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  • P-ISSN1013-0799
  • E-ISSN2586-2073
  • KCI

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Vol.25 No.4

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A Study on the Task-Centered Instructional Design for the Library-Based Instruction of Teacher-Librarians

Journal of the Korean Society for Information Management / Journal of the Korean Society for Information Management, (P)1013-0799; (E)2586-2073
2008, v.25 no.4, pp.347-361
https://doi.org/10.3743/KOSIM.2008.25.4.347

(2008). A Study on the Task-Centered Instructional Design for the Library-Based Instruction of Teacher-Librarians. Journal of the Korean Society for Information Management, 25(4), 347-361, https://doi.org/10.3743/KOSIM.2008.25.4.347

Abstract

This study is to present cooperative instructional concept framework for the library-based instruction of teacher-librarians, based on ‘Information and the Library’ curriculum and instructional design procedure. The development of cooperative instructional units has been initiated in the school libraries, but the research based on instructional theories, including instructional design, is lacking. In this aspect, instructional theories and methodologies for the cooperative instruction of teacher-librarians are important. The cooperative instructional units for teacher-librarians should be developed by ‘Information and the Library’ curriculum and instructional design procedures. The objectives of the curriculum emphasize information use process based on information task. This study is to present cooperative instructional concept framework, and to help teacher-librarians develop specific cooperative instructional units based on the framework.

keywords
Library-Based Learning(LBL), teacher-librarian, the school library, cooperative instructional concept framework, ‘Information and the Library’ curriculum, information literacy instruction, constructivism learning theory, instructional design, 도서관기반학습, 사서교사, 학교도서관, 협동수업 개념틀, 정보와 도서관 교육과정, 정보이용교육, 구성주의 학습이론, 교수설계, Library-Based Learning(LBL), teacher-librarian, the school library, cooperative instructional concept framework, ‘Information and the Library’ curriculum, information literacy instruction, constructivism learning theory, instructional design

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