Abstract
Objectives This study analyzes the research literature related to media literacy to grasp the recent trend of research related to media literacy and to suggest the direction of media literacy education in the future.
 Methods As for the analysis data, primary data were collected by searching for keywords related to media literacy in the Korean academic journal Quote Index (KCI) and Academic Research Information Service (RISS), and secondary data were collected using the Netminer ‘Biblio Data Collector’ bibliographic information collection engine. A total of 521 papers were selected by reviewing the 1.2nd data. The analysis targets were classified by research period and method, and analysis was conducted by creating a reference frame with a matrix according to the research purpose and media literacy capabilities.
 Results First, research trends by period were steadily increasing from 2011 to 2020. Second, in the classification by research method, quantitative research was 34.7%, literature research was 31.3%, and qualitative research was 22.5%. Third, in the classification by research purpose, 201 studies on media literacy and competency were most actively conducted (38.6%) and in the classification by year of research purpose, studies on perception and competency (40.8%) and studies on education status (25.6%) were increasing in the second half. Fourth, in the detailed competency analysis of media literacy, 83 studies (32.0%) related to critical and discriminatory media evaluation capabilities were the most common, followed by 65 (25.1%) media expression capabilities and 61 (23.6%). Fifth, as a result of matrix analysis of research purpose and detailed competency, it was confirmed that research on media access and functional utilization and research on conceptual and theoretical considerations in enjoyment competency research were somewhat insufficient. In general studies excluding research on productive media expression capabilities, studies on program and model development and verification research, educational plans, and effectiveness analysis were found to be insufficient.
 Conclusions Based on the awareness of media literacy and the current status of education, it is necessary to conduct more active research on programs or models that balanced media literacy capabilities, and policy support from media education-related institutions and governments should be accompanied.
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