• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.151-161
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• 2008

The use of ICT impacts positive effects on increasing scholarship achievement levels and on developing creativity, including teamworks, critical thinking skill, independence in learning and motivation of leaners. The purpose of this paper is to survey and analyze a competence for digital literacy of an elementary school pupils in Gyeongsangnam-do, and to compare the competence of the pupils with the competence of the pupils in Seoul. The results suggest that Gyeongsangnam-do's pupils have had the highest competence for social & cultural literacy and the lowest competence for information & technology literacy among three literacy. We also conclude that there is no a significant disparity between the competence of pupils in both regions.

• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.69-77
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• 2017

In this paper, we analyzed the difference of ICT literacy which can show the educational power of students in the field of information. As a result, the average score of ICT literacy test by elementary school was high in the order of big city, small city, rural area. In case of middle school, the score was high in the order of small city, big city, rural area. ICT literacy in elementary and middle schools differed according to the size of the region. However, in both elementary and middle schools, the scores of rural students were lower than those of urban students. Therefore, it need the policy of ICT education for students of rural area. And, as the ICT literacy level gap between urban and rural students is concerned, it is necessary to develop an education program for this. This study is meaningful as a basic data on the necessity of systematic ICT literacy education policy according to school and region characteristics.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.277-290
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• 2013

As the deployment of digital learning environment has been accelerating in rapid changes in information and communications technology, a tool is required to practically measure and evaluate the level of information education (IE) for freshmen in the University in order to propose an appropriate direction of IE in a teachers college. According to such current trends, ICT literacy is a tool to assess a specific level of capabilities such as a variety of real-world problem-solving skills, creativity, critical thinking, analytic reasoning, and communication skills. This study has developed a test tool to measure ICT literacy competence on the basis of the concept of test questions defined from the previous research. It was used to measure ICT literacy competence of 360 university freshmen of education and analyze if there is a difference among them depending on overall ICT literacy levels and genders, content areas, competence factors, and completion of IE course in high school. The result of this study would be expected to determine the current location of IE for freshmen in the University of Education and to be able to take advantage of basic data of the direction for IE course that university students need to essentially acquire in preparation for the coming future.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.3
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• pp.61-89
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• 2018

The purpose of this study is to analyze the items related to digital reading and information literacy which were measured by PIAAC and PISA, to examine the measurement contents and methods of these literacy items, and to derive the implications for providing reading and information services for librarians at public libraries and teacher librarians. In order to solve the questions measuring digital reading literacy and digital information literacy, respondents commonly needed ICT skills as well as cognitive strategies. However, in digital reading literacy measurement items, the ability to comprehend and critically think about texts was emphasized. And in digital information literacy measurement items, the ability to use ICT skills, navigate, and evaluate whether or not to read the retrieved text was emphasized. Librarians and teacher librarians need to encourage readers to read and provide a customized competencies improvement program to reflect the performance results and characteristics of a particular group. And It is also necessary to improve and develop the library environment so that library user can understand and use library search system and the Korean decimal classification.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.321-334
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• 2017

The purpose of this study is to investigate teacher factors influencing ICT literacy in elementary and middle school students. For this purpose, ICT literacy was measured in 6,383 students in $4^{th}$, $5^{th}$ and $6^{th}$ graders, 337 teachers in 150 elementary schools, and 9,183 students in $1^{st}$, $2^{nd}$ and $3^{rd}$ graders, 337 teachers in 150 middle schools. Additionally, we conducted multiple regression analysis to explore teachers' influential factors. As a result, our finding indicated that the level of teachers' computer literacy had a positive effect on elementary students' ICT literacy(overall and 7 sub-domains) while ICT utilization during class and teachers' age had a negative effect on elementary students' ICT literacy(overall and 7 sub-domains). In addition, we found that major in ICT education and the level of teacher education had a positive effect on middle students' ICT literacy(overall and 7 sub-domains). Based on the results of this study, we suggested increasing hours in the teachers' professional development and the pre-service and in-service teacher education course and supporting or promoting the self-development of the information school teachers in middle schools.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.125-132
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• 2011

This study discusses the definition of ICT literacy and the new assessment tool for measuring ICT literacy using a computer-based assessment(CBA) system. In particular, this study reviewed the assessment framework and exemplary CBA items which was developed for OECD PIAAC(Programme for the International Assessment of Adult Competencies).

• 한국노년학
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• v.40 no.3
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• pp.413-428
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• 2020

The purpose of this study was to analyze the effects of digital literacy and the frequency of contact with children or grandchildren via ICT on cognitive functions of 8,942 adults over age 65 who responded to the 2017 National Survey of Older Koreans, using multiple regression analysis. We found that digital literacy was the most significant factor on cognitive functions of the elderly. Also, the frequency of contact with grandchildren via ICT was a positive factor for cognitive function and had a positive correlation with digital literacy. Based on this results, the importance of digital literacy education and intergenerational communication via ICT were discussed.

• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.711-721
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• 2018

The development of artificial intelligence technology and the shift to a software-driven society are raising the need for digital literacy education on how to access, understand, use, create and share new open content in a variety of sustainable open content. At this point in time, this paper defines the digital literacy as the subliteracy concept for data, tools, and device elements. It is defined as a concept that includes cognitive and non-cognitive abilities and is stratified by computer literacy, ICT literacy, and information literacy. Open content is also defined as teaching-learning materials that can be used and shared freely by anyone, such as the Open Education Resource (OER) and the Open Access movement. Based on the two definitions, a three-step strategy for digital literacy education was developed to select open content in the digital environment, followed by a digital literacy education plan, and finally, an education frame to foster digital literacy capabilities.

• Journal of Korean Library and Information Science Society
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• v.49 no.2
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• pp.267-300
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• 2018

The purpose of this study is to develop conceptualization models of reading, information, ICT, and digital literacy through conceptual differences of these literacy by reviewing and defining the concepts of literacy as well as reading, information, ICT, and digital literacy. Computer literacy has emerged as a concept that explains the phenomenon of contemporary social, cultural, and information technology development, and since then, computer literacy has since changed to IT, ICT literacy, and digital literacy. As a result of the study, a conceptualization model of the reading, information, ICT, and digital literacy was developed. In this model, these literacy whose terms have changed according to the technological development of media, have been classified as medium-centered literacy. And reading and information literacy that focuses on the cognitive process of understanding, utilizing, and evaluating texts and information is categorized as process-oriented literacy. In the digital environment, reading and information literacy is a core competence to critically think and evaluate the texts that are on media, and further research is needed to reduce the reading and the information gap among readers.

• Journal of The Korean Association of Information Education
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• v.25 no.4
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• pp.591-601
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• 2021

This study focuses on the ICT literacy, the perceived value of ICT utilization, and the perceived use of ICT environment as the factors influencing the activation of ICT using classes, in order to identify how these differences affect intended use of ICT. A total of 3,942 high school teachers participated in the survey. Two factor analyses were conducted to verify and check the validities of measurement items for independent and dependent variables. With the research questions, a multiple regression analysis was implemented to verify the predictive power of the independent variables on the teachers' ICT utilization. All the independent variables set in the research issue had a significant influence on the intended use of ICT, which is a dependent variable. ICT utilization was found as the most influential variables followed by the perceived value of ICT utilization, the affective domain of ICT literacy, and the psychomotor domain of ICT literacy, the cognitive domain of ICT literacy, and the perceived use of ICT environment. In order to enhance teachers' ICT utilization in school settings, teachers should understand the educational value of ICT utilization and recognize its necessity and importance.