• Title, Summary, Keyword: Media Literacy

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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.

Development and Effects of Media Literacy Program for Young Children (유아 미디어 리터러시교육 프로그램의 개발 및 적용)

  • Kang, Eun Jin;Hyun, Eun Ja
    • 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.

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An Exploration for Direction of the Curriculum Development through the Analysis of Media Information Literacy Competencies and Contents (미디어정보 리터러시 역량과 교육내용 분석을 통한 교육과정 개발 방향 탐구)

  • Park, Juhyeon
    • Journal of the Korean Society for information Management
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    • v.37 no.2
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    • pp.119-144
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    • 2020
  • The purpose of this study is to obtain basic information and implications for developing media information literacy curriculum by comparing and analyzing UNESCO's media and information literacy competencies and AASL's key competencies with the 2015 Revised Curriculum and the Library and Information Life curriculum. As a result of the analysis, First, UNESCO's MIL and AASL's key competencies in media information literacy were related to the competencies of the 2015 Revised Curriculum. Second, UNESCO's MIL included more aspects of the composition and competencies of information literacy than media literacy. For this reason, it could be said that media information literacy more appropriately reflects the content pursued by media literacy education than media literacy. Third, UNESCO's MIL included more training content for media literacy than information literacy. Fourth, the contents of media literacy were found to be insufficient in the Library and Information Life curriculum compared to the education contents of library and information literacy. Fifth, the competency standards related to media information literacy and Libraries and Information Life did not present cultural sensitivity competency. Based on the results of the study, It is necessary to develop a media information literacy curriculum that fuses the contents of media literacy beyond the information literacy that use library resources.

The Effect of Adolescent Sexual Media Literacy and Sexual Permissiveness on Gender Sensitivity (청소년의 성미디어리터러시, 성허용성이 성인지감수성에 미치는 영향)

  • Kwon, Heui-jung;Shin, Sujin
    • Journal of Korean Public Health Nursing
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    • v.34 no.1
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    • pp.22-34
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    • 2020
  • Purpose: This study aimed to identify the effects of adolescent sexual media literacy and sexual permissiveness on gender sensitivity and to provide evidences useful in developing a sex education program that would promote gender sensitivity among adolescents. Methods: Data were derived from 250 adolescents' responses to questionnaires. Collected data were analyzed using ANOVA, Pearson's correlation coefficient, and multiple regression. Results: Gender sensitivity according to gender was significantly different (t=-6.54, p=0.001). Gender sensitivity was positively correlated with sexual media literacy (r=0.36, p<0.001), and negatively correlated with sexual permissiveness (r=.22, p<.001). Sexual media literacy was negatively correlated with sexual permissiveness (r=-0.39, p<0.001). The variables affecting the participants' gender sensitivity on media literacy were gender (β=0.33, p<0.001) and sexual depiction scene (β=0.24, p<0.001). Conclusion: Gender and sexual media literacy influenced participants' gender sensitivity. Therefore, when developing a school-based sex education program, sexual media literacy should be included as a key concept; moreover, gender-specific programs need to be developed. Furthermore, teaching methods should enhance media literacy related to sexual depiction scenes and promote safe and healthy sexual permissiveness.

Patterns of Childhood's Smart Media Literacy and Effect of Parents' and Teachers' Mediation (유년층의 스마트 미디어 리터러시 유형과 부모와 교사의 중재 영향)

  • Jang, Seckjun;Park, Changhee
    • The Journal of the Korea Contents Association
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    • v.16 no.7
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    • pp.122-134
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    • 2016
  • This study is to identify different patterns of childhood's smart media literacy and to predict factors relating to smart media literacy behaviors. Also, the purpose of the present study is to examine parents' and teachers' mediation of childhood's smart media literacy. The data were collected from 400 elementary students in Korea and we presented two patterns of smart media literacy : perception literacy, critical literacy. The results showed positive relationships between perception literacy and parental active and passive mediation. And a teacher's active and passive mediation was positively associated with children's perception literacy. In addition, the results of this study showed that parental active and passive mediation also affected the critical literacy. It was found that there were significant differences in sociological characteristics like in gender, school year, spending time, a double income family on smart media literacy. This suggests that a parent's active and passive mediation may lead to activate children's smart media use.

Investigation on Media Literacy of China Government Officials: Under the View of Public Opinion Guidance

  • Yang, Ting;Seo, Sangho
    • International Journal of Contents
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    • v.14 no.4
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    • pp.10-17
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    • 2018
  • China media environment has drastically changed leading to the an inevitable change of public opinion ecology. Empirical studies have focused less on public opinion guidance, which forms an important component of the government officials' media literacy. This study applied quantitative method in the investigation of media literacy in China. Ideally, media literacy is measured from media cognition, media contact, media usage under the view of public opinion guidance. The findings reveal that the existing problem on 1) incorrect media cognition and public opinion guidance; 2) insufficient contact of personal social media 3) improper tendencies in the use of media to guide the public opinion, especially, on confidential information. Consequently, in order to improve media literacy in China government officials, enhancement of their basic knowledge on news diffusion and public opinion is necessary. Secondly, to effectively deal with "agenda settings", it is important for the government to consider the provision of valuable information and platforms to effectively spread information. So they need to learn how to personally and officially use social media platforms such as Weiboa and Wechat. This ensures they have maximized their potential to acquire valuable information and spread them on valuable platforms. Thirdly, government officials should be able to analyze and understand public opinion trends for official and personal use. Finally, they should understand the development of public opinion and the how online public opinion laws are formed and the target group.

A Study on Information Literacy in Social Media Age: Focusing on Redefinition, Contents and Media of Information Literacy (소셜미디어 시대의 정보리터러시에 관한 소고 - 재정의, 교육내용, 교육방법을 중심으로 -)

  • Oh, Eui-Kyung
    • Journal of the Korean Society for Library and Information Science
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    • v.47 no.3
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    • pp.385-406
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    • 2013
  • This study redefines information literacy (IL) and recommends its contents and media (platforms). Redefinition of IL was based on concepts such as 'Information Literacy 2.0', 'Social Context', 'Metaliteracy', 'Transliteracy', 'Social Media Literacy' and related researches. 'Social Relationship', 'Media Convergence', 'Critical and Evaluative Insight on Information' was extracted by major contents of new IL. To determine program methods, mass media's 'ubiquity' was applied to the study. Some social statistics reports proved that ubiquity of social media is quite high. Finally, proposed empirical study of IL using social media by follow-up study.

Effect of Dietary Education Experience (Home, School, and Mass Media) on Food Consumer Information literacy (가정, 학교, 대중매체의 식생활교육 경험이 식품 소비자정보 리터러시에 미치는 영향)

  • Kim, Ji Eun;Choi, Kyoung Sook
    • Korean Journal of Community Nutrition
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    • v.24 no.5
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    • pp.363-373
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    • 2019
  • Objectives: This study examined the effects of dietary education experience (home, school, and mass media) on food consumer information literacy. Methods: The study subjects were 454 adult consumers who answered a structured questionnaire. The questionnaires addressed the subjects' demographics, dietary education experience (home, school, and mass media), and food consumer information literacy. The data were analyzed through frequency analysis, mean, standard deviation, t-test, ANOVA, Pearson's correlation, and multiple regression analysis using SPSS Win 24.0. Results: First, the scores of mass media education experience were 3.41 ± 0.64, which was the highest, and 3.15 ± 0.74 for school education experience, which was the lowest. Second, the level of sub-literacies (task definition, information seeking strategy, location and access, use of information, synthesis, and evaluation) showed scores of 3.20 ± 0.72 ~ 3.47 ± 0.68, which were slightly higher than the median. The synthesis literacy was the highest, as opposed to the information seeking strategy literacy, which was the lowest. The location and access and synthesis literacy were higher in women. Third, a significant positive(+) relationship was observed between all sub-literacies and each of three dietary education experiences (home, school and mass media). According to multiple regression analysis, the major variables influencing the sub-literacies of food consumer information literacy were home education, mass media, and school education in that order. Conclusions: The dietary education experience was the highest through mass media. The factor that showed the highest food consumer information literacy was synthesis. The factors influencing the food consumer information literacy were dietary education experience through home, school, and mass media.

The Development and Effects of the Text-Based Media Literacy Program for Young Children (텍스트 중심 유아 미디어 리터러시 교육 프로그램 개발 및 적용 효과)

  • Lee, Jae-Eun;Cho, Eun-Jin
    • Korean Journal of Child Studies
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    • v.38 no.1
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    • pp.77-93
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    • 2017
  • Objective: The purpose of this study was to develop a text-based media literacy program and to examine its effects on young children's understanding and expression of media text. Methods: The participants were 54 5-year-old kindergarteners assigned to an experimental or a control group, with 27 children per group. The text-based media literacy program was based on the ADDIE model and was administered to the experimental group for 8 weeks. The pre- and post-test instruments measured media text understanding and expression ability and were patterned after those used by British Film Institute (2003) and other major studies. Results: The experimental group showed higher levels of media text understanding and expression than the control group. Conclusion: The results are discussed with respect to their implications for educational practice and future research.

The Effects of Media Literacy-focused Sex Education Program on Teachers (교사에게 적용한 미디어 리터러시 중심 성교육 프로그램의 효과)

  • Baek, Seongsook;Jun, Eunkyoung;Kwon, Insook;Lee, Kwang Ho;Lee, Jong-Eun
    • Journal of the Korean Society of School Health
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    • v.28 no.3
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    • pp.229-238
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    • 2015
  • Purpose: This study was aimed to examine the effects of sexual education programs focusing on media literacy on teachers as a pilot study. Methods: This study is a quasi-experimental study and a total of 81 teachers (intervention n=42, control n=39) participated. Results: A sexual education program focusing on media literacy was conducted in the form of an 18-hour structured education module. The results were mainly assessed by measuring the teachers' pre- and post-study awareness and self-efficacy related to sexual media literacy. Awareness related to sexual media literacy of the intervention group (86.3) showed greater improvement than that of the control group (76.8). Also, self-efficacy related to sexual media literacy among the intervention group (20.1) showed greater improvement than that of the control group (17.4). Conclusion: The results highlight the effects of sexual education programs focusing on media literacy, which can improve teachers' competence in sexual education.