A Study of an Instructional Design Strategy for Improving the Collaborative Teaching Between School Librarians and Subject Teachers in Library-Assisted Instruction

Song,, G. (2010). A Study of an Instructional Design Strategy for Improving the Collaborative Teaching Between School Librarians and Subject Teachers in Library-Assisted Instruction. 한국비블리아학회지, 21(2), 111-127, https://doi.org/10.14699/kbiblia.2010.21.2.111

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Abstract

This study aims for developing an instructional design strategy to improve collaborative teaching between teacher librarians and subject teachers in library-assisted instruction. Collaborative teaching is an important management activity enhancing teaching role of teacher librarians in their school community. But in the actual condition the level of the library-assisted instruction as its practical strategy is cooperation and subject teachers are leading teaching and learning except for selecting resources. Because library-assisted instruction is resource-based learning, the procedural knowledge of information literacy curricula and topics of subject specific curricula should be designed as a whole. Also, there must be possibilities of reducing trial and error and expanding successes. From these sides, the collaborative design strategy for library-assisted instruction can be planned like 'statement of learning situation-co designing-co teaching-co evaluating'.

keywords: 협동수업, 교수설계전략, 협동, 도서관 활용수업, 사서교사, 학교도서관

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Article Contents

Vol.21 No.2

A Study of an Instructional Design Strategy for Improving the Collaborative Teaching Between School Librarians and Subject Teachers in Library-Assisted Instruction

Abstract

한국비블리아학회지