• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.818-834
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• 2014

The purpose of this study is to examine parents' mental model of media environment and children's media use and to provide some educational suggestions. For this purpose, twelve parents of second-graders to fourth-graders sampled in elementary schools were interviewed with three activities such as a word-association experiment, a sentence completion task and a in-depth interview. The result was categorized into 8 elements such as interaction, source of supply and adverse effects. Furthermore, the analysis on the mental model of media use shows that firstly, the parents understand modern media reflects competence while they have a feeling of fear and newness on media themselves. Secondly, the parents show an ambivalent understanding on media use in terms of both negative and positive effects and have a tendency to control them. Another finding is the fact that the parents understand digital media as a representation of both connection and disconnection. Also, the parents realize media as a cause of conflict and as a place for reconciliation as well. Finally, it is showed that media is not only a personal territory but also a part of social system in the parents' understanding. Based on these findings, some interpretations and parents' educational applications are provided in terms of the Meyrowitz(1998; 1999)'s three perspectives on media.

• Cartoon and Animation Studies
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• s.45
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• pp.451-477
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• 2016

The changes in media environments have impacted on the ways in which knowledges are formed and transmitted and therefore the relevance of the traditional school subjects have been increasingly questioned. In this context, the discourses of the reformation of the 21st century schooling have focused on convergence education and media literacy education. Therefore, it is worth paying attention to the fact that the practices of transdisciplinary integrated curriculum focusing on digital media content are grown voluntarily in schools. This research is a case study of a convergence educational project that was initiated by a middle school teacher who designed and implemented a unique program of the transdisciplinary class of Korean focusing on reading webtoons with the linked program of a 'Book Club Activity' that was a part of 'Creative Experiential Activitites'. Based on the analysis of the documents, participatory observation of a main event and the interview with the teacher, this article discusses how the webtoon-focused convergence education project might have achieved meaningful connections between a subject-focused learning and a creative experiences-focused learning; between in and out of school learning spaces; between the real and imaginative worlds; and between the boundaries of the popular culture and the arts. The main finding of the research can be summarized as follows: Firstly, webtoon as the subject of the study can be an effective medium of transdisciplinary integrated curriculum. Secondly, the convergence project based on webtoons can create meaningful learning spaces in and out of school environments in terms of creating more learner-participatory learning culture as well as connecting students' everyday lives, popular arts and their learning about culture. Another important finding of this research is the rediscovery of the teacher's role in terms of mediating the voices of students as readers in the process of constructing and implementing the integrated curriculum.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.2
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• pp.45-68
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• 2012

Archives have directly and indirectly served for memory. What is collected in archives, how it is presented to users, and how users understand and use the documents affects how a given society remembers its past. Some archival scholars see that how users interpret documents from their perspectives and by social interests may play a central role in constructing social memory because memories are often triggered by individual and social concerns of the present time. Therefore, knowing what causes users to seek for a certain materials, how they use those materials and why can offer a clue to learn how archives serve for social memory. In the Web space, the interaction between users and archives/archival materials can be easily observed. Beyond making access simple for users and promoting archival documents using Web technology, archives can serve the broader purpose of memory by skillfully exploiting the characteristics of Web 2.0 and digital cultures in a way to observe how users engage in and contribute to archival contents available on the Web. This study examines the discourses on memory in the archival context, and in particular, how archives can serve as platforms for memory within the new environment of Web 2.0 technologies. It surveys discussions on memory in relation to archives, history, and evidence, focusing on the user and use context as it is represented in the archival literature. This paper discusses how that technology provides features that allow us to see collective memory being constructed in the archives, and presents examples of how the Web 2.0 technology can structure the way users share their memories in building a larger narrative around the archive.