핀란드, 캐나다, 호주 유아교육과정의 디지털 미디어 리터러시 요소 탐색

강은진,김아미,이지운 한국아동학회 2022 아동학회지 Vol.43 No.4

Objectives: Digital media literacy has been recognized internationally as an important competence. The 2022 Revised Curriculum for elementary and secondary education reflects digital media literacy as an essential competency for democratic citizenship. While the global trend suggests early childhood as the time for commencing digital media literacy education, the related elements are not specifically contained in the Korean national early childhood curriculum (Nuri Curriculum). The purpose of the current study is to propose a direction for revision of the Nuri Curriculum by comparatively analyzing the educational expectations, structures, and contents related to digital media literacy in early childhood curricula in Finland, Canada(Ontario), and Australia. Methods: Finland, Canada, and Australia implement lifetime media literacy education and systematically include media literacy in national level early childhood curricula. Educational expectations, structures, and contents related to digital and media literacy were analyzed according to media literacy and related skills and elements. Results: First, the educational expectations from international early childhood education curricula reflects digital and media literacy competency. Second, the international curricula suggest active online safety in ways such as participating in a safe, media-friendly environment. Finally, the international curricula encourage active development of digital literacy by suggesting diverse ways of using media. Conclusion: For digital media literacy development in early childhood, the elements of digital media literacy should be more specifically contained in the national level curriculum. Considering the change in the 2022 Revised Curriculum and global trend, it is necessary to reflect competencies in digital media literacy comprehensively in the Nuri Curriculum.

예비교사와 경력교사의 교육과정 문해력 수준 비교에 대한 사례 연구* - 국어교과를 중심으로 -

김병수(Kim, Byoung­su),이현명(Lee, Hyun­Myoung) 성신여자대학교 교육문제연구소 2016 교육연구 Vol.67 No.-

본 연구는 교육과정 문해력 연구 중에서 교육과정 문해력 수준 비교에 대한 사례 연구이다. 교육과정 문해력의 사례를 분석하여 문해력 단계를 구체화하고 이를 통해 교사들의 전문성 단계(예비교사와 경력교사) 또는 관점에 따른 교육과정 문해력의 양상을 확인하고자 한다. 연구 참여자는 예비교사와 경력교사로 구분된다. 예비교사는 C교육대 학교 국어교육과 4학년 9명으로 교육실습에 참여한 학생들을 대상으로 하였다. 경력교사는 교육과정 문해력 탐색을 위해 참여관찰을 했던 경력 10년 이상의 교사 5명과 참여관찰에 어려움이 있어 개별적으로 동영상을 보내준 경력 10년 이상의 교사 1명을 포함한 총 6명이다. 본 연구는 질적 사례연구로 교육과정 문해력 수준을 비교하기 위해 연구자들은 예비 교사 수업 10편과 경력교사 수업 9편을 수집하여 비교하였다. 예비교사와 경력교사 간 교육과정 문해력의 수준을 비교해 본 결과각 집단 간의 특별한 경향성을 보이지는 않았다. 단지 몇 가지의 특징을 들 수 있었는데, 예비교사는 교과서를 통한 교과서의 내용을 이해하고 있었고, 경력교사는 예비교사에 비해서 교육과정 내용의 성취 기준을 강조하고 있었다. 수업 지도안에 나타나는 교육과정 문해력은 형식적인 수업 지도안이나 수업 모형을 강조하는 측면도 있었고, 교육과정의 목표와 성격을 이해하고, 성취 기준에 있는 내용 요소와 기능 요소를 잘 반영한 수업들도 있었다. 교육과정 문해력에 대한 계속되는 연구는 교사가 수업 전문성뿐만 아니라, 개별 수업의 토대로 작용하는 교육과정에 대한 교사 전문성 신장에 목적을 둔다는 점에서 의미를 가진다고 볼 수 있다. 한 가지 이 연구 에서 시도된 교육과정 문해력 수준에 대한 구분은 연구자가 잠정적으로 구분한 것이며, 이에 대한 타당성은 계속 논의되어야 할 것이다. 그리고 교사 발달과 교육과정 문해력 수준 발달과는 꼭 일치하지는 않는 것임을 직시할 필요가 있다. The purpose of this study is to compare levels of curriculum literacy. It articulates levels of curriculum literacy by analyzing a number of cases of curriculum literacy practices. At the same time, it also has an attempt to identify certain features of curriculum literacy in terms of its perspective or levels of teacher professional development(pre-service teacher and veteran teacher) Participants in this research were divided into pre-service teachers and in-service teacher. 9 pre-service teachers were seniors at the Korean education department who were placed in practicum. 6 in-service teachers were veteran teachers who were more than 10 year teaching experiences and involved in classroom observation for exploring curriculum literacy. This study was a qualitative case study which compared levels of curriculum literacy. For this purpose, these researchers collected and analyzed 10 class videos from the pre-service teacher and 9 class videos from the veteran teacher. As a result, there was no distinctive tendency observed between these two groups in comparison of levels of curriculum literacy. However, some important characteristics were constantly unfolded. For instance, pre-service teachers understood the content of teaching through a textbook itself. Veteran teachers emphasized more on achievement standards for curriculum contents than pre-service teachers. curriculum literacy in the lesson plan was underscored a forma lesson plan or an instructional model and understood goals and characteristics of curriculum. some of teaching was throughly reflect on content and functional elements of achievement standards. A purpose of the continuous study of curriculum literacy was not only promoting the professionalization of teaching but also fostering teacher professional development regarding curriculum based on each individual class. However, levels of curriculum literacy in this study were provisionally classified and constantly discussed its trustworthiness. These researcher came to realize that the development of curriculum literacy level and teacher professional development was not necessarily matched.

초등교사가 인식하는 혁신 분위기, 교사효능감, 교육과정 문해력 간 종단적 관계

이세영,신창기,이재덕 한국교원대학교 교육연구원 2025 교원교육 Vol.41 No.3

연구목적: 본 연구는 혁신 분위기, 교사효능감, 교육과정 문해력에 대한 초등교원의 인식이 시간의 흐름에 따라 변화하는 양상과 상호 간에 미치는 종단적 관계를 분석하는 데 목적이 있다. 연구방법: 혁신 분위기와 교육과정 문해력 사이에 교사효능감을 매개하는 관계를 종단적으로 파악하기 위해 한국초등교원종단연구의 2021년부터 2023년까지의 자료를 병렬과정 잠재성장모형으로 분석하였다. 연구결과: 첫째, 시간이 지날수록 교사효능감과 교육과정 문해력은 점차 증가하지만 혁신 분위기는 2차년도까지 증가한 이후 감소하였다. 둘째, 변수들은 무변화 모형보다 선형변화 모형에서 더 나은 적합도를 보여 선형변화 모형을 채택하였다. 셋째, 변수의 초기값이 높을수록 더디게 증가하였다. 혁신 분위기 초기값이 교사효능감과 교육과정 문해력 초기값에 미치는 영향, 교사효능감 초기값이 교육과정 문해력 초기값에 미치는 영향 및 혁신 분위기 선형변화율이 교사효능감에 미치는 영향이 모두 유의하게 나타났다. 그러나 교사효능감 초기값은 교육과정 문해력 선형변화율에는 부적 영향을 끼쳤다. 넷째, 혁신 분위기 초기값이 교사효능감 초기값을 통해 교육과정 문해력의 초기값에 유의한 영향을 미쳤다. 혁신 분위기 초기값이 교육과정 문해력 선형변화율에 이르는 경로에 교사효능감 초기값이 부적으로 유의한 매개효과를 가졌다. 결론: 첫째, 혁신 분위기는 증가하였다가 감소하였고, 교사효능감과 교육과정 문해력은 시간이 흐름에 따라 선형적으로 증가한다. 둘째, 혁신 분위기와 교사효능감 초기값은 교육과정 문해력의 초기값에 정적인 영향을 주고, 교사효능감 초기값은 교육과정 문해력 변화율에 부적인 영향을 미친다. 셋째, 교사효능감은 혁신 분위기와 교육과정 문해력의 관계에서 매개 역할을 한다. 이러한 결론을 바탕으로 교사들의 지속적인 동기 부여와 학습 기회 제공이 필요함을 제언하였다. Purpose: The purpose of this study was to analyze the longitudinal relationships between elementary school teachers' perceptions of innovative climate, teacher efficacy, and curriculum literacy, as well as the changes in these perceptions over time. Methods: To examine the longitudinal relationship between teachers' efficacy as a mediator between innovative climate and curriculum literacy, data from the KTLS(Korean Teacher Longitudinal Study) from 2021 to 2023 were analyzed using a parallel process latent growth model. Results: First, over time, both teacher efficacy and curriculum literacy gradually increased, while the innovative climate increased then decreased. Second, the variables showed a better fit in the linear-growth model compared to the no-growth model, so the linear-growth model was adopted. Third, the higher the initial value of a variable, the slower the increase. The initial value of the innovative climate had a significant effect on the initial values of teacher efficacy and curriculum literacy, and the initial value of teacher efficacy had a significant effect on the initial value of curriculum literacy. Additionally, the linear growth rate of the innovative climate had a significant impact on teacher efficacy. However, the initial value of teacher efficacy negatively affected the linear growth rate of curriculum literacy. Fourth, the initial value of the innovative climate had a significant effect on the initial value of curriculum literacy through the initial value of teacher efficacy. The initial value of teacher efficacy showed a significant negative mediating effect on the path from the initial value of the innovative climate to the linear change rate of curriculum literacy. Conclusion: First, the innovative climate initially increased and then decreased, while teacher efficacy and curriculum literacy increase linearly over time. Second, the initial values of the innovative climate and teacher efficacy have a static influence on the initial value of curriculum literacy, and the initial value of teacher efficacy has a negative influence on the rate of change in curriculum literacy. Third, teacher efficacy serves as a mediator in the relationship between the innovative climate and curriculum literacy. Based on these research findings, it is suggested that continuous motivation for teachers and the provision of learning opportunities are necessary.

2018 초등·중학 문해교육과정의 체제적 분석

이민혜,박창언 부산대학교 지역혁신역량교육연구센터 2021 교육공동체연구와실천 Vol.3 No.1

Purpose: The purpose of this study is to provide a foundation for the development of the literacy curriculum by examining the structure of the current 2018 elementary and middle school literacy curriculum, and by seeking ways to improve it. Method: A clear perspective was established by taking a systematic review focusing on the general outline of the 2018 elementary and middle school literacy curriculum. Results: The 2015 revised curriculum consists of a general introduction to the elementary and secondary curriculum and each subject, and guidelines for organizing and operating the curriculum were prepared for each city and provincial office of education, whereas the literacy curriculum did not provide sufficient explanation of the curriculum and the document system. A lack of content was found, and detailed plans were not presented on how to implement the curriculum in detail. Conclusion: In order to be reborn as a national curriculum in line with the 2015 revised curriculum, the elementary and middle school literacy curriculum has been integrated and structured to have a document system equivalent to the 2015 basic curriculum. Although it is meaningful, it is necessary to establish a solid and specific plan to solidify the system as a curriculum.

외국 자국어 교육과정의 디지털 리터러시 교육 내용 반영 양상 분석

박혜림,이경화 한국교원대학교 교육연구원 2024 교원교육 Vol.40 No.1

Purpose: By analyzing previous research on digital literacy and the national language curriculum of major foreign countries, we aimed to critically review Korea's media curriculum and suggest ways to improve it. Methods: We analyzed achievement standards related to digital literacy in the national language curriculum of the United States, Canada, and Australia. Implications for media curriculum development were derived by comparing the reflection pattern of digital literacy-related content in each country with the media area of Korea's curriculum. Results: In the U.S. language curriculum, content related to digital literacy is centered on multimodal literacy and information literacy. In the language curriculum of Ontario, Canada, relatively much of the content related to digital literacy is related to participatory literacy and critical literacy. The Australian language curriculum is characterized by reflecting the digital literacy component in the knowledge category and including digital literacy-related content in the literature area. Conclusion: First, the implications for Korea's Korean language curriculum development include the need to reconsider the issue of setting the media area. Second, there is a need to deal more comprehensively with the functional elements of digital literacy. Third, there is a need to systematize the content elements of attitude categories. Fourth, there is a need to systematize the content elements of attitude categories.

핵심역량 중심의 소셜 미디어 리터러시 교육과정 구성 및 효과 : 초등학교 고학년을 중심으로

박윤미,나은영 한국언론학회 2023 한국언론학보 Vol.67 No.2

Social media literacy is recognized as one way to help communicate well between users on social media and prevent various types of adverse effects that may arise from social media use. Especially for elementary school students who are actively participating and rapidly socializing in social media spaces, the importance of social media literacy is even greater. Therefore, it is necessary to organize the curriculum and analyze the effects of education based on elementary school students' social media usage patterns. This study aims to develop a social media literacy education program centered on core competencies (access and use, social connectedness, digital ethics, civil engagement) and analyze the changes in the level of core competencies of learners before and after completing the program. In six sessions, a social media literacy education curriculum for the upper elementary reflecting the core competencies of social media literacy was developed to analyze the educational effectiveness. Education was conducted by dividing 81 sixth graders into experimental and control groups. The data analysis used an independent samples t-test to compare the average social media literacy core competencies between the experimental and control groups. A dependent samples t-test was conducted to compare the experimental group's mean scores of core competencies. Additionally, covariance (ANCOVA) analysis was conducted to analyze the statistical difference between the experimental and control groups' post-test mean scores of core competencies. According to the analysis results, the average score of core competencies for social media literacy was higher in the experimental group than in the control group. In addition, the post-test average score was significantly higher in the experimental group than in the pre-test. Furthermore, when controlling for the influence of pre-tests in both groups, comparing the mean scores of post-tests showed that the experimental group's mean score was significantly higher than the control group's mean score. In conclusion, the social media literacy education program centered on core competencies enhanced learners' social media literacy. Previous studies have mentioned that the social media literacy curriculum, including the media literacy curriculum, can positively promote learners' literacy. However, there has been a limit to presenting empirical analysis results. This study is not only limited to proposing a social media literacy education curriculum but also developing an education curriculum centered on the core competencies of social media literacy and analyzing the effectiveness of education through curriculum implementation. Based on the research results, implications for improving and developing social media literacy education were presented. 소셜 미디어 리터러시는 소셜 미디어에서 이용자 간 원활한 소통과 소셜 미디어 이용 시 발생하는 다양한 유형의 부정적 영향을 예방하기 위한 방법 중 하나로 인식되고 있다. 특히 소셜 미디어 공간에서 적극적으로 활동하며 급속하게 사회화되고 있는 초등학령기에게 소셜 미디어 리터러시의 중요성은 더 크다고 할 수 있다. 이에 따라 초등학령기의 소셜 미디어 이용 행태를 고려한 교육과정 구성과 교육의 효과 분석은 중요하게 취급되어야 할 필요가 있다. 본 연구는 소셜 미디어 리터러시 교육의 효과를 살펴보기 위해 핵심역량 중심의 소셜 미디어 리터러시 교육과정을 개발하고, 해당 교육과정을 이수한 학습자의 교육 전과 교육 후 소셜 미디어 리터러시 핵심역량 수준 변화를 분석하였다. 이를 위해 소셜 미디어 리터러시 핵심역량이 반영된 초등학교 고학년 대상 소셜 미디어 리터러시 교육과정을 6차시로 개발하였으며, 초등학교 6학년 81명을 실험집단과 통제집단으로 구분하여 교육을 실시하였다. 자료 분석에서는 실험집단과 통제집단의 소셜 미디어 리터러시 핵심역량에 대한 평균 비교를 위해 독립표본 t-검정을, 실험집단 내 핵심역량 평균점수 비교를 위해 종속표본 t-검정을, 그리고 실험집단과 통제집단의 핵심역량 사후검사 평균점수의 통계적 차이를 분석하기 위해 공분산분석(ANCOVA)을 실시하였다. 분석 결과, 소셜 미디어 리터러시 핵심역량 평균점수는 통제집단 대비 실험집단에서 높게 나타났다. 또한 실험집단에서 사전검사 대비 사후검사 평균점수가 통계적으로 유의미하게 높았다. 그리고 두 집단의 사전검사 영향력을 통제한 상태에서 사후검사 평균점수 차이를 비교한 결과, 실험집단의 평균점수가 통제집단에 비해 통계적으로 유의미하게 높았다. 결과적으로 핵심역량 중심의 소셜 미디어 리터러시 교육과정은 학습자의 소셜 미디어 리터러시 증진에 기여했음을 확인할 수 있었다. 그간 다수의 선행연구에서 미디어 리터러시를 포함하여 소셜 미디어 리터러시 교육과정이 학습자의 리터러시 증진에 긍정적으로 기여할 수 있음을 언급해왔으나, 이에 대한 실증적인 분석 결과를 제시하는 데 한계가 있었다. 본 연구는 소셜 미디어 리터러시 교육과정 제안에만 그치지 않고 핵심 역량 중심의 소셜 미디어 리터러시 교육과정을 개발하고, 교육과정 수행을 통해 그 효과를 분석했다는 것에 의의가 있다. 결론에서는 분석 결과를 종합하여 소셜 미디어 리터러시 교육 개선 및 발전에 관한 함의를 제시하였다.

캐나다 온타리오주 자국어 교육과정의 디지털 리터러시 내용 요소 분석: 개정 전후 변화를 중심으로

노들 이화여자대학교 교육과학연구소 2024 교육과학연구 Vol.55 No.2

The purpose of this study is to compare and analyze the digital literacy area of Language arts curriculum in Ontario, Canada in 2006 and 2023 using literature analysis and text mining techniques. Specifically, literature analysis was used to analyze the curriculum system, and text mining analysis(frequency analysis, eigenvector centrality analysis, and modularity analysis) was used to analyze curriculum content elements. The research results are as follows. First, the concept set in the curriculum changed from media literacy to digital literacy, and accordingly, there were changes in the goals and learning elements of each area. Second, it was confirmed that the scope of the digital literacy area set in the revised curriculum was further expanded. Third, the scope of learners in the digital literacy area has been expanded from individuals with digital literacy skills to members of society who actively participate in solving social problems. Fourth, it was found that the scope of digital literacy education content was expanded from the cognitive domain to the cognitive, affective, and behavioral domains. Fifth, there was a change in the types of digital texts in the area of digital literacy. Based on this, this study would like to suggest the following. First, there is a need to further expand the scope of digital literacy education content in Korean language curriculum. Second, there is a need to provide digital literacy education from a social aspects starting from the elementary school level. Third, it is necessary to reflect the changing concept of digital literacy when revising the curriculum in the future. Fourth, continuous research is needed on sub-elements that reflect the characteristics of reconceptualized digital literacy.

국가교육과정 사용자로서 초등교사의 교육과정 리터러시 탐구

김세영 ( Se-young Kim ) 한국교육과정학회 2017 교육과정연구 Vol.35 No.3

This study is an extension of my previous research, which was aimed at theorizing the concept of curriculum literacy. Throughout that research process, curriculum literacy was presented in three dimensions: 1) knowing/using; 2) levels; 3) fields; and 4) factors. In this study, I explored curriculum literacy as it applies to educational practice. Specifically, I focused on interpretation, organization, and expression as important factors of curriculum literacy. First, I described the appearance of the national curriculum when implemented directly as a lesson. Next, I identified the factors affecting curriculum literacy by interpreting my case. The results of my study indicate that curriculum literacy is closely linked with the experiential curriculum vitae of the teacher. Therefore, it is possible to enrich curriculum literacy by identifying the curriculum literacy of teachers.

장애성인의 문해교육 교육과정에 대한 인식 및 요구

조창빈(Changbeen Cho),장철승(Chulseung Jang),김두영(Dooyoung Kim) 한국장애인재활협회 2021 재활복지 Vol.25 No.3

이 연구는 장애성인의 문해교육 교육과정에 대한 인식 및 요구를 알아보기 위해 문해교육에 참여한 경험이 있거나 참여를 희망하는 장애성인을 대상으로 설문 조사를 수행하고 문해교육 교육과정에 대한 이들의 인식과 요구를 분석하였다. 연구에 참여한 장애성인은 총 331명으로 지체·뇌병변장애인 114명, 시각장애인 100명, 청각장애인 37명, 발달장애를 동반한 중도중복장애인 80명으로 구성되었다. 이들을 대상으로 수행한 조사의 주요 결과는 다음과 같다. 첫째, 장애성인들은 국가 수준의 문해교육교육과정 고시와 이를 통한 학력 인정 제도의 필요성을 높게 인식하고 있었다. 둘째, 장애성인들은 국어, 수학 등 도구교과가 가장 필요하다고 인식하였으며, 교육과정의 내용은 사회적응과 관련된 내용이 가장 필요하다고 인식하였고 교육과정의 난이도는 비장애인 문해교육 교육과정 대비 30% 수준으로 설정하기를 요구하였다. 셋째, 장애성인들은 문해교육 교육과정 활성화를 위해 장애인 문해교육전문 강사 양성, 장애인 문해교육 교과서 개발이 가장 시급한 과제라고 인식하고 있었다. 또한, 이상의 연구결과를 바탕으로 장애인 문해교육 활성화 방안에 대해 장애인 문해교육기관 선정 및 설치, 장애인 문해교육 교과서 개발, 장애인 문해교육 전문 강사 양성 및 보급 등과 같은 내용을 논의하였다. This study was carried out to determine the perceptions and demands of the adults with disabilities on the literacy education curriculum. A survey was conducted on adults with disabilities who have participated in literacy education or wish to participate, and their perceptions and needs of the literacy education curriculum were analyzed. A total of 331 adults with disabilities participated in the study, consisting of 114 persons with physical disabilities and brain lesions, 100 persons with visual impairments, 37 persons with hearing impairments, and 80 persons with severe or multiple disabilities with developmental disabilities. The survey s main findings are as follows: First, adults with disabilities were highly aware of the necessity of notifying the national-level literacy education curriculum and the system for recognition of the school career through it. Second, adults with disabilities recognized that they needed subject tools, such as Korean and mathematics most, and they recognized the curriculum content related to social adaptation was the most necessary, and the difficulty of the curriculum was requested to be set at a level of 30% compared to the literacy education curriculum for persons without disabilities. Third, adults with disabilities perceived the most urgent task to cultivate instructors specialized in literacy education for the disabled and to develop textbooks for literacy education for the disabled to invigorate the literacy education curriculum. Also, based on the above findings, for the plan to revitalize literacy education for the disabled, contents such as selection and installation of literacy education institutions for the disabled, development of literacy education textbooks for the disabled, and training and distribution of specialized instructors for literacy education for the disabled were discussed.

교육과정 문해력의 개념 정립을 위한 시론

박윤경 ( Park Yun-kyoung ),김미혜 ( Kim Mi-hye ),김병수 ( Kim Byeong-su ) 충남대학교 교육연구소 2017 교육연구논총 Vol.38 No.4

With changes in national curriculum policies for the preparation of future societies, there is increasing interest in the curriculum professionalism of teachers . The purpose of this study was to provide a theoretical foundation for the conceptualization of curriculum literacy by presenting the curriculum literacy of teachers as the core of curriculum professionalism and discussing its concept and characteristics. For this purpose, firstly, a theoretical discussion surrounding teachers’ curriculum professionalism was presented, and following this, the conceptual limitations of curriculum implementation and curriculum adaptation were discussed. Based on the theoretical discussions on the extension process of the concept of literacy, we defined the concept of curriculum literacy as the ability to read and write a curriculum, and proposed that teachers' curriculum literacy can be differentiated by level, from a relatively low level of functional literacy to a high level of critical literacy. Based on the above discussion, it was suggested that further research on the scope, level, and subject-based(school level-based) characteristics of the curriculum literacy is needed in order to establish an academic foundation for the curriculum literacy in the future.