2024, Vol.35, No.4

Journal of the Korean Biblia Society for Library and Information Science 2024 KCI Impact Factor : 1.0

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

This study investigates strategies to enhance the digital literacy competencies of librarians to improve digital literacy for individuals with disabilities. As digital transformation progresses, the digital divide remains a significant issue, particularly for people with disabilities. Libraries and librarians play a crucial role in bridging this gap by providing digital literacy education and services. This research involved a comprehensive review of existing literature, surveys, and in-depth interviews with librarians responsible for disability services. The findings indicate that while librarians recognize the importance of digital literacy for individuals with disabilities, they lack practical experience and targeted training. To address this, the study proposes systematic and continuous educational programs focused on digital literacy skills and understanding disabilities. The proposed strategies aim to reinforce the role of librarians as key providers of digital information and educators, thus promoting digital inclusion and enhancing social participation for individuals with disabilities. This research contributes to the field by providing actionable insights and recommendations for improving librarian competencies and library services for the disabled community.

In lower elementary integrated curriculum, classes using diverse materials related to learning topics are expanding. However, in the current school library catalog system, the Digital Library Service (DLS), searching for materials using subject headings is challenging. This difficulty stems from inconsistent subject heading practices and the lack of controlled vocabulary, resulting in lower accuracy and recall in searches. Therefore, this study aimed to improve access to learning materials by developing a subject thesaurus linked to the second-grade integrated curriculum. The research methodology included literature review and case studies to establish criteria for subject term extraction and selection, followed by systematic structuring of the thesaurus according to ANSI/NISO Z39.19 guidelines for defining term relationships. To validate the thesaurus, a survey was conducted from late April to early May 2024 with 50 teachers and librarians working in elementary schools. Results indicated that teachers and librarians found the thesaurus beneficial for both educational resource searching and material utilization. This study suggests that a thesaurus tailored to the integrated curriculum can enhance the DLS subject search functionality and increase accessibility to various learning materials in elementary schools.

The aim of this study is to identify research trends related to information technology and artificial intelligence and to analyze changes in these trends over time. To conduct the research, we utilized the Web of Science (WoS) database and collected a total of 4,233 articles from 2011 to June 2024, performing a bibliographic mapping analysis. To observe changes over time, the data was divided into three periods: Period 1 (2011-2015), Period 2 (2016-2020), and Period 3 (2021-June 2024). The analysis revealed that clusters such as ‘academic library,’ ‘information literacy,’ and ‘librarian’ were of consistent interest throughout the entire period. In Period 1, a Web 2.0 cluster emerged, composed of keywords such as Library 2.0, Web 2.0, and social media. In Period 2, the ‘bibliometrics’ cluster expanded significantly, and keywords like ‘big data’ and ‘deep learning’ began to appear. In Period 3, new clusters such as ‘artificial intelligence,’ ‘machine learning,’ and ‘COVID-19’ emerged, highlighting these as key research topics.