2007, Vol.41, No.1

Journal of the Korean Society for Library and Information Science 2023 KCI Impact Factor : 0.84

pISSN : 1225-598X / eISSN : 2982-6292
https://journal.kci.go.kr/kslis

In this study, examined are the characteristics of ‘One Book, One City’ reading campaigns conducted in Seattle, Chicago, and ‘The Big Read’, a nationwide ‘One Book’ campaign, supported by the NEA, in the U.S.A. and Seoul and Cheongju in Korea. Some differences as well as similarities were found in the goal setting, selection of books, strategies for reading and discussion, and programs of these ‘One Book’ reading campaigns. While, as a mass reading event, ‘One Book’ reading campaigns in various communities share the goal of promoting literacy and communication through reading and discussion, each ‘One Book’ campaign seems to show uniqueness in the criteria of book selection, reading and discussion guides, and the activities and programs, which make up cultural contents.

The purpose of this study is to investigate how the different types of reading method of contrary concept : between “oral reading” and “silent reading”, between “intensive reading” and “extensive reading”, between “thorough reading”, “selective reading”, influence on the tendency of the creative ability and the self-directed learning ability. This study was collected using 2 classes of 6th-grade 62 children of an elementary school. The influences according to reading methods on creative ability and the self-directed learning ability analysis were as follows : “Oral reading” more than “silent reading”, “intensive reading” more than “extensive reading” had a significant influence on the creative ability and the self-directed learning ability. Out of reading methods, “selective reading” and “thorough reading” had no significant influence, or had negative factors on the creative ability and the self-directed learning ability.

This study is to develop school library policy model in accordance with guidelines suggested in policy science theories and to evaluate school library policy with application of “Activation Agenda for School Libraries”. The guidelines on the evaluation of school library policy were based on the models suggested in education policy and school library policy theories. Selected guidelines were examined through survey distributed to evaluators and telephone interviews. Although overall evaluation results on school library policy were positive, it is suggested that more efforts for policy improvement are needed.