KJCKorea
Journal Central

This study aims to develop and validate an instrument for comprehensively measuring the information literacy of adolescents. To this end, domestic and international information literacy process models, standards, and measurement tools were analyzed, and, drawing on the National School Library Standards presented by the American Association of School Librarians (AASL), a measurement framework comprising six domains—Inquire, Include, Collaborate, Curate, Explore, and Engage—was established. Based on this framework, 72 preliminary items reflecting the competencies required in adolescents’ learning environments and problem-solving processes were developed and subsequently refined to 48 items through expert review and a pilot survey. An exploratory factor analysis conducted with 237 high school students yielded 29 items across the six domains, with reliability coefficients ranging from .811 to .917 for the individual factors and .945 for the overall scale. Finally, a confirmatory factor analysis conducted with 562 high school students confirmed the reliability and validity of the instrument: composite reliability and average variance extracted met the recommended criteria, and all model fit indices (χ²/df = 2.312, GFI = .905, CFI = .957, TLI = .952, RMSEA = .048, SRMR = .034) satisfied the recommended thresholds. This study is significant in that it empirically developed an instrument for measuring the information literacy of adolescents.

This study aimed to develop an educational framework that fosters AI literacy while maintaining learner agency in information problem solving within generative AI environments. To this end, literature on information activities and AI literacy was analyzed, and expert reviews were conducted with eight practicing teacher librarians. The results showed that GenAI Big6 was reinterpreted as a scaffold for structuring learners’ cognitive activities that may be overlooked during generative AI use, based on the principles of AI literacy integration, human-centeredness, and circularity and flexibility. Accordingly, it was restructured to retain the original six stages of the Big6 within three macro-level stages: Plan, Collaborate with Generative AI, and Reflect. Generative AI functions not as the agent of information problem solving, but as a tool that supports learners’ thinking and performance at each stage, while evaluation is embedded throughout the process as a metacognitive activity. The Reflect stage was also expanded to include comprehensive reflection on outcomes, processes, and social impacts. Based on these findings, a generative AI literacy education framework was developed by linking AI literacy in terms of understanding, application, and attitude with the information activities of each Big6 stage.

This study aims to examine how the tasks of the Comprehensive Library Advancement Plan (2024-2028) are reflected in implementation plans and performance reports and to identify gaps between policy intent and implementation. Among the 49 tasks included in the Comprehensive Plan, four tasks that emphasize collaboration and thus allow considerable room for interpretation in implementation were selected for analysis. These tasks were examined with a focus on their implementation directions and performance indicators. The results showed that their implementation was primarily assessed using output-oriented performance indicators, such as whether projects were carried out and the number of times they were conducted, rather than indicators reflecting the collaborative process and its sustainability. In addition, collaboration among libraries and related bodies tended to focus on the joint operation of programs rather than on organic linkages and integration among institutions. Based on these findings, this study suggests that future comprehensive plans should more clearly specify the meaning and process of collaboration by incorporating process-oriented performance indicators that can assess the division of roles among institutions, joint decision-making processes, and the extent to which the outcomes of such decision-making are reflected in policies and services.