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A Study on the Practical Knowledge of Low-Experienced Teacher Librarian in Library Based Instruction

  • Journal of Korean Library and Information Science Society
  • Abbr : JKLISS
  • 2020, 51(4), pp.1-24
  • DOI : 10.16981/kliss.51.4.202012.1
  • Publisher : Korean Library And Information Science Society
  • Research Area : Interdisciplinary Studies > Library and Information Science
  • Received : November 16, 2020
  • Accepted : December 7, 2020
  • Published : December 30, 2020

Seung-Min Lee 1

1홍천여자고등학교 사서교사

Accredited

ABSTRACT

The purpose of this study is to explore the process of forming practical knowledge about library-based instruction of low-experienced teacher librarians. The study conducted interviews with six teacher librarians with less than three years of teaching experience. The analysis of the data collected focused on the teachers’ self-knowledge and instructional knowledge, which are in the areas of practical knowledge. The results of the analysis of the study are as follows. First, the self-knowledge of teacher librarians was a teacher with leadership, who led students and teachers to reading education and information literacy instruction. Second, the self-knowledge of teacher librarians was most concretely formed in the process of pre-service teacher training, and the reflection on the teacher’s image was taking place in the school field. Third, the knowledge of the instructional knowledge for library-based instruction was focused on library collaborative instruction, and various teaching methods were being learned and applied in school field. Fourth, there was a difference in the instructional knowledge of library-based instruction among teacher librarians. Through this study, it is suggested that the teacher training course and educational practicum activities should be changed by reflecting the contents of the actual school field, and the analysis of library-based instruction should be continued.

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