• Journal of the Korean Society for Library and Information Science
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• v.51 no.1
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• pp.307-332
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• 2017

The purpose of this study is to identify contradictions in library internship, and address them. As a case study, students who were enrolled in the internship class opened in the 2016 fall semester in a university in Seoul were interviewed. Through applying Activity Theory, the process of internship and contradictions presented in its process were analyzed. The findings indicate that students were satisfied with their internship experience. The internship experience also makes positive impacts on students in terms of understanding the library and information science and deciding their future career as a librarian. Such contradictions as internship duration, operation of the internship process, level of participation or practice, and overlap of part-time experience in a library were identified. This study suggests to make the internship systematic in order to address the contradictions through that all parties in internship are actively participated in internship and that they share information related with the internship.

• Journal of Information Science Theory and Practice
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• v.11 no.3
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• pp.58-78
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• 2023

This study aimed to discover the notable experiences of Library and Information Science students in a virtual internship program. It employed qualitative descriptive research design by thematically analyzing the monthly internship journal of the interns. Using Colaizzi's method to identify themes from their experiences, the study revealed that interns expected to gain knowledge and skills on operations, services, and new information communication technologies in libraries. Orientation was found helpful in identifying the things interns needed to prepare. The interns faced issues from procrastination and technical difficulties, which they coped with employing avoidance strategies. Overall, the internship was viewed as an opportunity to learn and navigate the online digital system of the library despite the coronavirus disease 2019 pandemic. They realized their capacity and reflected on which competencies need improvement. In conclusion, students still learned the necessary knowledge and skills of a librarian; experienced the challenges faced in an actual library and were provided with various opportunities and realizations regarding the practice of librarianship. This study proposed a three-stage framework that outlines the involvement of the supervising instructors, librarians, and interns in the internship program from the preparation to the process and post-assessment.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.2
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• pp.189-205
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• 2014

Inspired by the practice-oriented curriculum in LIS, many colleges have developed Internship program. Researches of internee's attitude or opinion of internship program, which affect students' learning and their cognitive impact, have not been studied. This study measured internee's cognition of internship by surveying thirty-four librarians who had experience of internship instructor in libraries and information centers. The Researcher found several practical problems as well as some implications which can be applied in a meaningful way among LIS professionals.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.1
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• pp.113-129
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• 2012

This study focuses on two analysis: direct cognition of effectiveness of internship practicum, difference of career attitude maturity. The purpose of this experimental case study is to find out the practical problems of Internship education as a field-study of LIS by applying Job-Shadowing Internship methods. The results reveal that 71% of interns responded the positive effects of Job-Shadowing, but the effects to the career attitude maturity was not statistically significant. The implications of the case study are as follows; (1) systematic pre-instruction and orientation from the department are the critical factor of internship, (2) practicum guidelines(PEP), which is provided by the person in charge of tasks in internship institutions is the another important factor, and finally, (3) tools for measuring the effectiveness of internship is required for LIS practicum major course development.

• Journal of the Korean Society for Library and Information Science
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• v.28
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• pp.193-245
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• 1995

New curriculum for information and library science is proposed on the notion of the internship and scholarly characteristics. The future of the information and library science is expected as the discipline to synthesize the natural science and the social science. Especially the internship is strongly suggested as the post graduate program. To draw the conclusion. the history of the information and library science and its educational background are analyzed. The states of the historical developments of the information and library science are explained in terms of philosophy. The functional and scholarly environments of the information and library science are also investigated. Secondarily it concludes that the curriculum development for information and library science is not aimed on the skills but on the phenomena.

• Journal of Information Science Theory and Practice
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• v.8 no.2
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• pp.32-44
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• 2020

This study attempts to draw the implications of student satisfaction with fieldwork courses in the library and information science (LIS) program in South Korea by determining the level of satisfaction experienced by students with practicums at a library and information service agency. LIS students with fieldwork experience were surveyed to assess their satisfaction and the factors affecting their satisfaction. Results from a multiple regression analysis revealed that from among factors of practicum settings, major-related attributes, and general attributes of respondents, "satisfaction with majors" and "interpersonal relationships" had a significant effect on satisfaction with practicums. Examining the six components of satisfaction with the course revealed that "practicum program" and "practicum setting" had a significant relationship with overall satisfaction. A selective intervention program to improve satisfaction with the course needs to be developed based on factors influencing overall satisfaction, focusing on "interpersonal relationship" and "satisfaction with majors.

• Journal of Korean Library and Information Science Society
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• v.20
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• pp.187-216
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• 1993

The overall goal of this study is to identify what I'||'&'||'R is, and what services should be offered as legitimate I'||'&'||'R actives. The gist of the study is as follows: 1. The shift of the clients targeted to receive the services from disadvantageous to every person. 2. Ambiguity in I'||'&'||'R definition. Because it is hard to distinguish I'||'&'||'R service from the traditional reference service, and shifting of clients, the establishment of the definition was very difficult. Instead of a definite answer, the criteria for "I'||'&'||'R Providers" was drawn. 3. Most provided services were simple and complex information giving based on resource file. Constructing resource file is a major component of I'||'&'||'R service. 4. From 1980s, many I'||'&'||'R providing libraries adapted computer a n.0, pplications. 5. Social work and library-internship was advised to conduct a cooperative project by NCLIS, I'||'&'||'R Task Force. 6. In the high technological era, there continue to be many people who need the su n.0, pportive relationship. I'||'&'||'R is to optimize both the service and clients. Librarian must learn from the principle of high tech/high touch.

• Journal of the Korean Society for Library and Information Science
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• v.45 no.3
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• pp.279-301
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• 2011

This study analyzed 138 multicultural programs from 40 libraries during the last two years. The study compares multicultural programs running in Korean libraries with those from American and Canadian libraries which have a long history of multicultural societies. The results are listed below. There is a need for long-running multicultural programs that address the needs of its users even from the planning stages. Programs should include out-reach based running methods, daily life based subjects and contents, and differentiated approaches for different levels and ages of users.

• Journal of Korean Society of Archives and Records Management
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• v.5 no.2
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• pp.5-25
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• 2005

The purposes of this study are to compare and analyze archival curriculums in Korea and the United States in aspects of specializations, changes, relationships between archival science and library and information science, numbers of the courses and their proportions, and to suggest a future direction of the revised archival curriculum. Archival Science in Korea needs to prepare a more systematic and firm foundation by opening commonly required or prerequisite courses according to each component of the archival body of knowledge. Based upon the reinforcement of the methods of using information technology in integrated environment and development of critical thinking skills, the effectiveness of archival management should be approached in curriculum. And strengthening of research skill through providing of systematic practicum and internship, seminar, workshops and writing thesis will prepare problem solving skills in complicated archival work.

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.5-29
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• 2011

This study proposed to assess courses which are currently offered in the Department of Library and Information Science, and to explore directions for improvement. Based on field librarians' needs and opinions about the courses, we suggested separating the required, core, and elective courses. We proposed six courses including 'Internship', 'Introduction to Library and Information Science', 'Cataloging and Classification', 'Library Management', and 'Information Retrieval' as required courses, and 5 courses including 'Practice in Cataloging and Classification', 'Information Resource and Service', 'Collection Development', 'Digital Library System', 'Introduction to Bibliography' and 'Records Management and Archives' as core courses. Finally, the remaining courses were recommended as selective courses which each department could select depending on their circumstances and faculty. The important components for substantial LIS courses are as follows: timeliness of training topics, expertise of educational contents, professionalism and qualifications of faculty, specialized educational materials, and increasing the major correlation between courses and professors.