• Korean Journal of Child Studies
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• v.31 no.3
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• pp.117-138
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• 2010

The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.

• Korean Journal of Child Studies
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• v.25 no.1
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• pp.31-46
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• 2004

This study of 322 elementary school children examined the interrelatedness of internet preference, frequencies of internet activities, usage of children's popular internet sites, knowledge of internet sites, and children's reading abilities. Usage of children's popular internet sites and knowledge of internet sites are interrelated with decoding and comprehension. Age, knowledge of internet sites, and sex predicted children's reading abilities. The extent of exposure to various internet activities differentiated children's reading comprehension. Results show that processes of reading text information and multimedia materials through the internet involve not only the skills of reading traditional printed texts but also new reading strategies.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.785-797
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• 2010

This study identified the linguistic features of Earth science treatises through the analysis of the register. Data included three Korean treatises that were in geology, atmospheric science, and oceanography. The register of Earth science treatise was as follows: First, there were semantic, referential connections between Themes and Rhemes, that the messages and main points of the texts were expressed coherently and cohesively. Second, some predicates were used which were related to deductive inference, abductive inferences, or causal relation according to the genre elements of each text. The logical relations were not represented by the conjunctions but by the types of predicates. Third, most texts in the treatises showed interpersonally weak relationship using mental predicates related to possibilities, which meant scientists expressed indirectly their interpretation, explanation, or arguments. From these results, we argued that some activities of unpacking the language of science be included in science curriculum in order to improve students' literacy of science texts and understanding scientists' knowledge construction.

• Journal of Families and Better Life
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• v.26 no.4
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• pp.41-54
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• 2008

The purpose of this study was to investigate predictors concerning preschoolers' ability to read words, in terms of their sub-skills of alphabet knowledge, phonological awareness, and phonological processing. Fourteen literacy sub-tests and three types of reading tasks were administered to 289 kindergartners aged 4 to 6 in Busan. The main results are as follows. Sub-skills that predicted reading ability varied with children's age. Irrespective of children's age groups, knowledge of consonant names and digit naming speed commonly explained the reading of real words. In contrast, skills of syllable deletion and phoneme substitution and knowledge of alphabet composition principles were related to only 4-year-olds' reading skills. Exclusively included was digit memory in predicting 5-year-olds' reading abilities, and knowledge of vowel sounds in 6-year-olds' reading skills. The type of reading task also influenced reading ability. A few common variables such as knowledge of consonant names and vowel sounds, digit naming speed, and phoneme substitution skill explained all types of word reading. Syllable counting skills, however, had predictive value only for the reading of real words. Phoneme insertion skills and digit memory had predictive value for the reading of pseudo words and low frequency letters. Likewise, knowledge of consonant sounds and vowel stroke-adding principles were significant only for the reading of low frequency letters.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.4
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• pp.33-61
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• 2006

The purpose of this study is to evaluate the effectiveness of online information literacy instruction as liberal arts course offered at Sungkyunkwan university. For this purpose, Curriculum was designed in the way of interactive online tutorials. And the results of pre-and post-tests and the term-end student course evaluation data were analyzed. The results were as follows. Five basic information literacy competencies were improved through Online course. And the effect of Online instruction did show the statistical significance. but had a difference by department. Also, There appeared to be a relatively high level of Students' satisfaction with the curriculum. Therefore, this study revealed that online information literacy instruction as liberal arts course is a highly effective method for teaching information literacy to undergraduate students.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.600-621
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• 2016

This study aims to develop and apply the language education program model - based on balanced language education approach - on development of literacy of young children in low-income families, specially participating in Dream Start public welfare service. Development of this languge education program was based on the basic view and characteristis of balanced language education. It was progressed in accordance with Analyze-Design-Develop-implement-Evaluate(ADDIE), which is an widely-used instructional design model. Educational contents including reading skills of picture books based on whole language approach and well-structured reading and writing sequences, teaching and learning method including the principles and the strategies and teaching and learning systematic evaluation method are proposed in viewpoint of balanced language teaching approach. The application of the program was conducted targeting 20 young children participating in Dream Start welfare service from June 2015 until early November. To evaluate the effectiveness of this program, word reading inspection and nonsense word reading inspection developed by Ko, Yeon-Kyung(2002) were performed. The reflective thinking journal of visiting teachers and the satisfaction reported by parents were analysed in the qualitative research method. As a result, reading skills of young children were improved. The superiority of the program - prefernce for the picture book, interests in written languages, effectiveness of individualized language education method - was demonstrated by qualitative analysis of reflective journal. This study has the significance on presenting the executable language education model for literacy development of young children in low-income families based on balanced language education approach.

• Journal of the Korean Society for information Management
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• v.21 no.4 s.54
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• pp.67-88
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• 2004

Information skill, which means information technology skill and information handling skill, is related to the aims and processes of higher education as a knowledge creation activity. In this study, a curriculum design is proposed for the development of the information literate student. The framework of this curriculum derives form the US Information literacy standards for higher education 2000, the UK Information skills in higher education 2004, and Australian and New Zealand Information literacy framework 2004. The teaching plan and content is based on the information literacy programs of NMSU, CSU Hayward, and IUE. It is proposed that the development of the idea of information literacy requires a collaborative and integrated approach to curriculum design and delivery based on investigation of user's satisfaction with the curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.2
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• pp.995-1005
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• 2015

This study is to analyze the AHP of the lifelong education program per each domain of six classifications. According to this study result, the relative importance of the lifelong education program per each domain is as following: Literacy education, Vocation and Workforce education, Citizen Participatory education in descending order of importance. As for the relative importance of the lifelong education program per each subcomponent is Expended literacy, Fundamental Life Skill, Workforce Continuing Education in descending order of importance. The results of this study can be used in lifelong educators of education and training and lifelong education, designed, theoretically realistic lifelong education programs development and management of educational practice field, provides many implications for the development of lifelong learning as practical implications.

• 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.

• 재활복지
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• v.22 no.1
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• pp.1-26
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• 2018

The purpose of this study is to analyze the operation status and supply patterns of lifelong education programs for people with disabilities and to find ways to enhance lifelong education functions of the welfare centers for people with disabilities. For the study, 1,496 lifelong education programs supplied by 104 disability welfare centers nationwide in 2016 were analyzed. The results of this study were as follows: First, the lifelong education programs provided by the welfare center for people with disabilities were 1,496, which provided an average of 14.4 programs per institution. According to the education cycle, the most operating program was 3~4 times a month, and the most operating program was more than 7 months by education period. Furthermore adult target program by main target and self management program by operating type were the most. Second, the analysis of the supply patterns of the lifelong education programs for people with disabilities showed that 53.5% of the respondents said that culture and arts education was the most important, followed by the liberal arts education 22.3%, basic literacy education 10.1%, and vocational ability improvement education 9.2% appear. Third, as a result of analyzing the supply patterns of lifelong education programs for people with disabilities, it showed significant difference in the supply patterns of lifelong education programs by metropolitan area, non - metropolitan area, region and urbanization level.