• Journal of the Korea Society of Computer and Information
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• v.25 no.12
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• pp.93-100
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• 2020

This study aims to design and develop effective digital contents to improve the ability for artificial intelligence literacy. First, we defined AI literacy and analyzed the competencies required for artificial intelligence literacy. After selecting the educational elements for AI ability, we composed 10 educational programs. To confirm the appropriateness of designed contents, we verified through content validity test by 10 experts. The CVI value was over 0.75, which was highly valid. The developed content was installed on the online system and applied to 55 AI beginners for 4 weeks. The learners showed a positive result of at least 3.85 in the items of content difficulty, understanding, effectiveness, and learning challenge. As a result of this analysis, we can see that the developed content is positive for helping many people understand AI and improving AI literacy.

• Journal of the Korean Society for information Management
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• v.22 no.4 s.58
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• pp.153-172
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• 2005

The purpose of this study is to reveal how undergraduate students' computer literacy and library knowledge can affect their frequency of library material use and information literacy, and analyze the correlations between frequency of library material use and information literacy. Data were collected by distributing questionnaires to students of 7 universities in 8 credit-given user education courses, and correlations with variables were analyzed through hypothesis testing. It was suggested that with strong support of university administration, user education should be taught by using more of scholarly library material.

• Journal of Digital Contents Society
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• v.15 no.4
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• pp.491-500
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• 2014

The Internet is being used in daily life, information literacy for the aged is become necessary. For the aged, they can communicate with different age groups and can improve their lives as a component of the society through information literacy. In this paper, we first analyze the computer class of Gumi Senior Welfare Center of Gyeongsangbuk-Do and then present the questionnaire including their needs for education and their changes after receiving information literacy. We also give the future direction of information literacy for the aged. The results of this paper will be useful to improve the lives of the local aged.

• Journal of Advanced Information Technology and Convergence
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• v.9 no.1
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• pp.67-76
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• 2019

Recently, with the advent of the software-based society, many organizations have been providing software developing education, such as coding, to Computer Science majors and non-Computer Science majors. When implementing a program, teachers can let students draw a variety of diagrams, such as flowcharts, UML diagrams, and ERD diagrams ahead. As the importance of computational thinking is increasingly emphasized, abstracting algorithms into diagrams is considered an important educational element. In this paper, we examined the visual literacy and abstract/concrete way of thinking of novice programmers in order to analyze factors affecting the abstraction process of drawing diagrams, and how they influence students' ability to understand diagrams and ability to draw. If we understand what factors influence the abstraction process in this study, we can suggest educational alternatives for future strategies in which teachers will teach students.

• Journal of the Korea Society of Computer and Information
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• v.26 no.11
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• pp.247-254
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• 2021

In this paper, we propose antecedent factors that influence the Information Literacy Competency of female farmers using smart devices. The study was analyzed using the materials from the "Primary Survey of Information Literacy Competency Measurement Index for Female Farmers" by the Rural Development Administration. The target of the survey was 200 women working on the farms. The descriptive, correlation, and multiple regression analyses, t-test, and ANOVA using SPSS 21.0 program were performed. Study results found that among the psychological factors, Self-efficacy and Innovativeness have positive effects on Information Literacy Competency. Among the Sociodemographic factors, the education level, presence of smartpads, and tiem spent on smartphones have positive effects on Information Literacy Competency. Findings of the results contributed to the understanding of the Information Literacy Competency for female farmers, who have lack of infromarion on smrt devices, and suggested the direction of enhancing the level of Information Literacy Competency for female farmers.

• The Journal of Korean Association of Computer Education
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• v.16 no.2
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• pp.69-78
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• 2013

For the increasingly complicated and technology dependent 21st century, ICT literacy is being emphasized by education authorities as a key ability needed to succeed in a knowledge-based society. Accordingly, since 2007, several studies have been conducted to measure the ICT literacy levels of students. This study aimed at analyzing how ICT literacy levels vary according to students' skill sets from the viewpoint of educational convenience. To fulfill this goal, the ICT literacy abilities of 167 elementary students and 159 middle school students (all receiving education at "gifted students" education centers) were compared with the following results. First, elementary students displayed differences with regards to 'computer and network' and 'information society and ethics' among the content elements, and 'critical mind' and 'information communication' among capability elements according to their skill sets. Second, middle school students displayed differences with regards to 'information society and ethics' and 'information organization and creation' elements according to their skill sets. The significance of this study lies in the fact that it measured the ICT literacy levels of --and made suggestions for education to-- students specially gifted in information, science and mathematics rather than general students.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.

• Journal of The Korean Association of Information Education
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• v.1 no.2
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• pp.84-100
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• 1997

All technology has both intended and unintended effects, we have said, and information technology is no exception. Information technology offers a number of challenges: those of computer education, computer literacy, the ethical and societal impacts of computing and communication systems. Current computer education focuses primarily on the history, parts and usage of a computer, and programming, it does not fully include the moral standards or ethics that help guide behavior and conduct for citizens of Information society. The purpose of this study is to review of the theoretical issues and societal impacts of computers, communication systems and computer ethics; then, to nalyse current curriculum and content of school computer education in Korea: finally, to develop a possible course in computer ethics containing a goal statement and aspects of computer literacy. Contents in computer ethics covers issues of nettiquette, privacy, health, copyright-related software and network piracy, computer crime and viruses. Six suggestions are made for the computer ethics of Information Age in the conclusion.

• Journal of the Korean Society for Library and Information Science
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• v.39 no.4
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• pp.207-231
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• 2005

The study Is attempted to identify the factors affecting information literacy among undergraduate students. Through literature review, exposure to related education, use experiences in information resources, advice of the faculty, individual background are considered as variables affecting information literacy attitudes and performance. A questionnaire was devised and collected data from 628 students. Then 24 hypotheses were tested statistically. Descriptive analysis shows differences in information literacy, lower exposure to library instruction, and lack of the faculty advice. Results of the hypotheses testing shows computer and internet education, use experience of the various information resources, gender and major areas of study as factors affecting information literacy. Based on the results, recommendations are suggested to improve the information literacy.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.67-75
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• 2017

This study analyzed the impact of ICT usage on elementary and secondary school students on the result of ICT literacy levels for finding out why most of students were 'normal' or 'basic'. As a result, we found out that the learning action, information searching and leisure action of student using ICT had correlation with ICT literacy level. The higher the rate using ICT for learning, information searching and leisure, the higher the ICT literacy level of student. But the higher the rate using ICT for communication, the lower the ICT literacy level of student. Accordingly, we proposed the policy not to increase simply ICT using of student, but to teach how to use ICT for learning and information searching.