• 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.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.2
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• pp.357-387
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• 2006

This study intends to develop web-based information literacy program, analyze learning effects and to suggest a model case to those who wants to develop a web-based information literacy program in the future. For this purpose, we analyze undergraduate students' needs, design and develop a web-based information literacy program, and analyze the practical effects of the web-based information literacy program. As a result of research, we found out that both web-based and face-to-face information literacy program are similarly effective in learning and satisfactory to students.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.163-180
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• 2002

The purpose of this paper is to reconsider the meaning of mathematical literacy based on the investigation of the nature of mathematical knowledge communicated in university level mathematics classes. The analysis of classroom discourse has revealed three different kinds of mathematical knowledge circulated in mathematics class, which include 'factual mathematics', 'mathematical fantasy', and 'mathematical savior faire.' The fact that a mathematics teacher delivers diverse categories of mathematics knowledge suggests that the mathematical literacy is not confined to the development of technical competence. More specifically, the kinds of mathematical knowledge identified above tell that mathematical literacy developed through learning mathematics reflects the cultural norms and values of doing mathematics. This means that mathematical literacy is not merely involve with technical competence but rather with cultural competence. In this regard, this paper highlights the meaning of mathematical literacy as a cultural identity, which has been underestimated in the theory and practice of mathematics education dominated by technocracy of the twentieth century In particular, the notion of mathematical savior faire implies that teaching and teaming mathematics ultimately deals with a system of cultural meaning. Hence, through learning mathematics, a learner gets transformed as a whole person according to the cultural norms and values. In this regard, it is concluded that mathematical literacy can be considered as a necessary condition to become a competent member of mathematics community sharing cultural norms of doing mathematics as well as a repertoire of mathematical skills.

• Journal of the Korean Society for Library and Information Science
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• v.37 no.2
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• pp.229-252
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• 2003

The purpose of this study is to investigate the information literacy curriculum of school library in the USA. The write, to understand the characteristics and principles of information literacy curriculum, analyzes national standards and some state curricula for information literacy education. Finally, through presenting a couple of lessons which were organized based on the information literacy curriculum, drawing out some strategies for development of information literacy curriculum for school library education in Korea.

• 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.

• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.711-721
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• 2018

The development of artificial intelligence technology and the shift to a software-driven society are raising the need for digital literacy education on how to access, understand, use, create and share new open content in a variety of sustainable open content. At this point in time, this paper defines the digital literacy as the subliteracy concept for data, tools, and device elements. It is defined as a concept that includes cognitive and non-cognitive abilities and is stratified by computer literacy, ICT literacy, and information literacy. Open content is also defined as teaching-learning materials that can be used and shared freely by anyone, such as the Open Education Resource (OER) and the Open Access movement. Based on the two definitions, a three-step strategy for digital literacy education was developed to select open content in the digital environment, followed by a digital literacy education plan, and finally, an education frame to foster digital literacy capabilities.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1696-1707
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• 2021

With the recent growth of information technology, various literacy such as digital literacy, data literacy, AI literacy is being studied. In this paper, we focus on data visualization literacy as visualization is an essential part of big data analysis and is used in several mobile apps. Visualization Literacy Assessment Test(VLAT) was developed in 2016 and we introduce how the test was developed and modified to a Korean version, K-VLAT. K-VLAT is consisted of 12 visualizations and 53 questions through a website. Additionally, to understand the research trend in visualization literacy we analyzed 81 papers that had cited the VLAT publication. We categorized the research into 4 categories with 11 sub-categories. The area of studies visualization literacy related to was understanding the relation with cognition, expanding the literacy measures, relation with education, utilization for developing user-centric dashboards or using the test to show effectiveness of visualizations. At last, we discuss about different ways to utilize K-VLAT for future research.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.157-175
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• 2015

This study was conducted with the aim to develop and improve the assessment literacy of teachers which enables it to develop and utilize the assessment items using a wide range of contexts on the basis of an understanding of math contents and mathematical process specified in the math curriculum and to analyze the results in an effective way. To analyze the changes in the development and improvement of the assessment literacy of preservice math teachers, the author of this study, using PISA items and assessment framework, analyzed the changes through the 1st and 2nd development of assessment items. The results showed the assessment literacy of preservice math teachers and their ability have been improved, implying that there is the necessity to develop a wide range of programs to improve the assessment literacy of preservice math teachers and provide such programs on a regular basis, which will facilitate effective math teaching and learning.

• International Journal of Knowledge Content Development & Technology
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• v.12 no.4
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• pp.105-117
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• 2022

The study investigated digital literacy skills and utilization of online platforms for teaching by LIS educators in universities in Rivers State, Nigeria. The study was undertaken as a descriptive survey design. Three research questions and three hypotheses guided this study. The population of the study was twenty-six Lecturers from the three universities in Rivers State where library and information science are offered. The twenty-six constitute the sample size. Census sampling technique was adopted for the study. The instrument titled Digital Literacy Skills and Utilization of Online Platform for Teaching Questionnaire (DLSOPUQ) was used to elicit information from the respondents. Twenty-six copies of the questionnaire were administered and retrieved. Mean (${\bar{x}}$) was used to analyze the research questions and the null hypotheses was tested with t-test at 0.05 level of significance. The study revealed that there is no significant difference between digital literacy and utilization of online platforms for teaching by LIS educators in universities in Rivers State. Further findings revealed that LIS educators do not have the necessary skills to navigate the online environment for teaching without assistance. In conclusion LIS educators should be innovative and update their skills to meet up with global practice. It was recommended among others that LIS educators should be trained and retrained by the university management to cope with online teaching and provision of the right infrastructure by governments for effectives teaching and learning process.

• Korean Journal of Health Education and Promotion
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• v.22 no.4
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• pp.215-227
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• 2005

Objectives: The purpose of this study is to develop a Korean Health Literacy Assessment Tool (KHLAT) and to encourage researchers in the public health education field to look at the concept of health literacy as one of the possible strategies to design and develop more effective health education campaigns in Korea. Methods: Data with 117 sample subjects was collected from various classes such as continuing adult classes and undergraduate classes. REALM, well-known and widely used health literacy tool in the US, was translated and modified for cultural considerations. The Korean modified version of the REALM was administrated to the targeted subjects who were asked to fill the survey questionnaires. Results: The findings appear to be consistent with the OCED reading literacy among Koreans. Health literacy among Korean seems to be more serious problem than we have expected before and this could be a major obstacle to effective health public education campaigns. Conclusions: In order to develop better public health education materials as well as health education programs, it may be critical for us as health educators to inform future physicians as well as practicing physicians of the important link between health literacy and the effective health education(or communication). It is now time for us to make sincere efforts in understanding health literacy one of effective strategies toward improving the public health.