• 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 Convergence for Information Technology
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• v.11 no.5
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• pp.138-149
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• 2021

Our society is developing exponentially, but schools are not keeping up with the pace of society's development, and they are not providing digital literacy education suitable for the growth and development of students. Thus, this study identified the actual conditions and problems of digital literacy education at school sites and sought the direction of development of digital literacy education. By identifying the current state of schools in which the 2015 curriculum is operated, we sought the direction of the development of digital literacy education for our school. First, old digital devices should be replaced, laptops or smart devices should be provided for each student, and internet access should be available throughout the school. Second, digital literacy education should be provided to teachers by providing various training opportunities.Third, coding education where you can express what you think as logical thinking, Software training should increase the level of the algorithmic domain that shows the computational thinking process of discovering problems and automating a given problem into a computer programming language, there is enough robot that can be seen operating the program, digital parish will need to be delivered.

• Research in Community and Public Health Nursing
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• v.26 no.4
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• pp.330-341
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• 2015

Purpose: This study developed a self-report measure for easy assessing of the health literacy of Asian immigrant women in South Korea. Methods: After a literature review, focus group interviews, and content validity evaluation, 14 preliminary items were generated. These were translated into Chinese, Vietnamese, and English. Data were collected from 229 Asian immigrant women. Validity and reliability tests were conducted. Results: Factor analysis yielded final 10 items in three factors: primary functional and interactive health literacy, secondary functional and interactive health literacy, and critical health literacy, which explained 61.90% of the total variance of health literacy. In known-group comparisons, health literacy was significantly lower in recent immigrants, those with a low education level, and those with low Korean language proficiency. For convergent validity, health literacy was positively associated with health specific self-efficacy and maternal health knowledge. For criterion-related validity, health literacy was positively associated with the REALM-SF. The overall reliability coefficient (Cronbach's ${\alpha}$) of the instrument was .773. Conclusion: The Health Literacy Assessment Scale for Asian Immigrant Women (HLAS) represents a multidimensional construct which encompasses functional, interactive, and critical health literacy. This self-report HLAS can be a useful and convenient method for appraising the health literacy of Asian immigrant women.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.95-106
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• 2011

This study was conducted to better understand the effect of the classroom literacy environment on the young children's vocabulary abilities, and the concepts of print matter. The subjects consisted of 276 children aged 3 to 5 enrolled in 93 classrooms in child-care centers and kindergartens. The Early Language & Literacy Classroom Observation Pre-K (Smith, Brady, & Anastasopoulos, 2008), the Picture Vocabulary Test (Kim, Jang, Yim, & Bae, 1995) and the Concepts About Print (Kim & Kim, 2004) were used for the purposes of this study. The data collected were analyzed by means of ANOVA, and regression analysis. The results indicated that the vocabulary abilities and print-concepts of children aged 3-5 were more likely to increase when a rich classroom environment was provided for the children's literacy development. In particular, it was found to be important for children's language and Literacy development to provide them with an enriched 'language environment' within the classroom, the quality of 'books and book reading', and the active utilization of 'print and early writing' all being important elements of this.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.4
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• pp.503-532
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• 2008

This study is on information literacy standards and models analysis, which will be used as the source material to measure undergraduates' information literacy. After main areas and items that are analyzed with three standards and two models are proposed, finally item model(proposal) for scale development is proposed. It consists of six main areas and eighteen items. The scale development item model(proposal) proposed in this study will be used as the source material to measure undergraduates' information literacy that will be studied in future.

• 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.

• Nutrition Research and Practice
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• v.16 no.2
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• pp.272-283
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• 2022

BACKGROUND/OBJECTIVES: Most child and adolescent food literacy measurement tools focus on nutrition and food safety. However, the importance of aspects related to the food system such as food distribution and food waste and their effects on environmental sustainability is growing. We therefore developed and validated a two-dimensional tool for children (8-12 years old) and adolescents (13-18 years old) that can comprehensively measure food literacy. The association of food literacy with diet quality and self-reported health was assessed. SUBJECTS/METHODS: First, we developed a food literacy conceptual framework that contains food system and literacy dimensions through a literature review, focus group interviews, and expert review. After a face validity study, we conducted the main survey (n = 200) to validate the questionnaire. Construct validity and reliability were assessed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach's alpha. RESULTS: As a result of the Delphi study, content validity was confirmed for the remaining 30 items after two items were excluded (content validity ratio = 0.86). Eleven items were excluded from the EFA results, while the CFA results indicated appropriate fit indices for the proposed model (comparative fit index = 0.904, root mean square error of approximation = 0.068). The final food literacy questionnaire consisted of 19 questions and comprised 5 factors: production, distribution, selection, preparation and cooking, and intake. Food literacy was positively associated with diet quality, as assessed by the Nutrition Quotient score, in both children and adolescents and with self-reported health in adolescents.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.6
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• pp.1-8
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• 2020

The research examines how interactions of financial literacy and peer effect indicators impact financial market participation of Vietnamese investors. In this research, financial literacy indicator is constructed from two levels, namely, basic financial literacy and advanced financial literacy. An empirical study was carried out by investigating 387 individuals who are currently working in finance-related areas such as banking, insurance and real estate industries. The findings indicate that individuals with higher level of financial literacy, specifically those with advanced financial literacy level, tend to participate in financial market. However, individuals with basic financial literacy level tend to walk away from financial market because the nexus between basic financial literacy and financial market participation is found negative statistically significant. The findings also suggest that peer effect and perceived financial literacy have a positive significant relationship with financial market participation. These findings remain robust after endogenous problem is addressed by employing instrument variable (IV) method, especially Ivprobit regression. Hence, these findings recommend that policy-makers should design and develop financial literacy programs, specifically at sophisticated level, to adapt and overtake the trend in financial innovation development. This should be done, not only on individual, but also national scale to ensure greater financial market participation.

• Human Ecology Research
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• v.52 no.2
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• pp.189-198
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• 2014

The purpose of this study was to examine the effects of the We Start center visiting intervention program on the positive changes in the developmental areas and literacy interests of young children from low-income families. The subjects were 195 young children (109 in the experimental group, M=71.7 months; 86 in the control group, M=73.3 months) living in We Start areas (Ansan, Gwangmyeong, and Suwon cities) of Gyeonggi-do. The We Start center visiting intervention programs were conducted for 30-34 weeks in each city, and pre-tests and post-tests were conducted before and after the intervention programs. The instruments used were the developmental checklist and the literacy interests test The developmental checklist consisted of 7 domains (personality & sociality; language, reading, & writing; scientific thinking; mathematical thinking; arts; social learning; and physical development). The literacy interests test consisted of 2 factors (interest in literacy and interaction during activity). The scores on the developmental checklist showed positive changes in several domains (personality & social development; language, reading, & writing ability; scientific thinking; and social learning), but not in mathematical thinking, arts, and physical development. Second, the results of the literacy interests test showed positive effects on interaction during activity and the total score. In conclusion, the We Start center visiting program for young children from low-income families is an effective early intervention program to end the intergenerational transference of poverty in Korea.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.66-76
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• 2012

The purpose of this study was to investigate the effects of and development of the STEAM-based on environmental programs to enhance environmental literacy of elementary school students. Through the questionnaires and the analysis of students' outcomes, the effects on literacy in both quality and quantity were verified. By applying the STEAM-based to environmental programs for enhancing environmental literacy to elementary students, the results of this study was as follows: First, its application was meaningful in that the level of $p$<.05 in point view of environmental literacy was a result of the pre-post test in the experiment group, which was made up of the 6th graders in the elementary school. Second, analysis of students' reflective journals showed that the participants' understanding, actions, and attitudes were positively affected by the programs in terms of environmental literacy. In conclusion, the STEAM-based on environmental programs for environmental education was very effective in enhancing environmental literacy.