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Vol.47 No.3
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AASL(2007)과 ACRL(2015) 정보리터러시 기준에 내재된 정의적 성향 분석

The Analysis of Affective Dispositions in AASL(2007) and ACRL(2015) Information Literacy Standards

한국도서관·정보학회지 / Journal of Korean Library and Information Science Society, (P)2466-2542;
2016, v.47 no.3, pp.115-137
https://doi.org/10.16981/kliss.47.3.201609.115
최재황 (경북대학교)
최재황. (2016). AASL(2007)과 ACRL(2015) 정보리터러시 기준에 내재된 정의적 성향 분석. 한국도서관·정보학회지, 47(3), 115-137, https://doi.org/10.16981/kliss.47.3.201609.115
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초록

본 연구의 목적은 AASL의 ‘21세기 학습자 기준(2007)’과 ACRL의 ‘고등교육에서의 정보리터러시 프레임웍(2015)’에서 제시된 정의적 성향(情意的 性向)의 파악을 통해 정보리터러시 교육에서의 시사점을 모색해보는데 있다. AASL(2007)에서는 총 18개, ACRL(2015)에서는 총 38개의 정의적 성향이 제시되고 있다. 본 연구에서는 정의적 성향의 교육을 위한 제언으로 정의적 목표의 계열화 방안과 평가 수단이 논의되었다. 분석된 AASL(2007)과 ACRL(2015) 기준에서의 정의적 성향들은 초․중․고 및 대학생들의 정의적 능력 향상을 위한 초석이 될 것으로 기대된다.

keywords
정보리터러시 기준, 정보리터러시 교육, 정의적 성향, AASL, ACRL, Information Literacy Standards, Information Literacy Instruction, Affective Dispositions, AASL, ACRL

Abstract

The research objectives of this study are twofold: to analyze affective dispositions in both ‘Standards for the 21st-Century Learner(AASL, 2007)’ and ‘Framework for Information Literacy for Higher Education(ACRL, 2015)’; and to look for implications from the two documents in information literacy instruction(ILI). A total of 18 and 38 affective dispositions were found in AASL(2007) and ACRL(2015) documents respectively. This study mainly discusses sequencing affective objectives and assessment techniques for the ILI. The affective dispositions found from the two documents will be a cornerstone of ILI in K-20.

keywords
정보리터러시 기준, 정보리터러시 교육, 정의적 성향, AASL, ACRL, Information Literacy Standards, Information Literacy Instruction, Affective Dispositions, AASL, ACRL

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