시대별 x-리터러시 개념의 변천 과정 분석을 통한 게임 리터러시의 방향성 탐색

Abstract

This paper analyzed 96 literacy-related studies selected in various fields, focusing on definitions and competency groups. And based on the analysis, the implications of the change in the definition of literacy according to the times and the classification of competency groups were examined. The results and implications of this study are as follows. First, in the case of media, digital, and ICT literacy, it was initially defined around the ability to use media, digital devices, and information devices, but over time, the affective and social domains were included and emphasized. In recent years, the definition has been changing around the competencies required to live in the digital age. This phenomenon was similarly shown in artificial intelligence literacy, which was defined relatively recently. Second, the literacy competency group was classified based on the analyzed contents. Media literacy was classified into 23 competencies in 4 areas, digital literacy into 20 competencies in 3 areas, ICT literacy into 18 competencies in 4 areas, and artificial intelligence literacy into 6 competencies in 2 areas. The literacy competency group also showed concentration in the cognitive domain in the early days, but recently, various areas such as the affective domain and the social domain are included.This paper analyzed 96 literacy-related studies selected in various fields, focusing on definitions and competency groups. And based on the analysis, the implications of the change in the definition of literacy according to the times and the classification of competency groups were examined. The results and implications of this study are as follows. First, in the case of media, digital, and ICT literacy, it was initially defined around the ability to use media, digital devices, and information devices, but over time, the affective and social domains were included and emphasized. In recent years, the definition has been changing around the competencies required to live in the digital age. This phenomenon was similarly shown in artificial intelligence literacy, which was defined relatively recently. Second, the literacy competency group was classified based on the analyzed contents. Media literacy was classified into 23 competencies in 4 areas, digital literacy into 20 competencies in 3 areas, ICT literacy into 18 competencies in 4 areas, and artificial intelligence literacy into 6 competencies in 2 areas. The literacy competency group also showed concentration in the cognitive domain in the early days, but recently, various areas such as the affective domain and the social domain are included.This paper analyzed 96 literacy-related studies selected in various fields, focusing on definitions and competency groups. And based on the analysis, the implications of the change in the definition of literacy according to the times and the classification of competency groups were examined. The results and implications of this study are as follows. First, in the case of media, digital, and ICT literacy, it was initially defined around the ability to use media, digital devices, and information devices, but over time, the affective and social domains were included and emphasized. In recent years, the definition has been changing around the competencies required to live in the digital age. This phenomenon was similarly shown in artificial intelligence literacy, which was defined relatively recently. Second, the literacy competency group was classified based on the analyzed contents. Media literacy was classified into 23 competencies in 4 areas, digital literacy into 20 competencies in 3 areas, ICT literacy into 18 competencies in 4 areas, and artificial intelligence literacy into 6 competencies in 2 areas. The literacy competency group also showed concentration in the cognitive domain in the early days, but recently, various areas such as the affective domain and the social domain are included.