Journal of Korean Library and Information Science Society (한국도서관·정보학회지)

Korean Library and Information Science Society (한국도서관·정보학회)
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A Study on the School Library Services and Teacher Librarians' Instructional Competencies to Support Literacy Education for Slow Learners

느린학습자의 리터러시 교육 지원을 위한 학교도서관 서비스 및 사서교사의 교수역량 연구

  • 윤정아 (연세대학교 교육대학원 사서교육전공 ) ;
  • 김성언 (연세대학교 문헌정보학과)
  • Received : 2025.08.16
  • Accepted : 2025.09.21
  • Published : 2025.09.30
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Abstract

This study examined the characteristics of slow learners and explored literacy education experiences and support factors designed to address their needs, with the aim of clarifying the role of school libraries in literacy education and identifying the teaching competencies required of librarian teachers. To this end, semi-structured in-depth interviews were conducted with 17 teachers and related professionals who had experience in literacy education for slow learners. The main findings are as follows. First, slow learners were found to have lower academic abilities and social skills compared to their peers, and overall deficiencies in literacy skills across areas such as reading, comprehension, expression, expansion, and application. Second, it was confirmed that educational methods that reflect the individual characteristics of students in setting learning goals, consider students' interests and preferences in selecting educational materials, and connect education to real life are effective. Additionally, it was deemed desirable to avoid the use of online media and tools and to evaluate the sustainability of learning. Third, reading programs linked to family, collection development for slow learners, and library collaborative lessons should be actively implemented. For this, librarian teachers must possess educational support capabilities such as the ability to reconfigure learning objectives based on an accurate understanding of the general characteristics and literacy characteristics of slow learners, the ability to collaborate with subject teachers and design lessons, and the ability to provide feedback. Additionally, the ability to create a comfortable learning environment based on emotional empathy and respect for slow learners is required.

본 연구는 느린학습자의 특성과 이들을 위한 리터러시 수업 경험 및 교육적 지원 요소 등을 조사하여, 느린학습자 리터러시 교육을 위한 학교도서관의 역할과 사서교사의 교수역량을 제시하고자 하였다. 이를 위해, 느린학습자 리터러시 교육 경험이 있는 교사 및 관련 종사자 17명을 대상으로 반구조화 심층면담을 실시하였다. 주요 연구 결과는 다음과 같다. 첫째, 느린학습자는 또래 학생에 비해 학습능력과 사회성이 부족하고 읽기와 이해, 표현, 확장 및 응용영역에서 전반적으로 리터러시 능력이 부족한 것으로 나타났다. 둘째, 학생의 개별 특성을 반영하여 학습목표를 설정하고, 학생의 흥미와 관심을 고려한 교육자료를 활용하여 실생활과 연계한 교육방법이 효과적인 것으로 확인되었다. 또한, 온라인 매체와 도구 활용은 지양하고 학습의 지속가능성을 평가하는 것이 바람직하다고 보았다. 셋째, 가정과 연계한 독서프로그램, 느린학습자를 위한 장서개발, 도서관 협력수업이 활발하게 이루어져야 한다. 이를 위해 사서교사는 느린학습자의 일반적 특성과 리터러시 특성에 대한 정확한 이해를 바탕으로 학습목표 재구성 역량, 교과교사와의 협력 및 수업 설계 역량, 피드백 역량 등 교육적 지원 능력을 갖추어야 한다. 더불어, 느린학습자에 대한 정서적 공감과 존중을 바탕으로 편안한 학습환경을 조성할 수 있는 지원 역량이 요구된다.

Keywords

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