• 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 Information Management
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• v.27 no.3
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• pp.41-60
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• 1996

Export system using artificial intelligence give the technology for the varied library user instruction. Expert system showing problem solving process give educational effectives. In this paper, expert system are reviewed to discuss the application possibility in education and the model of intelligent tutoring system(ITS) applying artificial intelligence is presented.

• Proceedings of the Korean Society for Information Management Conference
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• 1997.08a
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• pp.175-181
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• 1997

인쇄매체 중심의 학교도서관에 전자매체, 영상매체, 컴퓨터학습프로그램(CAI: Computer Assist Instruction) 및 첨단 통신장비를 갖추어서 교수 매체센터 체제로 전환하여 정보화 시대의 ‘열린 교육’과 ‘자료중심 교육’에 중추적인 역할을할 수 있도록 모형을 개발하여 전국 각, 시, 도에서 시범운영을 하고자 한다.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.4 no.1
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• pp.143-169
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• 1980

The most good library's service will be accomplished for the system of user centralized and we can't expect the development of school library without student's use. This research has been designed for an attempt to know why students don't use the school library. The methods employed to achieve the purpose of this study are (1) To establish some tentative factors affecting the school library's use or nonuse (2) to get necessary data, a questionnaire was made according to the tentative factors. A questionnaire was sent to teacher and students in the 4 sample high schools in Seoul. The followings are the am lysed results. (1) School library's collection are poor. (2) The school library's equipment and position are bad. (3) The guide or use instruction of school library are not carried out. (4) Teacher librarian can not reach the demand of the society and the atmosphere of library are not good. (5) The books are not lent to students and the circulation procedure are complicated. (6) Our country's educational programme does not organize to promote using the school library. (7) Teachers' knowledge for using the library are poor. (8) Entrance examination of the university disturbed to use the school library. (9) The school administration are not enough to understand about the school library.

• Journal of Korean Library and Information Science Society
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• v.33 no.3
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• pp.281-310
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• 2002

The aim of this paper is to explore the promotion of reading books at the public school. The promotion of reading books at the school is more important and useful for students than the Educational Information Project, which is setting computers and the Internet at the public school. Because watching TV and navigating the internet without reading books is not good for students to exercise creativity and sound personality. To promote reading books at the school, at first schools need to hire librarian-teachers, and build collection at school libraries as explained. And then schools need to conduct campaigns for promoting reading books, such as reading boots for students, reading books for 10 minutes every morning, and book flood program. In addition, the lesson on reading instruction will be helpful.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.3
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• pp.169-188
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• 2008

This thesis presents the 'Information and the Library' curriculum and the roles of teacher-librarians. Related to 'The School Library Promotion Law', this thesis presents the effects teacher-librarians instruct 'Information and the Library' curriculum to the school libraries, and the challenges related to this curriculum. This thesis contains the role and work of three kinds of staff in the school library. implementation of primary and secondary 'Information and the Library' curriculum for information literacy instruction in the school libraries, the effects by 'Information and the Library' curriculum. and challenges of 'Information and the Library' curriculum. Conclusively, teacher-librarians should accomplish their own instructional activities with 'Information and the Library' curriculum in the school curricula as differentiated work from librarians.

• Journal of Korean Library and Information Science Society
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• v.38 no.4
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• pp.45-65
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• 2007

The purpose of this study is to suggest the construct model of teaching competency in teacher librarian. For this purpose, this study compares and analysis the existing literature of which teaching competency of subject teacher and teacher librarian competency standard. The teaching competency model of teacher librarian was designed with the result of compares and analysis. The suggested model composed of 3 process: (1) instructional design, (2) Instruction Implementation, (3) Instruction evaluation. It is also suggested that construct of isolated instruction and cooperative instruction. This study can be helpful to development a in-service program of teacher librarian and curriculum of Teacher librarian education.

• Journal of Korean Library and Information Science Society
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• v.45 no.4
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• pp.185-205
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• 2014

This study investigated IRA's 3 standards related to reading instruction and examined the value which can be meaningful to Korean situation. IRA divided reading educators into 7 types and proposed each detailed professional standard through the 'Standards for reading professionals'. The next standard called 'Standards for the English language art' described their direction and content for English language education including reading instruction. The 'Standards for the assessment of reading and writing' aims at the basis to evaluate students' reading ability. The value found through these standards is as follow: IRA's reading professionals standard can be a useful way to define the type of reading educator in Korea. A reading instruction standard like IRA's language art standard can guide reading instruction of Korean libraries in a more systemic and consistent way. A valid evaluation standard to measure students' reading ability can show the possibilities to define the students who struggle with reading and to provide more suitable instruction for them.

• 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.43 no.4
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• pp.225-248
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• 2012

This study focused on the relationship between learners' motivation to learn and metacognition in project-based learning in the school libraries. A holistic teaching/learning process was conducted, including design, practice, and assessment of project-based learning in the school libraries. The results showed a statistically significant relationship between learners' motivation to learn and metacognition in project-based learning in the school libraries. Consequently, it is inferred that project-based learning in the school libraries has a relation on learners establishing their metacognition.