Abstract

While the 2022 Revised Curriculum explicitly mandates knowledge information processing and collaborative communication as core competencies, the PISA 2022 results corroborate that Korean students’ capabilities in critical information evaluation remain stagnant. This discrepancy stems from structural limitations where current information literacy education remains at the level of acquiring isolated information, failing to provide learners with opportunities to contextually connect knowledge and reconstruct it collaboratively. To address this challenge, this study proposes ‘Collaborative Knowledge Organization (CKO)’ as a practical alternative and aims to devise a strategic framework for its implementation in school settings.The research methodology employed a parallel approach of literature review and qualitative research (FGI). The literature review established the theoretical consistency of CKO based on social constructivism and metacognition theories, while the empirical study involved in-depth analysis of the field context through Focus Group Interviews (FGI) with nine experts, including teacher librarians, subject teachers, and education specialists. The analysis identified multifaceted structural constraints, including one-off operations, insufficient linkage with evaluation, and the absence of collaborative systems. Based on these findings, the study structured the key mechanisms derived from FGI into ‘Visualization,’ ‘Cyclic Interaction,’ and ‘Collaborative Refinement,’ designing a three-layered CKO execution framework comprising ‘Foundation,’ ‘Process,’ and ‘Goal.’ This study holds significance in redefining CKO not as an individual teacher’s competence but as an institutional collaborative mechanism within the school curriculum. Ultimately, this framework presents concrete execution criteria to complement the realistic constraints of information literacy education and to drive its practical and institutional settlement.