문헌정보학 전공과목의 교과내용 표준모형 개발연구 - nl...목 차 제1장 서...

2012년 연구보고

문헌정보학 전공과목의교과내용 표준모형 개발연구

2012. 11

제 출 문제 출 문

국립중앙도서관 도서관연구소 귀하

2012. 11

건국대학교 문헌정보학과

노 영 희

연구수행기관 및 연구진연구수행기관 및 연구진

연구수행기관연구수행기관

주관기관: 건국대학교

참여연구진참여연구진

연구책임자: 노 영 희 (건국대학교 문헌정보학과) 공동연구자: 안 인 자 (동원대학교 아동문헌정보과)

최 상 기 (전북대학교 문헌정보학과)

연구보조원: 김 주 섭 (전북대학교 문헌정보학과)안 솔 (건국대학교 문헌정보학과)

신 유 원 (건국대학교 문헌정보학과)

박 은 주 (건국대학교 문헌정보학과)

허 성 옥 (건국대학교 문헌정보학과)

이 연구는 2012년도 국립중앙도서관 연구개발비로 수행되었

으며, 본 연구에서 제시된 정책대안이나 의견 등은 국립중앙

도서관의 공식의견이 아니라 본 연구진들의 개인 견해임을

밝혀 둡니다.

▌목 차 ▌

제1장 서 론

1.1 연구 필요성 및 목적 3

1.2 연구 내용 5

1.3 연구 방법 7

1.4 기대효과 및 활용방안 8

제 2 장 이론적 배경

2.1 문헌정보학 교과내용 관련 연구 경향 13

2.2 직무분석기반 교육과정 개발 14

2.3 교재개발방법론 연구 15

2.4 문헌정보학 주요 교과목 개발연구 17

2.5 소결 27

제 3 장 국외 대학 문헌정보학 핵심 교과목 교과내용 분석

3.1 자료수집 및 분석방법 31

3.2 문헌정보학개론 교과내용 분석 33

3.3 장서관리론 교과내용 분석 46

3.4 정보조직론 교과내용 분석 56

3.5 정보서비스론 교과내용 분석 67

3.6 정보검색론 교과내용 분석 77

3.7 서지학개론 교과내용 분석 91

3.8 도서관경영론 교과내용 분석 94

3.9 도서관실습 교과내용 분석 99

3.10 소결 101

- ⅰ -

제 4 장 국내 대학 문헌정보학 핵심 교과목 교과내용 분석

4.1 자료수집 및 분석방법 109

4.2 문헌정보학개론 교과내용 분석 111

4.3 장서관리론 교과내용 분석 127

4.4 정보조직론 교과내용 분석 141

4.5 정보서비스론 교과내용 분석 166

4.6 정보검색론 교과내용 분석 181

4.7 서지학개론 교과내용 분석 200

4.8 도서관경영론 교과내용 분석 210

4.9 도서관실습 교과내용 분석 224

4.10 소결 232

제 5 장 직무분석 기반의 핵심 교과목 교과내용 분석

5.1 직무분석을 통한 교과목 및 교과내용 개발 원리 243

5.2 관종별 사서 교육과정 및 교과목 251

5.3 직무분석 기반의 업무별 교과내용 257

5.4 소 결 273

제6장 핵심 교과목의 표준교과내용 개발

6.1 표준교과내용 개발절차 279

6.2 문헌정보학개론 표준교과내용 280

6.3 장서관리론 표준교과내용 288

6.4 정보조직론 표준교과내용 295

6.5 정보서비스론 표준교과내용 302

6.6 정보검색론 표준교과내용 308

6.7 서지학개론 표준교과내용 316

6.8 도서관경영론 표준교과내용 321

6.9 도서관실습 표준교과내용 329

6.10 강의계획서에 대한 현장 의견 조사 333

- ⅱ -

6.11 소결 343

제7장 문헌정보학 전공과목 교과내용 및 교재개발 방법 제안

7.1 문헌정보학 전공과목 교과내용개발 방법 347

7.2 문헌정보학 전공과목 교재개발 방법 348

제8장 결론 및 제언

8.1 결론 353

8.2 한계 및 제언 369

참고문헌 ― 375

부록

[부록 1] 국외 문헌정보학 과목별 교재 리스트 387

[부록 2] 국내 문헌정보학 주교재 및 부교재 참고문헌 390

[부록 3] 국외 문헌정보학 과목별 강의계획서 399

별책부록

[별책] 도서관실습 매뉴얼

- ⅲ -

▌표목차 ▌

최종 선정된 필수, 핵심, 선택과목 리스트(총 32과목) ·············································· 25

조사 대상 선정대학과 교과목 ···················································································· 31

문헌정보학개론 해설 ··································································································· 33

문헌정보학개론 수업개요 ··························································································· 34

문헌정보학개론 수업내용 ··························································································· 35

문헌정보학개론 최종 교재목차 ·················································································· 36

문헌정보학개론 수업방법 및 평가방법 ······································································ 44

문헌정보학개론 교재 목록 ·························································································· 45

문헌정보학개론 강의계획서 ························································································ 46

장서관리론 해설 ·········································································································· 47

장서관리론 수업개요 ································································································· 47

장서관리론 수업내용 ································································································· 48

장서관리론 최종 교재목차 ························································································ 49

장서관리론 수업방법 및 평가방법 ··········································································· 54

장서관리론 교재 ········································································································ 55

장서관리론 강의계획서 ····························································································· 55

정보조직론 해설 ········································································································ 56

정보조직론 수업개요 ································································································· 57

정보조직론 수업내용 ································································································· 58

정보조직론 최종 교재목차 ························································································ 59

정보조직론 수업방법 및 평가방법 ··········································································· 64

정보조직론 교재 ········································································································ 65

정보조직론 강의계획서 ····························································································· 66

정보서비스론 해설 ···································································································· 67

정보서비스론 수업개요 ····························································································· 67

정보서비스론 수업내용 ····························································································· 68

정보서비스론 최종 교재목차 ···················································································· 69

정보서비스론 수업방법 및 평가방법 ········································································ 75

정보서비스론 교재 ···································································································· 76

정보서비스론 강의계획서 ·························································································· 76

정보검색론 해설 ········································································································ 78

- ⅳ -

정보검색론 수업개요 ································································································· 78

정보검색론 수업내용 ································································································· 79

정보검색론 최종 교재목차 ························································································ 80

정보검색론 수업방법 및 평가방법 ··········································································· 89

정보검색론 교재 ········································································································ 89

정보검색론 강의계획서 ····························································································· 90

중국 서지학개론(고전문헌학) 강의계획서 ································································ 92

도서관경영론 해설 ···································································································· 94

도서관경영론 수업개요 ····························································································· 95

도서관경영론 수업내용 ····························································································· 95

도서관경영론 최종 교재목차 ···················································································· 96

도서관경영론 수업방법 및 평가방법 ········································································ 97

도서관경영론 교재 ···································································································· 98

도서관경영론 강의계획서 ·························································································· 98

도서관실습 해설 ········································································································ 99

도서관실습 수업개요 ······························································································· 100

도서관실습 수업방법 및 평가방법 ·········································································· 100

도서관실습 강의계획서 ···························································································· 101

과목별 분석대상 건수 ······························································································· 109

대학명과 코드명 ········································································································ 110

문헌정보학개론 수업개요 ·························································································· 111

문헌정보학개론 수업내용 ·························································································· 113

문헌정보학개론의 주교재 ·························································································· 115

문헌정보학개론의 부교재 ·························································································· 116

문헌정보학개론 교재 통합 목차 ··············································································· 117

문헌정보학개론 교재 통합 세부목차 ········································································ 119

문헌정보학개론 수업방법 ·························································································· 125

문헌정보학개론 평가방법 ························································································ 125

문헌정보학개론 강의계획서 ···················································································· 126

장서관리론 수업개요 ······························································································· 129

장서관리론 수업내용 ······························································································· 129

장서관리론 주교재 ··································································································· 131

장서관리론 부교재 ··································································································· 132

장서관리론 교재 통합 목차 ···················································································· 133

장서관리론 교재 통합 세부목차 ············································································· 134

장서관리론 수업방법 ······························································································· 138

- ⅴ -

장서관리론 평가방법 ······························································································· 139

장서관리론 강의계획서 ···························································································· 139

분류학의 수업개요 ··································································································· 141

분류학의 수업내용 ··································································································· 143

분류학의 주교재 ······································································································ 146

분류학의 부교재 ······································································································ 146

분류학의 교재 통합 목차 ························································································ 148

분류학의 교재 통합 세부목차 ················································································· 148

분류학의 수업방법 ··································································································· 152

분류학의 평가방법 ··································································································· 152

분류학의 강의계획서 ······························································································· 153

목록학의 수업개요 ··································································································· 154

목록학의 수업내용 ··································································································· 155

목록학의 주교재 ······································································································ 159

목록학의 부교재 ······································································································ 160

목록학의 교재 통합 목차 ························································································ 161

목록학의 교재 통합 세부목차 ················································································· 161

목록학의 수업방법 ··································································································· 164

목록학의 평가방법 ··································································································· 164

목록학의 강의계획서 ······························································································· 165

정보서비스론 수업개요 ···························································································· 166

정보서비스론 수업내용 ···························································································· 168

정보서비스론 주교재 ······························································································· 171

정보서비스론 부교재 ······························································································· 171

정보서비스론 교재 통합 목차 ················································································· 173

정보서비스론 교재 통합 세부목차 ·········································································· 174

정보서비스론 수업방법 ···························································································· 178

정보서비스론 평가방법 ···························································································· 179

정보서비스론 강의계획서 ························································································ 179

정보검색론 수업개요 ······························································································· 181

정보검색론 수업내용 ······························································································· 183

정보검색론 주교재 ··································································································· 188

정보검색론 부교재 ··································································································· 188

정보검색론 교재 통합 목차 ···················································································· 190

정보검색론 교재 통합 세부목차 ············································································· 191

정보검색론 수업방법 ······························································································· 197

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정보검색론 평가방법 ······························································································· 198

정보검색론 강의계획서 ···························································································· 198

서지학개론 수업개요 ······························································································· 200

서지학개론 수업내용 ······························································································· 201

서지학개론 주교재 ··································································································· 203

서지학개론 부교재 ··································································································· 203

서지학개론 교재 통합 목차 ···················································································· 204

서지학개론 교재 통합 세부목차 ············································································· 205

서지학개론 수업방법 ······························································································· 208

서지학개론 평가방법 ······························································································· 208

서지학개론 강의계획서 ···························································································· 209

도서관경영론 수업개요 ···························································································· 210

도서관경영론 수업내용 ···························································································· 212

도서관경영론 주교재 ······························································································· 214

도서관경영론 부교재 ······························································································· 215

도서관경영론 교재 통합 목차 ················································································· 216

도서관경영론 교재 통합 세부목차 ·········································································· 217

도서관경영론 수업방법 ···························································································· 222

도서관경영론 평가방법 ···························································································· 222

도서관경영론 강의계획서 ························································································ 223

도서관실습 수업개요 ······························································································· 224

도서관실습 수업내용 ······························································································· 225

S대학의 도서관실습 ································································································· 226

도서관실습 주교재 ··································································································· 227

도서관실습 부교재 ··································································································· 227

도서관실습 교재목차 ······························································································· 228

도서관실습 수업방법 ······························································································· 230

도서관실습 평가방법 ······························································································· 230

도서관실습 강의계획서 ···························································································· 231

작업명세서의 예시 ···································································································· 249

작업/지식 매트릭스, 작업/기능 매트릭스의 예시 ··················································· 251

관종별 사서직 직무분석 선행연구와 교과과정 연구 ··············································· 252

공공도서관사서를 위한 7개 교육코스 (국립중앙도서관 2011) ································ 253

대학도서관 직무분석을 통한 영역별 교과내용 우선순위 (김영신 2009) ················ 254

주제전문사서 교육 코스와 교과목, 교과내용 ·························································· 254

종합 분석된 교과목 혹은 교과내용 ········································································· 255

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도서관 관종별 직무코스 종합 ·················································································· 256

공공도서관 사서 장서개발 업무를 위한 교육내용 ·················································· 257

‘정보원개발’코스에 포함된 관련 주제전문사서의 작업과 교육 세부내용 ············ 257

‘정보원개발’코스에 포함된 관련 주제전문사서의 작업과 교육내용 ····················· 258

장서개발 업무를 위한 직무분석 기반의 관종별 교육내용 도출 ··························· 259

장서개발 업무를 위한 직무분석 기반의 교과내용 도출 ······································· 260

장서관리론 교과내용: 직무분석기반 분석 ······························································ 261

공공도서관 사서의 자료조직 업무를 위한 교육내용 ············································· 262

주제전문사서의 작업과 교육 세부내용 ·································································· 262

자료조직 업무를 위한 직무분석 기반의 관종별 교육내용 도출 ··························· 263

직무분석 기반의 자료조직 업무를 위한 교과내용 도출 ······································· 263

자료조직 교과내용: 직무분석기반 분석 ································································· 264

공공도서관 사서 정보서비스 업무를 위한 교육내용 ············································· 265

주제전문사서의 정보서비스 작업과 교육 세부내용 ··············································· 265

정보서비스 업무를 위한 직무분석 기반의 관종별 교육내용 도출 ······················· 266

정보서비스 업무를 위한 직무분석 기반의 교과내용 도출 ···································· 267

정보서비스론 교과내용: 직무분석기반 분석 ·························································· 268

공공도서관 사서의 도서관경영 업무를 위한 교육내용 ········································· 269

주제전문사서의 도서관경영 업무 작업과 교육 세부내용 ······································ 269

관종별 도서관경영 업무내용과 교육내용 ······························································· 270

도서관경영 업무를 위한 직무분석 기반의 교과내용 도출 ···································· 271

도서관경영론 교과내용: 직무분석기반 분석 ·························································· 273

장서관리론 교과내용: 직무분석기반 분석 ······························································ 274

문헌정보학개론 강의계획서 ······················································································ 281

문헌정보학개론 최종 교재목차 ················································································· 282

장서관리론 강의계획서 ····························································································· 288

장서관리론 최종 교재목차 ························································································ 290

정보조직학 강의계획서 ····························································································· 295

정보조직학 최종 교재목차 ························································································ 297

정보서비스론 강의계획서 ·························································································· 303

정보서비스론 최종 교재목차 ···················································································· 305

정보검색론 강의계획서 ····························································································· 309

정보검색론 최종 교재목차 ······················································································ 310

서지학개론 강의계획서 ···························································································· 316

서지학개론 최종 교재목차 ······················································································ 317

도서관경영론 강의계획서 ························································································ 322

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도서관경영론 최종 교재목차 ··················································································· 324

도서관실습 강의계획서 ···························································································· 329

도서관실습 최종 교재목차 ······················································································ 330

문헌정보학개론 강의계획서 내용의 가중치 부여결과 ··········································· 333

장서관리론 강의계획서 내용의 가중치 부여결과 ·················································· 334

정보조직론 강의계획서 내용의 가중치 부여결과 ·················································· 336

정보서비스론 강의계획서 내용의 가중치 부여결과 ··············································· 337

정보검색론 강의계획서 내용의 가중치 부여결과 ·················································· 339

서지학개론 강의계획서 내용의 가중치 부여결과 ·················································· 340

도서관경영론 강의계획서 내용의 가중치 부여결과 ··············································· 341

도서관실습 강의계획서 내용의 가중치 부여결과 ·················································· 342

교재의 유형 ··············································································································· 349

[부록 표]

문헌정보학개론 ······································································································ 390

장서관리론 ············································································································· 391

정보조직론 ············································································································· 392

정보서비스론 ········································································································· 394

정보검색론 ············································································································· 395

서지학개론 ············································································································· 396

도서관경영론 ········································································································· 397

도서관실습 ············································································································· 398

University of North Carolina at Chapel Hill ······························································· 399

Rutgers, the State University of New Jersey ·························································· 399

University of Tennessee, Knoxville ·········································································· 400

University of Tennessee, Knoxville ·········································································· 401

THE UNIVERSITY OF BRITISH COLUMBIA ······························································ 401

University of North Carolina at Chapel Hill ····························································· 402


Indiana University, Bloomington ·············································································· 405

University of Tennessee ························································································· 406

University of Western Ontario ················································································· 407


Syracuse University ································································································ 408

University of Michigan ···························································································· 409

Rutgers, the State University of New Jersey(1) ······················································ 410

- ⅸ -

Rutgers, the State University of New Jersey(2) ······················································ 411

Simmons College ··································································································· 412

Drexel University ···································································································· 412

University of Tennessee(1) ······················································································ 413

University of Tennessee(2) ······················································································ 414

University of Western Ontario(1) ············································································· 414




Drexel University(1) ································································································· 418

Drexel University(2) ································································································· 418

Simmons College(1) ································································································ 419

University of Maryland ···························································································· 420

University of Tennessee ························································································· 421

University of Western Ontario(1) ············································································· 422

The University of British Columbia ········································································· 423




Drexel University ···································································································· 426

University of Maryland ···························································································· 426

The University of British Columbia(1) ······································································ 427

The University of British Columbia(2) ······································································ 428




University of Western Ontario ················································································· 431

University of North Carolina ··················································································· 433


The University of British Columbia ········································································· 434

- ⅹ -

▌그림목차 ▌

주요 교과목 연구 내용 및 연구 절차(2011) ··························································· 23

최종 선정된 필수, 핵심, 선택과목 리스트(총 32과목) ··········································· 25

SCID 프로세스 ········································································································ 243

데이컴 차트 ············································································································ 244

직무분석에 의한 교육과정 개발 절차 ·································································· 245

직무분석 내용 ········································································································ 246

교육과정 개발을 위한 직무분석 개발 절차 ························································· 248

작업/지식, 기능, 도구와 교과목 도출구조 ··························································· 250

강의계획서 및 교재목차 개발 절차 ······································································ 280

문헌정보학개론의 표준교과내용 ··········································································· 287

장서관리론의 표준교과내용 ·················································································· 294

정보조직론의 표준교과내용 ·················································································· 302

정보서비스론의 표준교과내용 ··············································································· 308

정보검색론의 표준교과내용 ·················································································· 315

서지학개론의 표준교과내용 ·················································································· 321

도서관경영론의 표준교과내용 ··············································································· 328

도서관실습의 표준교과내용 ·················································································· 332

문헌정보학 전공과목 교과내용개발 절차 ····························································· 347

문헌정보학 전공과목 교재 개발 절차 ·································································· 349

- ⅹⅰ -

제1장 서 론

1.1 연구 필요성 및 목적

1.2 연구 내용

1.3 연구 방법

1.4 기대효과 및 활용방안

제1장 서 론 3

1.1 연구 필요성 및 목적

1.1.1 연구 필요성

1) 교과내용의 표준화 연구 필요

‘전문사서 경쟁력 제고를 위한 문헌정보학 전공과목 정비방안 연구’라는 제목으로 2011년에 수행된 선행연구에서 핵심 전공교과목을 개발하였으나 교과목 내용 구성이 교육자

의 주관적인 결정에 따라 임의적으로 만들어질 경우 교과목 도출은 큰 의미가 없을 수

있다. 따라서 선행연구를 기반으로 현장실무 적응성이 뛰어난 전문사서를 양성하기 위해

핵심 전공교과목에 포함된 내용을 구체화하고, 표준화하는 작업이 필요하다.

2) 교과내용 표준화의 요구 증가

전국 39개 대학에 개설된 문헌정보학 전공과목의 교과내용이 학교마다, 교수마다 다르

다는 지적과 전문가로서의 사서양성교육 교과내용을 현장직무에 맞게 정비할 필요가 있

다는 학계의 여론이 대두되고 있다. 즉, 교과목의 표준화는 물론 교과내용도 표준화되어

야 한다는 연구와 요구가 높게 나타나고 있는 것이다. 이에 대한 연구가 다수 수행되어

왔으며(노동조 2009; 곽동철 2009; 이명희 2007; 김종성 2006), 문헌정보학 교수협의회

에서도 2010년 이후 매년 교과내용 표준화에 대한 요구가 주요 의제로 등장하였다.

3) 직무능력표준을 기반으로 한 능력중심의 사서양성 교과내용 개발

국가기관(노동부, 한국산업인력공단, 한국직업능력개발원 등)에서는 업무현장의 변화

와 요구에 부응할 수 있는 인력을 체계적으로 양성하기 위하여 2002년부터 직무능력표준

(NCS: National Competency Standards)을 개발하고 있다. 이 기관들은 NCS 기준에 근

거하여 직업교육훈련과 자격체제를 능력중심으로 전환하여 인적자원개발의 실효성과 체

계를 내실화하고 있다. 직무수행능력은 다수의 능력단위로 구성되어 있으며 이들 능력단

위의 조합과 연계를 통해 훈련과 자격의 내용을 설계할 수 있다. 이러한 능력단위가 전공

과목의 목차구성과 내용구성이 될 것이다.

4) 사서의 교육훈련, 능력 평가, 자격 취득을 위한 기초 자료의 필요성

사서공무원채용시험, 사서교사채용시험, 사서승진시험 등의 표준 평가기준을 개발하기

4 문헌정보학 전공과목의 교과내용 표준모형 개발연구

위한 기초자료가 필요하다.

5) 후속연구로서의 필요성

2011년에 수행된 ‘전문사서 경쟁력 제고를 위한 문헌정보학 전공과목 정비방안 연구’에서 수요조사를 기반으로 현장의 요구에 의한 교과목이 도출되었지만 교과목 내용에 있어

서 현장성, 실용성이 반영되지 못하면 구태의연한 교육의 답습이 될 가능성이 많다. 따라

서 도서관 현장에 필요한 교육내용을 도출할 필요가 있다.

1.1.2 연구 목적

본 연구는 이러한 필요성을 기반으로 네 개의 주요 목적을 설정하였으며, 연구 목적을

달성하기 위한 구체적인 내용은 다음과 같다.

1) 문헌정보학 핵심 전공과목의 교과내용 표준화 모형 개발

선행연구를 통하여 제시된 핵심 전공과목은 추가적으로 교과내용에 관한 세부적 정보

가 주어질 때 그 가치는 배가될 수 있다. 따라서 본 연구에서는 선행연구에서 제안된 문헌

정보학 핵심 전공과목의 교과내용 표준화 모형을 개발하고자 한다. 이를 위해 첫째, 문헌

정보학 교육내용, 둘째, 교재개발을 위한 목차구성 및 내용, 셋째, 문헌정보학 교육계획안,

넷째, 사서 훈련 교과목 내용을 제안하고자 한다.

2) 국내·외 핵심 전공과목의 강의진행 현황 파악

이를 위해 국내·외 문헌정보학과에서 제공하고 있는 핵심 전공과목의 강의계획서를 수집하여 주차별 강의내용, 교육방법 및 평가방법, 주교재 및 부교재 등을 분석하고자 한다.

3) 직무능력표준을 기반으로 한 교과내용 구체화

직무능력표준은 기본적으로 현장의 요구를 반영하는 것으로서, 기존에 수행된 사서들

의 직무분석결과로부터 직무에 필요한 지식과 능력을 도출하고, 이를 교과내용으로 구체

화하고자 한다.

4) 핵심 전공과목의 교과내용 표준화

위의 내용을 종합적으로 반영하여 지식정보사회의 능력있는 전문사서 양성을 위한 핵

심 전공과목의 교재목차와 교과내용을 구체적으로 제안하고자 한다. 이렇게 제안된 문헌

제1장 서 론 5

정보학 핵심 전공과목의 교과내용 및 교재개발 표준화 모형을 기타 교과의 교과내용 및

교재개발에도 적용할 수 있을 것이다.

1.2 연구 내용

위의 연구 목적을 달성하기 위한 본 연구의 내용은 다음과 같이 크게 일곱 개 영역으로

구분된다.

1) 국내·외 문헌정보학 핵심 전공과목의 선행연구 조사·분석

첫째, 교과내용의 개발과 관련된 국내·외 선행연구를 집중 분석하였다. 그 내용은 교과내용의 표준화 관련 연구, 직무능력표준 개발과 관련된 연구, 교재개발방법론 관련 연구

등이다.

둘째, 국내·외 문헌정보학 필수 전공과목 관련 선행연구를 분석하였으며, 그 내용은 사서교육과정, 전공과목, 사서직무 등과 관련된 연구 등이다.

2) 국내·외 문헌정보학과에 개설된 핵심 전공과목의 강의계획서 조사·분석

첫째, 국내 39개 문헌정보학과 대학학부 강의계획서를 조사·분석하고자 하였다. 그 중 핵심 전공과목에 대한 강의계획서를 수집·분석한다.

둘째, 국외 주요 문헌정보학과의 핵심 전공과목 강의계획서를 조사·분석한다. 조사대상 대학은 1차 연구에서 선정된 대학 중에서 선택하도록 한다. 28개의 선진국 대학으로부터

문헌정보학 핵심 전공과목의 강의계획서, 교수방법 등을 집중적으로 조사·분석한다.

3) 문헌정보학 핵심 전공과목 교육교재 조사·분석

첫째, 국내 39개 문헌정보학과 대학학부의 교육교재를 조사·분석한다. 각 과목에서 채택하고 있는 교육교재와 기타 핵심 전공과목의 교육교재로 사용될 수 있는 출판도서를

조사한다.

둘째, 국외 주요 문헌정보학과의 핵심 전공과목 교육교재를 조사·분석한다. 조사대상 대학은 1차 연구에서 선정된 대학으로 한다. 28개의 선진국 대학으로부터 문헌정보학 핵

심 전공과목의 주교재 및 부교재 등을 집중적으로 조사·분석한다. 셋째, 교과구성의 기본모형을 도출한다. 국내 문헌정보학 전공과목으로 쓰이는 주요 교

재 및 부교재를 선진국 문헌정보학 교육과정의 교재 및 부교재와 비교‧분석함으로써, 국제


적인 문헌정보학 교육수준에 상응하는 전문교육과정으로 업그레이드 할 수 있는 교과구

성의 기본모형을 도출한다.

4) 직무분석결과를 기반으로 한 교과내용 도출

첫째, 국내·외의 도서관 관종별로 개발된 직무분석자료를 조사한다. - 학교도서관 직무분석결과(2011)

- 대학도서관 직무분석결과(2008)

- 공공도서관 직무분석결과(2007)

- 국가도서관 직무분석결과(2007)

- 주제전문사서 직무분석결과(2007)

둘째, SCID(Systematic Curriculum and Instructional Development)기법에 의해 교

과내용을 도출한다.

- 5개 관종의 직무분석결과로부터 핵심작업/지식, 스킬 행렬표 작성

- 지식, 스킬 그룹핑을 기초로 하여 교과내용 도출

5) 핵심 전공과목의 표준교과내용 개발

첫째, 핵심 전공과목의 표준교과내용을 제안한다. 특히, 도서관연구소의 2011년 연구용

역인 ‘전문사서 경쟁력제고를 위한 문헌정보학 전공과목 정비방안연구’에서 필수 전공과목으로 제안된 과목과 교육과학기술부에서 문헌정보학 표준교육과정으로 고시(2011-18

호, 2011.3.22)한 필수과목을 비교 종합하여, 모두 8개 필수 전공과목의 교과내용에 대한

구성목차 및 단원비중 등을 검토하고, 현직 교수 및 강사, 교재 집필자 등의 검증을 거쳐

표준모형(안)을 제안한다.

둘째, 개발된 8개 교과목은 ｢문헌정보학개론｣, ｢정보조직론｣, ｢정보서비스론｣, ｢도서관경영론｣, ｢정보검색론｣, ｢도서관실습｣, ｢서지학개론｣, ｢장서관리론｣ 등이다. 여기에서 장서관리론은 최근에 장서개발론을 포함하는 개념으로 많이 사용되고 있으며, 국외의 교과

목에서도 개발이 포함된 관리라는 용어가 많이 사용되고 있는 것을 알 수 있다.

셋째, 도서관실습과목의 경우 예비사서들이 도서관 현장에서 3주 내지 4주 동안 실습을

하는 것으로, 일부 대학 사전 조사에서 실습교재 및 교과내용이 없는 대학이 많은 것으로

밝혀졌다. 따라서 강의계획서가 있는 경우는 최대한 확보하여, 평가기준 및 항목에 대한

조사를 수행한다.

제1장 서 론 7

넷째, 표준교과내용에는 목차, 단원 등을 포함하도록 하며, 개발된 모든 내용에 대해서

현직 교수로 구성된 전문가 회의를 통한 2차 검증을 거치도록 한다.

6) 도서관실습과목의 도서관실습 매뉴얼 개발

첫째, 도서관실습과목의 경우 도서관실습 매뉴얼을 개발하여 제시함으로써 학생들이

도서관실습의 목적을 최대한 달성할 수 있도록 한다.

둘째, 도서관실습 학생을 지도하는 현장사서들의 경우 매뉴얼을 참조하여 학생들을 지

도할 수 있다.

셋째, 도서관실습을 담당하는 교수들은 매뉴얼에 따라 학생들을 지도하고, 평가할 수

있다.

7) 문헌정보학 전공과목 교과내용 및 교재개발 방법 제안

첫째, 문헌정보학 전공과목에 적합한 교과내용 개발방법을 제안한다. 이후 핵심 전공과

목을 제외한 다른 문헌정보학 전공과목 교과내용을 개발할 때 참조할 수 있도록 문헌정보

학 전공과목에 적합한 교과내용 개발모형을 구체적으로 도식화하여 제시한다. 또한 본 연

구에서 수행된 교과내용 개발절차를 모형화 함으로써 교과내용 개발과정의 표준화도 유

도할 수 있다.

둘째, 문헌정보학 전공과목 교재개발 방법을 제안한다. 이후 핵심 전공과목을 제외한

다른 문헌정보학 전공과목의 교재를 개발할 때 참조할 수 있도록 교재개발 모형 및 방법

을 제안한다. 또한 교재개발 과정을 모형화 함으로써 교수자들이 교재개발을 비교적 용이

하게 할 수 있도록 한다.

1.3 연구 방법

본 연구에서 사용한 연구 방법은 다음과 같이 크게 세 가지로 구분된다.

1) 문헌조사·분석

첫째, 문헌정보학 핵심 전공과목 및 교과내용 개발과 관련한 국내·외 선행연구를 조사‧분석한다.

둘째, 주요 선진국의 문헌정보학과 전공교과 내용의 표준화 관련 연구를 조사‧분석한다.


2) 현황 조사·분석

첫째, 문헌정보학 핵심 전공과목으로 제안된 8개 교과목의 교과내용 표준화모형을 도출

하기 위하여 국내 39개 대학의 문헌정보학과를 대상으로 8개 핵심 전공교과목들에 대한

강의계획서, 교수방법, 평가방법 등을 직접 방문 및 전화요청을 통해 확보하고 불가능할

경우 홈페이지에서 확보할 수 있는 강의계획서의 내용으로 연구를 진행한다. 국내의 경우

대부분 강의계획서의 주단위 목차가 주교재의 단원을 중심으로 구성되어 있기 때문에 주

교재의 내용 분석을 통해 연구의 목적을 달성할 수 있다.

둘째, 선진국 28개 대학의 문헌정보학과에 개설된 핵심 전공교과목의 강의계획서를 해

당사이트 홈페이지를 통해서 확보한다. 강의계획서를 홈페이지에 게재하지 않는 경우는

제외하나 최소한 10개 대학 이상으로부터 확보하도록 한다.

셋째, 국내·외 문헌정보학 전공과목의 교재와 부교재로 채택되고 있는 교육 자료의 목차구성과 단원비중을 비교‧분석하여, 교과내용의 구성요소와 가중치를 갖는 기본모형을 추정하고, 실습과목의 경우 도서관실습 매뉴얼을 개발한다.

3) 자문회의, 중간보고회

첫째, 자문회의는 문헌정보학 교수들을 자문위원으로 위촉하여 개발된 표준교과내용에

대한 개선안을 도출한다.

둘째, 중간보고회는 관련전문가, 연구자, 주무공무원 등이 참여하는 공청회 형식의 자문

회의를 개최하여, 문헌정보학 핵심 전공과목의 교과내용 등에 대한 의견을 수렴하고 반영

하도록 한다.

1.4 기대효과 및 활용방안

본 연구에서는 문헌정보학 전공과목 운영의 문제점을 개선하고, 사서자격증 취득에 요

구되는 문헌정보학 전공과목의 표준교과내용을 제시하고자 하였다. 본 연구의 결과는 다

음과 같이 활용할 수 있을 것으로 보인다.

첫째, 문헌정보학 전공과목의 교과구성, 교수방법, 평가방식 등을 표준화하여 국내 사서

자격교육의 이수요건을 통일하고자 함이다.

둘째, 전공교과 핵심과목에 대한 내용 표준화에 기여하고, 이를 통하여 교육과정 개설,

강의계획서 작성, 문헌정보학 전공서 저술을 위한 목차 및 내용설정에 기여할 것이다.

제1장 서 론 9

셋째, 사서직의 직무수행능력 표준화 체계를 개발하며 사서직의 능력단위를 체계화하

고, 이를 교육내용으로 구체화할 수 있다.

넷째, 사서의 능력을 평가하여야 하는 공인자격시험인 공무원시험, 사서승진시험이나

면접 등의 기초자료로 활용될 수 있으며, 각종 시험에서 학교 간 격차를 시정하고 공정성

을 제고할 수 있다.

다섯째, 사서 재교육을 위한 교육내용 구성 시 표준자료로 활용할 수 있다.

여섯째, 사서직 직무수행능력 표준화 체계 개발효과가 있다. 직무능력표준은 기업체에

서 근로자가 일하는 데 필요한 지식, 기술이 무엇인지를 분석하여, 국가차원에서 표준화

한 것이다. 2002년 이후에는 국가차원에서 ｢국가직무능력표준(NCS1))｣을 개발하여 직업에 대한 직무분석을 토대로 산업현장이 요구하는 지식과 기술수준을 체계화하고 있다. 따

라서 직무분석결과들을 종합적으로 분석하여 사서직의 능력단위를 체계화하고, 이를 교

육내용으로 구체화함으로써 전공교과 핵심과목에 대한 교육내용을 표준화하고, 교육과정

개설, 강의계획서 작성, 문헌정보학 전공서 저술 등에 활용할 수 있다.

1) NCS(National Competency Standards): 산업현장에서 일의 모습과 일을 하는 데 필요한 지식․기술을 체계화

것. 교육․훈련․자격에 산업현장의 수요를 전달·반영하기 위한 중요한 도구이며, 기업의 인사관리 및

근로자 경력개발 등에 활용.

제2장 이론적 배경

2.1 문헌정보학 교과내용 관련 연구 경향

2.2 직무분석기반 교육과정 개발

2.3 교재개발방법론 연구

2.4 문헌정보학 주요 교과목 개발연구

2.5 소결

제2장 이론적 배경 13

2.1 문헌정보학 교과내용 관련 연구 경향

1957년도에 국내 문헌정보학이 시작된 이후 문헌정보학 교과과정 및 교과목 개발에 관

한 연구는 시대적인 사회변화에 적응하기 위해 현재까지 진행되고 있다. 특히 정보사회의

도래와 함께 정보기술의 비약적인 발전에 따른 급격한 사회환경 변화를 도서관 환경에

반영하기 위한 문헌정보학 교과목에 관한 연구는 지속적으로 이루어지고 있다.

현재까지 국내에서 이루어진 문헌정보학 교과목과 관련된 연구 경향은 크게 5개의 범

주로 나누어 질 수 있다. 첫째, 환경변화에 따른 문헌정보학 교과목 변화의 필요성을 주장

한 연구(구본영, 박미영 1998; 한복희 1999; 구본영 2000; 노영희 2005; 이제환 등

2005) 둘째, 문헌정보학 교과과정의 발전현황을 다양한 각도에서 분석한 연구(정진식

1991; 박일종 2000; 노영희 2005; 오경묵, 장윤금 2006), 셋째, 학부제 하의 문헌정보학

교과과정 개발에 관한 연구(김성수 1998; 한복희 1998; 엄영애 2003), 넷째, 주제전문사

서를 비롯한 전문사서 양성을 위한 교과 방향성을 제시한 연구(남영준, 허운순 2005; 정

혜미, 차미경 2007; 노영희, 안인자, 황금숙 2008, 장윤금, 정행순 2008; 안인자, 노동조,

노영희, 김성진 2008; 안인자, 노동조, 노영희, 김성진 2009), 다섯째, 문헌정보학 교과목

의 표준화를 다룬 연구(곽동철 등 2008; 노동조 2009)가 그것이다.

이와 같은 범주에 포함된 주요 연구들은 2011년도의 ‘전문사서 경쟁력 제고를 위한 문헌정보학 전공과목 정비방안 연구’에서 그 내용이 간략하게 기술된 바가 있다. 따라서 본 연구에서는 이들 중 본 연구와 비교적 관련이 있는 문헌정보학 교과목의 표준화에 관련된

연구들만 보다 자세하게 살펴보고자 한다.

곽동철 등(2008)은 ‘사서직원 자격요건 개정을 위한 기초연구’에서 국내 33개 대학의 교과과정을 분석하고, 미국과 일본의 문헌정보학 관련 대학의 교과과정을 참조한 후 설문

조사를 거쳐 문헌정보학 표준교과과정안을 제시하였다. 연구 결과는 문헌정보학 교육의

핵심영역을 9개로 분류하고 각 영역에 해당하는 42개의 교육내용을 열거한 후 그에 해당

하는 33개의 과목명을 배정하였다. 또한 각 과목은 공통기초, 핵심필수, 필수, 선택으로

표시되었다. 한편, 이 연구에서 나타난 중요한 특징 중 문헌정보학 표준교과과정 채택의

필요성에 대한 질문에 대하여 응답자의 약 92%가 긍정적인 응답을 한 결과는 본 연구의

필요성의 이론적 기반이 될 수 있다는 점에서 의의가 있다.

노동조(2009)는 ‘한국의 문헌정보학 교육을 위한 표준교육과정개발에 관한 연구’를 수행하였다. 그는 사서 및 사서교사 양성을 목적으로 하는 문헌정보학과의 교육과정이 표준

화되어 있지 않을 뿐만 아니라 사서 및 사서교사를 선발하기 위한 각종 시험에서 채택되


는 교과목에 대한 교육 영역과 교육 내용도 표준화되어 있지 않아 국가고시에서 요구되는

객관성과 신뢰성을 담보하지 못하는 결과를 초래하고 있는 점을 인식하고, 이에 대한 도

서관계 현장의 문제 해결책으로 한국의 문헌정보학 교육을 위한 표준교육과정을 개발하

였다. 이 연구는 사서와 사서교사의 자격기준 및 임용고시에 관련된 국가고시 및 시행령

과 시행규칙 등의 검토, 문헌정보학 교육과정 개발에 관한 선행연구 분석을 통해 제시된

교과목들의 타당성 검토, 위 두 가지 방법에 의해 도출된 교과목들에 대한 도서관 현장사

서들의 포커스그룹토의 절차를 거쳐서 이루어졌다. 연구 결과는 문헌정보학 표준교육과

정을 학년별, 학기별, 전공필수와 전공선택으로 구분하여 도서관과 사회, 문헌정보학개론

등 24과목 72학점을 제시하였다.

2.2 직무분석기반 교육과정 개발

일반적으로 직무에 필요한 교육과정을 도출하는 모형은 직업교육에서 교육과정 개발을

위한 접근 방법(강경종 1995, 51-66)과 동일하다고 볼 수 있으며, 의사결정에 의한 교육

과정 개발, 체제접근에 의한 교육과정 개발, 요구 및 직무분석에 의한 교육과정 개발 등으

로 구분할 수 있다.

의사결정(decision making)에 의한 교육과정 개발과 체제접근(system approach)에 의

한 교육과정 개발은 다음과 같다(Finch & Clinton 1999).

의사결정(decision making)에 의한 교육과정 개발은 많은 의사결정을 포함하는 복잡한

과정이며, 의사결정에는 정책적인 상황, 우선순위의 결정, 교육프로그램이나 코스의 선택

과 기준 등 전체적인 교육과정의 형태 등이 관련된다. 의사결정은 정책결정(policy

making)과 의사결정(decision making)을 포함한다. 정책결정은 두 영역으로 구분되며,

한 영역은 교육과정을 위한 목적과 목표설정에 초점을 두는 것이 교육과정의 기초가 된

다. 다른 한 영역은 교육과정의 목적과 목표달성을 위하여 필요한 절차와 전략설정에 초

점을 두는 것이다.

의사결정 전략의 방법에는 MBO(Management by Objectives), Decision tree, PERT

(Program Evaluation and Review Technique), Problem solving, The advocate team

process 등이 있다.

체제접근(system approach)에 의한 교육과정 개발(Kenneke, Nystrom, and Stadt

1973)은 요구분석 → 목표설정 → 분석(개발분석, 직업분석, 내용분석, 개념분석, 직무분석, 작업분석) → 교수분석 → 학습선택 → 적용 → 통제 등의 단계를 거친다.

제2장 이론적 배경 15

본 연구에서 사용하고자 하는 직무분석 기법은 과업 중심 직무분석, 작업자 중심 직무분

석, 혼합적 직무분석의 세 가지 유형으로 구분된다(Annett 1996; Vosquijl 2005; Brannick,

Levine & Morgeson 2007). 첫째, 과업 중심 직무분석 기법에는 FJA(Functional Job

Analysis), FA(Functional Analysis), TI(Task Inventories), CIT(Critical Incident

Technique), HTA(Hierarchical Task Analysis) 등이 있다. 둘째, 작업자 중심 직무분석

에는 JEM(Job Element Method), CTA(Cognitive Task Analysis), ARS(Ability

Requirement Scale), TTA(Threshold Trait Analysis), PPRF(Personality-Related

Position Requirements Form), PAQ(Position Analysis Questionnaire), DACUM,

WPS(Work Profiling System) 등이 있으며, 셋째, 혼합형 직무분석 기법에는 CJAM

(Combination Job Analysis Method), MJDQ(Multi-method Job Design Questionnaire)

등이 있다.

이 가운데 교육과정 개발을 위해 많이 사용되는 직무분석 방법은 작업자 중심 직무분석

방법의 하나인 DACUM법이다. 이는 ‘Developing A Curriculum’의 약자로 교육과정 개발을 위한 선행 단계에서 필요한 직업과 직무관련 정보를 얻기 위해 사용되는 직무분석의

한 방법이다. DACUM은 교육과정 개발 방법의 하나인 SCID(Systematic Curriculum &

Instructional Development)의 다섯 단계 중 일부를 포함한다.

2011년의 연구에 의하여 진행된 직무분석 기반의 교육과정 연구는 5장의 의 4단계까지 진행된 상태라고 볼 수 있다. 공공도서관 사서직에 관하여 2008년

DACUM법에 의해 직무분석이 된 상태이며, SCID법에 따라 교과과정을 개발하였다. 대학

도서관 사서직에 관하여는 2009년 설문지법에 의하여 직무모형을 개발하여 책무(duty)

와 그 하부구조인 작업(task)이 개발된 상태이며, 2011년 KJ 기법을 사용하여 교과과정

을 개발하였다. 학교도서관 사서직에 관하여는 2003년 DACUM법에 의해 직무분석이 되

고, SCID법에 따라 교과과정이 개발된 상태이다. 나아가 2011년 사서임용을 위한 8개 교

과목이 추가 도출된 교과과정에 보완되었다. 주제전문 사서직에 관하여는 2008년과

2009년에 DACUM법에 의해 직무분석을 하고 SCID법에 따라 교과과정이 개발된 상태이

다. 반면 전문도서관 사서직에 관하여는 직무분석 및 교과과정 연구가 없는 상태이다.

2.3 교재개발방법론 연구

교재개발과 관련된 연구는 문헌정보학 분야에는 그다지 많지 않으나 다른 분야에서는

비교적 활발하게 진행되고 있는 것을 알 수 있다.


김형균과 박행모(1998)는 교육에서 교재 또는 교재연구는 매우 중요함에도 불구하고

그 중요성에 비하여 연구가 부족하다고 주장하였다. 이들은 교재개발방법으로 관련문헌

고찰, 해당 교육과에 재직하는 교수 4명으로부터 질문내용과 문장진술에 대한 예비조사

와 타당도를 검증 받은 질문지에 의한 조사연구를 실시하였다. 연구 결과, 실과교육을 위

한 교재의 종류와 교재활용실태를 파악하였고, 실과교육 교재개발 필요성에 대한 인식정

도와 교재개발 시 고려해야 할 사항을 제시하였다. 주제는 다르지만 이와 유사한 연구로

김정미(2008)는 중등학교 고전시가 지역교재를 개발하는 연구를 수행했고, 이준기

(2010)는 관광가이드를 위한 한국어 교재개발 방안에 대한 연구를 수행했다. 배순영

(2006)은 학교 소비자교육 활성화를 위한 교재개발 연구를 수행했고, 이평화(2004)는

전통생활문화 중심의 실과 교재개발 연구를, 한국교육개발원에서는 직장내 성차별 관행

및 인식개선을 위한 교재개발 연구를 수행하였다. 그 외 정정길(1996)은 정보통신 전문

교육훈련을 위한 강좌 및 교재개발에 관한 연구를, 한경구(1995)는 인류학 문헌교재의

개발연구를, 김정미(2008)는 부산 중등학교 고전시가 지역 교재개발 연구를, 심경호

(2007)는 해외 한국문학연구 진흥을 위한 교재개발방법에 대한 연구를, 배종언(1999)은

영어교육과 문학 교재 개발을 위한 연구를 수행하는 등 분야별 교재개발 연구가 상당 수

수행되고 있다.

박선주 등(1999)은 2001년부터 컴퓨터 교육이 초중등학교 교육과정에 필수적으로 포

함되고, 교육정보화 사업이 2000년 안에 마무리됨에 따라 교원 양성 대학에서는 예비교

사들에게 학교 현장에서 필요한 컴퓨터 교육, 컴퓨터 교육과정, 컴퓨터 교수법 및 교재연

구 등에 대한 교육들이 이루어질 수 있는 표준화된 교재가 필요하다고 주장하였다. 이에

그는 예비사서들에게 정보소양능력뿐만 아니라 학교 현장에서 컴퓨터를 효과적으로 가르

치기 위한 컴퓨터 교육 교재개발에 관하여 연구하였다.

최유현, 문대형, 이진우(2006)는 창의적 문제해결 중심의 기술교과교육의 지향과 실천

은 매우 중요하다고 주장하고, 기술교과 교육에서의 창의적 문제해결 접근의 학습 과정

철학에 바탕을 둔 교재를 개발하고자 하였다. 이를 위한 분석대상은 창의적 문제해결 중

심의 대표적인 학습교재와 관련 사이트에 소개된 학습활동 등이다. 학습활동 분석도구는

학습활동 분석양식과 Screening Matrix이다. 이 연구에서는 총 198개의 학습활동을 분석

하고 이를 위한 자료의 참신성 및 창의적 사고의 풍부성과 자료의 풍부성 및 실현가능성

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