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Journal of the Korean Society for Library and Information Science

  • P-ISSN1225-598X
  • E-ISSN2982-6292

ISSN : 1225-598X

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Vol.60 No.1

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A Study on Applying Concept-Based Inquiry Learning in School Libraries: Focused on an Analysis of Teacher Librarians’ Perceptions

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
2026, v.60 no.1, pp.429-451
https://doi.org/10.4275/KSLIS.2026.60.1.429
Bong-suk Kang
MinJin Ki
Kang, B., & Ki, M. (2026). A Study on Applying Concept-Based Inquiry Learning in School Libraries: Focused on an Analysis of Teacher Librarians’ Perceptions. , 60(1), 429-451, https://doi.org/10.4275/KSLIS.2026.60.1.429

Abstract

This study analyzes teacher librarians’ perceptions of concept-based inquiry learning to propose strategies for expanding its field application. Focus Group Interviews were conducted with 11 teacher librarians in Region J before and after a training program. The interviews utilized a semi-structured questionnaire based on KWLS—a metacognitive facilitation learning strategy—to deeply capture the internalized perceptions of the teacher librarians. The findings are as follows: First, teacher librarians integrated concept-based inquiry into existing collaborative teaching contexts and redefined their roles as curriculum designers. Second, there was a high demand for concrete implementation strategies over theoretical justification. Third, the exam-focused educational climate and relative evaluation system were identified as major practical barriers. Based on these findings, this study proposes: (1) developing standardized assessment models within the “curriculum-instruction-evaluation-recording integrity” framework and improving the college entrance system; (2) institutionalizing collaborative teaching cultures during the school preparation period; and (3) providing practice-oriented workshops and improving the teacher librarian supervision system. These results aim to enhance teacher librarians’ pedagogical expertise and strengthen the role of school libraries as curriculum hubs.

keywords
Teacher Librarian, Concept-Based Inquiry, 2022 Revised National Curriculum, School Library, Metacognition

Journal of the Korean Society for Library and Information Science

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