Library Progress(International). Vol.36(No.2)2016:P.99-116 DOI 10.5958/2320-317X.2016.00009.X Print version ISSN 0970 1052 Online version ISSN 2320 317X

EDUCATION, LIBRARIES AND LIS EDUCATION IN THE REPUBLIC OF

Younghee Noh* and M P Satija** *Professor & Head, Department of Library &Information Science, Konkuk University, Chungju, South Korea **Dr M P Satija, Professor (Rtd.), Dept. of Library and Information Science, Guru Nanak Dev University, Amritsar, India

Received on 20 September 2016: Accepted on 22 November 2016

ABSTRACT

Briefly describes the geography, economic and education culture of South Korea. Explains its higher education system which has a very high GER. States that education has significantly contributed to its high economic growth in a very short period starting from 1960s. Dwells on the state of public, academic and special libraries. Public libraries are quite a developed lot due to socially active programs like “Citizen Action for Reading Culture”. Lastly it explains the origin and development of LIS education from graduate to doctoral programmes in South Korea since 1950s. Appendixes give data about all types of libraries, LIS schools, Procedure for Ph.D. and curricula for master and graduate programs.

Keywords: Higher education- South Korea, Korean Library Association, Libraries-South Korea, Library education-South Korea , South Korea.

INTRODUCTION

The Country and its Culture Geographically entire Korea is a mountainous peninsula between the yellow sea and the Korean straits which has is south eastern border with Manchuria. The peninsula covers an area of more than 85000 square miles of which South Korea, a sovereign nation since 1948, comprises of 38000 square miles. Its population of 51.6 million is mere 0.68% of the world. Three-fourth of the country is mountainous, and 82% of it is population lives in urban areas. Ethnically, it is a homogeneous country with natives of Mongoloid race having a traceable history of 4500 years. People’s Republic of South Korea comprises of 9 administrative provinces and 8 Metropolitan cities (CIA World Fact book).Education has since antiquity enjoyed a high position and prestige in the country. Koreans have traditionally viewed education as an effective means for socio-economic upward mobility. Since the mid-1960s the country has achieved an amazing economic progress. It is one of a few developing countries to be successful in all round high economic, technological and educational progress in a short span of time. Economy has moved from bread to roses “quickly quickly”, and by their national temperament they love speed. In industrialization it is famous as a notable success story of high growth and high income

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economy. Not a less credit goes to higher education which has tremendously contributed to the national development and well-being of the society. On the dint of education and national discipline it has achieved rapid economic growth despite the lack of natural resources.

Its rigorous and planned education system is ranked highly in the world education index. The country stands at the top in Education among the OECD states. In this millennium of globally competitive higher education, seven of its higher education institutes find place among the 200 top ranking universities, according to QS World University Ranking 2016( http://www.topuniversities.com/subject-rankings/2016). This, an achievement oriented society is famously said to be in the grip of education fever where academic success mostly determines the socio-economic status of its citizens (Jayasuriya, 1983). It has the highest GER rate from secondary into tertiary education as about 85% of the high school graduates join some college or a university. About 65% of the Koreans between the ages 24-34 hold a bachelor degree in this country steeped in higher education. One quarter of its population is formally enrolled in some course or the other at a given time. The country has about four hundred official higher education institutes having 3.7 million students and 60000+academic staff. About 92% of the 4-year institutes are located in the Seoul metropolitan (Europa). HIGHER EDUCATION SYSTEM Modern higher education system in Korea, introduced by the American missionaries in 1890s, has developed in context of western influence especially of the United States. The Education Law of 1949 outlines an education system of single ladder of 6-3-3-4 years as follows:

 6 years elementary school

 3 years middle school

 3years high school graduation

 4 years under graduation leading to Baccalaureate (Haksa-Degree) Academically oriented students may further join a master or Ph.D. course. Academic institutions of higher education are organized into discipline based departments. Graduate schools in Korea are of three types: 1. Academic graduate schools: these research oriented institutes offer Master and Doctoral degree programs. 2. Special graduate schools: these conduct evening classes for practitioners, and award master’s degree. 3. Professional graduate schools: introduced in early 1990s, these impart professional knowledge, and award master and professional Ph.D. degrees.

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The government recognizes seven types of institutions of higher education are:

1. Colleges and Universities 2. Industrial Universities 3. Universities of Education 4. Junior Colleges 5. Open and Distance Education Universities 6. Technical Colleges 7. Other miscellaneous institutes

In the present business and competitive climate the higher education is forced to toe the market forces. To full-fill the human resources demand in the fast growing service and industrial economy there is a shift from purely general academic courses to professional and vocational streams. The current trend is towards vocational subjects. About 96% of the Korean labour is vocationally trained which is highest in the world, whereas India has only 2.3% trained vocational labour. The higher education is mostly in the private sector. Four-year private colleges and universities which enroll 3/4th of the students out-number by far the public ones. The government provides direct and indirect liberal financial assistance to all types of institutions and students. There has been a planned transfer of education from humanities and social sciences to engineering. According to an estimate science and engineering students count for 54% enrollment in higher education. At the same time, the country is the biggest investor in R&D. South Korea is already a world leader in patent applications mostly due to high number of researchers which is at 13 per 1000 population of the country. With an eye on the Nobel Prize in science, it nurses an ambition to become a global leader in basic and fundamental research, too. This trend towards career oriented professional education is motivating high school graduates to opt for practical vocational training in 2 or 3-year junior colleges (at present numbering 150) in their eagerness to sooner join the world of work. Nevertheless, 4-years degree continues to be popular among the more ambitious. Following the Bachelor, P.G. Master (Suk-sa) and doctoral (Pak-sa) degrees are offered primarily by graduate schools which generally form a part of a research oriented university. The master degree takes two years (four semesters) and requires 24- 36 credits, whereas a Doctorate needs at least two years and 36 credits. Both of these degrees require submission of a formal research dissertation.

FACULTY There are four types of faculty members in the Korean higher education system, namely Instructors, Assistant professors, Associate professors and Professors. Academic posts are tenured as means of improving the faculty competency and productivity. Now a Ph.D. is almost a requisite in all the 4-year institutes. In 1990, 74% of the faculty was holding Ph.D. degrees according to Lee (2006). The faculty members are equally involved in the research project funded by one or the other national research funding organizations. About 70% of the teaching faculty has some research project. For recruitment, initial posts are advertised and a teacher is selected in an open competition.

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For promotion, an assistant professor takes 5/6 years to become an associate, whereas for pull professorship another 4/6 years are required depending upon merit and performance of the teacher. Average age of a professor in Korea is 44years. About 12% of the faculty was females in 1990 (Lee, p.168). And 34% of teachers had an opportunity to study abroad. With expansion of doctoral programs and increase in research facilities and incentives the younger generation prefers home universities to going abroad. Temporary, full time or part-time teachers are employed for a fixed period. They are excluded from holding tenures. Such staffs, engaged primarily for teaching only, are paid by the number of hours they teach. They are given no other responsibility, nor are they assigned any rank. They are just called professors or lecturers. These temporary teaching staff fall into three groups: 1. Adjunct professors: Who are primarily employed in some other non-academic institution 2. Part-time lecturers: As said above, they have no permanent job. 3. Emeritus professors: Who are eminent, but retired from some permanent university position. Professional duties of faculty divided into four main areas in priority are teaching, research, service and administration. It of course includes course and curriculum development and student evaluation. When classes are in session about 23 hours a week are devoted to teaching that includes group teaching and individual instructions, guidance and teaching. Teachers are fully free to determine the content of the course they teach. At the same time student activism has gained increasing control of academic core issues including curriculum. Mostly it is the lecture method of teaching up to 80% of the instructions. Rest 20% of the time is devoted to class room discussions and lab work. It is too obvious to say class rooms are high-tech equipped with latest educational technology. STUDENT ASSESSMENT At the graduate level the procedure for examining, assessing and certifying students and conferring degrees is quite similar to that of American graduate schools. Much authority is vested with the teacher to grade students. Regular attendance is required for undergraduate courses. Students have to write several short papers and take two or more examinations for qualifying successfully. For graduate and professional students, it varies from faculty to faculty, but in general there is more class room discussion than lecturing. Students usually need to earn 140 credits for award of a Bachelor degree of which 50 must be in the designated major subject, while 90 should be in the choice-based general subjects. A survey (Lee, p.188) reports the following picture for the successful completion of a professional course as required by the faculty:

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Activity %age of teachers requiring it Attendance 57 Write several short papers 44 Write a major paper 62 Formal oral presentation 61 Classroom discussion 38 Take single exam 25 Take two or more exams 28 No specific requirement 03

It has been criticized that a 4-year program takes too much time of learners at the cost of much needed general education for all-round development of an individual. It reduces the number of liberal art courses a student should take to enhance general knowledge and better understanding of life and the universe.

MASTER DEGREE For postgraduates (Master degree students) the qualifying requirements are as follows: 1. Department (professional course) 30 credits 2. Comprehensive examinations 3. Proficiency in one foreign language.

A doctor degree requires residence of three years along with the followings: 1. Course work in the subject 30-36 credits 2. Proficiency in English, and one other foreign language 3. Comprehensive examinations 4. Dissertation

Korean Council for University Education (KCUE) established in 1982 is a non- government, autonomous body for professional evaluation and accreditation of graduate education institutes, and to control their admission to maintain quality of educational delivery and employability of students. It has separate provisions for assessment at departmental and institutional levels.

LIBRARIES AND LIBRARIANSHIP Since antiquity books and learning have been valued, though in the dynastic regimes the education was not for all. Block printing was practiced as early as 12th century in Korea. A vigorous program of publishing printed numerous books from metallic types and wood blocks. Royal palaces, temples and private persons had collection of classics and government documents (Lee, 1982, p.127). The Royal Library of Joseon Dynasty (called Gyu-Jang-Kak) in the late 18thcenturyhad 1,41,000 volumes of rare books and manuscripts on literature, fine arts, history, culture and official documents (Wikipedia). Since the late 1880s when this hermit nation broke its isolation from the western world, the waves of modernization, especially in education and political

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administration started rocking the shores of this “Land of Morning Calm”, as the India poet laureate Rabindranath Tagore referred to it. That grossly influenced its society and consequently the libraries. Since the 1960s when South Korea politically stabilized as sovereign, independent, secular and progressive nation, the education planning and institutions are on the even path of continuous progress. No doubt, education system is a highly developed and robust systems to support its high growth, high income economy. Obviously, such a developed education system and society needs equally well equipped libraries and modernized information services. Teaching methods in higher education adopted in Korea too require high level library use from the students. In the present day Republic of Korea libraries are regarded as intellectual, cultural centers and instruments to develop aware citizens and promote democracy. Due to historical reasons the post- 1953 library development has shown strong American influence as has its education system. At the same time, indigenous Korean culture of books, reading and libraries apparently underlies the system. Since 2001 the country has witnessed social campaigns spearheaded by the civil organizations like the “Citizen Action for Reading” and “Book Culture Foundation” to promote public libraries and reading habits. They sensitize masses on the importance of libraries and hold press conferences to press upon the government to open new public libraries and strengthen the existing ones. Popular TV shows like the “Book, Book, Book, Let us Read Books” have been largely successful to make people love and read books. In the 40 years from 1959-1989, libraries grew from 17 to 195,and average collection doubled from 12000 books to 24000 books per library, while the staff strength tripled and the seating capacity had grown four times. Now for every 100 people there is one library seat, and 175 books for every 100 persons. In the last 20 years the funding has increased by 841 per cent and the number of public libraries by 336 per cent. Committee on Libraries and Information Policy (CLIP), which works under the direct supervision of the President of the Republic has formulated 5-years Library Development Strategic Plans in context of an information and knowledge based society. The first 5-year master plan lasted from 2009 to 2014. The second master plan for 2014-2018 aims to have 1100 public libraries to serve more people (one library for every 45000 people) with 2.5 book per capita. From mere reading rooms they have been transformed as community centers. These libraries organize cultural programs for seniors, special lectures for the public and physical exercises for the handicaps. Cultural ambassadors such as writers, musicians, artists and experts from different fields are invited as guest speakers to address the public on topical issues. To develop a mature culture of discussions and debates, the public libraries arrange “discussion training programs and book discussions for teachers, librarians, college students and parents” (Ahn,2012,p.6) People feel benefited from the use of public library services in a wide range of areas of their lives such as social, economic, education, work, business, spiritualism, leisure and all other everyday activities (Kown,2016). Enactment of Library Law 1963, (amended 2006, rev. 2015) recognized libraries as cultural centers that play a major role in education and scholarship , and act as mass media agencies in promoting democracy and cultivate aware and useful citizens. The Law is supplemented by the Reading Culture Promotion Act (2006) which goes beyond the public libraries to make Korea a nation of readers. Libraries are looked upon as vital means of building and preserving a democratic society with mature citizenship that values social justice, equality and care for the underprivileged. This Law made provisions for establishment of

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EDUCATION, LIBRARIES AND LIS EDUCATION IN THE REPUBLIC OF SOUTH KOREA < libraries in all types of schools, development of public library in each city, town and village. Above all the Law has set standards for libraries and prescribed qualifications for all ranks of librarians. The Civil Services Law of the country mandates that all the librarians in national and public libraries must pass the civil services examination for higher library positions. That has greatly enhanced the need for qualified and trained librarians. During the Korean War (1950-1953) many libraries had been severely damaged which required total rebuilding and reorganization. That urgently needed trained library professionals to rebuild the libraries and provide effective library and information services to the emergent nation. STATE-OF-THE-ART OF LIBRARIES In the 21st century the country has built its momentum and infrastructure for widespread high quality provision of library services as evident from the following: National Library for Children and Young Adults established in 2006. It has 0.45 million relevant books. National Digital Library of Korea, Seoul, known as Dibrary, which was established in 2009, facilitates access to 264million separate items of 800 libraries and other institutions around the world. National Library for Individuals with Disabilities, Seoul was established in 2007. With its state-of the-art infrastructure, services, bibliographic apparatus and publications, it would be no exaggeration to call the National Library, with all its affiliates and constituents, as the Library of Congress of the East. Enviable development of libraries has become possible mostly due to the awareness among the common public for more and better library services. These dynamic changes have taken place through very active participation of various citizen organizations to press upon, and work with the government for promotion of books and libraries. The two most active civil organizations are, “The National Union for Revival of School Libraries” and the “Citizen Action for Reading Culture”. They work with the government to improve school and public libraries for promotion of books and reading habits. Their impact can be seen in far off areas. Under the program “School Library Initiative” they endeavor to establish decent libraries in schools in rural areas. Their “Small Libraries for all “project has been providing well equipped and furnished libraries to local residents of all groups even in abandoned areas. The Citizen Action for Reading Culture has built and renovated dozens of community libraries, farmers’ libraries, and have provided books, computers and other digital tools to hundreds of community libraries(Ahn,2012,p.5)Two of their flagship projects are “Miracle Library” and “Bookstart Korea Program”-- which both are for children. The Miracle Library which operates in public-private partnership builds children libraries which are fun places full of bright and cheerful imagination. Their unique buildings provide child care support facilities for parents and fantastic, comfortable and inspiring reading space for children with play way books and storytelling studios. They have myriads of creative programs from reading aloud to singing, paintings, stage dramas, and activities with multimedia.

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The book start program whose motto is “Starting life with books” aims to provide free “parcels of books for every toddler in Korea to inspire, stimulate and create a love for reading that will give children a flying start in life”. Bookstart packs of (colourful and picture) books are distributed through public health centers, public libraries, Miracle Libraries, village offices and other public institutions. Such a project not only inculcates love for books in early childhood, but also strengthens emotional bonds and family ties between children and parents (Ahn, 2012, p.4) Ministry of Human Resources Development and Education directs, coordinates, organizes, advises and funds the library system of the country which by structure is decentralized. The Local Autonomy Law allows every public library to be independent under the local city or provincial government. Provincial or local boards of education are appointed by the respective governor or mayor, as the case may be. This is perceived to be a reason for lack of cooperation and consequently a cause of uneven growth of libraries in different sector, as between rural and urban areas (Cho, et al, 2010, p.4923). As already said, more than 80% of the population lives in urban areas. And obviously academic and special libraries are much developed than the school, children and public libraries. Indeed the highly developed and industrialized economy with high investment in R&D needs up to date and active libraries as manifested by the special and academic libraries in Korea. University libraries in Korea are integrated in a network which provides access to 2.5 million documents. As on January 2015 there were five national libraries, 930 public libraries, 455 university and college libraries, and more than 600 special libraries (see Appendix I) PROFESSIONAL BODIES In 1945 the Korean Library Association (KLA) was founded at the National Central Library, Seoul. It was recognized in 1955 as a non-political, non-profit professional organization committed to the professional growth of libraries and librarians by bringing international perspectives to the Korean library profession. This highly active and resourceful body provides a dynamic leadership to the professionals at large. As a social and professional institution, it is fully patronized and participated by the library profession. It publishes KLA Bulletin six times a year, and brings out (government sponsored) an annual statistics on libraries in Korea. Latter is an authentic and comprehensive source of statistics on all aspects of Korean LIS studies and services. The KLA sponsors activities such as the national conventions of librarians, celebration of library week and organization of workshops and seminars. Apart for the KLA there are some specialized organizations like the Korean Library and Information Science Society (KLISS) established since 1970 by the faculty members and professional librarians interested in advanced studies. Its main objective is to promote scholarly research through seminars, conferences and publications. It also publishes a quarterly multidisciplinary journal (Journal of Korean Library and Information Science Society) which is sponsored by the Korean Institute of Science and Technology Information (KISTI). In 1984 Korean Society for Information Management (KOSIM) was set up with focus on information services and computer technology. It also brings out a quarterly, Journal of the Korean Society for Information Management

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LIBRARY EDUCATION Obviously, such widespread and advance libraries collaterally need trained, competent and up to date professional workforce, which only the professional library schools can supply. The first training program for librarians was started by the library school at the National Central Library, Seoul in 1946 – that is immediately after the liberation from the Japanese occupation of Korea (1910-1945). This one year course mostly laid emphasis on practical training. The school produced only 77 librarians in five years before it was closed down due to the Korean War (1950-1953), as the national library suffered immensely both in terms of men and materials - the chief librarian and his brilliant deputy went missing irretrievably in the war. The next initiative was taken in 1955 by the KLA in the form of a summer workshop of four weeks for fifty in-services librarians and school teachers held at the National Central Library, Seoul. A path- breaking initiative was taken in 1955 by the E-Hwha Women’s University which offered library science as a minor in library training courses to juniors and seniors in undergraduate courses. The LIS education got a shot in the arm in 1957 when the Yon-Sei University, another prestigious private research university at Seoul, in collaboration with the US based George Peabody College for teachers started a fulltime library course. At that time these were the only two courses available for the education of librarians. The Yon-Sei library school offered both, a one year library training program for college graduates and a four-year program for the school graduates (Lee, 1982, p.127). By the 1970s many more universities were offering four-year programs in LIS to school (6+6) graduates. At the same time many junior colleges started two-year (diploma) programs for assistant librarianship. It may be mentioned that the Ministry of Human Resources Development and Education issues certificates for both professional and assistant librarianship. In the meantime driven by the demand, the movement for opening new library schools got a considerable momentum. In 1981, 23 universities were offering 4- year undergraduate programs for the B.A. courses while seven junior colleges offered two year programs. By 1987 there were thirty colleges and universities having library and information science departments which offered master, and some Ph.D. degrees. Six such departments in junior colleges offered training courses for assistant and school librarians. Also they offered one year certificate course to the in-service candidates (Lee, 1983). By the latest statistics35 universities are offering 4-year programs with all of them except two also conduct 2-year master degree programs, and 21 of them have instituted 3-year doctoral programs (Appendix II). Master programs are now quite popular among the students.

COURSE CONTENT The undergraduate curriculum, as in other subjects, is departmentally fragmented and overspecialized by the dominant faculty specializations. Teachers teach what they know, and specialize in. In earlier days much emphasis was placed on bibliography; however the comprehensive core courses included acquisition and organization of reading materials, library administration, bibliography, library automation, reference sources and services, history of libraries and books, and lastly a period of internship. By early 1980s the emphasis had shifted to machine retrieval and computer applications. LIS curricula have constantly changed to adapt to the new developments in information

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technology, and the growing needs of the society and scholars. Now many schools offer courses in information science or library automation (see Appendix III). In the 21st century, a typical 4-year bachelor’s syllabus is given below (www.kku.ac.kr):

Organization of reading materials

 Information services  Library management  Information storage and retrieval  Collection building  Introduction to bibliography  Children literature  Organization and management of rare books, classics and manuscripts  Information resources in sciences / humanities / social sciences (one option)  Library automation  Database management  Reading guidance to children  School libraries  Information literacy  Indexing and abstracting  Library procedures  Internet  Programming languages  Library and information networks  Organizing AVs and other special materials  Archives, and government publications  Administration of academic / special / public libraries (one option)  Digital libraries  Research methods  Computer information processing  History of information media

STATUS OF MASTER AND DOCTORAL DEGREE CURRICULA

Changes in sectoral distribution of Master and Doctoral degree curricula in the Library and Information Science departments in Korea show that courses offered have continuously increased from 991 in 2005 to 1,371 in 2014. Courses offered in Information Organization were 12.71% in 2005 which came down to 11.23% in 2014, while those of Information Services went slightly up to 14.30% in 2014 from 14.03% in 2005. However, only a little change was observed for Library and Information Center Management courses from 22.10% in 2005 to 22.17% in 2014. The most popular course in 2005 was Informatics (25.13%), though it decreased slightly to 24.52% in 2015. The course on Bibliography offered in 2005 was 9.59%, however it decreased to 9.19% in

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2014. Course on Archival Science had increased to 6.27% in 2014 from 4.04% in 2005. According to the total course offerings in Master’s and Doctoral degree curricula of the Library and Information Science departments in Korea in 2014, the most that is 94, courses offered were in Chungnam National University, followed by Myongji University and with 91 and 82 courses respectively, while Joongbu University offered the least courses, that is 11 only

DOCTORAL DEGREE As already indicated, more than sixty percent of the LIS departments offering graduate courses have also Ph.D. programs. In a typical Korean university, every Ph.D. student must study for at least 4 semesters and acquire 36 or more credits, more than 80 points out of the total of 100 (Grade B). To begin with a candidate must qualify foreign language and comprehensive examinations. Students who are enrolled for at least one semester must pass the foreign language examination securing a minimum of 70 points out of the 100. Foreign students can opt either for Korean language course or pass the Test of Proficiency in Korean (TOPIK) Level 3, or higher for foreign language examination. Students who are registered for at least 3 semesters and have acquired 18 or more credits can take the comprehensive examination which consists of four subjects. They must get at least 70 points out of the 100 in each subject. Within the 2nd semester, a student selects a thesis supervisor, while in the 3rd semester research problem for the thesis is formulated and submitted by giving open presentation on the proposed problem of research. In the 4th semester, the candidate may apply for thesis presentation. The procedure is completed through preliminary examination, thesis examination (oral presentation) and final examination by the supervising committee. The required numbers of credits or points may slightly vary from university to university. Some universities or departments have their own additional compliance, such as publishing an article based on their research in a peer reviewed journal (see Appendix IV) TWO YEAR UNDERGRADUATE COURSES Tong-won University (www.tw.ac.kr), in fact, a two year junior college, offers a two-year course for children librarianship combined with childcare services as “Children and Library Service Major” in the “Department of Child and Library Information”, which is a part of the College of Social Welfare. Broadly the students are taught: Introduction to library and information, Theory of children reading instructions, Library practices, Childcare methods, Theory of children welfare, and Childcare curriculum. These students are trained for multiple tasks to work in school libraries, childcare centers, pre-schools, and as children reading instructors. LIS courses are widely popular among such very young students. To conclude, Korea produces well trained and competent professionals to support and manage the enhanced library services programs in tune with the avant-garde academic, research, public, industrial needs of the nation. Still there is need for a plan to fulfill the demand for more librarians of every rank and cadre. There is also the need to upgrade the skills and qualifications of the working librarians in the subject and languages (Koh, 1975, p.493)

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Acknowledgement:

We thank Ms Sang-Hoo Park, Department of Library & Information Science, Keimyung University, , South Korea, for her valuable input on the Ph.D procedure in the country.

REFERENCES

1. Ahn, Chan Soo (2012).Citizen Action for Reading Culture” paper presented at TKConference on Reading 2012(2012: Bangkok)

2. Central Intelligence Agency (US).World Factbook https://www.cia.gov/library/publications/the-world-factbook/

3. Cho, Hyun-Yang, et al (2010) “South Korea: archives and libraries” In, Encyclopedia of library and information science, 3rd ed./ed. by Marcia Bates. New York: Taylor & Francis, pp.4921- 4927.

4. Europa world of learning 2016, 66th.ed. London: Routledge, 2015, 3388p. (for Korea pp.1386- 1409)

5. Jayasurya, J.E. (1983) Education in Korea; A third world success story. Seoul; Korean National Mission for Unesco, pp.30, 35, 36.

6. Koh, Gertrude S.L. (1975) “Korea, Libraries in the republic of”, In, Encyclopedia of library and information science / ed. by Allen Kent, et al. New York:Marcell Dekker, Vol. 13, pp. 480-493.

7. Kwon, Nahyun (2016) “Public libraries finding their places at the heart of the civic life in South Korea: it isn’t a study room any longer” Paper presented at ALA Annual Conference (June 2016).

8. Lee,Pongsoon (1982) “Education for librarianship in Korea” papers presented at the FID/ET workshop(1982: Hong Kong) The Hague; FID, 1983, pp.127-133

9. Lee,Pongsoon (1993) “Korea, Republic of” In,World encyclopedia of library and information science, 3rd ed. Chicago, IL; ALA, pp. 428-429.

10. Lee, Sungh Oh (2006).Korean higher education; its emergence, development and future challenges. Seoul; HaKjisaPublisher, 319p.

11. National Library of Korea. Seoul: the Library, 2016, 38p.

Web sources consulted

http://bookreader.or.kr/ http://en.wikipedia.org/wiki/kyujanggak http://lis.kku.ac.kr http://www.bookstart.org/ https://www.cia.gov/library/publications/the-world-factbook/ http://www.nl.go.kr/english/ http://www.topuniversities.com/subject-rankings/2016 http://www.tw.ac.kr

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Appendix I Statistics of Libraries

Annual Number Number number of Annual Annual Kind of of Seating Number of Classification of certificates number of readership Budget(2014) the library employ- capacity books libraries Books books ees 2009 total 12,136 14,555 1,395,048 13,711,562 294,323,906 464,725,451 337,654,252 965,533,049 National 3 660 1,969 732,989 8,645,364 3,840,259 1,160,195 137,038,017 library Public 644 6,388 307,706 6,815,297 55,227,083 289,872,904 136,802,882 482,241,935 libraries 2008.12.31 University 407 2,686 435,080 5,234,465 118,790,235 27,688,664 79,863,788 217,245,741 Present libraries School 10,493 3,612 637,589 101,692,511 141,122,010 116,544,979 87,753,201 libraries Special 589 1,209 12,704 928,811 9,968,713 2,201,614 3,282,408 41,254,155 libraries 2010 Total 12,653 15,226 1,369,602 14,644,218 319,883,563 551,154,859 371,742,556 1,036,489,685 National 3 684 2,421 698,881 9,250,751 4,011,829 1,153,007 92,558,887 libraries Public 703 6,785 322,298 7,860,790 62,561,632 355,689,909 162,851,171 605,975,686 libraries

2009.12.31 University 426 2,648 436,131 5,588,337 123,877,839 27,734,180 81,076,314 225,246,774 Present library School 10,937 4,556 602,083 114,894,246 162,529,944 125,219,591 84,308,542 libraries Special 584 553 6,669 496,210 9,299,095 1,188,997 1,442,473 28,399,796 libraries 2011 total 13,246 15,599 1,398,170 14,034,945 341,379,649 535,685,691 358,376,544 1,091,856,547 National 3 586 2,239 637,972 9,494,907 4,280,172 1,549,676 87,392,070 libraries Public 759 7,018 319,323 7,306,172 67,487,592 367,844,128 178,051,075 610,044,326 libraries 2010.12.31 University 434 2,637 448,740 5,587,589 127,306,082 24,456,035 90,090,579 241,609,588 Present libraries School 11,461 4,777 621,489 128,408,053 138,000,718 84,662,158 114,379,564 library Special 589 581 6,379 503,212 8,683,015 1,104,638 4,023,056 38,430,999 libraries 2012 total 13,320 15,603 1,386,497 13,739,216 359,103,382 274,664,898 432,792,650 1,102,433,089 National 3 675 2,207 688,785 9,783,682 3,996,496 1,474,815 80,966,614 libraries Public 786 7,169 310,627 7,099,315 72,475,471 124,032,627 187,674,068 609,283,132 2011.12. libraries 31 Present University 430 2,559 437,319 5,629,834 130,922,265 22,385,109 166,269,980 248,542,139 libraries School 11,506 4,823 630,552 139,706,605 122,898,236 74,297,093 127,782,344 libraries

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Special 595 377 5,792 321,282 6,215,359 1,352,430 3,076,694 35,858,860 libraries

2013 total 13,248 15,791 1,382,379 13,194,730 373,359,478 278,397,761 428,859,864 1,191,870,394 National 3 595 2,081 666,050 10,326,728 3,941,948 1,550,071 98,125,918 libraries Public 828 7,382 314,880 7,322,520 78,126,501 125,556,942 192,015,590 694,244,325 libraries 2012.12.31 University 431 2,504 434,760 5,000,658 133,096,909 19,722,210 161,173,335 246,144,023 Present libraries School 11,390 5,087 627,262 147,106,310 128,473,650 73,072,926 130,582,265 libraries Special 596 223 3,396 205,502 4,703,030 703,011 1,047,942 22,773,863 libraries 2014 Total 12,731 16,598 1,383,530 12,959,938 374,469,604 280,368,884 440,519,353 1,227,298,316 National 3 695 3,100 691,970 11,553,363 4,130,201 1,399,048 106,262,787 libraries Public 865 7,630 324,915 7,245,873 83,969,878 130,886,082 200,125,561 744,952,663 libraries 2013.12.31 University 458 2,514 436,079 5,022,095 122,637,860 19,744,117 163,171,103 246,237,196 Present libraries School 11,405 5,759 619,436 156,308,503 125,608,484 75,823,641 129,845,670 libraries Special ------libraries 2015 Total 12,885 15,755 1,406,128 12,610,318 410,801,228 299,567,835 435,891,926 1,211,690,661 National 5 646 3,204 694,090 12,180,802 4,314,336 1,295,980 124,605,437 libraries Public 930 7,630 340,952 7,484,248 89,615,800 137,975,967 194,571,747 732,512,359 libraries 2014.12.31 University 455 2,358 443,345 4,431,980 143,535,906 16,932,124 162,647,006 240,982,940 Present libraries School 11,495 5,121 618,627 165,468,720 140,345,408 77,377,193 113,589,925 libraries Special ------libraries

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Appendix II- Universities offering various LIS courses University Bachelor Master Ph. D URL Konkuk University ○ ○ ○ http://lis.kku.ac.kr/lis/Pages/default.aspx Kangnam University ○ ○ × http://knulis.kangnam.ac.kr/ ○ ○ × http://www.kyonggi.ac.kr/KyonggiCafeSite.kgu?cafeId=49 Kyungpook National ○ ○ ○ http://lis.knu.ac.kr/ University Kyungsung University ○ ○ ○ http://cms2.ks.ac.kr/lnis/main.do Kyungil University ○ × × http://ist.kiu.ac.kr/ Keimyung University ○ ○ ○ http://cms.kmu.ac.kr/user/lis/index.html University ○ ○ × http://dlis.gwangju.ac.kr/ Kongju National ○ ○ ○ http://lise.kongju.ac.kr/ University Nazarene University ○ × × http://cms.kornu.ac.kr/blis/ Catholic University of ○ ○ × http://dept.cu.ac.kr/user/library/index.html Daegu Daegu University ○ ○ ○ http://lis.daegu.ac.kr/ Daejin University ○ ○ × http://lis.daejin.ac.kr/ Duksung women's ○ × × http://academy.duksung.ac.kr/lis/ University Dongduk women's ○ ○ ○ http://libinfo.dongduk.ac.kr/ University Dong-ui University ○ ○ ○ http://lis.deu.ac.kr/ Myungji University ○ ○ ○ http://lis.mju.ac.kr/ Pusan National University ○ ○ ○ http://info.lib.pusan.ac.kr/ Sungkyunkwan University ○ ○ ○ http://lis.skku.edu/ Sangmyung University ○ ○ ○ http://libinfo.smu.ac.kr/ Seoul women's University ○ ○ × http://www.swulis.net/ Sookmyung women's ○ ○ ○ http://lis.sookmyung.ac.kr/ University Silla University ○ ○ × http://lis.silla.ac.kr/ ○ ○ ○ http://lis.yonsei.ac.kr/ Ewha women's ○ ○ ○ http://elis1959.net/ Univerysity Incheon National ○ ○ × http://www.inu.ac.kr/user/indexMain.do?siteId=cls University Chonnam National ○ ○ ○ http://www.jnu.ac.kr/MainUniversity/University/Uni_46.aspx University Chonbuk National ○ ○ ○ http://lis.jbnu.ac.kr University ○ ○ × http://jjlis.kr/ Joongbu University ○ ○ × http://web.joongbu.ac.kr/jblis/ Chung-Ang University ○ ○ ○ http://lis.cau.ac.kr/ Chongju University ○ ○ ○ http://www.cjlis.net/ Chungnam National ○ ○ ○ http://munhun.pagei.co.kr/ University Hannam University ○ ○ × http://lis.hannam.ac.kr/ Hansung University ○ ○ ○ http://www.hansung.ac.kr/~kis

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Appendix-III Offered LIS courses Major General Library and classification Records and Library Informati- Informa- Informati- The Archives and on tion on Center Informat- Bibliography Total Management Informati- Histology Services Manageme- ion Science Opening Science on Science nt university Kangnam 4 2 4 11 6 1 2 30 University Konkuk 4 2 3 3 11 1 3 27 University kyonggi 6 3 16 17 10 2 2 56 University Kyungpook National 5 7 4 11 16 7 0 50 University Kyungsung 2 5 9 15 14 3 17 65 University Kyungil 0 0 0 0 0 0 0 0 University Keimyung 10 5 13 16 16 0 0 60 University Gwangju 4 2 5 3 3 0 0 17 University Kongju National 3 4 3 5 2 3 2 22 University Nazarene 0 0 0 0 0 0 0 0 University Catholic University of 3 4 5 5 1 0 1 19 Daegu Daegu University 6 4 6 11 10 5 1 43 Daejin University 4 6 2 6 8 8 1 35 Duksung women's 0 0 0 0 0 0 0 0 University Dongduk women's 4 1 0 2 6 1 0 14 University Dong-Eui 1 6 5 8 6 4 1 31 University Myungji 9 12 11 19 20 17 3 91 University Pusan National 6 3 9 6 6 4 3 37 University Sangmyung 4 4 2 7 8 4 0 29 University Seoul Women's 2 5 2 8 12 0 1 30 University

Sungkyunkwan University 10 10 11 16 21 11 3 82 Sookmyung 6 2 6 6 10 2 8 40 Women's

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University

Silla University 6 4 4 3 5 0 0 22 Yonsei 11 4 11 9 14 0 10 59 University Ewha women's 6 6 5 9 14 6 11 57 University Incheon National 3 2 3 4 7 3 1 23 University Chonnam National 5 6 7 14 9 3 0 44 University Chonbuk National 0 3 8 9 11 2 2 35 University Jeonju University 4 2 3 4 7 1 0 21 Joongbu 2 3 1 1 3 1 0 11 University Chung-Ang 10 12 6 11 14 13 3 69 University Chongju 10 9 9 22 17 9 2 78 University Chungnam National 12 7 14 25 25 7 4 94 University Hannam 3 3 2 5 8 1 0 22 University Hansung 4 6 7 13 16 7 5 58 University The total number 169 154 196 304 336 126 86 1371 of subjects

Appendix IV - Procedure for Master and Doctoral degrees Section Contents (things to complete) Acquired 24 or more credits, more than 80 Master’s points out of 100 points(grade B) Credit(major) Acquired 36 or more credits, more than 80 Doctoral Credit points out of 100 points(grade B) Prerequisite courses 3-9 credits depending on his/her previous academic (not related to current background major) Master’s 60 points out of 100 points Foreign language Doctoral 70 points out of 100 points exam Qualifying Foreigner Korean language course or TOPIK Level 3 Exams 3 subjects, 70 points or higher out of 100 points Master’s in each subject Comprehensive exams 4 subjects, 70 points or higher out of 100 points Doctoral in each subject

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2nd semester Selecting thesis supervisor

Submission of thesis research proposal rd Thesis 3 semester Open presentation of thesis research proposal procedure (Applicable only to doctoral students) Application for thesis presentation 4th semester – thesis examination – review by thesis examiners

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