• Journal of the Korean Society for Library and Information Science
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• v.51 no.1
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• pp.29-47
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• 2017

The purpose of this study is to compare and analyze the inquiry tasks included in the elementary social studies with school library based instruction (SLBI) focused on the information literacy process and select teacher librarians' educational role under learning for social studies. For this purpose, national elementary curriculum of $4^{th}$, $5^{th}$ and $6^{th}$ social studies in the second term are analyzed. As results of analysis, the $4^{th}$ and $5^{th}$ students who take part in solving the inquiry tasks could compare and analyze illustrations, photographs and texts in their text books individually and present the results with speaking. The $6^{th}$ students could deal with their tasks using their experience, idea or information found from other resources and express the outcome orally according to the content of inquiry tasks. Therefore, teacher librarians could teach information literacy skills such as comparison, contrast, combination, distinction between opinions and facts, or prediction and inference of conclusion to the $4^{th}$ and $5^{th}$ elementary student. Teacher librarians can also participate in whole information literacy instruction for the $6^{th}$ students from building the solution strategies of tasks, collecting and using materials to completing and evaluating the results under the long term collaboration with the classroom teachers.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.97-121
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• 2018

The numbers of Korean immigrants and students in the United States are steadily increasing, but there have been very few studies of their second language literacy development (Cole, Maddox, Lim, & Notari-Syverson, 2002; Scarcellar & Chin, 1993; Shin, 1994; Skilton-Sylvester, 2001; Yu, 1994). Nor do the very few studies explore the inseparable relationship between Korean literacy and English literacy within a cultural context. This study aims to compare their views on Korean writing with those on English writing to see trace the multiliteracy development of Korean learners of English in the United States. I conducted in-depth oral interviews with Korean immigrants and students of various ages. They were asked to state everything they could remember about what they have learned to write and read in their native language and in their second language across their lifetimes, focusing particularly on the institutions they attended, materials they used, people involved in their learning, and their motivations for writing. The results reveal that the participants developed a view of writing specific to the Korean context and after they moved to the United States, they struggled to readjust the values and meanings they had had for Korean literacy to the second language context. The results of this study suggest future multiliteracy studies are needed to explore multiliteracy development in terms of the meanings and values language learners associate with their multiliteracy and help educational institutions and communities to approach second language learners' multiliteracy development as a life-long experience.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.357-380
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• 2019

The purpose of this study is to analyze the Elementary and Secondary Education Act(ESEA) of the U.S. reauthorized by the Every Student Succeeds Act in 2015 from the viewpoint of the library and information services, and to derive implications for improving the library and information services. For the first time, ESEA includes effective school library programs and school librarians, and links school library programs and school librarians with literacy, digital literacy, books, resources, up-to-date materials, technology, library services and educational services. It provides a financial and institutional base for library and information services in elementary and secondary schools of the US to be more conducted. In addition, school librarians are required to participate in personalized learning experiences, evidence-based assessments, and professional development in the law, so school librarians must provide library and information services to students, staff, and parents in order to improve student achievement and digital literacy. Based on these analyses, this study discussed strengthening access to the school library, specifying the work of the teacher-librarian's library and information services, strengthening collaboration with school members, educational activities based on evidence base, sharing educational effects and developing of library and information curriculum.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.3
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• pp.175-198
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• 2010

The study investigated undergraduates' citation use and plagiarism awareness. A questionnaire method was used and was given to undergraduates in a university located in Seoul. Upon investigation, undergraduates recognized the importance and the need of citation and were partly applying citations. However, upon further investigation of undergraduates' citation learning with citation questions, very few of respondents had knowledge of correct citation usage. Undergraduates mostly cited print materials and information from the internet. They used books in case of print materials and web materials provided by academic institutions. They suggested that the university should teach citation usage through a citation and plagiarism awareness program. It is necessary for library use education (information literacy education) as well as university to teach citation education including citation type and how to write it.

• Journal of the Korean earth science society
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• v.45 no.1
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• pp.48-71
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• 2024

Typhoons are representative oceanic and atmospheric phenomena that cause interactions within the Earth's system with diverse influences. In recent decades, the typhoons have tended to strengthen due to rapidly changing climate. The 2022 revised science curriculum emphasizes the importance of teaching-learning activities using advanced science and technology to cultivate digital literacy as a citizen of the future society. Therefore, it is necessary to solve the temporal and spatial limitations of textbook illustrations and to develop effective instructional materials using global-scale big data covered in the field of earth science. In this study, according to the procedure of the PDIE (Preparation, Development, Implementation, Evaluation) model, the inquiry activity data was developed to visualize the track of the typhoon using the image data of GK-2A. In the preparatory stage, the 2015 and 2022 revised curriculum and the contents of the inquiry activities of the current textbooks were analyzed. In the development stage, inquiry activities were organized into a series of processes that can collect, process, visualize, and analyze observational data, and a GUI (Graphic User Interface)-based visualization program that can derive results with a simple operation was created. In the implementation and evaluation stage, classes were conducted with students, and classes using code and GUI programs were conducted respectively to compare the characteristics of each activity and confirm its applicability in the school field. The class materials presented in this study enable exploratory activities using actual observation data without professional programming knowledge which is expected to contribute to students' understanding and digital literacy in the field of earth science.

• Journal of Korean Academy of Nursing
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• v.41 no.3
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• pp.333-343
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• 2011

Purpose: The aim of this study was to assess the suitability and readability of printed educational materials for patients with hypertension in Korea. Methods: A total of 33 written educational materials related to hypertension were collected from public health centers, hospitals, and internet web site. Among them, we analyzed 19 materials which fit the inclusion criteria: leaflets (n=9), booklets (n=3), and guide book (n=7). Two trained nurses evaluate the materials using suitability assessment tool (SAM; Doak, Doak, & Root, 1996) and graded lexical items for teaching Korean (Kim, 2003). Results: Overall, 14 (73.7%) of 19 materials scored adequate, and 5 (26.3%) scored inadequate. On the average, the education materials contained 36.1% to 50.5% of 1st grade reading level words and 12.9% to 21.6% of 4th grade level and over. Conclusion: The reading level of the materials was higher than a 6th grade reading level. It is proposed that the written educational materials should be developed by health professionals according to suitability and quality by taking the target group's literacy capacity into consideration.

• Hwankyungkyoyuk
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• v.16 no.2
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• pp.65-73
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• 2003

This study has an aim to construct a reference frame to analyze the appropriateness of environmental education(EE) materials of elementary schools, and to search the basic direction of the scheme for analysis. In addition, this study has an aim to induce what the results of this analysis suggests for the development and reconstruction of EE materials. It was analyzed how truly EE materials reflected contents selected as an analysis scheme, after grasping practical use and features of textbooks, audio-visual materials, and a web-site that are typical materials in EE of elementary schools. The results in textbook analysis were that there were a human-centered environmentalism in the EE unit ("Environmentally Sound National Development", 5th Grade) of Social Studies. The result in analysis of audio-visual materials "Environmental Warrior, Zentaforce" of EBS, were that there are unhealthy environmentalism in that material. In other words, technology itself is considered as a almighty means to solve environmental problems. Finally, the result in web-site analysis were that the "Environmental Class" of Ministry of Environment did not have sound environmentalism. The above result of study shows us that the most important thing in developing and using the environmental education materials is to have sound environmental values and EE perspective, to evaluate EE material with various point of view, to judge its result, and to use it.

• Journal of Korean Library and Information Science Society
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• v.45 no.2
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• pp.73-92
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• 2014

A school library manifesto means the policies and rules on school libraries and includes the direction which they should follow and the criteria which school libraries should keep. Compared the school library manifestos of IFLA/UNESCO, IASL with that of Japan, the school library manifestos of IFLA/UNESCO are constituted with mission of the school library, funding legislation and networks, goal of the school library, staff, operation and management, implementing manifesto etc. and underline funding legislation and networks. The IASL policy statement on school libraries includes functions, materials, facilities, personnel, lifelong education, skills, literacy development, government and public support etc. and emphasizes lifelong education, skills, literacy development. The school library manifesto of Japan includes philosophy, functions, staff, material, facilities and management etc. and highlights philosophy. As a result of comparison and analysis of the school library manifestos of IFLA/UNESCO, IASL and Japan with that of Korea, the school library manifesto of Korea needs to comprise mission, facilities, staff, lifelong education, skills, literacy development, funding legislation, operation and management, government responsibility for implementing the manifesto, etc. by accepting the components in the manifestos of advanced countries, stressing the educational roles of school libraries and by separating the educational area from others.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.16
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• pp.6691-6695
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• 2014

Background: A population-based cervical cancer screening program using visual inspection with acetic acid was launched in Maldives in 2014. Our study aimed to assess the knowledge, attitude and practices of women in relation to risk factors of cervical cancer, early detection of the disease and its prevention. Materials and Methods: The questionnaire based survey was conducted among 20 to 50 year old women, systematically sampled to represent three regions of Maldives. Trained investigators interviewed a total of 2,845 women at home. Results: The prevalence of the risk factors of cervical cancer like early age at marriage and childbirth, multiple marriages, multiple marriages of the husbands, and multiple pregnancies was high. More women knew about breast cancer than cervical cancer. Even among the small number of women who knew of cervical cancer, only 34.6% had the knowledge of at least one early symptom. Very few women knew that the cancer could be prevented by any test. Only 6.2% of the women reported having ever undergone a Pap smear. Many women had the misconception that cervical cancer was infectious. In Maldives the younger women have high literacy rate due to the policy of universal free education and those with higher levels of education had improved knowledge of cervical cancer and its risk factors. The prevalence of risk factors also reduced with improved literacy. Conclusions: Awareness about risk factors and prevention of cervical cancer is limited among Maldivian women in spite of having high exposure to some of the risk factors. A universal literacy program in the country has helped to improve the knowledge of cervical cancer prevention and to reduce the exposure to various risk factors in the younger population.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.25-39
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• 2008

The purpose of the study was to develop cyber in-service training contents regarding environmental literacy for entry-level environmental public servants. The blended type of contents were developed, through literature review, contents analysis of other programs, and expert conferences. The validity of the contents developed was ensured experts in environment. Major research findings were as followings: First, there is a lack of time for entry-level environmental public servants to participate in the environmental in-service training programs. Therefore, cyber training can be a good solution to the problems with environmental training courses. It improves access to educational opportunities as it overcomes the limitations of time and space and provides hands-on experiences through multimedia materials that reflect the real world. Second, directions for developing cyber environmental education contents were represented in three parts; 1) strategies for developing cyber environmental education contents, 2) Models for developing cyber environmental education contents, 3) Contents selection for developing cyber environmental education contents Third, the developed contents for entry-level environmental officers consist of 4 domains: (1) the introduction to environment; (2) the natural scientific understanding of environment; (3) the humanistic understanding of environment; and (4) the social scientific understanding of environment. Fourth, the program developed was evaluated by 7 environmental education experts according to 10 evaluation items of total contents and contents development structure. In result, the validity of the program was ensured. Based on the results, some recommendations were suggested.