• Journal of Korean Library and Information Science Society
• /
• v.49 no.2
• /
• pp.267-300
• /
• 2018

The purpose of this study is to develop conceptualization models of reading, information, ICT, and digital literacy through conceptual differences of these literacy by reviewing and defining the concepts of literacy as well as reading, information, ICT, and digital literacy. Computer literacy has emerged as a concept that explains the phenomenon of contemporary social, cultural, and information technology development, and since then, computer literacy has since changed to IT, ICT literacy, and digital literacy. As a result of the study, a conceptualization model of the reading, information, ICT, and digital literacy was developed. In this model, these literacy whose terms have changed according to the technological development of media, have been classified as medium-centered literacy. And reading and information literacy that focuses on the cognitive process of understanding, utilizing, and evaluating texts and information is categorized as process-oriented literacy. In the digital environment, reading and information literacy is a core competence to critically think and evaluate the texts that are on media, and further research is needed to reduce the reading and the information gap among readers.

• Educational Technology International
• /
• v.16 no.2
• /
• pp.231-247
• /
• 2015

The purpose of this study was to identify the factors of ICT literacy in the primary school students in South Korea and to examine the gender and city size difference on the factor of ICT literacy. To accomplish this goal, we have analyzed the data of Korea Youth Competency Measurement and International Comparative Study I: ICCS 2016 which is nationally collected from the primary school students, currently on the 5 ~ 6th grades in South Korea. 1,188 samples were used in the study excluding missing samples. The participants were 584 5^th grad and 604 6^th grad students, 620 males (52.2%) and 568 females (47.8%). The mean age was 13.49 years (SD=.52). The result of the study reveals the four factors of ICT literacy through cross-validating exploratory factor analysis and confirmative factor analysis; pleasure of using ICT, perceived usefulness of using ICT, learning ability with using ICT, and operating ability of ICT. This study found that the leaner differ in gender on learning ability with using ICT and pleasure of using ICT. The female students were significantly larger than male students on learning ability with using ICT. However, the male students were significantly larger than male students on pleasure of using ICT. This study found that the leaner differ in city size on the factors of ICT literacy excluding pleasure of using ICT. The students living in the big size city were significantly larger than the students living in the middle and small. That is, over all, female students were more learning with ICT, male students were more interesting about ICT, and the students living in the big size city were more ICT use for learning. Based on the results, some strategies were suggested on the proper use of the factors of ICT in education.

• Journal of The Korean Association of Information Education
• /
• v.12 no.2
• /
• pp.151-161
• /
• 2008

The use of ICT impacts positive effects on increasing scholarship achievement levels and on developing creativity, including teamworks, critical thinking skill, independence in learning and motivation of leaners. The purpose of this paper is to survey and analyze a competence for digital literacy of an elementary school pupils in Gyeongsangnam-do, and to compare the competence of the pupils with the competence of the pupils in Seoul. The results suggest that Gyeongsangnam-do's pupils have had the highest competence for social & cultural literacy and the lowest competence for information & technology literacy among three literacy. We also conclude that there is no a significant disparity between the competence of pupils in both regions.

• Journal of The Korean Association of Information Education
• /
• v.26 no.5
• /
• pp.385-396
• /
• 2022

The 2022 revised curriculum emphasized basic literacy, which consists of language, numeracy, and digital literacy. This digital literacy is being presented in the curriculum as a goal for cultivating digital literacy in various countries. Therefore, this study looked at the curriculum of countries with high digital literacy among students. And PISA 2018 data analysis was conducted on ICT elements of students by country. Specifically, one-way ANOVA, correlation analysis, and confirmatory factor analysis were performed for each ICT element for country-by-country comparison. As a result, when organizing the curriculum related to digital literacy, it is necessary to organize it earlier than the present time. In addition, it was found that it was necessary to consider the contents to increase the usability in school.

• 한국정보교육학회:학술대회논문집
• /
• 2011.01a
• /
• pp.125-132
• /
• 2011

This study discusses the definition of ICT literacy and the new assessment tool for measuring ICT literacy using a computer-based assessment(CBA) system. In particular, this study reviewed the assessment framework and exemplary CBA items which was developed for OECD PIAAC(Programme for the International Assessment of Adult Competencies).

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.07a
• /
• pp.215-216
• /
• 2017

본 연구는 60대 이상 세대와 기초 ICT 리터러시 수준을 50대 이하 세대를 비교 분석하여 노년층을 위한 ICT 리터러시 교육을 위한 내용체계을 제시하기 위해 시행되었다. 오프라인 지필 객관식 문항으로 개발된 조사문항을 분석한 결과를 보면 기초 ICT 리터러시 수준에서 세대별 격차가 드러났으며 이를 해소하기 위해서 컴퓨터 하드웨어 명칭 및 사용법, 운영체제 사용법, 인터넷 검색 및 주소 입력 방법, 저작권 및 정보윤리의 4개 영역을 구분하여 내용체계를 구성해야 한다는 결론을 도출하였다. 또한 노년층을 위한 기초 ICT 리터러시 교육은 컴퓨터 관련 장치 또는 체제에 대한 명칭에 대한 낯섦 해소, 디지털 기능에 대한 활용 빈도나 실생활의 연계성 강화, 노년층의 신체반응 및 인지적 상황을 고려한 반복 학습 등이 고려되어야 한다.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.3
• /
• pp.101-110
• /
• 2004

The present instruction using ICT has a problem that it inclines toward instructing the simple technique of information or communication technology. In this paper, to cope with this problem, we propose a new Teaching-Learning model using ICT. The previous teaching-learning models using ICT are investigated and analyzed. Then, the criteria for evaluating the ability to put information literacy into practice are evenly reflected in the proposed model, is evenly reflected. The result of experiment reveals that the proposed model enhances the ability to put information literacy into practice on 5 items of 6 qualitative evaluation criteria.

• The Journal of the Korea Contents Association
• /
• v.16 no.2
• /
• pp.268-276
• /
• 2016

In this paper, we analyzed the link between school's educational information technology level and ict literacy level of students in elementary school. Specially we concerned about the link between principal's awareness of ict and ict literacy level of students. This ICT literacy levels were measured by sampling 1%(12,759 students) of the entire school year for elementary school 4-6. The educational information technology level of sample student's school was extracted from the Ministry of Education data. Then the two materials was analyzed in conjunction with each other. As a result, Higher recognize of principal, higher ict literacy level of students. That is sure in human realm. But that is difficult to conclude in ict infra and ict using realms. According to this result, it is more important to develop ability and awareness of teacher for ict than to support building of ict infra and using of ict. Therefore, we need to make a plan to develop ability and awareness of teacher for ict with building of ict infra.

• Journal of The Korean Association of Information Education
• /
• v.22 no.6
• /
• pp.711-721
• /
• 2018

The development of artificial intelligence technology and the shift to a software-driven society are raising the need for digital literacy education on how to access, understand, use, create and share new open content in a variety of sustainable open content. At this point in time, this paper defines the digital literacy as the subliteracy concept for data, tools, and device elements. It is defined as a concept that includes cognitive and non-cognitive abilities and is stratified by computer literacy, ICT literacy, and information literacy. Open content is also defined as teaching-learning materials that can be used and shared freely by anyone, such as the Open Education Resource (OER) and the Open Access movement. Based on the two definitions, a three-step strategy for digital literacy education was developed to select open content in the digital environment, followed by a digital literacy education plan, and finally, an education frame to foster digital literacy capabilities.

• Journal of Internet Computing and Services
• /
• v.14 no.6
• /
• pp.59-70
• /
• 2013

With advances in information and communication technologies, many innovative technologies have been developed. Those technologies are changing every aspect of our daily life. Especially smart technologies are changing our life dramatically. Smart devices such as tablet PCs and smart phones are used in education so that new concept called "smart learning" is created and used. Currently smart learning becomes popular in accordance with wide distribution of smart devices and smart contents in schools. In order to compare and check the current status and progress of individuals in smart environment, we need smart literacy standards. However, there has been only few works for smart literacy standards for teachers and students. Also, those standards need to be improved. The purpose of this paper is to develop smart literacy standards for teachers and students in smart learning environment. The proposed literacy standards are developed based on the existing ICT literacy standards. In this work, smart literacy standards consist of four main areas, smart education, smart knowledge, smart application, and smart ethics, respectively. For development of smart literacy, wide experts from teachers, professors, and researchers are selected and surveyed. Their responses are analyzed using through statistical analysis so that final smart literacy standards are obtained.