• Journal of Korean Library and Information Science Society
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• v.38 no.4
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• pp.67-85
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• 2007

The types of information literacy in school library is classified into usage instruction of school library, reading education, instructional development o4 courseware with school library and integrated instruction of collaboration with school librarian and teacher. A measure of scholastic achievement on information literacy varies in each school. The cause is rely on the absence of librarians who teach information literacy and lack of understanding on the role of school library in information literacy. Nevertheless, we know that the program based on subject teacher is successful in terms of the effectiveness of the program. It demonstrate that if information literacy will be considered as important course in the curriculum for school librarian, the effectiveness of information literacy can be enhanced dramatically. For the purpose some strategies are required. In this paper, propose three strategies, which are integration of information literacy into curriculum of schools, analysis of the curriculums and a practical method for training school librarian.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.3
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• pp.215-232
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• 2006

This study analyzed factors affecting the information literacy of students and the effects of information literacy education. Based on the results. the study aimed at presenting plans for the enhancement of information literacy education hereafter. The differences in the mean value of computer operating skill, library related knowledge, frequency of library use and information literacy prior to and after taking the course in information literacy education were compared. The result of hypothesis testing on the effects of previous educational experience, computer operating skill, knowledge of library use and frequency of information use have on information literacy, as well as the relationship between course satisfaction and opinion after taking the lecture were all adopted. The result of the study implied that more systematic and concrete information literacy education program is urgently needed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.19 no.1
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• pp.37-60
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• 2008

The purpose of this study is to develop a model for information literacy instruction far a university library. It surveyed and analyzed Information Literacy Competency Standards and four Information Problem-Solving Process Models. Through the investigation, this study found out the crucial six elements of information literacy instruction. It includes 1) Information need; 2) Information source; 3) Information seeking; 4) Information evaluation; 5) Information use; and 6) Information ethics. Based on the analysis of the information literacy tutorial of 3 university libraries in the States and Australia, special concerns were paid on investigating the contents of instruction programs. This study proposed the model of information literacy instruction of the university library as a result. It consists of eight steps such as 1) Guide of library facility; 2) Information ecology-the flow of academic information; 3) Information needs-Define the topic; 4) Determine the information sources; 5) Plan the search strategy; 6) Search information; 7) Evaluate Information; and 8) style manual. It is suggested to develop and to improve the information literacy instruction programs in university libraries.

• Journal of Korean Library and Information Science Society
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• v.42 no.3
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• pp.271-292
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• 2011

Information literacy education is a important role of today's school libraries. So the development of information literacy curriculum and textbook is necessary to establish educational role of school libraries more firmly. The purpose of this study is to examine the development of new information literacy textbook, School Library and Information Literacy published in 2011. For this, this study investigated the status of information literacy education and instructional media in Korea, the United States and Japan. After all, this study presented the textbook's development progress, curriculum, contents and method of application.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.2
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• pp.191-220
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• 2018

Using Bloom's taxonomy model of thinking ability for learning (RBTT) and new ACRL information literacy framework (2016), this study demonstrates the meta-literacy competencies for library specialists and analyses current LIS curriculum of higher education. Some guidelines for reformation of LIS curriculum, emphasizing meta-literacy competencies which are required from Web3.0 information environment, are provided.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.16 no.1
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• pp.45-74
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• 2005

The study has developed the scope and sequence of information literacy instruction's curriculum for integration strategies of traditional reading education, library use education and information literacy. For this purpose, this study compares and analyze the scope and sequence of reading education, library use education and information literacy instruction's curriculum in Korea, American and Japan. Basing on the comparative result, it proposed the scope and sequence of information literacy instruction's curriculum in Korea. The scope and sequence which it proposes based on the skill and process of information literacy model, it includes contents of traditional reading education, library use education. Also, supposed scope take in all format of information media, the process and strategies of information use, library and information system. the supposed sequence divided into elementary school(1-3), elementary school(1-4), middle school(1-3), high school(1-3)

• 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.

• International Journal of Knowledge Content Development & Technology
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• v.12 no.2
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• pp.7-27
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• 2022

The study investigated the contributions of digital and media literacies to knowledge sharing among school library personnel in Nigeria. The survey research design was adopted for the study while a questionnaire was used to collect data from the 190 respondents that constitute the sample size for the study. Findings from the study revealed a high level of digital and media literacy skills possessed by the school library personnel surveyed. Producing information, evaluating digital information, and finding digital were major media and digital information literacy skills that significantly contributed to knowledge sharing among the school library personnel. The study recommended that adequate attention should be given to the development of digital and media literacies of school library personnel in Nigeria to ensure effective and efficient knowledge sharing.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.3
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• pp.61-89
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• 2018

The purpose of this study is to analyze the items related to digital reading and information literacy which were measured by PIAAC and PISA, to examine the measurement contents and methods of these literacy items, and to derive the implications for providing reading and information services for librarians at public libraries and teacher librarians. In order to solve the questions measuring digital reading literacy and digital information literacy, respondents commonly needed ICT skills as well as cognitive strategies. However, in digital reading literacy measurement items, the ability to comprehend and critically think about texts was emphasized. And in digital information literacy measurement items, the ability to use ICT skills, navigate, and evaluate whether or not to read the retrieved text was emphasized. Librarians and teacher librarians need to encourage readers to read and provide a customized competencies improvement program to reflect the performance results and characteristics of a particular group. And It is also necessary to improve and develop the library environment so that library user can understand and use library search system and the Korean decimal classification.

• Journal of the Korean Society for information Management
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• v.37 no.2
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• pp.119-144
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• 2020

The purpose of this study is to obtain basic information and implications for developing media information literacy curriculum by comparing and analyzing UNESCO's media and information literacy competencies and AASL's key competencies with the 2015 Revised Curriculum and the Library and Information Life curriculum. As a result of the analysis, First, UNESCO's MIL and AASL's key competencies in media information literacy were related to the competencies of the 2015 Revised Curriculum. Second, UNESCO's MIL included more aspects of the composition and competencies of information literacy than media literacy. For this reason, it could be said that media information literacy more appropriately reflects the content pursued by media literacy education than media literacy. Third, UNESCO's MIL included more training content for media literacy than information literacy. Fourth, the contents of media literacy were found to be insufficient in the Library and Information Life curriculum compared to the education contents of library and information literacy. Fifth, the competency standards related to media information literacy and Libraries and Information Life did not present cultural sensitivity competency. Based on the results of the study, It is necessary to develop a media information literacy curriculum that fuses the contents of media literacy beyond the information literacy that use library resources.