• Journal of the Korean Society for Library and Information Science
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• v.53 no.3
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• pp.291-315
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• 2019

The aim of the present study was to compare the research trends on disinformation between Korean and abroad. To achieve this objective, a total of 283 author-assigned English keywords in 104 Korean papers and 3,551 author-assigned English keywords in 861 abroad papers were collected from the whole research fields and the publication periods. The collected data were analyzed using NetMiner V.4 to discover their 'degree centrality' and 'betweenness centrality'of the keyword network. The result are as follows. First, the major research topics of disinformation in Korea were drawn such as 'Freedom of Expression', 'Fact Check', 'Regulation', 'Media Literacy', and 'Information Literacy' in order; whereas, in abroad were shown like 'Social Media', 'Post Truth', 'Propaganda', 'Information Literacy', and 'Journalism' in order. Second, in terms of the influence of research topics related to disinformation, in Korea were identified such as 'Fact Check', 'Freedom of Expression', and 'Hoax' in order; whereas, in abroad were shown such as 'Social Media' and 'Detection' in order. Finally, in an aspect of intervention of research topics related to disinformation, in Korea were 'Fact Check', 'Polarization', 'Freedom of Expression', and 'Commercial'; whereas, in abroad were 'Social Media', 'Detection', and 'Machine Learning' in order.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.17-40
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• 2014

The aims of this study were three-fold; to analyze the trends of research on children's media, to anticipate any transitions in the direction of the research and finally to provide a guidance for future directions in the research. For this purpose, 55 research papers were chosen. The tool used for this analysis was that developed by Meyrowitz(1998; 1999), which classifies(1998, 1999) three main viewpoints towards media. Based on these three viewpoints, this study found that the most common category is 'media as a vessel.' Furthermore, it was verified that some studies in 'media as a vessel' have a tendency to be mixed with the notion of 'media as a language.' Subsequently, all the research papers in the category of 'media as a language' were subcategorized into 6 digital literacy competencies, in the manner proposed by Hobbs(2010). Consequently, the studies in the category of 'creation' were revealed to be the most common, and it was further confirmed that the research included in the categories of 'reflection' and 'social action' both begins to partially appear. Based on these results, this study speculates on a number of educational points supporting the development of media education in the digital era.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.33-45
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• 2022

This study aims to investigate effects of scaffolding on writing apprehension and media literacy in engineering freshmen's synchronous online writing course, and the relationships between the two variables. 'Scaffolding' is in-time support provided by a teacher/tutor or competent peer that enables students to meaningfully gain skills at problem solving process. Also, it is one of the most frequently mentioned concepts in education as well as one of the more necessary teaching strategies in an online writing course. In this study, provided treatments for the experiment were supportive scaffolding for domain-specific knowledge and reflective scaffolding for meta-cognitive knowledge. Participants were 102 engineering undergraduate students, who were assigned to two experimental groups by scaffolding types. A process-based writing course in online learning environment was conducted for 8 weeks. The writing tasks were given according to writing process. The findings were that, firstly, there were statistically significant writing apprehension's reduction and self-expression's improvement through the scaffolding provided in writing class. Secondly, writing apprehension's reduction and self-expression's improvement were significant in supportive scaffolding group. Thirdly, media literacy predicted writing apprehension. The practical implications of these findings are discussed herein, with particular attention on ways for writing apprehension's reduction as well as media literacy's enhancement.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.32 no.2
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• pp.82-99
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• 2024

The aim of this study is to propose strategies for in-flight OTT services by examining differences in binge-watching patterns through online video streaming services based on age. Additionally, it investigates how the moderating effects of need for cognition and critical media literacy influence the relationship between age and binge-watching. Data from the 2020 Korean Media Panel Survey conducted by the Korea Information Society Development Institute were utilized, with moderating effects analyzed using Process Macro Model 1. Results indicate that as age increases, the frequency of binge-watching content rises while the duration decreases. Moreover, moderating effects of need for cognition and critical media literacy in the age-binge-watching relationship were confirmed. This study analyzed binge-watching behaviors among online video streaming service users, confirming the influence of age, binge-watching habits, need for cognition, and critical media literacy. Theoretical and practical implications include insights for in-flight service providers, content marketers, and online video streaming service operators.

• 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).

• Journal of Information Management
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• v.40 no.1
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• pp.47-67
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• 2009

Digital literacy is an important factor in the discourses on the knowledge sharing on the campus. This article analyzed the impact of digital literacy of knowledge-sharing capabilities in the university. As a result, digital literacy was found to significantly affect student knowledge-sharing capabilities in the university studied. Results show that video and animation literacy is the most influential factor and image literacy is the second-most influential factor for student knowledge-sharing. Those results can be used as a framework for developing digital literacy program.

• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.556-570
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• 2015

The purpose of this study was to see the characteristics of oral media, which is orality and literacy combined, in order to analyze its effect on the age of Reformation and today, and to draw applicable points on the present Christian mission. The electronic age is an age of secondary orality, the orality of telephones, radio, and television, which depends on writing and print for its existence. Historically, it is a well-known fact that the shift from orality to literacy and on to electronic processing has engaged in social, economic, political, religious and other structures. With this perspective, the study was divided into two parts. In the first part, researchers dealt with the characteristics of primary oral culture, examined how it combined with media literacy and became oral media, and witnessed how reformers in the sixteenth century utilized it timely along with what the ending result was. In the second part, researcher observed the characteristics of electronic media based on literacy and orality, and presented several applicable points to the present state of the Christianity.

• The Journal of Information Systems
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• v.22 no.1
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• pp.65-87
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• 2013

The development and expansion of communication technology in the field of information technology (IT) have changed the method and culture of communication, mediating communication among people. In particular, since social network service (SNS) has the attributes of information delivery and processing, it has a more powerful dissipating effect and influence than other existing communication methods. The role of users in SNS is important because it has the communication structure of producer-consumer, which consists of sharing, connection and participation of users. In this line, the purpose of this study is to investigate the intention for continued use of SNS by user ability. In order to explain the motivation and behavior for continued use of SNS by users, this study employed the motivation theory and post-adaptation model. The study applied 'media literacy' to the characteristics of SNS media and environment and expanded it into the concept of 'SNS literacy' to identify the moderating effect by user ability. Referred to as 'user's ability that is required to use SNS,' the SNS literacy was verified for its moderating effect with the three sub-dimensions: 'technical accessing ability,' 'understanding ability' and 'creative ability.' The major findings of this study are as follows. First, the perceived usefulness and playfulness were found to have a significant effect on the intention for continued use of SNS, showing the same result with previous studies on technology acceptance. In other words, usefulness and playfulness are variables with an explanatory power in the SNS environment as well. Second, the conceptualization of SNS literacy with accessing ability, understanding ability and creative ability was found to be valid. Third, it was verified that there was a significant difference in the SNS literacy between perceived usefulness and continued use, indicating that users with higher ability respond sensitively to usefulness and affect continued behavior. The moderating effect of SNS literacy was also verified in the relationship between perceived playfulness and intention for continued use. The results above confirm the difference in post-adaptation behavior of individuals, and are expected to provide several implications.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.1-7
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• 2020

Recently, new media such as YouTube and AR/VR have emerged, and media content has become more complex and diversified. To respond to the new media environment, the Korean government wanted to increase people's access to media and to enhance their ability to utilize it through the establishment of viewer-media center. In this paper, based on the score of media literacy, education programs of the viewer-media center were verified to provide their effectiveness. This paper also suggests and comments on the programs that the viewer-media center should focus on by comparing and analyzing the efficacy among educational programs.

• Journal of English Language & Literature
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• v.56 no.4
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• pp.575-596
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• 2010

The modes of narratives and communication have expanded due to social and cultural changes and technological development. Thus texts have become multimodal and media hybridities and media crossover have been increasing as well. Multimodality requires new literacy to understand and interpret those multimodal texts other than existing traditional literacy approaches. The New London Group (2000) argues that multiliteracies are needed to serve today's changing multimodal texts. Kress (2003) also argues, visual texts have been prevailing, being mingled with other modes of texts such as linguistic, audio, gestural, and spatial modes. Literary texts are not exception in this trend of multimodality. The recent renaissance of comics, in particular, the new light on graphic novels can be interpreted in this historical vein. In comparison to comics, no consensus has been made in defining graphic novels, however, many studies have been recently conducted in order to look into the potential of graphic novels in building multiliteracies. In this paper, the graphic novel as a literary genre are explored from a histocial perspective and the definition of graphic novels was attempted to be made. In the light of multiliteracies, this paper presented cases that show how graphic novels can be utilized to build multiliteracies. Lastly, the use of graphic novels for English as a foreign language was introduced as well. The author hopes that at the age of multimodality, the potential graphic novels have in language and literacy education can be taken into account by language teachers and students in expanding their territory of literacy.