외국 자국어 교육과정의 디지털 리터러시 교육 내용 반영 양상 분석

Abstract

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.