• The Journal of the Korea institute of electronic communication sciences
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• v.19 no.3
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• pp.539-544
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• 2024

This paper examines the necessity and direction of digital literacy education as university education in the AI era. Digital literacy can be considered universal education about everyday culture in a digital environment, and its scope is expanding to cultivate the competencies necessary for citizens of a digital society, rather than simply the ability to use digital devices. In this paper, the university liberal arts curriculum has strengthened the information literacy area to reflect the changes of the times, but it is presented as a problem that it is still focused on the technical aspects of learning how to use digital devices and specific programs. It was suggested that the direction of digital literacy education in universities should not be limited to the technical and instrumental aspects of using digital devices, but that it would be desirable to focus on digital ethics considering the social impacts that may arise from the use of digital devices.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.107-115
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• 2020

The computing environment is rapidly changing to mobile device base, with the development of computer technology. Until now, digital literacy education has been based on desktop PC education, but it is time to change it into literacy education suitable for mobile environment. In this paper, we propose a mobile-based digital literacy MoDL (Mobile Device Digital Literacy). MoDL proposes three phases. One is Mobile Based Digital Environment (MoDE), which builds a mobile digital environment, seconds is Bring Your Own Devices (BYOD) class method when using it for education. Finally, MoDLI (MoDL Instruction) for learning mobile literacy is presented step by step. To verify the validity of the proposed, eight experts were surveyed so that the Content Validity Ratio was calculated. As a result, CVR was ensured in all items except for the applicability of MoDLI.

• Korean journal of communication and information
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• v.36
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• pp.78-108
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• 2006

This study examines the digital divide, one of the main issues in digital media environment, in relation with the digital literacy on the perspective of audience welfare. The study explores the current state of audience welfare policy with regard to the issue of digital divide which can be seen as the dark side of this flourishing digital technology society. The barriers and enablers of the digital divide are discussed with the question of how these factors are related with the digital literacy competence of audience. It has been criticized that both the research efforts and the policy implementations on the digital divide had been set within the limitation of physical access to the digital equipment and technology. Recent studies suggested that the digital divide should be viewed in dynamic interaction of a variety of factors such as psychological dispositions, inner attitudes toward digital media, competence and ability of audiences as well as socio-economic status of individuals. Despite the recent inclusive discussion, however, the role of digital literacy in the digital divide remains unexplored. It should be noted that the question of access is not just to do with equipment, but with skills and knowledge that are required to use equipment. This notion suggests an important implication for the digital divide policy establishment. This study proposes a two-stage solution for reducing the digital divide, in which the first stage focuses on physical access and technology education and the second stage on the digital literacy education.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.1
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• pp.425-446
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• 2018

As makerspaces continue to be introduced in academic libraries in Korea, this study explores potential operating strategies of, and long-term justifications for, makerspaces as digital literacy eduational spaces and services at academic libraries. By examining related literature reviews and case studies of makerspaces, this study analyzes various programs and their respective creation, funding, development, and outcomes, including educational value and library-specific goals such as digital literacy and lifelong learning. This study also considers the perspectives of librarians at academic libraries in Korea who were asked about the purpose, impact, and limitations of makerspaces. Certain common themes appear: for example, it is necessary for makerspaces to resolve challenges related to stable funding, as well as staffing and training of professional librarians assisting with the on-the-ground operation of makerspaces. This study proposes that designing makerspaces for an academic library setting goes deeper than providing a collaborative environment with access to new technologies like 3D printers and laser cutters, and it may be uniquely appropriate to draw connections to libraries' objectives to provide digital literacy education and universities' mission to foster innovation and creativity among students.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2014.06a
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• pp.23-25
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• 2014

급변하는 디지털 문명사회에서 해양에 대한 능동적 수용과 활용을 위한 해양 리터러시의 필요성을 제시하고 해양 리터러시의 개념화를 시도하였다. 본 연구는 해양교육을 위한 이론적 토대로서의 해양리터러시를 통해 해양교육 콘텐츠를 능동적으로 수용하면서 해양교육 콘텐츠의 메시지를 해석하고 활용하는데 필요한 능력과 관점이라고 정의하고 해양리터러시에 포함된 다양한 기술과 능력을 크게 기초 리터러시, 고급 리터러시, 그리고 해양에 대한 처리소재 등으로 구분하여 제시하였다. 해양 리터러시 개념화는 해양교육의 새로운 방향에 대한 논의와 체계적이고 실증적인 후속연구를 위한 토대를 제시할 수 있을 것이다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.215-216
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• 2017

본 연구는 60대 이상 세대와 기초 ICT 리터러시 수준을 50대 이하 세대를 비교 분석하여 노년층을 위한 ICT 리터러시 교육을 위한 내용체계을 제시하기 위해 시행되었다. 오프라인 지필 객관식 문항으로 개발된 조사문항을 분석한 결과를 보면 기초 ICT 리터러시 수준에서 세대별 격차가 드러났으며 이를 해소하기 위해서 컴퓨터 하드웨어 명칭 및 사용법, 운영체제 사용법, 인터넷 검색 및 주소 입력 방법, 저작권 및 정보윤리의 4개 영역을 구분하여 내용체계를 구성해야 한다는 결론을 도출하였다. 또한 노년층을 위한 기초 ICT 리터러시 교육은 컴퓨터 관련 장치 또는 체제에 대한 명칭에 대한 낯섦 해소, 디지털 기능에 대한 활용 빈도나 실생활의 연계성 강화, 노년층의 신체반응 및 인지적 상황을 고려한 반복 학습 등이 고려되어야 한다.

• Convergence Security Journal
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• v.20 no.4
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• pp.161-167
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• 2020

Convergence ethics education for digital culture in cyberspace is limited to specific areas such as personal information and copyright. Education on the ability to accept information and provide information in cyberspace in which digital natives communicate, share and exchange is inadequate. As a result, the dysfunction of abusing the personal information of others without recognizing the importance of information security has recently emerged as a social problem. In this study, among digital netizen who communicate and exchange information the most in cyberspace, digital literacy education was conducted for students in the first and second grades of university, and then they investigated the change in information security perception. Based on this, we intend to prepare fundamental measures for systematic cultivation of digital literacy education necessary for the Digital Cultural Society.

• 한국노년학
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• v.41 no.3
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• pp.309-325
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• 2021

This study explored the differences in health information verification behavior according to digital literacy and health empowerment between elderly and non-elderly groups. Targeting a total of 1,000 people in the two groups, demographic characteristics according to digital literacy and health empowerment were investigated. Interestingly, this study found that elderly people fell primarily in the category of low digital literacy and high health empowerment. However, non-elderly people were frequently found in the high digital literacy and low health empowerment category. Also, our analyses found an interaction effect in digital literacy and health empowerment on health information verification behavior in the elderly group, while the main effect of health empowerment was verified in the non-elderly group. These results imply that the elderly need to improve both digital literacy and health empowerment, while the non-elderly need to focus on developing subjective confidence through health empowerment.

• Journal of the Korea Society of Computer and Information
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• v.28 no.9
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• pp.177-188
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• 2023

The purpose of this study is to develop and validate a scale for measuring digital literacy by identifying the factors consisting of digital literacy and extracting items for each factor. Preliminary items for the Delphi study were developed through the analysis of previous literature and the deliberation of the research team. As a result of two rounds of the expert Delphi study, 65 items were selected for the main survey. The validation of the items was carried out in the process of exploratory and confirmatory factor analyses, reliability test, and criterion validity test using the data collected in the main survey. As a result, a 4-factor structure composed of 31 questions(factor 1: digital technology & data literacy- 9 questions, factor 2: digital content & media literacy- 8 questions, factor 3: digital communication & community literacy- 9 questions, factor 4: digital wellness literacy - 5 questions) was confirmed. Also, the goodness of fit indices of the model were found to be good and the result of reliability test revealed the scale had a very appropriate level of Cronbach's alpha(α=.956). In addition, a statistically significantly positive correlations(p<.001) were found between digital literacy and internet self-efficacy and between digital literacy and self-directed learning ability, which were predicted in the existing evidence, therefore the criterion validity of the developed scale was secured. Finally, practical and academic implications of the study are provided and future study and limitations of the study are discussed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.219-222
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• 2019

4차 산업혁명이 언급되면서 3D 프린터, 로봇, 인공지능, 빅데이터 등 신기술이 발전하고 이는 사회 구조를 변화시킬 것으로 예상된다. 이에 새로운 디지털 기기, 기술들을 이해하는 디지털 리터러시가 중요해지고 있다. 2015 OECD PISA에서 ICT 배경조사 중 한국은 접근성, 활용성 부분과 2018 국가수준 디지털 리터러시 수준 측정연구, 학생들의 디지털 기기의 인식 여부 및 활용 여부 실태조사를 바탕으로 디지털 기기 활용 공간 구성 및 디지털 기기 활용 콘텐츠를 다음과 같이 제안하였다. 먼저 구체적 조작기인 초등학생임을 고려하여 디지털 기기 위주 프로그램으로 선정하였다. 디지털 기기 활용 공간은 기반 기기로 컴퓨터(노트북), 유 무선 인터넷, 디지털 기기로 3D 프린터 및 3D 프린팅 펜, 스마트폰 기반 VR기기, AR마커, 블록코딩 기반 피지컬 컴퓨팅 교구 등을 이용해서 구성하였다. 활용하는 콘텐츠는 학생들의 인식 여부 및 수준에 맞춰 체험 위주의 프로그램과 학습, 콘텐츠 제작, 문제해결 프로그램으로 제시하였다.