• 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 Korean Library and Information Science Society
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• v.25
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• pp.51-82
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• 1996

This study compare and analyzes recent school library standards in advanced countries including Britain, United States and Japan. The examination is based on the changing process of standards and development of school library in the each countries. To Suggest the model of reasonable standard for the activation of school library in Korea, the study has identified the common elements ; staff, material, environments, management and cooperative system, and learning skill with curriculum of school library standards showed in the each of advanced countries.

• 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 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 Society for Library and Information Science
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• v.12
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• pp.121-147
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• 1985

In the modern communicative age, the standards of the school libraries are the qualitative guarantee on the services of school libraries or school library media programs, as the guidline, the active guide, the policy documentation and criteria for the professional excellence. The standards of SLMP were revised the sixth time by the school library profession(ALA) with the members or agency of NEA in the U.S. There are the first standard was a quantitative; 'the Certain Report'(by A.L.A., 1920) appearing that the school library is the heart of the school, 2nd 1925; turning up the teaching material source and personel, 'School Libraries for today and tomorrow' (by AASL, 1945) incluseing the instructional materials and the 7th educational ideas in the quantitative feature, 'Standards for School Library Programs' (by AASL, 1960) expressing the instructional material center, communicative environment, learning and teaching laboratory, 'Standards for school media programs' (by DAVI & AASL, 1969) implicating the instructional resource, learning and teaching laboratory, the condition precedent of qualitative education for excellence, 'Standards for media programs; District/school (by AASL & AECT, 1975) containing the improving user's educational experience and personal freedom on the use of SLMP's services. Through changing the standards of SLMP in the US, We have known that the main educational idea in the standards are; (1) SLMP is the instructional force and resource for qualitative, excellence education by learning and teaching laboratory, instructional resource, communicative environment (2) SLMP is the actualizing force and resource for user's self-realization by intellectual and personal excellence, individualizing, humanizing and personalizing education.

• 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.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.

• 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.37 no.2
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• pp.345-373
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• 2006

Faced with the establishment of Korean Law School which aims to educate the qualified lawyer to provide the high quality of legal service professionally and efficiently to the people with complicated legal problems, this study analysed the basic approval standards for Korean Law School Library which is described in the bill as a integral part of law school for effective legal education.

• Journal of Korean Library and Information Science Society
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• v.37 no.4
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• pp.67-90
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• 2006

This paper investigats the state of the art of the school library media specialist(SLMS)'s certification in the United States. The content includes development of the SLMS certification, certification requirements, titles, preparatory education programs especially accredited by ALA and NCATE, personnel standards and regulations of states. The basic certification requirements are teacher certification and/or MLIS(MLS), but varying from state to state. Personnel standards are regulated by the Education Department of states, otherwise regional associations of colleges and schools. Nineteen states have the standards and three regional associations among six have very specified ones. The paper also analyzes NBPTS for Library Media and discussions on '65% Solution' which is an education reform movement affecting school library seriously.