DOI QR코드

DOI QR Code

국내 문헌정보학 표준교육과정 개발을 위한 교과과정 분석 및 인식 조사 연구

A Study on Curriculum Analysis and Awareness of the Development of Standard Curriculum for Library Information Science in Korea

  • 장수현 (중앙대학교 대학원 문헌정보학과) ;
  • 박상욱 (중앙대학교 대학원 문헌정보학과) ;
  • 남영준 (중앙대학교 문헌정보학전공)
  • 투고 : 2022.02.21
  • 심사 : 2022.03.19
  • 발행 : 2022.03.30

초록

본 연구의 목적은 문헌정보학 표준교육과정 개발에 앞선 고려사항을 제안하기 위함이다. 이를 위해 첫째, 문헌정보학분야 NCS 직무 단위 및 사서 자격 기준과 관련된 문화체육관광부 고시 등을 검토하였다. 둘째, 2021년 기준 전국 문헌정보학 개설 교과목을 조사 및 분석해 현황을 알아보았다. 셋째, 사서 및 정보전문가 대상으로 설문조사 및 포커스 그룹 인터뷰를 실시하였다. 분석 결과로 인한 시사점은 다음과 같다. 2021년에 개설된 문헌정보학과 교과목 중 가장 교과목 수가 높은 분야는 '정보서비스'였으며, 가장 빈번하게 도출된 키워드는 '정보'임을 확인할 수 있었다. 설문조사 결과는 IPA분석과 Borich 요구도 분석법을 통해 분석하였으며 학년별 최우선 요구 교과목을 도출하였다. 이후 현장의 사서 및 정보전문가의 의견을 설문 및 포커스 그룹 인터뷰를 통해 조사한 결과 한국의 문헌정보학 교육은 단순한 표준화뿐만이 아닌 다양한 이용계층을 포괄할 수 있는 특성화된 교과목의 운영이 병행해서 진행되어야 한다는 의견을 확인할 수 있었다.

The purpose of this study is to propose considerations prior to the development of a standard curriculum for Library and Information Science that secures the objectivity and reliability of the curriculum nationally. To this end, first, the Ministry of Culture, Sports and Tourism's notification related to NCS job units and librarian qualification standards in the field of Library and Information Science was reviewed. Second, The current status was investigated and analyzed by investigating and analyzing the courses opened in Library and Information Science nationwide. Third, surveys and focus interviews were conducted on librarians and information experts. The implications from the analysis results are as follows. Among the Library and Information Science departments opened in 2021, the field with the highest number of subjects was "information service," and it was confirmed that the most frequently derived keyword was "information." The survey results were analyzed through IPA analysis and Borich demand analysis, and the top priority required subjects for each grade were derived. As a result of investigating the opinions of librarians and information experts in the field through surveys and focus interviews, it was confirmed that Korean Library and Information Science education should be conducted not only in standardization but also in parallel with the operation of specialized subjects that can cover various users.

키워드

참고문헌

  1. Cha, S. J. (2016a). A study on national competency standards-based curriculum design of the practical training courses in library and information science. Journal of the Korean Society for Library and Information Science, 50(1), 457-491. https://doi.org/10.4275/KSLIS.2016.50.1.457
  2. Cha, S. J. (2016b). A study on improvement of NCS duty components in library and information management by evaluation of the importance and utilization. Journal of the Korean Society for Library and Information Science, 50(3), 215-247. https://doi.org/10.4275/KSLIS.2016.50.3.215
  3. Cho, D. Y. (2009). Exploring how to set priority in need analysis with survey. The Journal of Research in Education. 35, 165-187.
  4. Choi, S. H. & Ha, Y. J. (2019). An analysis on curriculum of library and information science in U.S. Journal of the Korean Society for Information Management, 36(1), 53-71. https://doi.org/10.3743/KOSIM.2019.36.1.053
  5. Choi, S. H. (2019). Identifying topics of LIS curricula by keyword analysis-focused on information technology classes of US and Korea. Journal of Korean Library and Information Science Society, 50(2), 43-60. https://doi.org/10.16981/kliss.50.201906.43
  6. Hong, H. J., Noh, Y. H., & Kim, D. S. (2021). A study on status and necessity of the curriculum for the department of libraries and information sciences in Korea. Journal of the Korean Society for Library and Information Science, 55(1), 5-36. https://doi.org/10.4275/KSLIS.2021.55.1.005
  7. Hong, S. Y., Kim, S. E., & Lee, H. M. (2021). Assessing the effectiveness of the disaster information system using an IPA analysis from the perspective of users and maintenance managers: a case study of mozambique. International Area Studies Review, 25(2), 93-122. http://dx.doi.org/10.21212/IASR.25.2.4
  8. Human Resources Development Service of Korea (2021). National Competency Standards (NCS). Available: https://www.ncs.go.kr/index.do
  9. Jung, J. H. & Lee, C. M. (2019). An analysis of industrial security curriculums in colleges. The Journal of Society for E-Business Studies, 24(2), 29-53. https://doi.org/10.7838/JSEBS.2019.24.2.029
  10. Lee, H. J. & Kwon, G. J. (2018). Analysis of relevance between accounting.taxation curriculum and educational performance applying national competency standards (NCS). Korea International Accounting Review, 79, 127-147. https://doi.org/10.21073/kiar.2018..79.006
  11. Lee, S. H. (2021). Lee Sun Hwa Education. Seoul: Miraegachi.
  12. Ministry of Employment and Labor, Human Resources Development Service of Korea (2021). 2021 National Competency Standards (NCS) Development and Improvement Manual.
  13. Noh, D. J. (2009). A study on the development of a standard curriculum for education of library and information science in Korea. Journal of the Korean Society for Library and Information Science, 43(4), 451-468. https://doi.org/10.4275/KSLIS.2009.43.4.451
  14. Noh, Y. H., Ahn, I. J., & Choi, S. K. (2012). A study of the curriculum operating model and standard courses for library & information science in Korea. Journal of the Korean Society for Library and Information Science, 46(2), 55-82. https://doi.org/10.4275/KSLIS.2012.46.2.055
  15. Park, E. K., Hong, S. H., & Oh, S. H. (2015). A study on university students' perception of national competency standards (NCS). Korean Journal of Tourism Research, 30(4), 29-52.
  16. Park, T. Y., Han, H. J., Oh, H. J., & Yang, D. (2018). A study on the librarian's key tasks of the era of the 4 th Industrial Revolution. Journal of Korean Library and Information Science Society, 49(2), 327-356. https://doi.org/10.16981/kliss.49.201806.327
  17. Yi, J. C. & Kwon, N. H. (2017). Developing a competency: based continuing education program for library and information professions based on the national competency standards (NCS). Journal of the Korean Society for Library and Information Science, 51(2), 207-235. https://doi.org/10.4275/KSLIS.2017.51.2.207
  18. Yoo, S. R. (2018). A diagnostic analysis of lis curriculum from the meta-literacy perspective. Journal of the Korean Society for Library and Information Science, 52(2), 191-220. https://doi.org/10.4275/KSLIS.2018.52.2.191
  19. Borich, G. (1980). A needs assessment model for conducting follow-up studies. Journal of Teacher Education, 31(1), 39-42. https://doi.org/10.1177/002248718003100310
  20. Martilla, J. A. & James, J. C. (1997). Importance-performance analysis. Journal of marketing, 41(1), 77-79. https://doi.org/10.2307/1250495
  21. Saladyanant, T. (2014). Library and information science curriculum in Thai universities compared with IFLA Guidelines for Professional Library/Information Educational Programs. Procedia-Social and Behavioral Sciences, 147, 120-125. https://doi.org/10.1016/j.sbspro.2014.07.127