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A Study on the Current Status and Educational Needs of Low-experienced Teacher Librarians’ Instructional Expertise

  • Journal of the Korean Biblia Society for Library and Information Science
  • 2023, 34(1), pp.167~188
  • DOI : 10.14699/kbiblia.2023.34.1.167
  • Publisher : Journal Of The Korean Biblia Society For Library And Information Science
  • Research Area : Interdisciplinary Studies > Library and Information Science
  • Received : February 13, 2023
  • Accepted : February 26, 2023
  • Published : March 30, 2023

Lim, jeonghoon 1,  So Byoung Moon 2

1대전과학고등학교 사서교사
2공주대학교

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ABSTRACT

This study reviewed the current status of low-experienced teacher librarians with less than 5 years and attempted to identify their educational needs through IPA analysis, Borich Priority Formula, and The Locus for Focus Model. A survey was conducted on low-experienced teacher librarians with less than 5 years of experience to analyze their process in the pre-service teacher training and experiences before an appointment and to identify teacher librarians instructional expertise. The results of the analysis of the study are as follows. First, there was a statistically significant difference between the importance and performance in all areas of instructional expertise of low-experienced teacher librarians. Second, ‘reading education-practice progress’ was recognized as a ‘Keep up good work’ with high importance and satisfaction, and ‘library-based instruction planning, progress evaluation’, ‘information literacy-curriculum design’, and ‘digital and media literacy education-progress and evaluation’ were recognized as areas of ‘Concentrate here’ through IPA analysis. Third, In the Borich Priority Formula, ‘teaching-learning evaluation’, ‘teaching-learning progress’, and ‘teaching-learning plan’ in the Library based instruction area showed the highest educational needs. Fourth, the library-based instruction was shown to the high discrepancy/high importancy area as same as the Borich Proity Formula. The results of this study can provide implications for improving the instructional expertise of teacher librarians.

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