• Korean Journal of Child Studies
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• v.20 no.4
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• pp.247-263
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• 1999

Literacy-related communication and information types naturally occurring in the dramatic play area were observed during free play over a 4 week period. Participants were 21 boys and 16 girls enrolled in a kindergarten class in Taegu. Types of literacy-related communication frequently used during social pretend play were Description, Suggestion, Question, and Answer. Negative types of literacy-related communication, such as Threat, Protest, and Warning were rare. Types of frequently occurring literacy information were about letters & words, and literacy functions. These findings were discussed with respect to curricular implications for the classroom.

• Journal of Korean Library and Information Science Society
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• v.37 no.1
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• pp.239-259
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• 2006

The purpose of this study is to analyze the methods and contents of information literacy instruction before the developing of Information Literacy Program Model that can improve information literacy competencies of undergraduate students in design discipline. After the literature review on the comparative analysis of national standards & program for higher education and the NASAD standards & guidelines. This research analyzed the methods and contents of the information literacy instruction by the Delphi Survey. As a result of Delphi Survey, the research found out that design discipline preferred Hands-on design-specific instruction by professional librarian at the request of a department and required design-specific information literacy instruction based on the structure of knowledge and information-seeking practices within the design discipline, and providing design-specific tools, resources to helping students apply in learning and actual situation.

• Korean Journal of Child Studies
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• v.34 no.3
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• pp.1-19
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• 2013

The purpose of this study was to investigate the relationship between parents' behavior during picture-book reading and home literacy environment and their effects on toddlers' vocabulary. The subjects of the study were 46 toddlers and their parents. The MCDI-K(Im, 2002), Lee and Kim(2004)'s categories of Verbal Behaviors, the categories of Nonverbal Behavioral Analysis(Kim, 2005), and the Home Literacy Environment Index(Han, 2006) were used. The analysis of the collected data was guided by the research questions and involved the use of descriptive statistics, t-test and an analysis of relevant correlations. The results of this study were as follows; First, the toddlers' receptive vocabulary score was 1.2 times higher than the toddler's expressive vocabulary score. Second, the father's book reading behaviors and mother's book reading behaviors were quite similar, the most frequent types of behavior being the use of 'feedback', 'explanation', 'questioning' and 'pointing'. On the other hand, there was a significant difference between the reading behavior of the mother and father as regards the categories of 'linguistic attention ventilation', 'suggesting', 'directing(instructing)', 'expanding feedback', 'pointing' and 'gesture'. Mothers performed more of these behaviors than the fathers. Third, toddler's vocabulary scores were positively correlated with the mother's 'linguistic attention ventilation'. However, the mother's use of 'restriction' was negatively correlated with the toddler's vocabulary level. Toddler's vocabulary scores were positively correlated with the father's 'description', 'reasoning/predicting', 'questioning about function or action', 'demanding feedback' and 'pointing'. The toddler's vocabulary scores were also positively correlated with the relative abundance of home environment materials and the amount of time spent on parent-child home literacy activity.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.21 no.3
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• pp.91-107
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• 2010

This study was conducted to grasp senior education programs with the purpose of providing senior education services and researching program development of public libraries for elderly population of an aging society. Senior education programs provided by 33 Senior Welfare Centers and 41 public libraries in Seoul were compared in terms of, 6 subjects such as health, literacy/education, information education, death preparation education, hobbies and employment/volunteer. The Senior Welfare Center provided much more senior programs, whereas the public libraries appeared that the number of institutions participating in senior services was very few, and the program provision for elderly population appeared to be extremely insufficient. A specific course schedule of the program of 'making of a happiness map' of death preparation education, which is one theme among them, was developed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.20 no.3
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• pp.47-64
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• 2009

The world has rapidly become culturally diverse, and Korea has gradually grown into a multicultural society, mainly due to marriage immigrants and foreign laborers, whose number exceeds over one million nationally. Their adjustment and acculturation in Korea, however, dose'nt seem painless and untroubled, and public libraries are in duty to provide multicultural service for these population. Providing useful services on the homepage makes it possible for users to find the information they need without having to visit the actual library. A more detailed research will be conducted by examining the multicultural services provided by the public libraries in Australia, Canada, the United States, and Japan, the leading multicultural societies. The further examination will be conducted on these libraries in terms of four aspects, that is, information, literacy, education, and culture, as declared by Public Library Menifesto. In Korea, translation and interpretation services, homework help, child literacy are necessary services at the public library, Management of independent multicultural site, shared services between Regional Central Library and Community Public Library, cooperation with libraries, government and organization will be helpful to multicultural library services.

• Korean Journal of Child Studies
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• v.16 no.1
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• pp.167-181
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• 1995

The purpose of this study was to examine how the intervention of a literacy environment influences young children's literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is, experimental group A (38 children), experimental group B (34 children), experimental group C (35 children) and a Control group (40 children), respectively. Group C was provided with literacy materials, theme of dramatic play and teacher's intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children's total literacy behavior, increase in the frequency of children's reading behavior, and increase in the frequency and function of children's writing.

• Korean Journal of Child Studies
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• v.11 no.2
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• pp.44-58
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• 1990

Literacy acquisition is a social phenomenon. Children in a literate society grow up with literacy as an integral part of their personal, familial, and social histories. Because it is language, children learn written language in ways similar to oral language. However. because it is written, the ways in which written language differs from oral language in terms of its different functions and forms affect the way in which children learn written language. Written language is likely to be more decontextualized than spoken language. The ability to use decontextualized language seems to be crucial to successful participation and progress in school. Experiences identified as contributing to preschool children's literacy development contribute to their ability to use language in a decontextualized way. Teale and Sulzby's(1986) metaphor of emergent literacy has provided a conceptual scheme for understanding the nature and process of literacy acquisition in early childhood.

• 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.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.267-285
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• 2005

This ethnography explored, the emergent writing and literacy of two-year-old children in classroom. The specific purpose of the study focuses on toddler's text appropriation from text environment and on social interaction between teachers and toddlers. The result showed that toddlers appropriated writing signs or words from their own text-environment and used it as the instrument for social interaction and communication. Specifically, they initiated social interaction by giving messages of their appropriated signs to adults as teachers, who were easily capable of communication. This led to all toddlers' involvement in message exchange in the classroom. Toddlers' marks of scribbles were also consisted of different kinds of lines and circles. Those marks have different meaning and. symbolic systems: drawing and writing graphics. Even though drawing and writing graphics developed as different symbol systems in toddlers' marks, each system helped to extend each other.

• Communications of Mathematical Education
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• v.8
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• pp.165-177
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• 1999

1989년에 NCTM에서 Curriculum and Evaluation Standards for School Mathematics(이하 Standards)를 발간한 이래로 수학교육은 Standards의 정신에 많은 영향을 받아왔다. 90년대의 수학교육은 학생들의 수학적인 문해능력(literacy)의 중요성을 반영하여 학생들이 수학의 가치를 느끼도록 하며, 자신들의 수학적 능력에 대해서 확신을 가지게 하며, 수학적인 문제해결자가 되도록 하며, 수학적으로 의사소통하는 것을 학습하며, 수학적으로 추론하는 것을 학습함으로서 아동들에게 수학적인 힘을 길러주는데 중점을 두고 있다. 특히 수학적 의사소통능력은 학생들의 수학적인 힘을 기르는데 매우 중요하다. 아동들의 수학적인 의사소통 능력을 향상시키기 위해서 교사는 아동들이 상대방의 아이디어가 받아들일 만한 것인지에 대해서는 비판하고 토론을 하도록 하되 발표한 사람을 비난하는 일이 없도록 각 학급에서는 의사소통과 상호작용에서의 사회적인 규범과 사회-수학적인 규범이 형성되도록 해야 할 것이다. 이런 규범을 바탕으로 교사와 학생이 협력함으로써 서로의 아이디어에 대해 원활한 의사소통을 이룰 수 있다. 그래서 무엇보다 중요한 것은 문화공동체로서의 교실내에 의사소통을 촉진할 수 있는 규범을 형성하는 것이라고 할 수 있다. 이런 규범은 교사 혼자의 노력으로 이루어지는 것이 아니라 교실 구성원 전체의 상호작용에 의해서 장시간에 걸쳐서 형성된다고 할 수 있다.