2008, Vol.19, No.1

Journal of the Korean Biblia Society for Library and Information Science 2023 KCI Impact Factor : 0.82

pISSN : 1229-2435 / eISSN : 2799-4767
https://journal.kci.go.kr/kbiblia

Rapid expansion of digital convergence, involving services and technologies from different areas that are combining to create new forms of products or services. Digital convergence itself is changing from technology-based to content-based, to include the convergence of different types of contents as well as contents of the same kind. In line with this trend, vigorous researches are being done to combine various formats and types of academic contents to create new services. In this paper, we examine cases of connection and convergence among different types of academic contents and analyze its characteristics, as well as the pros and cons. We especially focus on CLICK, KISTI’s model of connection and convergence among different types of contents, to introduce a special feature of convergence platforms, difficulties involved and their solutions, and researches to be conducted in the future.

The advantage of ontology leads a new knowledge system through integrating existing knowledge system and descriptive element of the concept. This study based on the advantage of ontology, providing a modeling education ontology that considered educational circumstances and related objects-person, organization, educational resources and so forth. Therefore, this study developed the framework for education ontology that provided link between school library and MLA to practice teaching-learning activity, these characteristics of educational ontology were as follows; the first, utilizing the existing education metadata and ontology, the second, representing a concept of educational ontology, subsequently defining classes and properties of education domain, the third, adding new classes and properties to connect existing classes and properties.

The purpose of this study is to develop a model for information literacy instruction for a university library. It surveyed and analyzed Information Literacy Competency Standards and four Information Problem-Solving Process Models. Through the investigation, this study found out the crucial six elements of information literacy instruction. It includes ① Information need; ② Information source; ③ Information seeking; ④ information evaluation; ⑤ Information use; and ⑥ information ethics. Based on the analysis of the information literacy tutorial of 3 university libraries in the States and Australia, special concerns were paid on investigating the contents of instruction programs. This study proposed the model of information literacy instruction of the university library as a result. It consists of eight steps such as ① Guide of library facility; ② Information ecology-the flow of academic information; ③ Information needs-Define the topic; ④ Determine the information sources; ⑤ Plan the search strategy; ⑥ Search information; ⑦ Evaluate Information; and ⑧ style manual. It is suggested to develop and to improve the information literacy instruction programs in university libraries.