Characteristics of Japanʼs Information Literacy in the IE-School Competency Table in Comparison with UNESCO's Media Information Literacy.

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  • ユネスコのメディア情報リテラシーとの比較に見るIE-School体系表に示された情報活用能力の指標の特徴
  • ユネスコ ノ メディア ジョウホウ リテラシー ト ノ ヒカク ニ ミル IE-School タイケイヒョウ ニ シメサレタ ジョウホウ カツヨウ ノウリョク ノ シヒョウ ノ トクチョウ

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This paper compares the elements of Japanʼs Information Literacy (Jyoho-Katsuyo-Noryoku) Systematic Table Example (hereafter referred to as the IE-School Systematic Table) with UNESCO's Media Information Literacy (MIL) to clarify its characteristics and challenges. The results show that although they share the information literacy domains for problem solving and inquiry, the IE-School Systematic Table has many specific and detailed descriptions of analyzing and organizing acquired information, while it only has abstract descriptions of searching, verifying, and examining the validity and reliability of the information. In addition, it became clear that the perspective of fostering empowerment and social participation in the knowledge society and the basic competencies of citizens who support a democratic and diverse society are not found, the descriptions of fostering critical thinking skills are not specific, and elements related to media literacy are not found. Finally, the IE-School System Table shows no consistency in the level of abstraction of the elements, suggesting the need to reexamine the IE-School system as a hierarchical competency model.

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