• Journal of the Korean BIBLIA Society for library and Information Science
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• v.21 no.2
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• pp.111-127
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• 2010

This study aims for developing an instructional design strategy to improve collaborative teaching between teacher librarians and subject teachers in library-assisted instruction. Collaborative teaching is an important management activity enhancing teaching role of teacher librarians in their school community. But in the actual condition the level of the library-assisted instruction as its practical strategy is cooperation and subject teachers are leading teaching and learning except for selecting resources. Because library-assisted instruction is resource-based learning, the procedural knowledge of information literacy curricula and topics of subject specific curricula should be designed as a whole. Also, there must be possibilities of reducing trial and error and expanding successes. From these sides, the collaborative design strategy for library-assisted instruction can be planned like 'statement of learning situation-co designing-co teaching-co evaluating'.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.201-219
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• 2015

The purpose of this paper is to investigate the historical changes of information literacy instruction in Japanese school libraries and in-depth research into recent educational situations. Related literature researches, the publication of School Library Association, The Courses of Study have been reviewed in this paper. As results of this research, information literacy education in Japanese school library has been developed from introductory period of the library use guidance after late 1940's, seek period of teaching method development after late 1950's, establishment period of information literacy instruction after 1980's, and enlargement period of inquiry based learning after 2000's.

• Journal of Korean Library and Information Science Society
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• v.37 no.2
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• pp.25-46
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• 2006

LAI(Library Assited Instruction) distinguished from classroom instruction viewpoint of use of school libraries's material and collaborative with teacher librarian. Thus LAI must be emphasized student's information activities and teacher librarian's support activities. This study is supposed to LAI model (information presentation-guide type, information search-organization type. information analysis Interpretation type, information synthesis-representation type, information query-projects type, information query-discussion type) based on student's information activities. The student's information activities were derived from the model of information use process. The Model of proposed LAI is constructed the role of classroom teacher, teacher librarian, student and the process of LAI process.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.24 no.2
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• pp.289-313
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• 2013

The purpose of this study is to improve the information literacy of elementary school students. For the study, three 4th grade classes of an elementary school in Daegu were provided a two-hour instruction about basic training on how to utilize information and school library, after which one of the three classes received 2 hours long weekly information literacy instructions associated with social studies and science curriculum for 20 weeks. The study, implemented in two phases with mid-term assessment, involved three interview sessions with students, two interview sessions with homeroom teachers, a general descriptive survey, a performance assessment and a follow-up survey.

• Journal of Korean Library and Information Science Society
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• v.33 no.1
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• pp.35-55
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• 2002

The author reviewed the school library and information skills instruction. In order to fit the goal that is the enhancement of student's creativity, the instruction the author introduced is based on the learning model such as The big Six. She insisted that students can be creative, if they solve their classroom tasks by using such learning model for their entire school days because the teaming models are structured similar to human brain's thinking process and it can help the function of human information processing system. The author suggested the improvement of the conditions of school library media centers for school library and information skills instruction to meet the goal of school, that Is the creativity of students.

• 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 the Korean BIBLIA Society for library and Information Science
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• v.27 no.1
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• pp.59-85
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• 2016

The purpose of this study was to synthesize the effects of the information literacy instruction using meta-analysis. Results using random-effect models were as follows. First, the overall average effect size (ES) of information literacy instruction (Hedges'g) was 0.72, which could be interpreted based on Cohen's guidelines as moderate to large. Second, the two types of information literacy instruction, demonstrating more than medium ESs, did not show significant differences in their ESs. Third, the ESs of information literacy instruction differed depending on the measuring variables. Fourth, grade, study design and the form of the measurement tool were moderator variables that explain the differences in ESs. In sum, the effects of information literacy instruction, having more than medium effect size, seem quite stable across instruction types and study designs.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.4
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• pp.25-47
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• 2023

Library collaboration instruction (LCI) is a process in which a classroom teacher and librarian collaborate to co-planning, co-implementation, co-assessment instruction. LCI is being studied and modeled in various dimensions such as the level of collaboration, information activities, and time scheduling. However, there is no integrated model that comprehensively covers teacher and librarian collaboration. The purpose of this study is to propose a schematic integration model for LCI by comparing and analyzing various models in five dimensions (level of collaboration, information activities, collaborative approach, time scheduling, and technological integration). The main results of the integration model for LCI reflected in this study are as follows. First, in terms of the level of collaboration, TLC integration model reflected such as library-based teacher-led instruction, cross-curricular integrated curriculum. Second, in terms of information activities, LCI integration model reflected social and science subjects inquiry activities in addition to the information use process. Third, in terms of collaborative approach, LCI integration model is divided into such as lead-observation instruction and parallel station instruction. Fourth, in terms of time management, LCI integration model took into account the Korean national curriculum and scheduling methods. Fifth, in terms of technology integration, LCI integration model reflected the PICRAT model, modified from the perspective of library collaboration instruction.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.271-296
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• 2014

To investigate the impact of the school libraries use experiences on the academic library anxiety among the freshmen of academy, A university's freshmen who had used the academic library were sampled systematically and surveyed. Data collected from 445 freshmen were analyzed using the frequency analysis, correlation analysis, regression analysis through the independents; sex, locations of schools, manager of schools, use education, library use, library aided instruction and compared with the previous studies. Library anxiety was also differed according to the locations of schools, managers of schools, library use, use education, library aided instruction. Based on the results, some recommendations were suggested to reduce the library anxiety of freshmen in academic libraries.

• 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.