2026, Vol.37, No.3

This study examines how the school field practicum experience shapes pre-service teacher librarians’ perceptions of and emotional responses to the teaching profession, based on reflective essays written before and after the practicum. Over three years (2023-2025), 79 pre-practicum and 70 post-practicum essays were collected from pre-service teacher librarians at University A and analyzed through keyword network analysis and a qualitative analysis of 67 matched pre- and post-practicum essay pairs. Three findings emerged. First, pre-practicum essays were dominated by emotion-related words such as “worry” and “expectation” alongside “teacher,” “student,” and “field practicum,” whereas post-practicum essays foregrounded practice-related words such as “student,” “teacher,” “class,” and “school library.” Second, centrality analysis showed a sharp rise in the centrality of “class” and a more than twofold increase in the betweenness centrality of “student” after the practicum; “school library” newly emerged as a key term, while “worry” and “expectation” declined in rank. Third, the qualitative analysis showed that ambivalent pre-practicum emotions—anxiety over insufficient subject knowledge and fear of classroom management mixed with expectation—shifted to confidence and motivation for the teaching profession in 79.1% (53 of 67) of respondents after the practicum. These results indicate that the practicum transforms pre-service teacher librarians’ vague anxiety and expectation into concrete professional confidence. The study suggests strengthening pre-practicum training through teaching demonstrations and mock classes, systematizing cooperating teachers’ roles at practicum schools, and developing post-practicum programs linking reflection with career counseling.

A Study on the Online Archival Information Services in Economic Policy Institutions

Eunjin Lee , Jisu Lee | 2026, 37(3) | pp.151~175 | number of Cited : 0

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The Impact of Reading Metacognition-Based Liberal-Arts Reading Support on Graduate Students’ Research Competency: Redefining University Library’s Role

Seong-hee Jeong , Chang Woo kwon | 2026, 37(3) | pp.177~197 | number of Cited : 0

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This study aims to empirically examine the structural relationships among liberal-arts reading habits, reading metacognition, and research competency among graduate students, and, based on the findings, to discuss implications for university library research support. An online survey of 157 Korean graduate students was conducted. Data were analyzed using correlation, ANOVA, and bootstrap-based mediation analysis (PROCESS Macro Model 4). Three key findings emerged. First, liberal-arts reading habits were extremely strongly correlated with reading metacognition (r=.851, p<.001), which in turn significantly correlated with research competency (r=.596, p<.001). Second, although the total effect of reading habits on research competency was significant (B=.308, p<.001), the indirect effect through metacognition (ab=.246) was statistically insignificant, as its 95% confidence interval included zero ([-.039, .462]). This null result is attributed to multicollinearity and insufficient discriminant validity arising from their high correlation, suggesting that reading and metacognitive self-regulation function as an inseparable, integrated cognitive mechanism rather than sequential stages. Third, reading metacognition differed significantly by degree program (F=4.70, p=.010, η²=.058). Doctoral students (n=13) reported lower metacognitive self-assessments than master’s students, possibly reflecting cognitive humility accompanying growing research proficiency. Given that a sequential mediation structure could not be confirmed, this study tentatively proposes, at an exploratory level, that reading metacognition may function as a key cognitive resource linking liberal-arts reading and research competency. Based on these findings, this study suggests, as an implication, that university libraries may need to move beyond their role as mere “information providers” toward functioning as “cognitive support environments,” tentatively proposing divergent reading support for master’s students, advanced metacognitive regulation support for doctoral students, and the fostering of research-oriented reading communities.

Policy Changes in the Social Functions of Public Libraries: Focusing on the Comprehensive Library Development Plans

Kang keun young | 2026, 37(3) | pp.199~226 | number of Cited : 0

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A Study on the Development of Survey Items for the Reading Education Status Survey in Elementary and Secondary Schools

Park Juhyeon , 길호현 , Ji Hei Kang and 3 other persons | 2026, 37(3) | pp.227~253 | number of Cited : 0

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Enhancing Web Accessibility of the National Archives of Korea through Evaluation by Visually Impaired Users

Seunghyeon Jung , Ji Hyun Kim | 2026, 37(3) | pp.255~291 | number of Cited : 0

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This study aims to identify the web accessibility barriers that severely visually impaired screen reader users encounter when using the archival information services of the National Archives of Korea website, and to derive measures for enhancement. To this end, a task-based user evaluation was conducted with ten severely visually impaired screen reader users, comprising five tasks corresponding to the types of web-based archival information services. Four types of data were collected through observation of task performance, retrospective think-aloud, pre- and post-session questionnaires, and semi-structured interviews, and were analyzed using directed content analysis. Twelve accessibility barriers were identified, concentrated in information search and viewing services. Full-success rates were lowest for the record search task (30%) and the original-text access task (20%). The barriers affecting the largest number of participants were difficulty operating advanced-search filters, missing alternative text for general images, and the requirement to re-enter search keywords. Barriers specific to archival information services were also identified, including the loss of the hierarchy between file-level and item-level records under linearized auditory access, and the divergence of original-text accessibility according to media format. Some participants completed tasks without recognizing that access had been blocked, demonstrating that accessibility cannot be diagnosed through automated evaluation or self-report alone. Based on these findings, enhancement measures centered on users without workaround strategies are proposed by service area: providing alternative text, redesigning the advanced-search interface, offering alternative formats for original texts, restructuring the information architecture, and ensuring accessible authentication.

KJCKorea
Journal Central

Journal of the Korean Biblia Society for Library and Information Science 2025 KCI Impact Factor : 1.08

2026, Vol.37, No.3