• Journal of the Korean Society for Library and Information Science
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• v.36 no.1
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• pp.297-320
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• 2002

The purpose of this study is to identify theoretical basis of information literacy program in the Korea. Nine Information Literacy Program were compared with ACRL Information Standards. The result of this study is as follows: (1) The identification of information needed was included in the programs that emphasized a thesis or topic statement and formulated question, critical thinking, information technology. (2) Most programs contained mainly potential sources for information. (3) Each programs had element of Information access strategy and skills that explained to OPAC, Indexes and Abstracts, On-line retrievals. (4) Implements the search strategy using various formats was essential elements in the programs. (5) Evaluation and synthesis was included in the programs, partially evaluation for information process and satisfaction was included. (6) The writing skills for termpaper. quotations and oral presentations are important elements of information use in the programs, however. those programs didn't contain enough the ethical and legal uses of information with respect to the standard.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1367-1377
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• 2012

Inquiry activity is a major source of student investigation which both of the national curriculum standards strongly emphasize for achieving scientific literacy. The purpose of this study was to examine inquiry activities incorporated in high school biology textbooks used in China and Korea. The inquiry activities were examined with regard to inquiry level and science process skills. Bell's and a modification of Padilla's framework were used in these analyses. Results show that the Korean textbooks were more exclusively occupied by simple inquiry activities - None of them provided activity more complex than level 2 inquiry. In addition, the Korean textbooks had uniformly basic science process skills, whereas their Chinese counterparts gave students some challenges for higher level process skills. Therefore, it cannot be guaranteed that the activities in the Korean textbooks are helpful in guiding students toward a gradual progression to high-level inquiry. Implications for inquiry-based science education were suggested based on the results of the study.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.151-155
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• 2021

The article is based on a model, in the context of which there are two fundamental building blocks of basic library skills and skills in the use of information technology. The former are formed within the framework of educational programs for users of academic libraries, the latter are formed within the framework of initiatives such as the European Computer Driving License. Between the basic and the highest levels of the concept of "information literacy" there are seven heading skills and attributes, the repeated practice of which leads from the position of a competent user to an expert level of reflection and critical awareness of information as an intellectual resource. Freshmen will likely be at the beginning of the arrow, probably practicing only the first four skills, while graduate students and young scientists will be closer to the end and will use seven skills.

• Journal of Korean Library and Information Science Society
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• v.50 no.4
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• pp.429-467
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• 2019

Various digital literacy and critical competencies are crucial for success in the information and media-rich 21st century game of life. This study explores and describes the digital literacy practices of role-players in WildStar, a science fantasy Massively Multiplayer Online Role Playing Game (MMORPG). Active role-players create and participate in group-driven interactive stories while in-character. A hybrid ethnographic method integrating overt participant observation and engagement, collection of community artifacts across multiple sites (such as wikis, discussion boards, and social media), and semi-structured interviews was employed to understand how role-players seek, use, evaluate, and manage information, media, and technology. Role-players used various media and technologies to supplement, simplify, and make role-playing more immersive. The relative digital literacy skill levels of individuals varied, leading role-players to leverage the skills of more proficient or experienced community members. Given the broad appeal of online games and educational benefits of role-playing, implications and applications for digital literacy skills instruction and library programming are also discussed.

• Journal of Internet Computing and Services
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• v.17 no.4
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• pp.127-133
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• 2016

In the present knowledge and information society, every citizen can enjoy benefits of various advanced technologies such as information and communication technology(ICT) and smart technology. Nowadays everybody has to have some level of information literacy and application ability in order to enjoy benefits from various advanced technologies. In additions, knowledge and practice will about information and communication ethics are also required for all. Currently we need some kind of standards to evaluate and model everybody's information literacy and application capability. In this sense, information culture index has been developed to check information literacy and application capability of every citizen for various aspects of daily life. Information culture index consists of three standards, that is, application, awareness, and norm, respectively. Application standard indicates how information contents and skills are generalized for all. In other words, it is concerned with how every citizen can understand information literacy and use information skills in his or her daily life. Awareness standard is concerned with how well everyone can respect and trust others in the current information culture community. Norm standard is concerned with how everyone can use information communication services according to his or her desirable sense of information and communication ethics. The purpose of this paper is to analyze correlation between academic background and three standards of information culture index, that is, application, awareness, and norm. For this purpose, we use 2-year national survey works for information culture. After thorough statistical analysis, we can conclude that, awareness and norm standards do not show a meaningful correlation with academic background while application standard shows a meaningful correlation with academic background, It means that, the higher academic background one has, the higher application standard one can achieve. We expect that our correlation analysis results can be helpful to spread of information education and information culture in the future.

• 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.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.585-594
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• 2014

In terms of development for CMC computer science curriculum was started from 2006 year, and it was confirmed at 2013 year and adapting through 1 to 8 grade. CMC is focused on the "Develop computer fluency, not just computer literacy", "Develop thinking process skills, not just content mastery", and "Highlight the interconnectedness of knowledge, not just address a topic/subject in isolation" as a base of the curriculum. CMC have selected core factors which are Thinking process skills, Computer literacy integrated with fundamental concepts and thinking skills, Thematic integration, Spiral curriculum, and Scalability. Once CMC have been developed as a common computer curriculum by India government, both of computer training course and textbook development were conducted by government. In addition, they are trying to enforce the computer education. It suggests to Korea some significant points which were the necessity of Computer education as an independent subject and the requirement of Software education and Computational thinking as an educational content.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.149-166
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• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.

• Journal of Korean Academy of Nursing
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• v.49 no.4
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• pp.472-485
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• 2019

Purpose: This study aimed to develop and evaluate the effectiveness of an adapted health literacy self-management intervention for elderly cancer patients undergoing chemotherapy. Methods: The intervention in this study was systematically developed through the six stages of Intervention Mapping Protocol and was based on Fransen et al's causal pathway model. A quasi-experimental trial was conducted on a total of 52 elderly patients (26 in an experimental group and 26 in a control group) undergoing chemotherapy in Korea. The intervention consisted of seven sessions over 5 weeks. The experimental tool for this study was an adapted health literacy self-management intervention, which was designed to promote a reduction in the symptom experience and distress of elderly cancer patients through the promotion of self-management behavior. To develop efficient educational materials, the participants' health literacy was measured. To educate participants, clear communication and the teach-back method were used. In addition, for the improvement of self-efficacy, four sources were utilized. For the promotion of self-management behavior, five self-management skills were strengthened. Data were collected before and after the intervention from June 4 to September 14, 2018. The data were analyzed with SPSS/WIN 21.0. Results: Following the intervention, self-management knowledge and behavior and, self-efficacy significantly improved in experimental group. Symptom experience and distress decreased in the experimental group compared to the control group. Conclusion: The self-management intervention presented in this study was found to be effective in increasing self-management knowledge and behavior and, self-efficacy, and ultimately in reducing symptom experience and distress for elderly patients undergoing chemotherapy.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.