• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.277-290
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• 2013

As the deployment of digital learning environment has been accelerating in rapid changes in information and communications technology, a tool is required to practically measure and evaluate the level of information education (IE) for freshmen in the University in order to propose an appropriate direction of IE in a teachers college. According to such current trends, ICT literacy is a tool to assess a specific level of capabilities such as a variety of real-world problem-solving skills, creativity, critical thinking, analytic reasoning, and communication skills. This study has developed a test tool to measure ICT literacy competence on the basis of the concept of test questions defined from the previous research. It was used to measure ICT literacy competence of 360 university freshmen of education and analyze if there is a difference among them depending on overall ICT literacy levels and genders, content areas, competence factors, and completion of IE course in high school. The result of this study would be expected to determine the current location of IE for freshmen in the University of Education and to be able to take advantage of basic data of the direction for IE course that university students need to essentially acquire in preparation for the coming future.

• Journal of Korean Library and Information Science Society
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• v.53 no.3
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• pp.315-341
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• 2022

The goal of this study is to explore and draw implicaitons from international and domestic media and information literacy (MIL) policies and educational systems. To this end, international policy documents issued by UNESCO, IFLA, OECD, and the EU as well as domestic South Korean laws and policies related to MIL and the fuctions of public libraries and related institutions were analyzed. The findings show that international organizations recognize public libraries as institutions that are responsible for providing information access and supporting knowledge sharing for citizens within and outside of formal education systems. Additionally, public libraries are seen as institutions responsible for supporting lifelong learning and civic education, as well as improving media, information, and digital literacy skills of their communities. In South Korea, the Library Act gives public libraries and librarians responsibility for improving citizens' MIL to support the public's right to know and to narrow the information gap. However, the functions of public libraries and librarians in South Korea have been limited or excluded in the domestic MIL policies. This study concludes that public libraries and librarians are responsible for reducing the information gap among citizens and should actively participate in policy development to improve citizens' MIL skills.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.543-548
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• 2023

This study emphasizes the need to understand digital transformation and addresses the development process of functional mobile games with the theme of digital transformation. Through previous research, we found that existing mobile games do not reflect the changes in industries and jobs in the future. In this study, we designed and developed an educational mobile game that can help young people develop digital literacy skills and understand core skills for future changes in industrial structure and jobs due to digital transformation. It utilizes Unity 3D and combines the best features of puzzle, card, and board games. While there may be limitations in terms of expertise in developing educational content, it is important to note that we have presented content that can provide a futuristic view of careers through a game that is highly preferred by students. Considering the direct and indirect educational effects of the game, it is expected to be useful as a vocational education content in the classroom through tablet devices that have recently been distributed in schools.

• Journal of the Korea Society of Computer and Information
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• v.24 no.9
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• pp.151-160
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• 2019

With the advent of the Fourth Industrial Revolution, software(SW) education has become a necessity, not a choice of those who live in the digital age. Recently, many countries around the world have been actively promoting software education based on Computational Thinking(CT) for K-12 students, so software education in schools has bigger meaning as basic literacy education of future digital generation rather than coding skills. However, the integration of software education as a formal curriculum in schools is still ongoing in even other countries. Korea is also pursuing software education, but it is in the beginning stage. Therefore, we need to study the cases of other countries that have already started software education at the national level. In this paper, we first investigate the software education cases of three countries, e.g., UK, France and China with a respect of background & educational objective, development stage, and curriculum and we suggest education policies that software education can settle in Korea schools to foster a creative talented people.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.357-370
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• 2014

The purpose of this research was to develop the tools needed to evaluate the effectiveness of using digital textbooks and smart education. We then developed the tools to evaluate the effectiveness of smart education and digital textbook utilization, which were an identification of 1) seven essential 21st century skills, definitions of each, and prerequisite abilities; 2) five 21st century teacher competencies, definitions of each, and prerequisite abilities; To develop the questionnaire, we conducted a literature review in this area, consulted experts, observed classes, interviewed members of focus groups, and met with policy makers from the Ministry of Education and KERIS. The student questionnaire(26 Questions developed) included; creativity and innovation, critical thinking and problem solving, communication, collaboration, ICT literacy, self-directed learning, and adaptability. The teacher questionnaire(24 questions developed) included; 21st Century Skills, ICT Literacy, Rapport building with learners, Instructional design, Evaluation and reflection. The tools we developed will be able to use for evaluating the effectiveness of smart education and digital textbooks.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.379-408
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• 2023

This case study reports on the redevelopment of a course, Local Culture Information Theory offered by the Department of Library and Information Science at C University, into a capstone design course using a project-based learning approach. In collaboration with a local community youth organization, the redesigned course provided an opportunity for LIS students to develop and implement a digital literacy program that enabled high school students to use a variety of digital multimedia technologies to complete a project of digital Human Library featuring video, audio, and digital are such as webtoons. Through semi-structured interviews with 5 students and 3 staff from partner organizations, this study reports on course development process, the establishment of local partnerships, project outcome, as well as suggestions for improvements. In addition, a qualitative analysis of the participating students' interview responses using the Framework for 21st Century Learning (P21) found they developed and improved 11 skills across three core areas: life and career skills including self-direction, project management, collaboration with diverse teams, flexibility, responsibility, leadership; learning and innovation skills including communication and collaboration, problem-solving, creativity, and critical thinking; and information, media, and technology skills through media creation. Lessons learned and recommendations from this case study may be useful for other LIS programs and faculty interested in implementing project-based learning or developing capstone design courses.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.9-15
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• 2020

This study is to analyze the influence of the digital divide on the digital daily life of the elderly. Adaptation tendencies for digital divide were measured and classified into groups for elderly people over 60 years old. And digital communication skills, digital confidence, digital self-control, and digital life satisfaction were measured. The research model used a cross over design model and a dual mediation model. As a result of the study, first, it was found that a group with high adaptive accessibility to the digital divide had a positive effect on the overall digital daily life. Second, a group with high adaptive literacy to the digital divide had a positive effect on the digital self-control. Third, digital communication skill has a positive effect on digital life satisfaction, and digital confidence and digital self-control play a mediating role. Based on these findings, we discussed strategies to overcome the digital divide in old age.

• Knowledge Management Research
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• v.25 no.1
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• pp.193-215
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• 2024

This study aims to identify the main factors that caused the digital divide during the COVID-19 pandemic. Utilizing data from the 2020 and 2021 Digital Divide Surveys by the National Information Agency, a research model was constructed for analysis using SmartPLS 4, applying PLS-SEM and Multigroup Analysis methods. The results of the study are as follows. First, combining 2020 and 2021, mobile internet usage during COVID-19 is positively associated with digital skills, digital usage, and usage outcomes except for networking. Second, the impact of digital usage was significantly higher during the outbreak than during the beginning of COVID-19, which may be due to the increased demand for digital usage as the outbreak continued, and the corresponding increase in internet usage. Third, we discovered that demographics are not the main factor affecting changes in mobile internet use during the COVID-19 pandemic. Instead, digital literacy affects mobile usage, which is the most important one. The results show the importance of creating programs to teach people how to use technology appropriately. We propose that digital literacy should be central to training programs for people who use digital services.

• Journal of Internet Computing and Services
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• v.24 no.5
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• pp.67-73
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• 2023

The Digital Age calls for improvement of information literacy particularly among children and youth who are vulnerable to cybergrooming. Taking an interdisciplinary approach by leveraging our team's expertise including child and adolescent development, data analytics, and cybersecurity, this study proposes an interactive artificial intelligence (AI)-based preventive simulation program that raises youth knowledge and awareness about the risk of cybergrooming as well as increases resilient self-efficacy in their cybersecurity-relevant skills. The primary purpose of this project is to evaluate the effectiveness of the simulation program on preventing cybergrooming. More specifically, this study is designed to examine developmental changes in self-efficacy of cybersecurity-relevant skills among youth participants as a function of the preventive simulation program. Further, this study will identify risk and protective factors that explain interindividual differences in the ability of children and youth either to fall victim to advances from a cyber predator or to recognize and deter such threats. The preliminary data will help improve the effectiveness of the preventive simulation program as well as the methods of implementation to large groups of youth. The findings from the proposed study will contribute to making specific recommendations to parents, educators, practitioners, and policy makers for the prevention of cybergrooming.

• 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.