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A Study on the Analysis of Educational Objectives of ‘Library and Information Life’ Textbooks Based on the Eisner Curriculum

  • Journal of the Korean Society for Library and Information Science
  • 2024, 58(2), pp.57-80
  • DOI : 10.4275/KSLIS.2024.58.2.057
  • Publisher : 한국문헌정보학회
  • Research Area : Interdisciplinary Studies > Library and Information Science
  • Received : April 22, 2024
  • Accepted : May 2, 2024
  • Published : May 31, 2024

ByeongKi Lee 1

1공주대학교

Excellent Accredited

ABSTRACT

Eisner emphasized the importance of problem-solving objectives and expressive objectives in addition to behavioral objectives, and communication through multiple modalities including linguistic, visual, aural, spatial, gestural modes. This study analyzes ‘Libraries and Information Life,’ a textbook developed for information literacy instruction, by dividing it into educational objectives types(behavioral, problem-solving, expressive) and multimodal modes(linguistic, visual, auditory, spatial, and gestural), and seeks to derive implications for setting educational objectives for information literacy instruction and developing textbooks. The textbook has four volumes for elementary low-grade, elementary high-grade, middle school, and high school levels. Educational objectives were extracted from the textbooks, and 3 librarian-teachers were engaged in the analysis of these objectives. The main findings and implications of this study are as follows. First, when looking at the types of educational objectives, the proportion of behavioral objectives was found to be excessively high, and there is a need to strengthen the proportion of problem-solving objectives and expressive objectives. Second, problem-solving objectives tend to overlap with behavioral objectives, indicating a need to develop problem-solving objectives with defined conditions and solution requirements. Third, expressive objectives concentrated in specific units need to be placed evenly in other units. Fourth, in the case of multi-modality mode, the proportion of the linguistic mode must be reduced, the proportion of the visual, auditory, spatial, and gestural modes must be increased, and it is necessary to set educational objectives with clear characteristics of each mode.

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