• Korean Journal of Health Education and Promotion
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• v.33 no.5
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• pp.47-57
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• 2016

Objectives: To develop and evaluate the applicability of a health literacy instrument in patients with diabetes by measuring their ability to understand diabetes-related words. Methods: Diabetes-related words were extracted from the Korean Diabetes Association's website and literature reviews. In the first phase, three nursing researchers evaluated 2,661 diabetes-related words based on graded lexical vocabularies and what patients need to know about self-care, and the narrowed them to 255 words. In the second phase, a content validity assessment was conducted by an expert panel. In the third phase, the remaining 25 words were administered to 200 conscientious with type 2 patients aged 40 years old and using a Gallup survey from March 3 to 17, 2016 in Seoul, Korea. Descriptive analysis and Rasch analysis were performed to test psychometric properties. Results: The mean score was 21.47 with a range of 0 to 25. The Cronbach's ${\alpha}$ was .92. The health literacy instrument using diabetes-related words had a ceiling effect response. Conclusions: Diabetes-related words are useful and reliable items for testing the health literacy of diabetes patients. Future study is needed to develop and validate health literacy measures for diabetic patients.

• Journal of Korean Academy of Oral Health
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• v.42 no.4
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• pp.229-237
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• 2018

Objectives: The purpose of this study was to examine oral health literacy in a sample of Korean of 5th and 6th grade elementary school children. Methods: Data were obtained from a convenience sample of 274 $5^{th}$ and $6^{th}$ grade children from two elementary schools located in Seoul and Uijeongbu. The oral health literacy assessment tool for children of Korea (OHLC-K) takes approximately 11 minutes to complete, and consists of 20 self-report questions with a score range of 0 to 20. Item analysis, descriptive statistics, correlation and multiple linear regression were performed using SPSS 23.0 and testAn 1.0. Results: The lowest and highest percentage of correct answers were found in "Definition of periodontal disease (19.3%)" and "Definition of halitosis (92.7%)," respectively. The mean score for oral health literacy was found to be $14.95{\pm}2.83$, corresponding to a score of approximately 75% correct answers. The correlation coefficient for Korean and OHLC-K scores was high (r=.73, P<.01). In the multiple linear regression, oral health literacy was associated with grade and gender. Conclusion: The present findings revealed that a quarter of the subjects were likely to misunderstand oral health information. Oral health education is indispensable to all children and, therefore, it is necessary to pay greater attention to children who exhibit poor oral health literacy.

• Journal of Korean society of Dental Hygiene
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• v.16 no.3
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• pp.355-362
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• 2016

Objectives: This study aimed to develop a tool for assessing foreigners' understanding of oral health information in Korea called the Test of Korean Functional Health Literacy in Dentistry(TOKFHLiD) and examined validity and reliability of the tool. The TOKFHLiD consists of two literacy assessment parts: Dental Information Sentence(DIS) aims to assess one's literacy of sentences containing oral health information. Dental Information Document(DID) aims to assess one's numeracy and literacy of documents containing oral health information. Methods: Twenty eight preliminary questions were developed based on various medical care literature such as the agreement to diagnosis and treatment and the treatment precautions. DID using 14 preliminary questions was developed based on the appointment card, the treatment schedule, and labels on oral care products. The 42 preliminary questions in the DIS and the DID were subsequently put through four separate expert reviews, in which questions with content validity score of less than 0.8(13/15 points) were corrected and modified by five dental experts and then were corrected for language errors by two Korean language experts. The preliminary assessment tool was tested on 153 Koreans, and ${\chi}^2$ test was performed on the ratio of respondents who comprehended each question, the ratio of respondents who chose the correct answer for each question with a significance level of 0.05. Results: Of the 42 preliminary questions, 1 question in DIS and 1 question in DID, for which the ratio of Korean respondents who chose the correct answers did not exceed the acceptable level of 80%, were excluded and a final assessment tool was completed with 40 questions. Conclusions: Following the development and application of the tool, examination of the TOKHLiD for validity and reliability revealed that this assessment tool is adequate for assessing oral health information literacy of foreigners who are using oral hygiene medical services in Korea.

• Journal of Nutrition and Health
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• v.53 no.2
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• pp.175-189
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• 2020

Purpose: This study was conducted to develop, validate, and assess the reliability of a questionnaire for nutritional literacy among young Korean adults. Methods: The draft questionnaire contained 65 items in 7 domains (i.e., dietary guideline, nutrition and health, nutrients, 5 food groups [food bicycle], nutrition labeling, portion size, and nutrition management for disease prevention). The authors developed a draft questionnaire based on a literature review. After multiple drafts, 52 items were retained and 13 were eliminated in the 7 domains according to professional advice from 5 nutrition experts. A panel of experts (n = 20) comprised of clinical dietitians and nutrition professors completed the content validity assessment, including quantitative and qualitative feedback. As the results, all items of the portion size were eliminated from the questionnaire. A sample of 211 young adults completed the test-retest reliability assessment. Test-retest reliability was evaluated using intra-class correlation coefficient (ICC) and inter-item reliability by Cronbach α coefficient. Results: The final questionnaire contained 30 items with 5 questions each on the dietary guideline, nutrition and health, nutrients, 5 food groups (food bicycle), nutrition labeling, and nutrition management for disease prevention. The Lawshe content validity ratio for domains ranged from 0.60 to 1.00. The ICC scores for questions ranged from 0.64 to 0.86. Cronbach's α for domains ranged from 0.83 to 0.90 and for the overall questionnaire was 0.87. Conclusion: The questionnaire showed strong content validity, test-retest reliability, and high inter-item reliability, indicating that it is a useful tool for assessing nutritional literacy of young adults.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.3
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• pp.171-191
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• 2016

The purpose of this study is to analyze the 'Framework for Information Literacy for Higher Education' filed by the ACRL (Association of College and Research Libraries) Board on February 2, 2015 and adopted on January 11, 2016. Six concepts central to information literacy in Framework and four main theories or models (i.e., threshold concepts, metaliteracy, Backward Design, and Liminal Space) underpinning the Framework were analyzed. The Framework provides conceptual or descriptive approach. In addition, the Framework is not designed to be implemented in a single information literacy session in a student's academic career. Instead, it is intended to be systematically integrated into the student's academic program at variety of levels. This study recommends curricular development and assessment methods supporting Framework as a further study.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.83-101
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• 1998

‘Environmental Literacy’ is defined as ‘one's individual status to be accomplished or to be acquired by environmental education’ and it has the same meaning as ‘the Goals of EE’. The purposes of this study was to identify the components of environmental literacy and analyse the related studies. Much of the work in EE has followed the path outlined by the Belgrade Charter, the Tbilisi Declaration, and later in Agenda 21. Over the years, scholars such as Hungerford et al., Iozzi et al., Roth, the Wisconsin Center for Environmental Education, and the Environmental Education Literacy Consortium have examined and proposed a framework of ‘Environmental Literacy’. Recently, the influential framework developed by the NAAEE(the North American Association for Environmental Education) National Project for Excellence in EE included seven categories: affect, ecological knowledge, socio-political knowledge, knowledge of environmental issues, skills, additional determinants of environmentally responsible behavior, and environmentally responsible behaviors. According to the analysed results, 37.7% of the American studies and 32.5% of Korean ones measured aspects of the attitude. Especially, the measure of this variable in America, however, led to the most inconclusive and least positive outcomes. The studies included related to cognitive skills were very few but 100% reported positive impacts of instructions in two countries. In America, using a television documentary, a journal and the field trip were very useful and effective. But using a computer simulation/game was less effective and the supplemental instruction did't led to the positive effect. In Korea, instruction, the supplemental instruction and EE program led to positive outcomes generally. The lack of validity and reliability of the instruments was pointed out as a common problem and the development of valid and reliable instrument for nation-wide assessment is urgently needed.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.1
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• pp.377-394
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• 2016

The purpose of this study is to provide an empirical investigation of the effects of communicative competence on information literacy of undergraduates. The research results were found as follows; First of all, receptive competence has a significant effect on information needs, information retrieval and information evaluation. Secondly, transmission competence has a significant effect on information integration and information representation. Finally, adjustment competence has a significant effect on the overall information literacy, that is, information needs, information retrieval, information assessment, information integration, information representation and information ethics. Therefore, we can understand communicative competence has a closed relationship with information literacy.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.24 no.3
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• pp.135-156
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• 2013

In recent years, universities as higher education institutions have counted upon social accountability that assure their educational performance and quality. University assessment accreditation are being used internationally as a means to ensure the accountability. Current trends in American accreditation standards emphasize student learning outcomes such as problem solving, critical analysis, creativity instead of inputs such as physical and human resources. Also, American accreditation standards underscore the importance of information literacy as a learning outcomes. The purpose of this study is to compare and to analysis accreditation standards of Korea and American in the view point of library and information literacy. This study suggest basic directions how to apply these information literacy in accreditation standards of Korea. The accreditation standards of Korea need to reflect information literacy in terms of to enhance learning outcomes. In particular, this accreditation standards has to include collaboration between librarian and faculty within standard for accreditation.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.3
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• pp.5-26
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• 2023

Curriculum is essential for primary and secondary education. The development of the 2022 revised curriculum, which is Korea's national level curriculum has been completed. Nevertheless, the library and information life, which are curriculums for information literacy instruction remain in the structure of the 2009 curriculum. In this study, I analyze the structure and contents of the curriculum for information utilization education in Pennsylvania, USA, identify trends in information literacy instruction, and present the direction of revision of library and information life. The Pennsylvania curriculum for information literacy instruction has an overall structure consisting of long-term transfer goals, big ideas(inquire, include, collaborate, curate, explore, engage), concepts, competencies, and essential questions. In addition, there is a detailed structure consisting of stage l(desired results), stage 2(assessment evidence of learning) and stage (learning plan).

• Journal of the Korean Society for Library and Information Science
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• v.56 no.1
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• pp.201-220
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• 2022

This study suggests a theoretical model of information literacy instructions in the context of the Extended Essay included in IB(International Baccalaureate) Diploma Program Core. The study particularly analyzed I-LEARN model as a model to teach and learn with information for inquiry-based learning since the model was developed for the purpose of learning with information. Some school districts in Korea adapted IB programs to address the need for better education. Findings indicate the followings. First, students can achieve deep understanding by applying a model of information literacy instructions that provides scaffolding. Second, the expected roles of school librarians in information literacy instructions for Extended Essay are process specialists, teachers, and instructional partners. Third, I-LEARN model is appropriate as a framework to teach information literacy skills for inquiry needed for Extended Essay. Fourth, I-LEARN assessment rubric is useful in assessing the process and outcomes of students' information seeking and use. Implications include that school librarians should develop themselves as experts in information literacy instructions for inquiry-based learning such as Extended Essay, and that Korean schools recognize the crucial role of school librarians in teaching information literacy skills for inquiry-based learinng.