Exploring Instructional Design Strategies for ‘Library and Information Life’  Based on a Concept-Based Curriculum

Lim, J. (2025). Exploring Instructional Design Strategies for ‘Library and Information Life’ Based on a Concept-Based Curriculum. , 56(3), 211-230, https://doi.org/10.16981/kliss.56.3.202509.211

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Abstract

The purpose of this study is to propose a systematic instructional design plan for information literacy instruction based on a concept-based curriculum. To this end, the key characteristics of the concept-based curriculum were analyzed, and the representative information literacy curriculum, ‘Library and Information Life’ Curriculum, was examined. The concept-based unit design in this study reorganized the 11 steps proposed by Erickson and Lanning into a six-step instructional design model consisting of: (1) defining the unit title and conceptual lens, (2) identifying unit strands, (3) developing generalizations and guiding questions, (4) identifying critical content and key skills, (5) designing assessment tasks and rubrics, and (6) organizing learning activities. In the stage of organizing learning activities, the concept-based inquiry model of Marschall and French was applied. This study is significant in that it discusses a conceptual learning approach within the field of information literacy instruction.

keywords: Concept-Based Curriculum, Library and Information Life, Information Literacy Instruction, Concept-Based Inquiry

Received: 2025-08-15

Accepted: 2025-09-04

Published: 2025-09-30

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Article Contents

Vol.56 No.3

Exploring Instructional Design Strategies for ‘Library and Information Life’ Based on a Concept-Based Curriculum

Abstract

Journal of Korean Library and Information Science Society