• Journal of Korean Library and Information Science Society
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• v.47 no.4
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• pp.385-409
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• 2016

This study is to examine the effect of book festivals on personal reading habituation and library revitalization. The survey of participants of book festivals is conducted. As a result, it appears that participation of book festivals has a impact on personal reading habituation and recognition of and using library. The followings are results of this survey: recognition of participants about book festivals has a impact on personal reading habituation and recognition of library and using library, but the effect(2.1~4.7%) is slight; Satisfaction of book fair(display and selling booths) has a impact on personal reading habituation(30.1%); Satisfaction of experience booths has a impact on recognition of library(22.4%) and using library(26.4%); Satisfaction of participating in book festivals also has a impact on participant's reading habituation(24.5%), recognition of library(20.1%) and using library(27.5%).

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.11 no.1
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• pp.27-44
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• 2000

The purpose of this study is to explore ways to get children in the information age of today to develop good reading habits and make reading a central part of their lives from an early age. The results of the study are as follows : 1. First of all, it is important for children to gain the habit of reading books from their early childhood during activities such as eating food, sleeping, studying, playing, going errands and watching TV etc. 2. The habituation of reading is formed by repeating and reenforcing the habit once it is acquired. Then we will do it easily, unconsciously and automatically. 3. Habituation is formed by the course of formalizing, training, reenforcing, and motivating like other daily activities. 4. The prerequisites of habituation for reading are the early integration of reading books, putting reading books at the core of curriculum, developing an interest in reading, motivating to read books, giving good rewards for reading, and simply encouraging reading. 5. Lastly, other ways to form good reading habits are inducing interests in books and reading books, and reading in the course of learning.

• Journal of Korean Library and Information Science Society
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• v.34 no.1
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• pp.1-17
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• 2003

The final purpose of reading education is to have the students get habitation of reading.'Habitation of Reading' means that students acquire a habit of reading and the habit has formed as a part of their daily lives. A habit of reading can not be formed as a part of life by only one day's reading as all kinds of actions can not be formed as habits by only one try. We can expect that students will acquire 'habitation of reading' only when they have Joy and interests in reading, motivation to read, practice and reinforcement of reading and satisfactory rewards. In this study, the characteristics of reading in the knowledge and information society were investigated and some ways to encourage successful reading education in schools we suggested.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.165-182
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• 2017

The purpose of this research is to examine So-Hak(小學) and Seodang(書堂) education, which were at the heart of child-adolescent education in Cho-Sun dynasty, and their implications on character education. In other words, this research is an attempt to review a traditional education from a modern character education perspective. So-Hak contains as major educational concepts Hyo(孝) and Kyeong(敬), guiding principles of daily lives. In this research, two basic concepts of So-Hak were reinterpreted from a modern perspective, namely, Soe-So-Eung-Dae-Jin-Tae(灑掃應對進退) and Ye-Ak-Sa-Eu-Seo-Su(禮樂射御書數). One of major implications of So-Hak lies on the habituation of what is learned, for habit leads to continuation of action, out of which the development of character emerges. As such, the role of habituation in character education is twofold, namely, basic educational content and method. Seodang is a school in which the teachings of So-Hak is realized. From an educational method perspective, Seodang's teaching-learning methods of reading, writing, and calligraphy methods were examined. As a result, three implications of So-Hak and Seodang were drawn, the habituation of what is learned, unification of knowledge and morality, and individualized learning based on one's own level.