• Journal of Digital Convergence
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• v.14 no.7
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• pp.289-297
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• 2016

The purpose of this study was to examine relationships among information resources use, problem solving ability, nursing information literacy competency in general hospital nurses. The descriptive correlational study design was used. The data were collected from 141 nurses working in the two general hospital located G city using self-reported questionnaires. Data were analyzed using SPSS statistics 20.0 program. As results of multiple regression analysis, the factors affecting nursing information literacy competency were problem solving ability and electronic information resources use. And this model could explain 38.0%(F=43.73, p<.001). Considering the findings from this study, nurses need to develop problem solving ability and electronic information resources use improvement program for them.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.125-134
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• 2020

This study analyzed the cases of online art museum education based on the core competency of Jenkins' new media literacy to supplement the limitations of online art museum education programs. The core competency of media education suggested by Jenkins can serve as a reference point for an online art museum content. For the case analysis, 4 museums were selected as the domestic art museum, and 4 as the overseas art museum. The results of analysis based on new media literacy are as follows. In the case of overseas art museums, content for mutual communication such as video conferencing and commenting at the bottom of the site page was constructed, but domestic online art museums lacked these elements. Therefore, there is a need to improve core competency of appropriation, networking, negotiation, distributed cognition, and collective intelligence by organizing communication content.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.2
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• pp.77-91
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• 2022

Social innovation refers to activities that solve social problems by developing new ideas in cooperation with actors close to the field for the purpose of preserving the sustainability of society. In the field of social innovation, voices calling for a bottom-up method that starts with citizen participation are growing, and the need to improve public officials' awareness of social innovation and strengthen professionalism is being raised. In the era of Covid 19 and the 4th industrial revolution, digital literacy is being emphasized to us. In the field of social innovation, the need to strengthen social activities using digital media is growing. In this paper, an example of online social innovation project education based on the design thinking methodology was presented for public officials in Busan to improve their awareness of social innovation and secure expertise, and the effect of job competency reinforcement was statistically verified. As a result of statistical analysis, the average difference between the 'online communication' factor and the 'online empathy' factor was the largest, and it can be interpreted that digital literacy for social innovation has been strengthened.

• Journal of the Korean Society for information Management
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• v.37 no.2
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• pp.119-144
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• 2020

The purpose of this study is to obtain basic information and implications for developing media information literacy curriculum by comparing and analyzing UNESCO's media and information literacy competencies and AASL's key competencies with the 2015 Revised Curriculum and the Library and Information Life curriculum. As a result of the analysis, First, UNESCO's MIL and AASL's key competencies in media information literacy were related to the competencies of the 2015 Revised Curriculum. Second, UNESCO's MIL included more aspects of the composition and competencies of information literacy than media literacy. For this reason, it could be said that media information literacy more appropriately reflects the content pursued by media literacy education than media literacy. Third, UNESCO's MIL included more training content for media literacy than information literacy. Fourth, the contents of media literacy were found to be insufficient in the Library and Information Life curriculum compared to the education contents of library and information literacy. Fifth, the competency standards related to media information literacy and Libraries and Information Life did not present cultural sensitivity competency. Based on the results of the study, It is necessary to develop a media information literacy curriculum that fuses the contents of media literacy beyond the information literacy that use library resources.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.

• The Journal of Information Systems
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• v.30 no.3
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• pp.113-135
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• 2021

Purpose This study aims to measure the effects of media literacy education through the social science method and find out the impact of media literacy education on digital citizenship in Korea and its implications for the development of democracy. Design/methodology/approach This study used an independent t-test to analyze relativeness between media literacy education and media literacy factors. We also adopted an independent t-test to investigate media literacy influence on digital citizenship. Furthermore, we found out age differences using 'the one-way analysis of variance (the one-way ANOVA)'. Findings We have found four media literacy factors, MC, CT, C&P, R&R, have been significantly affected by media literacy education. We have also pulled out three digital citizenship factors, IPA, TS, and CP, involved in media literacy education. Moreover, we have analyzed our survey by different age groups. The lower the age, the higher the TS. CP was highest among those from 30 to 59, followed by those under the 30s.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.529-539
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• 2017

The purpose of this study is to categorize and analyze the communication competency of engineering undergraduates and to develop educational content in order to improve that. In this study, communication competency of engineering undergraduates was categorized into three areas: critical thinking, scientific communication, and media literacy. As a means to improve communication competency, the experience with and perception of writing were investigated. The communication competency of undergraduates needs to be improved overall. There is a high need for writing programs that enhance critical thinking oriented around practice. It suggests flipped learning based on smart education, E-community, problem-solving programs based on action learning, cooperative learning programs, reflection journals & portfolio, and collaborative writing programs as educational content. The results of this study can be used as basic data to design competency-based communication curriculum and practical applications for engineering undergraduates.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.265-280
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• 2009

This study investigated whether information literacy education contributes to change and improvement in university students' self awareness of information literacy and libraries. The pre-test and the post-test which comprised the same questions on information literacy and libraries were executed on 47 students in an information literacy-related regular course at D University. The information literacy-related questions in the questionnaire were based on ACRL Information Literacy Competency Standards for Higher Education. The collected data were analyzed using Excel and SPSS.

• The Mathematical Education
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• v.61 no.3
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• pp.397-417
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• 2022

The purpose of this study is to discuss information literacy in mathematics education by comparatively analyzing mathematics education experts' perception of information processing and information literacy in mathematics education. We collected mathematics education experts' opinions using the modified Delphi method and focus group interviews, then analyzed their responses with an analytic framework through a constant comparative method. Even though we used different methods, we could compare their perceptions under the common themes. The findings are in three-folds. First, most experts focused only on the use of technological tools or statistics as a way of developing information literacy. In addition, even though mathematics education experts recognize the need for information literacy in mathematics education, their definition and meaning of information literacy somehow varied. Secondly, teachers as practitioners emphasized social competency which could be developed through information literacy. Thirdly, they asked for concrete and systematic plans for school practice in order to well develop information literacy in schools. Even though there were some differences in their perception of information literacy in mathematics education in terms of their prior experiences and background, it is very meaningful that there were commonalities among their perceptions which would allow us to find the ways of developing information literacy in mathematics education.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.17 no.8
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• pp.2241-2258
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• 2023

This study developed digital literacy instruments and tested their effectiveness on college students' perceptions of AI technologies. In creating a new digital literacy test tool, we reviewed the concept and scale of digital literacy based on previous studies that identified the characteristics and measurement of AI literacy. We developed 23 preliminary questions for our research instrument and used a quantitative approach to survey 318 undergraduates. After conducting exploratory and confirmatory factor analysis, we found that digital literacy in the age of AI had four ability sub-factors: critical understanding, artificial intelligence social impact recognition, artificial intelligence technology utilization, and ethical behavior. Then we tested the sub-factors' predictive powers on the perception of AI's usefulness and ease of use. The regression result shows that the most common powerful predictor of the usefulness and ease of use of AI technology was the ability to use AI technology. This finding implies that for college students, the ability to use various tools based on AI technology is an essential competency in the AI era.