2022, Vol.53, No.2

Journal of Korean Library and Information Science Society 2023 KCI Impact Factor : 1.02

pISSN : 2466-2542
https://journal.kci.go.kr/liss

Access to knowledge and information is a universal human right. However, even after the Marrakesh Treaty was adopted on June 27, 2013, only 1-7% of standard printed materials are accessible to people with reading disabilities, including the visually impaired, and library services are very weak. As a result, the book famine of people with reading disabilities continues. This study, focusing on such severe access gaps and inequalities, analyzes Learning Ally and Bookshare in the US, the Royal National Institute of Blind People (RNIB) in the UK, Bibliothèque Numérique Francophone Accessible (BNFA) in France, and SAPIE in Japan, which are considered private organizations leading library services for the disabled in major developed countries. And based on the derived implications and the Marrakesh Treaty, a strategic plan was proposed to strengthen the services of the disabled in domestic libraries. It is urgent to enact the ‘Act to Resolve Reading Barriers’, amend the provisions related to the Copyright Act that restrict library services, strengthen the organizational capacity of the National Library for the Disabled, raise the service index for the disabled in library evaluation, and establish a library cooperation system centered on regional representative libraries and expand services, etc.

The purpose of this study is to present directions and programs for exchange and cooperation between libraries of South and North Korea. Specifically, it is to present the direction of exchange and cooperation programs in the library area and to present library exchange and cooperation programs that can be promoted in the [tight period], [reconciliation and cooperation period], and [South and North confederation period] through research methods of literature review, Focus Group Interviews(FGI), and expert advice. In this study, exchange and cooperation programs were divided into three projects that should be prepared by South Korean libraries, by direct exchange and cooperation between South and North Korean libraries, and by conducting with third countries or international organizations. Along with the conducting program periods, 8 major programs and 33 unit tasks were also proposed. Conclusions and suggestions suggested the need for sector-by-sector, step-by-step exchange and cooperation, establishment of systems to promote effective exchange and cooperation, establishing the formation of consensus within libraries, finding field-oriented agendas, and developing education programs of North Korea libraries for librarians.

In this study, the vision and goal of librarian education and training were designed by reflecting the changes in the internal and external environment of the library and the human resource development (HRD) trend in order to prepare a mid- to long-term development plan for librarian education and training. To design the vision and goal of librarian education and training, redefining the necessity, goals, mission, and role of librarian education and training, and seeking strategies to realize the vision and goal of librarian education and training. Core competency and national competency standards (A detailed implementation plan was prepared for the development of NCS)-based educational operation guidelines. First, when analyzing domestic and foreign prior research and literature, the future librarian is a person with competencies that includes first, creative convergence, second, communication and cooperation, third, leading professional, and fourth, empathic and inclusive talent. It was identified that education and training should be established based on The curriculum according to the library’s future talents and core competencies should be presented in the following process model, and the librarian competencies for each type of creative convergence type, communication cooperation type, leading professional type, and empathy and inclusive type should be derived, and It was identified that the education direction should be set in the direction of designing a curriculum for job competency improvement by setting the job competency according to the requirements.