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Comparative Study of Information Literacy Education and Librarian Teacher Evaluation Index in Teachers’ Competency Development Evaluation

  • Journal of Korean Library and Information Science Society
  • Abbr : JKLISS
  • 2022, 53(3), pp.455-477
  • DOI : 10.16981/kliss.53.3.202209.455
  • Publisher : Korean Library And Information Science Society
  • Research Area : Interdisciplinary Studies > Library and Information Science
  • Received : August 23, 2022
  • Accepted : September 7, 2022
  • Published : September 30, 2022

Min-Soo Lee 1 Kim, Hea Jin 2

1공주대학교 문헌정보교육과, 숭신여자중학교 사서교사
2공주대학교

Accredited

ABSTRACT

This study aimed to compare and analyze librarian teacher evaluation index from evaluation of teachers’ competency development with the the topics of information utilization education. To this end, LDA topic modeling was conducted by collecting papers related to information utilization education published in four major journals in the field of literature and information from 1995 to May 2022. As a result of topic modeling, it can be seen that information utilization education (T10) was the most actively discussed at 12.0% of the 20 topics, followed by library utilization classes (T2) 10.4% and user service (T3) 8.8%.On the other hand, 3.3% of reading discussion (T7), 2.9% of reading education (T19), 2.1% of manpower management (T13), and 2.1% of librarian teacher job satisfaction (T17) showed the lowest distributions 3.3%, 2.9%, 2.1%, and 2.1%, respectively. In addition, although librarian teacher’s class model development (T1) and curriculum development (T20) are essential processes for collaborative classes and information utilization education, they were not reflected in the current teacher competency development evaluation index. Therefore, this study proposed that ‘instructional model and curriculum development’ indicator should be added on ‘training and support classes’ factors in the Librarian Teacher Evaluation Index in Teachers’ Competency Development Evaluation for further evaluation.

Citation status

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