• Title, Summary, Keyword: Literacy

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Develop and Deliver Essential Information Literacy Programs

  • Eisenderg, Michael B.
    • Journal of the Korean Society for Library and Information Science
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    • v.45 no.2
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    • pp.5-21
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    • 2011
  • There is an explosion of talk about crucial, new literacies for the 21st Century, for example critical thinking, problem-solving, media literacy, technology literacy, digital literacy, visual literacy. The other day, there was even an article about "gaming literacy!" How does one make sense of it all? The common factor in all these literacies is "information" - information seeking, information use, information processing, information presentation, and information evaluation. And, these "information" elements come together in information literacy: the ability to engage in effective and efficient information problem-solving. Information literacy is the overarching and unifying literacy, and all libraries have a unique and essential role to play in delivering meaningful information literacy programs to people of all ages. In this keynote paper and address, Professor and Dean Emeritus Mike Eisenberg will define the concept and structure of library-based information literacy programs and offer strategies for developing and implementing information literacy programs that are comprehensive(reaching all users), predictable (consistent over time), and accountable(measured and reported).

The Relationship between Emergent Literacy Development and the Home Literacy Environment (유아의 출현적 문해 발달과 가정문해환경과의 관계)

  • Kim, Gil Sook;Park, Chan Hwa
    • Korean Journal of Child Studies
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    • v.34 no.1
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    • pp.1-20
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    • 2013
  • This study examined the emergent literacy development of children and the effects of the home literacy environment on it. 861 pairs each-consisting of a mother and a child aged from three to six years old were asked to complete the early literacy parent questionnaire (Boudreau, 2005) and the home literacy environment questionnaire (Park & Kim, 2008). The results showed that : (1) girls achieved higher scores than boys in emergent literacy and its subcategories. (2) there were age differences in all of the subcategories of emergent literacy except the categories of 'orientation toward literacy' and 'phonological awareness'. (3) The study revealed that 'reading books' in the home literacy environment was the most contributive variable in predicting emergent literacy after controlling the age and gender followed by 'literacy learning'

Analysis of Mothers' Beliefs and Practices for Children's Literacy Acquisition at Home (유아의 가정문해환경실태 및 어머니의 문해신념과 실천과의 관계)

  • Kim, Ju-Ah
    • Journal of Korean Home Management Association
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    • v.24 no.5
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    • pp.129-140
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    • 2006
  • This study analyzed mothers' beliefs and practices for children's literacy acquisition by investigating the actual conditions of the literacy environment at home. The aim of this study is to understand what mothers believe about literacy, to recognize that children's literacy development is attained by activities done at home, and to provide basic data about parents' roles and guides for the development of a literacy education program for mothers and literacy development for children. As results of this study will show firstly that the actual conditions of the literacy environment for children at home begin before children are six months old, as most of mothers read to their children 2 or 3 times per week for more than 40-50 minutes. In addition, the study illustrate significant differences in mothers' literacy beliefs and practices according to the age of each child and the mothers educational background. A Third point that will be outlined is the way in which the developmental literacy belief among mothers' beliefs was related to the constructions and practices of mothers literacy environment. finally, the study will look at the influence of developmental literacy belief among mothers beliefs on practices of mothers literacy environments.

Mother's belief of literacy development, preschooler-mother interaction and strategies during literacy events (어머니의 문해 신념과 유아-어머니의 상호작용 및 문어의 의미 구성 전략 사용에 관한 질적 연구)

  • 김명순
    • Journal of the Korean Home Economics Association
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    • v.34 no.3
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    • pp.305-325
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    • 1996
  • This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

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The Differences in Attitudes toward children s Emergent Literacy between Mothers and fathers and Their-Home Literacy Environments (어머니와 아버지의 아동 문해 발달에 대한 태도 및 가정 문해환경)

  • 김명순;권희경
    • Journal of the Korean Home Economics Association
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    • v.40 no.1
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    • pp.147-162
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    • 2002
  • The purpose of the study was to investigate the differences in attitudes toward emergent literacy between mothers and fathers in relation to two types of early educational centers and to explore relationships between the parents' attitudes toward literacy and their home literacy environment. The subjects were 1626 parents (813 mothers, 813 fathers), who had three to five years old children, from 14 kindergartens and 11 daycare centers in Seoul. The questionnaire based on Kwon's instrument of emergent literacy altitude (1999) was used. The data were analyzed by two-way ANOVAS, and correlation. The results were as follows : First, there were significant differences in attitudes toward literacy between the mothers and the fathers in relation to their children's ages. The parents of three-year-old children had more positive altitudes toward literacy than ones of five-year-old. The mothers had more positive altitudes toward literacy than the fathers, excepts in reading instructions and writing development. Second, the fathers with daughters had more positive attitudes toward literacy than ones with sons. Third, the kindergarten parents had more positive attitudes toward literacy than daycare parents. Fourth, there were significantly positive correlations between the parents' attitudes toward emergent literacy for young children and their home literacy environments.

A Study on the Development of Conceptualization Model for Reading, Information, ICT, and Digital Literacy (독서·정보·ICT·디지털 리터러시의 개념화 모델 개발 연구)

  • Park, Juhyeon
    • Journal of Korean Library and Information Science Society
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    • v.49 no.2
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    • pp.267-300
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    • 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.

Health Literacy of Inpatients at General Hospital (입원 환자의 건강정보문해력에 관한 연구)

  • Hong, In Hwa;Eun, Young
    • Korean Journal of Adult Nursing
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    • v.24 no.5
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    • pp.477-488
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    • 2012
  • Purpose: The purpose of this study was to investigate the health literacy of inpatients at general hospitals. Methods: The sample of this study was 157 inpatients from secondary general hospitals located in a J city during April 1st to April 15th, 2011. The linguistic health literacy was measured by Korean Health Literacy Assessment Tool (KHLAT). The functional health literacy was measured by Korean Functional Health Literacy Test (KFHLT). Results: The mean score of the linguistic health literacy was $36.03{\pm}16.33$ (percent of correct answer: 54.6%). The mean score of the functional health literacy was $9.62{\pm}4.75$ (percent of correct answer: 56.6%). The linguistic and functional health literacy were by age, education level, marital status, socioeconomic status and their health status. There was statistically a significant correlation between the linguistic health literacy and the functional health literacy (r=.75, p<.001). Conclusion: The health literacy of inpatients was strongly related to education level and age. There is a need to develop the educational materials for adjusting the health literacy level of inpatients.

A Study about the Concept of Data Literacy based on Digital Humanities (인문학 기반 데이터 리터러시 개념에 대한 연구)

  • Han, Sang Woo
    • Journal of the Korean Society for information Management
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    • v.35 no.4
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    • pp.223-236
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    • 2018
  • The purpose of this study is to suggest the concept of data literacy and its detailed competencies based on humanities focused on LIS. To do this, we define the concept of data literacy by comparing and analyzing researches related data literacy, data information literacy, and digital literacy in domestic and foreign. And we design the basic 11 elements of data literacy based on digital humanities concepts. The result of this study is expected to be used as a basic data when design henceforward data literacy framework.

A Study on the Recognition of Korean Language Teachers on Media Literacy Education (한국어 교사의 매체 문식성 교육에 대한 인식 연구)

  • Jeon, Hyeoung-gil
    • Journal of Korean language education
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    • v.28 no.2
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    • pp.155-184
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    • 2017
  • As the media changes, communication patterns in modern society have been changed as well. This change in the media environment has also transformed the required literacy and it is time to accept this new literacy in Korean language education. At this point, this paper inspected the perception of media literacy classes of 73 teachers currently in the field of Korean language education. The results show that most teachers are aware of the media literacy which has changed socially, and show strong agreement that this changed literacy should be applied in the field of Korean language education. However, today's media literacy education is passive. Although teachers generally understand the dynamic features of newly emerging digital media, it remains as a tool in class. The teachers pointed out that device problems such as device environment and the spread of media are one of the many reasons for such passive usage. However, the more fundamental problem is that the new communication environment has not been reflected in the curriculum actively. Teachers thought that media literacy has a close relationship with Korean proficiency. Also, they saw that this kind of media literacy will be required for Korean learners in the future with more importance. Based on the results of the study, this paper argues that Korean language education needs to accept and reflect the changes of media in the curriculum.