• Journal of the Korean Home Economics Association
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• v.34 no.3
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• pp.305-325
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• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.5-23
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• 2016

The purpose of this study is to analyze common inquiry tasks of middle school history textbooks and find out it's implications on teacher librarians' educational information services. There are 84 common inquiry tasks according to examinations of inquiry tasks related to world history in 18 kinds of middle school history textbooks. Results of the analysis show that almost all of common inquiry tasks of world history make middle school students who should resolve them research the pictures and reading materials included in the textbooks individually and verbalize under the information literacy process. Compared with information literacy process of the "Library and Information Skills" for middle schools, the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce history studies teachers' burden of running the class and promote students' inquiry activities by teaching skills of information analysis and interpretation, synthesis and organization and evaluation of their information literacy process and results.

• Journal of Korean Library and Information Science Society
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• v.53 no.4
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• pp.25-44
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• 2022

The purpose of this study is to examine how the content components of information literacy textbooks develop and is to find implications for improving of textbook publication. Three kinds of information literacy textbooks were published sequentially over time. The content components of 『Information and media』(1996) and 『Library and information skills』(2011) are processed by filament structure and 『Information and library』(2002) has a topic-driven project activity. Generally, a small lesson unit of the textbook consisted of three components (learning goals, learning contents, learning activities) and each component in the unit have to make semantic close relationships. However, in some information literacy textbooks, there are cases that the semantic relationship between goals, contents, and activities are cut off. This disconnection cases can be a fatal drawback for the reliability of textbooks, so sufficient attention is needed to develop information literacy textbooks later.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.97-122
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• 2023

Metaliteracy is a new framework that reframes information literacy. Metaliteracy is distinguished from information literacy through the intruduction of postmodernism, social constructivism and metacognition. However it has been not examined whether metaliteracy studies reflect the conceptual differences. Therefore, The purpose of the study is to observe research trends of metaliteracy on the difference from information literacy. In the study, literature reviews were conducted, and frequency analysis and knowledge network analysis(co-occurrence and bibliographic coupling) were conducted for 80 metaliteracy studies. The results of the study are as follows. As a result of co-occurrence analysis, metacognition(frequency 1st) and skills(degree centrality 1st, closeness centrality 1st, betweenness centrality 1st) appeared. Since metaliteracy criticizes skill-based information literacy, the result suggests that the concepts of information literacy and metaliteracy are mixed. On the other hand, as a result of bibliographic coupling analysis, studies with high bibliographic coupling explain the difference between information literacy and metaliteracy through metacognition.

• Journal of Korean Library and Information Science Society
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• v.37 no.4
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• pp.45-66
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• 2006

The public library is the local centre of information, the gateway to knowledge. Based on these identities, the public libraries should provide a basic condition for lifelong learning, cultural activities, and. information literacy skills of the individual and social groups. The purpose of this paper is to reflect the lifelong learning activities of public libraries and suggest it's directions in Korea. The lifelong learning of public libraries for the future needs to focus on a closer connection with library core competences, supporting information literacy, reducing and bridging the digital divide for individuals with disabilities and the aged.

• Journal of the Korean Society for information Management
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• v.20 no.1
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• pp.231-250
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• 2003

The rapid advances in information technologies have resulted in not only the proliferation of the amount of information available but also the variety of information formats. Information literacy is the set of skills needed to find, retrieve, analyze, and use information. Therefore, information literacy which should be the core goal of the university education has been a new trend of the library instruction. Nevertheless, despite the increasing Interest in the information literacy. there has been little discussion about educational Programs. and there has been little coordination between faculty and librarians on the programs. Under such circumstances, campus-wide teamwork is needed so that the library instruction can become part of the entire learning Processes of university education. This Paper presents an overview of the models adopted by foreign university libraries and also analyses the successful cases of the campus-wide partnership of each model of information literacy programs. Based on these. the outline of the needed procedure for the enforcement of the information literacy in the university of our country is suggested.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.1
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• pp.697-710
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• 2021

This paper attempts to study the impact of Financial Literacy on Youth Entrepreneurial Intent in Pakistan. A closed-ended self-administered structured questionnaire covering financial literacy, computer knowledge, financial attitude, and financial knowledge with Entrepreneurial Intent was collected from young entrepreneurs. The research tried to investigate the education level with computer skill to inspect the effect of financial literateness on young generation Entrepreneurial Intent in the context of Pakistan. The research model was tested using PLS-SEM and authenticating a measurement model through the advanced methodology and their association with Entrepreneurial Intent. Results revealed that financial literacy and its two parts (financial attitude and financial knowledge) have a positive impact on Entrepreneurial Intent. The size of the joint impact of financial literacy and its components on Entrepreneurial Intent was assessed to be adequate. Entrepreneurial Intent is essential for creating new firms to maintain economic development. Furthermore, it is determined in this research that if youth has better financial knowledge and financial attitude, the probability of Entrepreneurial Intent increases. This suggests that if the youth in Pakistan desire to attain a higher limit of Entrepreneurial Intent, they must implement financial literacy models for enhancing and promoting their current Entrepreneurial Intent.

• 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 Korean Society for Library and Information Science
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• v.36 no.1
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• pp.297-320
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• 2002

The purpose of this study is to identify theoretical basis of information literacy program in the Korea. Nine Information Literacy Program were compared with ACRL Information Standards. The result of this study is as follows: (1) The identification of information needed was included in the programs that emphasized a thesis or topic statement and formulated question, critical thinking, information technology. (2) Most programs contained mainly potential sources for information. (3) Each programs had element of Information access strategy and skills that explained to OPAC, Indexes and Abstracts, On-line retrievals. (4) Implements the search strategy using various formats was essential elements in the programs. (5) Evaluation and synthesis was included in the programs, partially evaluation for information process and satisfaction was included. (6) The writing skills for termpaper. quotations and oral presentations are important elements of information use in the programs, however. those programs didn't contain enough the ethical and legal uses of information with respect to the standard.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.26 no.2
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• pp.501-522
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• 2016

In the digital era, information is a source of value creation. However, the growing importance of knowledge and information also increases risks and threats. When information is leaked, full recovery is difficult, and additional spreading of risk is high because it is easy to accomplish. Especially personal information is the main target due to its availability. Although individuals normally have to consent to the use of their personal information, they often do not know the use of their information. In such a difficult situation, one must exercise self-determination and privacy. Therefore, the goal of this study is to development a privacy literacy level measurement model for the proper exercise of the right to informational self-determination. It will be presented with the concept of privacy literacy index in order to determine the level of knowledge and understanding and practical application skills for individual. Through the index, we going to enhance the selection ability of information subject, and to promote the judgement and the determination capability for the protection and utilization of personal information.