바로가기메뉴

본문 바로가기 주메뉴 바로가기

Journal of the Korean Society for Library and Information Science

Article Contents

Prev Next
e-Submission

Vol.45 No.4
Citation Share

An Analysis of Information Literacy Education Based on the Operation of Korean Law Schools' Education Curriculum

Journal of the Korean Society for Library and Information Science / Journal of the Korean Society for Library and Information Science, (P)1225-598X; (E)2982-6292
2011, v.45 no.4, pp.103-122
https://doi.org/10.4275/KSLIS.2011.45.4.103


& (2011). An Analysis of Information Literacy Education Based on the Operation of Korean Law Schools' Education Curriculum. Journal of the Korean Society for Library and Information Science, 45(4), 103-122, https://doi.org/10.4275/KSLIS.2011.45.4.103
  • Downloaded
  • Viewed
PDF Download

Abstract

The main subjects of law school curriculum are composed of subjects based on related laws for law schools. The purpose of this study is to analyze the operation of the legal information subject in law schools and law libraries and to propose efficient operation methods on law information services which would be useful to law schools and law libraries. The results of this study are as follows: 1) 22 law schools have legal information research subjects as an essential or fundamental part of their curricula. Also, 2) in 14 law schools(63.6%) law librarians take part in the instruction of law information research subject, while in three law schools(13.6%) librarians do not participate, and in another three law schools(13.6%) outside experts teach them. Finally, 3) the graduate degrees or final majors of librarians participating in instruction are: Library & Information Science(33.3%), Administration(25%), and Law(25%). These results reflect the need for efforts to change instruction systems to team teaching with professors and law librarians, to give law libraries plenty of administrative support, and to enforce the related associations' roles with law libraries.

keywords
Law School, Law Library, Legal Information Service, Information Literacy Education, 법학전문대학원, 법학도서관, 법률정보서비스, 정보활용교육

Reference

1.

가토마사노부. 2004. 일본과 한국에 있어서의 “로스쿨 제도” 의 도입. 비교법 연구 , 5: 50-70.

2.

김원주. 2005. 우리나라 법학전문대학원(로스쿨)을 위한 하나의 제언. 고시연구 , 32(2): 12-13.

3.

김유호. 2009. 미국 로스쿨 교과과정. 고시계 , 54(9): 276-279.

4.

김창록, 김종철, 이국운. 2007. 법학전문대학원 교육의 내용과 방법. 법과 사회 , 33: 47-65.

5.

대한변호사협회 법학전문대학원평가위원회. 2010. 법학전문대학원 평가기준 . 서울: 대한변호사협회 법학전문대학원평가위원회.

6.

사법개혁추진위원회. 1999. 법조인 양성제도 . 서울: 사법개혁추진위원회.

7.

신경철. 2008. 법학전문대학원제도의 실태 및 발전방안에 관한 비교분석: 한․미․일 3국을 중심으로 . 석사학위논문, 아주대학교 교육대학원.

8.

육소영. 2004. 미국 로스쿨 제도의 조망: 교과과정을 중심으로. 법학논총 , 14: 165-181.

9.

전국법학전문대학원협의회. “법학전문대학원 최종인가대학 정원 및 특성화 분야.”[online]. [cited 2010.8.1]. <http://info.leet.or.kr/>.

10.

홍명자. 2000. 효율적 법학교육을 위한 법과대학 도서관의 제도화 방향. 한국도서관․정보학회지 ,31(2): 303-332.

11.

Badertscher, David. 1990. “Standards for law libraries and law library service." Bookmark,48(Summer): 282-286.

12.

Hotchkiss, Mary A. 1992. “The role of law librarian in legal education and the legalprofession." Profile, 2(Winter): 8-12.

13.

Slinger, Michael J. 1991. “Opening a window of opportunity: The library staff as ameaningful and integrated part of the law school community." Law Library Journal, 83(4,Fall): 685-704.

Journal of the Korean Society for Library and Information Science

e-Submission OA Policy