2022 개정 교육과정의 교과별 미디어 리터러시 교육 내용 분석 및 사회과 미디어 리터러시 교육의 방향

다국어 초록 (Multilingual Abstract)

This study was conducted for the purpose of deriving implications for media literacy education that reflects the unique characteristics of social studies by comparing and analyzing how media literacy education content is reflected by subject in the 2022 revised curriculum. For this purpose, this study reviewed the achievement standards of 2022 revised social studies curriculum along with the Korean language, morals, practical arts(technology&home economics), and informatics curricula, and found that content elements to knowledge/skills/values & attitudes as well as personal competency/social competency in relation to media literacy apear. The results of the analysis are summarized with a focus on social studies curriculum as follows. First, the proportion of achievement standards related to media literacy in social studies was low compared to other subjects. Second, the achievement standards related to media literacy in social studies showed a lower ratio of value & attitude content elements compared to other subjects. Third, there were more achievement standards that treated media literacy as a personal competency than as a social competency, and the proportion of achievement standards that treated media literacy as a social competency was relatively low compared to other subjects. Based on these results, we propose strengthening knowledge, values & attitude content elements and expanding achievement standards related to social competency in the direction of media literacy education that takes advantage of the unique characteristics and strengths of social studies. This study is meaningful in that it attempted to derive the direction of social studies media literacy education through comparison with other subjects by analyzing the media literacy content elements of 2022 revised curriculum from a comparative perspective. However, since in-depth qualitative analysis has limitations, follow-up research needs to be conducted.