• Analyses & Alternatives
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• v.7 no.3
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• pp.145-179
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• 2023

This study empirically examines the relationship between the education and competence, age and competence, and the returns to skills in the labor market in different countries using PIAAC data. The main focus is notable characteristics of Korea compared to other PIAAC participant countries. Contrary to young students who have highest scores in international tests, Korean adults made mediocre performances in all three areas, numeracy, literacy, and problem solving. It turns out that the correlation between educational level and competence is weak in Korea compared to other countries, whereas the depreciation of competence from aging is strongest. In terms of labor market returns, literacy skills get highest returns while problem-solving skills get lowest in Korea. In contrast, the numeracy skills get highest returns, and the problem-solving skills have high returns than those of Korea in many other countries When we include three skills in the Mincer wage equation, the returns to problem solving skills have negative effect in Korea, which is rarely found in other countries. These results implies that problem-solving skills are not much appreciated in the Korean labor market and Korean adults have few opportunities of accumulating human capital after finishing formal education. Korean need to rethink the ways to accumulate human capital and enhance economic performances to overcome high deprecation in human capital after formal education and to make the labor market more efficient in a sense that adults' competence results in the due economic returns.

• Journal of Korean Library and Information Science Society
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• v.49 no.3
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• pp.331-359
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• 2018

The purpose of this study is to analyse the Big6 model and the Big6 modification model to find out the characteristics of the Big6 model and to derive implications for applying the Big6 model in the field. For this purpose, the information literacy standards of the AASL and the ACRL were compared with the Big6 model. The Big6 model, influenced by Bloom's taxonomy was analyzed alongside the Big6+3 model, the Big8 model and the modified Big6 model, provided by LG Science Land. As a result, the Big6 model could be used as an information problem-solving model, metacognitive activation strategy, and scaffolding to improve students' information literacy. In addition, it could be used as a model for constructivism, inquiry-based learning, the integration of curriculum, collaborative education, and ICT technology. How teacher-librarians or librarians apply the Big6 model is related to the improvement of critical thinking skills. Teacher-librarians and librarians need to plan situations, subjects, topics, and methods in a systematic and specific way when applying the Big6 model to the information literacy curriculum.

• 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 Information Science Theory and Practice
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• v.8 no.2
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• pp.45-54
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• 2020

Access to relevant information determines the quality of life of an individual in society and the academe. Academic institutions have established information literacy programmes to enhance students' access to information. With the elevation of colleges of education to tertiary status in Ghana, pre-service teachers are now required to conduct research to improve their reflective thinking in order to be certified. However, the information access skills of students in colleges of education in Ghana are uncertain. This study draws empirical evidence from students in the Nusrat Jahan Ahmadiyya College of Education, Wa, Ghana on their information access skills. Primary data were collected from 303 respondents from the college using a stratified sampling procedure. The data were collected using a questionnaire and analysed using descriptive statistics. The results indicate that information is available to students through different sources such as the Internet, libraries, and contact with friends and authorities. However, students were limited in respect to access to relevant online resources for their academic activities due to inadequate information access skills. Potential solutions are discussed.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.310-320
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• 2005

The purpose of this study was to investigate young children's environmental literacy level and variables that affected their environmental literacy. Of the students, 969 in third grade from big cities, medium sized cities and rural areas participated in this study, and their environmental literacy was measured through 69 questions consisted of 24 items for knowledge, 22 for attitude, 16 for behavior, and 7 for skills with 13 demographic variables. Eighty minutes were given to answer the questions. Statistical analysis was conducted on each of the categories (knowledge, attitude, behavior, skill) that make up environmental literacy and multivariate analysis variance (MANOVA) was also conducted to investigate variables that affect environmental literacy. Results indicated that the correlation between attitude and behavior is the highest. Also, it was found that a demographic variable might affect one, two, or sometimes all categories of the environmental literacy.

• 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 information Management
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• v.28 no.3
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• pp.31-46
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• 2011

Information literacy of the individuals affects their competitive capability significantly by providing problem solving skills in the short run, and by enabling life-long learning in the long run. This study examines if information literacy capacity has any relationship with individuals' achievement level through the experiment with college student subject group. As evidences for individual achievement level, we adopted GPA's(grade point average) of students. As a result, it was confirmed that information literacy and academic achievements has positive relationship. Additionally, it has been found that this relationship has a tendency of sustaining for a significant period. These experiment results would serve as a rationale for providing information literacy courses in the academic curriculum.

• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.39-53
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• 2005

The present study tested a multivariate model of direct and indirect influences of family Socioeconomic Status (SES) on children's early reading skills at kindergarten entry. The data used here are from one of the largest national databases in the USA, the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). Utilizing structural equation modeling, the results revealed that a number of factors within parental characteristics, home practices, and SES come together to influence children's early reading skills. SES operated primarily indirectly through home literacy activities and also directly in influencing reading. In addition, parental beliefs about kindergarten readiness mediated the relation between SES and home literacy activities. Thus, SES influenced early reading directly and indirectly, through home literacy activities, and simultaneously, through parental beliefs, which in turn, were associated with home literacy activities that were directly associated with children's reading. The findings emphasized the multiple pathways through which SES is associated with children's reading and the need to search for other mediators of SES influence.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.29-50
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• 2011

An aim of this study is to analyze status of information literacy and propose some ways strengthening its role as a cross-curriculum. Analyses show that information literacy is a basic competency of creative person composing the educational human figure under the national curriculum in Korea. In the school knowledge, its position is a procedural knowledge to create new ideas, also it is a interdisciplinary thinking skill under the instructional method. Therefore, information literacy instruction covering media and ICT literacy should exist as a main cross-curriculum to be a selective subject in the national curriculum. And finally, one of learning skills, its definition should be cleary stated such as information research and access, information analyses and interpretation, information synthesize and presentation.

• Journal of the Korean Home Economics Association
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• v.46 no.10
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• pp.97-106
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• 2008

We examined the effects of family and home literacy environments on the vocabulary and reading abilities of 3 to 5-year-olds. In particular, SES was considered against home literacy environment. The sample consisted of 366 Korean children and their mothers. We found that the level of mother's education was related to the child's vocabulary test score. After controlling for family factors, home literacy environment score positively predicted children's performance both in vocabulary and reading tests. Magnitudes of differences between the two literacy groups (high and low home literacy environment) became larger in the children from relative lower income families. Magnitudes of differences for vocabulary and reading tests was strikingly large in the low-income group both in vocabulary and reading tests. These findings shed lights on the importance of parent education and family services for low-income families with preschool children.