• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.711-723
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• 2007

As the discourse of scientific literacy has broadly summed up the goals of science education in the current decade, this study attempts to question how we contextualize appropriate interpretations and feasible approaches to scientific literacy in K-6 science education. With respect to the complex praxis of scientific knowledge and practice, this study emphasizes the participatory framework of scientific literacy which interweaves children's everyday experiences and science learning. This study also concerns children's abilities to understand and enact scientific enterprises (i.e., children's fundamental sense of scientific literacy). As a way of developing K-6 scientific literacy, this study investigates how using science books can broaden the scope of children's understandings of science in life connections and promote a fundamental sense of scientific literacy through talking, reading, and writing skills in Grade two science classrooms in Canada. Second graders were engaged in learning "sound" for five weeks. During science lessons, children's talks were recorded and their writings were collected for data interpretation. This research finds that using science books can encourage children to become engaged in communicative activities such as talking, reading, and writing in science; furthermore, using science books develops children's inquiry skills. These findings open a further discussion on scientific literacy at the K-6 levels.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.69-87
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• 2004

The purpose of this study was to develop a media literacy program for young children and explore its applicability and effects on young children's media literacy learning. Media literacy, as a concept combined literacy, or the ability to read and write, with media, is about more than just consuming information or understanding technological aspects of media, but is defined as expanded information and communication skills that are responsive to the changing nature of information in human environment. In order to develop media literacy program for young children, the goal and objectives, content areas, teaching methods and materials, and evaluation of media literacy program were searched and established. The subjects of this study consisted of a total of 51 children at age 5-6. The research had been implemented for 8 weeks integrated into daily activities of kindergarten children. Data were collected by interviewing with children using animations, and children-made-cartoons during the pre- and post-tests, and were analyzed quantitatively using rating criteria. The results of this study showed that there were significant differences found in children's abilities to reception, critical thinking, and creativity. This research made a major contribution to provision of a ground for developing an effective media literacy program for young children.

• The Journal of Information Systems
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• v.30 no.3
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• pp.113-135
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• 2021

Purpose This study aims to measure the effects of media literacy education through the social science method and find out the impact of media literacy education on digital citizenship in Korea and its implications for the development of democracy. Design/methodology/approach This study used an independent t-test to analyze relativeness between media literacy education and media literacy factors. We also adopted an independent t-test to investigate media literacy influence on digital citizenship. Furthermore, we found out age differences using 'the one-way analysis of variance (the one-way ANOVA)'. Findings We have found four media literacy factors, MC, CT, C&P, R&R, have been significantly affected by media literacy education. We have also pulled out three digital citizenship factors, IPA, TS, and CP, involved in media literacy education. Moreover, we have analyzed our survey by different age groups. The lower the age, the higher the TS. CP was highest among those from 30 to 59, followed by those under the 30s.

• Journal of muscle and joint health
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• v.28 no.3
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• pp.252-262
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• 2021

Purpose: To define the concept of digital health literacy and identify its attributes. Methods: Walker and Avant's approach was employed for concept analysis. Attributes, antecedents, consequences, and the definition of digital health literacy were derived from a review of 28 studies. Results: Digital health literacy was identified to possess the following five attributes: health information seeking, health information processing, health information communication, health-related knowledge translation, and utilizing digital technology. Basic literacy skills, health concerns, motivation to use technology for health information, and access to digital technologies were all antecedents of the concept. The consequences of the concept were health behaviors, patient engagement, health status, and quality of life. Digital health literacy is the ability to seek relevant health information utilizing digital technology to solve health problems and improve quality of life. Furthermore, it refers to the translation of health-related knowledge obtained through health information processing-finding, understanding, and evaluating health information and health information communication-into the context in which individual and social factors interact. Conclusion: This study presented a new definition of digital health literacy that goes beyond existing internet-based eHealth literacy, by incorporating the context of emerging digital technologies. This proposed definition can serve as a foundation for the development of instruments and educational programs to improve individuals' digital health literacy.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.5
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• pp.403-411
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• 2021

This paper discusses the relationship between debt literacy, peer-to-peer lending, and over-indebtedness in Indonesia. It is essential because the number of loans on this platform continues to increase, both legal and illegal. Data was collected online in collaboration with commercial market research firms, JajakPendapat.net. Debt literacy and over-indebtedness were measured by self-assessment with questions from Lusardi and Tufano (2009a). Questions for debt literacy are about interest compounding, debt interest, and the application of time value of money in payment options. The question for over-indebtedness is about the amount of debt and the conditions resulting from that debt. By using descriptive methods, it is clear that the majority of respondents, both borrowers and non-peer-to-peer lending borrowers are debt illiterate, and those who have poor debt literacy have huge debt. Overall, only 1.85% of the respondents were debt literate. Those who live on the island of Java have better literacy because they are the center of economic growth in Indonesia. Debt from peer-to-peer (P2P) lending also has the potential to create problems, namely over-indebtedness. P2P lending borrowers also have very poor debt literacy. However, there is no difference in debt literacy between P2P lending borrowers and non-P2P lending borrowers.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.3
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• pp.433-439
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• 2021

The purpose of this research is to discuss the concept of measuring cryptocurrency literacy, especially Bitcoin. This research uses a qualitative approach. The data source comes from a literature review on cryptocurrency and opinions from Bitcoin academics, traders, and investors. Data collection was conducted through desk evaluations and interviews to determine what attributes should be considered for assessing Bitcoin literacy. The results of a literature review reinforced by discussion show that eight attributes can be used to assess basic level Bitcoin literacy, namely Bitcoin supply, regulatory guarantees, transaction recording, the role of third parties, treatment of transfer transactions, initial coin offerings, the smallest Bitcoin unit, and conversion with another currency. These eight attributes can be used to measure Bitcoin literacy through various questions with the choice of true, false, and do not know answers. This research is essential because there is no method to measure Bitcoin literacy. This research can be a measuring tool that becomes a reference or standard in assessing or measuring Bitcoin literacy. This study's results provide benefits to the development of science in the form of a tool that can be used to assess Bitcoin literacy and become a standard in assessing a person's level of understanding of Bitcoin.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.247-263
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• 1999

Literacy-related communication and information types naturally occurring in the dramatic play area were observed during free play over a 4 week period. Participants were 21 boys and 16 girls enrolled in a kindergarten class in Taegu. Types of literacy-related communication frequently used during social pretend play were Description, Suggestion, Question, and Answer. Negative types of literacy-related communication, such as Threat, Protest, and Warning were rare. Types of frequently occurring literacy information were about letters & words, and literacy functions. These findings were discussed with respect to curricular implications for the classroom.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.199-212
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• 2008

Relationships between parents' home literacy attitudes in low-income families and children's emergent literacy were studied with 107 children 4- and 5-years of age and their parents. Instruments were Kim and Kwon's (2006) questionnaire about parents' literacy attitudes, the Peabody Picture Vocabulary Test-Revised(Kim et al., 1995) and the Concepts About Print(CAP; Kim & Kim, 2004). Results showed that parents of younger children were positive about reading books; parents of older children were positive about reading instruction. More positive parental feelings about reading and higher frequencies of reading with the child were related to children's higher vocabulary scores. Children's CAP was positively related with amount of parents' reading instruction, home literacy resources, and number of child's books in the home.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.259-277
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• 2004

The effects of two literacy programs, Balanced Literacy Instruction(BLI) and Phonics Instruction were studied in 40 three- and four-year old children. BLIwas created to compensate for the limits of the Whole Language Approach(WLA) and of Phonics Instruction(PI). The WLA focuses on writing and communication but lacks concrete instruction methods and overlooks technical aspects of reading and writing. On the contrary, PI is logical, stressing phonemic recognition, skill in distinguishing words, and the rules of consonants and vowels. By combining the best of both PI and WLA to create BLI, this study showed that children who received BLI significantly improved their ability of phoneme recognition, reading, writing and understanding of the content of a book, letting us conclude that BLI is the more effective method for teaching literacy.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.66-76
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• 2012

The purpose of this study was to investigate the effects of and development of the STEAM-based on environmental programs to enhance environmental literacy of elementary school students. Through the questionnaires and the analysis of students' outcomes, the effects on literacy in both quality and quantity were verified. By applying the STEAM-based to environmental programs for enhancing environmental literacy to elementary students, the results of this study was as follows: First, its application was meaningful in that the level of $p$<.05 in point view of environmental literacy was a result of the pre-post test in the experiment group, which was made up of the 6th graders in the elementary school. Second, analysis of students' reflective journals showed that the participants' understanding, actions, and attitudes were positively affected by the programs in terms of environmental literacy. In conclusion, the STEAM-based on environmental programs for environmental education was very effective in enhancing environmental literacy.