Abstract

This study examined the characteristics of slow learners and explored literacy education experiences and support factors designed to address their needs, with the aim of clarifying the role of school libraries in literacy education and identifying the teaching competencies required of librarian teachers. To this end, semi-structured in-depth interviews were conducted with 17 teachers and related professionals who had experience in literacy education for slow learners. The main findings are as follows. First, slow learners were found to have lower academic abilities and social skills compared to their peers, and overall deficiencies in literacy skills across areas such as reading, comprehension, expression, expansion, and application. Second, it was confirmed that educational methods that reflect the individual characteristics of students in setting learning goals, consider students’ interests and preferences in selecting educational materials, and connect education to real life are effective. Additionally, it was deemed desirable to avoid the use of online media and tools and to evaluate the sustainability of learning. Third, reading programs linked to family, collection development for slow learners, and library collaborative lessons should be actively implemented. For this, librarian teachers must possess educational support capabilities such as the ability to reconfigure learning objectives based on an accurate understanding of the general characteristics and literacy characteristics of slow learners, the ability to collaborate with subject teachers and design lessons, and the ability to provide feedback. Additionally, the ability to create a comfortable learning environment based on emotional empathy and respect for slow learners is required.