• Title/Summary/Keyword: 문헌정보학 교육철학

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A Study on the Essence and Direction of the Library & Information Science Education (문헌정보학 교육의 본질과 방향에 관한 고찰)

  • Kwack, Dong-Chul
    • Journal of Korean Library and Information Science Society
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    • v.42 no.2
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    • pp.69-83
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    • 2011
  • The purpose of this research is to investigate the essence and directions of the library and information science education in Korea. For this purpose, first, the introduction and development of library and information science education in Korea was examined in this research; Second, the problems in the library field as well as the academic community of library and information science are analyzed; Third, based on these findings, the essence and directions of developing library and information science education are explored. In this research, an attempt was made to figure out the essence of library science education with the focus on libraries as 'the quality as a facility', not as 'a facility itself.' Furthermore, it was emphasized that Korean Library Association should establish the essence of library and information science education, develop the standard program for educating professional librarians, and improve the certification system and educational institutions for librarians by connecting the library field with the academic community of library and information science.

Teaching Qualitative Research Methods in Library and Information Science (문헌정보학의 질적 연구방법 교육내용 개발)

  • Kim, Kapseon
    • Journal of Korean Library and Information Science Society
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    • v.46 no.3
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    • pp.255-275
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    • 2015
  • The purpose of this study is to develop an approach to teaching qualitative research methods (TQRM) for Library and Information Science. To draw trend of TQRM, 76 course syllabi collected in the research oriented universities' master and doctoral programs, were analyzed using content analysis. The study proposes both common topics and essential strategies for TQRM in terms of the paradigm of qualitative research, research design, wide range of approaches to QR, diversity of collecting and analyzing data, writing, and evaluation criteria. It is very important to identify qualitative stance and to understand paradigms and philosophical and theoretical frameworks of QR for conducting QR reiteratively, creatively, reflectively.

A Study on the Instructional Contents and Strategies for School Library Media Specialist Education (사서교사 양성을 위한 문헌정보학 교과목의 내용과 교육의 전략적 강조점에 관한 연구)

  • Kim, Jong-Sung
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.17 no.1
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    • pp.135-159
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    • 2006
  • The purpose of this paper is to study the instructional contents and strategies for school library media specialist education in Korean Library and Information Science. The writer insist several aspects of instructional contents should be emphasized for relevant school library media specialist education. Instructional contents for philosophical and conceptual aspect of school library and media specialist, knowledge and experience for literature for children and young adult, and knowledge and technique for teaching and instruction at field are those. And the writer suggests LIS education for media specialist should be able to let the students stand on the strong professional sprit, help adapt themselves to school practice, and make them a professor of literature.

A Study on the Intellectual Freedom in Korean Public Libraries (우리나라 공공도서관의 지적자유에 대한 사례연구)

  • Joung, Hyun-Tae
    • Journal of the Korean Society for Library and Information Science
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    • v.34 no.1
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    • pp.243-264
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    • 2000
  • It is the aim of this study to attain general knowledge of Intellectual freedom which provides the philosophical principle of our library activities. Also, this study seeks to develop the principia of intellectual freedom as the policy and guide of public libraries in Korea. In order to research the operational circumstances of intellectual freedom In our public libraries, the researcher visited 20 public libraries in the Seoul district. The results clearly confirmed the self-censorship of the librarians in selecting materials. Also, it confirmed the reality of external interventions and restrictions as well as restrictive sources originating from internal ignorance and habitual practices in our public libraries. Ultimately, such results provided a solid basis for the aim of this study to develop intellectual freedom principle as the basic ideology for public library activities in Korea.

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Suggesting a Plan of Tables of Preference for KDC4 (한국십진분류법의 우선순위표 설정에 관한 연구)

  • 배영활;오동근
    • Journal of Korean Library and Information Science Society
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    • v.33 no.2
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    • pp.167-187
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    • 2002
  • This study suggests a plan of tables of deference for Korean Decimal Classification, 4th edition, based on the study on those in Dewey Decimal Classification, 21st edition. It suggests two tables for the Auxiliary Tables, one for standard subdivisions and one for subdivisions for literature. Twenty-two tables are suggested for the Schedule of ten main classes.

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Exploring Cognitive Biases Limiting Rational Problem Solving and Debiasing Methods Using Science Education (합리적 문제해결을 저해하는 인지편향과 과학교육을 통한 탈인지편향 방법 탐색)

  • Ha, Minsu
    • Journal of The Korean Association For Science Education
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    • v.36 no.6
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    • pp.935-946
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    • 2016
  • This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.