• Journal of Digital Convergence
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• v.20 no.4
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• pp.83-92
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• 2022

With the digital transformation of the entire industry, software competency has become the core competency for the future talent. However, it is difficult to find researches related to the corporate education for improving employee's software capability. Therefore, this study tried to verify the relationship between factors affecting the learning performance of employees in online software education. For this purpose, a survey of 223 employees with online software education experience was analyzed using the SPSS PROCESS macro. As a result of analysis, perceived usefulness and self-regulated learning have been found to have a significant multiple mediating effect on learning performance by digital literacy and satisfaction. This suggests that not only learner factors but also the characteristics of education should be considered. The results of this study are expected to be helpful in designing effective online education programs.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.227-236
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• 2020

This study examines the change in students' science attitude and the growth of their core competencies through science classes emphasizing digital literacy. To this end, we conducted a study on 116 first graders in C middle school in the C region, and entered a science class that emphasized digital literacy of 35 classes. First, as a result of examining the effect on science attitude, a statistically significant change (p<.05) was observed. The effect size for each subregion ranged from 0.67 to 1.52. Second, there were no differences in the overall frequency of growth perception according to the type of class that emphasized digital literacy. However, in the analysis of core competencies, Web-based classes did not show a large difference in frequency by core competencies, whereas high-tech classes were slightly different by core competencies. This is an implication for science education, and it is necessary to increase the utilization of science classes that emphasize digital literacy.

• International journal of advanced smart convergence
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• v.11 no.4
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• pp.141-148
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• 2022

Due to the fast development of information and communication technology, many people are enjoying benefits. However, there are those who do not enjoy the benefits of such information technology due to physical disabilities or economic reasons. This class is classified as an information-vulnerable class with so-called digital divide, and the disabled can be said to be a representative information-vulnerable class. The purpose of the paper is to identify the various causes of digital divide and propose improvement measures for the disabled in Korea. For this purpose, the digital divide data by the national institution over the past four years were analyzed. Through various statistical analysis, it was found that the main cause of the digital divide was insufficient information competency among the three factors diagnosing the digital divide namely, information access, information competency, and information utilization. It was also found that the information utilization activities of the disabled were not productive and consumption-oriented

• Journal of Information Science Theory and Practice
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• v.11 no.4
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• pp.51-81
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• 2023

This study aimed to study its required performance requirements and proposes a competency framework necessary for the digital workforce of the Provincial Offices in Thailand. The specific primary informants were determined as 17 people. The collecting process was performed using the Delphi technique and the electronic Delphi technique in two phases, totaling four rounds. In the first time, a structured interview was used to conduct online interviews for 15 people. Content validation was performed to determine issues of the competency framework essential for the digital workforce with 7-level scaled questionnaires, and then online reviews were collected between 10-15 people (2nd to 4th times). A consensus was found and confirmed four times with descriptive statistics, namely frequency, mean, standard deviation, mode, median, and the absolute value of the difference between mode and median, interquartile range, and application of the conceptual framework. The research findings revealed that the essential competency requirements for the digital workforce were covered in digital literacy (six aspects), digital skills (four aspects), and digital characteristics (four aspects). Consensus was confirmed for 84 issues. Therefore, it was concluded that 61 points for building an essential competency framework for the digital workforce made them effective in using digital technology as a labor-saving instrument, as well as for expanding the breadth of development of digital expertise to include members of the organization's digital practitioner network. This development will benefit government agencies and the private sector, both national and international, in the future.

• 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 Association of Information Education
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• v.26 no.2
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• pp.141-151
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• 2022

Recently, basic literacy education related to digital literacy and data literacy has been emphasized for students who will live in a rapidly developing future digital society. Accordingly, demand for education to improve big data and data literacy is also increasing in general universities and universities of education as basic knowledge. Therefore, this study designed and applied big data analysis courses for pre-service teachers and analyzed the impact on data literacy. As a result of analyzing the interest and understanding of the input program, it was confirmed that it was an appropriate form for the level of pre-service teachers, and there was a significant improvement in competencies in all areas of 'knowledge', 'skills', and 'values and attitudes' of data literacy. It is hoped that the results of this study will contribute to enhancing the data literacy of students and pre-served teachers by helping with systematic data literacy educational research.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.21-40
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• 2023

The aim of this study was to develop a comprehensive home economics teaching-learning plan, following the stages of analysis, design, development, and evaluation. The focus was on the 2015 revised home economics curriculum, specifically the 'prevention of sexual violence,' to enhance students' digital literacy competencies. In the analysis stage, the necessity of developing digital literacy competencies was confirmed by analyzing the 2022 revised national curriculum. Extracting elements from the 2015 revised home economics curriculum and textbooks, a digital tool utilization plan was designed in the subsequent design stage, aligning with learning goals, content composition, and digital literacy competency for each class. The development stage involved creating teaching-learning materials and digital tools for six sessions, centered around the topic of 'prevention of sexual violence.' In the evaluation stage, six content experts assessed the teaching-learning plans using a 5-point Likert scale and open-ended questions. The validity evaluation confirmed the effectiveness of the teaching-learning plans in improving middle school students' digital literacy competencies. Based on feedback from the experts, the plans for the six sessions were revised, with an additional session added, resulting in a total of seven sessions. It is envisioned that the home economics teaching and learning plans developed in this study can be implemented in home economics classes to foster students' digital literacy capabilities.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.22 no.1
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• pp.153-161
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• 2022

The current National Curriculum clearly states that students should utilize digital information as a core competency. With ICT-based non-face-to-face learning has become commonplace, that ability has become as basic and essential as the competency to read and write in traditional education. Therefore, this work analyzed the characteristics of ICT utilization learning in the social studies curriculum of elementary school to cultivate basic abilities and skills for learners' future, and these discussed from the perspective of digital literacy. The results are as follows. First, the ICT utilization learning could be found in most units for the subject, but most of them were just the searching material and the watching video. Second, when approached from the perspective of digital literacy, the main activities were the 'access' in the lowest level. Third, the higher levels such as 'understand' and 'create' were few activities. This result gave the task of reflecting on the ICT education so far. Rather than just focusing on increasing the frequency of the ICT using, it is necessary to improve the quality of students' activities in ICT learning for progressing digital literacy. For the students' skills of utilizing digital information could be developed differently depending on the type of ICT learning activity.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.1
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• pp.115-137
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• 2023

The purpose of this study is to present a guide for the development of research data management education programs for researchers affiliated with domestic universities and research institutions. In order to present the relevant program guide, first, we investigated and analyzed educational programs for overseas research data management. The educational programs studied and analyzed are RDMRose, RDMLA, DataONE, Digital Research Alliance of Canada, NNLM, PARTHENOS and Coursera. In addition, in order to confirm the appropriateness of the education program, it was reviewed through the detailed competency of data literacy researched in Korea. As a result of the review, most of the detailed competencies for data literacy were satisfied. Finally, a program guide for researchers was presented by synthesizing the research data management education programs that were investigated and analyzed. The results of this study will help develop research data management education programs that can systematically support and activate researchers belonging to universities and institutions.

• The Journal of the Korea Contents Association
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• v.22 no.3
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• pp.273-284
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• 2022

YouTube usage continues to increase, and the age group who spends the most time on YouTube is surveyed in the teens. It is practically impossible to prevent children and young people from being exposed to harmful content, so nurturing the ability to choose and use YouTube content in a healthy way can be a fundamental solution. Therefore, in this study, we tried to identify what YouTube literacy is for the digital native generation, and to prepare standards to be considered in common. The purpose of this study is to refine the definition of YouTube literacy competency and to develop a checklist that can be used when guiding and guiding children and adolescents to use the YouTube platform. To this end, a conceptual definition and checklist were developed by conducting prior research and overseas case analysis, and validity was secured through expert and educator reviews. The finally developed checklist includes 4 categories, 10 areas, and 23 criteria: media access, critical understanding, media participation, and ethical use.