• Journal of Korean language education
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• v.28 no.2
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• pp.155-184
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• 2017

As the media changes, communication patterns in modern society have been changed as well. This change in the media environment has also transformed the required literacy and it is time to accept this new literacy in Korean language education. At this point, this paper inspected the perception of media literacy classes of 73 teachers currently in the field of Korean language education. The results show that most teachers are aware of the media literacy which has changed socially, and show strong agreement that this changed literacy should be applied in the field of Korean language education. However, today's media literacy education is passive. Although teachers generally understand the dynamic features of newly emerging digital media, it remains as a tool in class. The teachers pointed out that device problems such as device environment and the spread of media are one of the many reasons for such passive usage. However, the more fundamental problem is that the new communication environment has not been reflected in the curriculum actively. Teachers thought that media literacy has a close relationship with Korean proficiency. Also, they saw that this kind of media literacy will be required for Korean learners in the future with more importance. Based on the results of the study, this paper argues that Korean language education needs to accept and reflect the changes of media in the curriculum.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1035-1046
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• 2009

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.487-494
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• 2009

Since the term, 'scientific literacy' was introduced by P. D. Hurd in 1958, it has been used as a term, representing major goals in science education. In Korea, the term 'scientific literacy' was used in the statement of the summative objective of the 2007 science reformed curriculum. But in various educational contexts m which teachers and researchers works, the definition of the term has not been used consistently. This phenomena would be interpreted as showing limits of the term describing the goals of science education. This study examined the historical change in the meaning of the term in purpose of trying to anchor the definition. In this study, the changing period was divided into before introducing the term and after. The after era was divided into the period of confusing and anchoring in the meaning, and the period of expanding the meaning. Especially, after science as intellectual ability was conceptualized in science education communities, the meaning of scientific literacy was partially confused. In current time, as the concepts of language in cognitive science influenced the use of language in science education, the trends of expending the meaning of scientific literacy has been grasped in science education community.

• Journal of Korean language education
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• v.25 no.1
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• pp.235-265
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• 2014

This study is for looking into distinguishing features in child KSL learners' early literacy development. For these, the writings, recording data of dialogue, and observational journals of KSL child learners was collected regularly and the data were analysed. As results, KSL child learners showed lots of writing errors due to difficulty in phonological awareness or letter awareness of Korean language. And they seemed to develop the competence of connecting letters and meanings prior to developing the competence of connecting letters and sounds. Three KSL child learners showed great individual differences in development rate, and it is supposed to be mainly caused from differences of literacy development in their mother tongue, or quantity and quality in exposure for Korean language.

• Korean Journal of Human Ecology
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• v.14 no.3
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• pp.401-409
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• 2005

The purpose of this study is to investigate mothers' beliefs regarding children's literacy development and self-reported home literacy practices with their children. The instrument used for this study measured mothers' beliefs toward the whole language approach against the traditional approaches in children's literacy development. The total number of 340 mothers participated in this study who are sending their children to daycare centers of kindergartens in Seoul and its suburban area. Mean, Standard Deviation, frequency, Spearman's rho, and Kendall's tau were employed to analyze the data. The results showed that mothers' beliefs on the whole language approach have relationships with their home literacy practices, and their demographic characteristics - such as mothers' education, their spouses' education, and income - were also related with mothers' beliefs. The results of this study explore the inter-relationship of mothers' beliefs with home literacy practices, and also the importance of mothers' belief system on children's literacy learning at home.

• Journal of English Language & Literature
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• v.56 no.4
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• pp.575-596
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• 2010

The modes of narratives and communication have expanded due to social and cultural changes and technological development. Thus texts have become multimodal and media hybridities and media crossover have been increasing as well. Multimodality requires new literacy to understand and interpret those multimodal texts other than existing traditional literacy approaches. The New London Group (2000) argues that multiliteracies are needed to serve today's changing multimodal texts. Kress (2003) also argues, visual texts have been prevailing, being mingled with other modes of texts such as linguistic, audio, gestural, and spatial modes. Literary texts are not exception in this trend of multimodality. The recent renaissance of comics, in particular, the new light on graphic novels can be interpreted in this historical vein. In comparison to comics, no consensus has been made in defining graphic novels, however, many studies have been recently conducted in order to look into the potential of graphic novels in building multiliteracies. In this paper, the graphic novel as a literary genre are explored from a histocial perspective and the definition of graphic novels was attempted to be made. In the light of multiliteracies, this paper presented cases that show how graphic novels can be utilized to build multiliteracies. Lastly, the use of graphic novels for English as a foreign language was introduced as well. The author hopes that at the age of multimodality, the potential graphic novels have in language and literacy education can be taken into account by language teachers and students in expanding their territory of literacy.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.157-185
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• 2011

The purpose of this study was to explore the factors influencing preschoolers' emergent English as a second language literacy skills in terms of maternal language behavior in Korean and English picture book reading. This study was also conducted in order to identify the pathways of each factor. The subjects consisted of 201 mothers and their 3~5 year-old children from middle income families living in Seoul, Incheon, Gyyounggi-do, and Chungcheongbuk-do. The results indicated that the factors influencing preschoolers' emergent English as a second language literacy skills acquisition were as follows : maternal beliefs about the value of picture book reading, the child's level of interest in picture book reading, the time spent on picture book reading and maternal language behavior during picture book reading activities. The results further indicate that it is important that the mother shares desirable language interaction with her children in their native language while reading not only Korean but also English picture books when aiming to improve preschoolers' emergent English literacy skills.

• Research in Mathematical Education
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• v.16 no.4
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• pp.265-276
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• 2012

These days, with the emphasis on statistical literacy, the importance of communication is the focus of attention. Communication about statistics is important since it is a way of describing the understanding of concepts and the interpretation of data. However, students usually have trouble with expressing what they understand, especially through writing. In this paper, we examined preservice teachers' difficulties when they wrote about statistical concepts. By comparing preservice teachers' written responses and interview transcripts of the variance concept task, we could find the missing information in their written language compared to their verbal language. From the results, we found that preservice teachers had difficulty in connecting terms contextually and conceptually, presenting various factors of the concepts that they considered, and presenting the problem solving strategies that they used.

• Korean Journal of Child Studies
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• v.29 no.2
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• pp.155-176
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• 2008

This study explored variables related to Korean language education for preschool children with multicultural family backgrounds. Participants were 21 Korean language teachers and 14 women who immigrated from China, Japan, Mongolia, Philippines, and Vietnam to marry Korean men. They were mothers of children 2 to 7 years of age and had lived in Korea an average of five years. Mean age of mothers was 37(range of 30 to 43). Half had college and none had less then middle school education. They were interviewed with a series of semi-structured questionnaires. The children were reported to have a low level of vocabulary and articulation because their mothers could not provide fruitful oral language experiences. Supporting systems including family literacy were discussed.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.3
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• pp.303-323
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• 2023

The purpose of this study is to introduce this language model in the era of generative AI such as ChatGPT, and to provide direction for data literacy education components in libraries using it. To this end, the following three research questions are proposed. First, the technical features of ChatGPT-like language models are examined, and then, it is argued that data literacy education is necessary for the proper and accurate use of information by users using a service platform based on generative AI technology. Finally, for library data literacy education in the ChatGPT era, it is proposed a data literacy education scheme including seven components such as data understanding, data generation, data collection, data verification, data management, data use and sharing, and data ethics. In conclusion, since generative AI technologies such as ChatGPT are expected to have a significant impact on users' information utilization, libraries should think about the advantages, disadvantages, and problems of these technologies first, and use them as a basis for further improving library information services.