 학습조사의 기술을 발달시킬 수 있다’ (The junior-high-school library can develop investigative skills)라고 되어 있는 이 글은, The Clearing House지에 게재되었던 것을 번역한 것이다. 저자 Fredrick R. Cyphert 씨는 미국 California주 Torrance통합교육구의 교과과정 자문위원이다. 학교도서관과 학습활동이 어떻게 연결되어야 할 것인가? 하는 문제는 이제 우리의 중요 관심사로 되어있거니와, 이 글은 이러한 문제에 관하여 많은 시준를 던져주고있다.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.4
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• pp.5-31
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• 2008

In this study, after Library-Assisted Instruction is set out and executed, it is surveyed and verified the connection between Learning Attitude and Life competence. This study indicates that Learning Attitude and Life skills of Library-Assisted Instruction have close correlation and the extension of Life competence(Communication, Problem Solving. Self-Directed Learning) is under the influence of Learning Attitude. This study suggests that cooperative learning, Information Processing Model and constructivism learning theory have to be adopted as a means of increasing more educational effects and extensions of Library-Assisted Instruction.