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A Study on the Effects of Digital Co-Teaching on Reading Literacy

  • Journal of the Korean Society for Library and Information Science
  • 2023, 57(3), pp.211-230
  • DOI : 10.4275/KSLIS.2023.57.3.211
  • Publisher : 한국문헌정보학회
  • Research Area : Interdisciplinary Studies > Library and Information Science
  • Received : July 20, 2023
  • Accepted : July 31, 2023
  • Published : August 31, 2023

Juhyeon Park 1 Kang, Bong-suk 2

1전남대학교
2전북대학교

Excellent Accredited

ABSTRACT

The purpose of this study is to confirm the effect of digital co-teaching between teachers online on improving students’ reading literacy. In order to achieve the purpose of the study, a pre-test was conducted on first-year high school students, and a post-test was conducted after conducting the co-teaching over two sessions. For statistical analysis, the data of 101 students with no missing values in pre- and post-tests were used. Through the OECD’s PISA reading literacy evaluation framework and factor analysis, a reading literacy test tool consisting of expression, comprehension, and information literacy was developed and the degree of change in reading literacy was measured through a self-report with the tool. As a result of the analysis, it was confirmed that the digital co-teaching had a statistically significant positive effect on the expression, comprehension and information literacy of high school students. This study is meaningful in that it shows that digital co-teaching can be applied as a way to improve reading literacy in PISA organized by the OECD.

Citation status

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