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The Korean Society for Journalism & Communication Studies (KSJCS)
[ Article ]
Korean Journal of Journalism & Communication Studies - Vol. 67, No. 6, pp.223-255
ISSN: 2586-7369 (Online)
Print publication date 31 Dec 2023
Received 16 Jun 2023 Accepted 15 Nov 2023 Revised 27 Nov 2023
DOI: https://doi.org/10.20879/kjjcs.2023.67.6.007

지역별 국가별 미디어 리터러시 역량 차이 및 요인 분석 : 유럽, 영미권, 아시아 지역 37개국 법, 정책, 교육과정, 교육 참여 주체 유무 비교

김영은* ; 정세훈**
*고려대학교 미디어학부 박사과정 gerade97@korea.ac.kr
**고려대학교 미디어학부 교수 sjeong@korea.ac.kr
Regional and Cross-national Differences and Determinants in Media Literacy Competencies : A Comparison of the Laws, Policies, Curriculum and the Actors in 37 Countries across Europe, the Anglo-America and Asia
Young-eun Kim* ; Se-Hoon Jeong**
*Ph.D. Student, School of Media and Communication, Korea University, first author gerade97@korea.ac.kr
**Professor, School of Media and Communication, Korea University, corresponding author sjeong@korea.ac.kr

초록

정보의 사실 여부를 판별하는 능력은 미디어 리터러시 역량에 해당한다. 미디어와 미디어가 생산하는 콘텐츠를 비판적으로 분석하고 활용하는 능력인 미디어 리터러시는 21세기를 살아가는 현대인에게 필수 역량으로 꼽힌다. 상대적으로 미디어 리터러시 교육 역사가 길고, 체계가 잡힌 몇 개국(영국, 프랑스, 핀란드, 캐나다 등)의 모범 사례는 국내에 여러 차례 소개된 바 있으나, 국가별로 미디어 리터러시 제도나 교육 환경이 어떻게 다르고, 역량에 어떠한 영향을 주는지를 양적으로 살핀 연구는 많지 않다. 이에 본 연구는 지역별, 국가별로 미디어 리터러시 역량 차이가 왜 나타나는지를 살펴보고, 한국의 미디어 리터러시 역량을 제고하기 위해 어떤 노력이 더 필요한지를 모색해보고자 한다. 이를 위해 유럽, 영미권, 아시아 등 3개 지역의 국가별 미디어 리터러시 관련 법, 정책, 교육과정과 교육 참여 주체 유무를 비교 분석해, 2021년 5월 OECD가 2018년 PISA 조사 결과를 토대로 발표한 <21세기 독자: 디지털 세상에서의 문해력 개발> 보고서의 ‘사실과 의견 구별 능력’ 점수와 어떤 관계가 있는지를 살펴봤다. 조사 대상으로 삼은 37개국은 EU, OECD, UNESCO의 각종 보고서와 국내외 연구 및 보고서, 국가별 제공되는 영문 자료가 충실한 나라를 중심으로 선정했다. 우선, 유럽, 영미, 아시아 등 지역별 차이는 정책과 주도기관 유무에서 유의미하게 나타났고, OECD의 ‘사실과 의견 구별 능력’ 점수에 기반해 국가별 미디어 리터러시 역량에 영향을 미치는 요인을 살펴본 결과, 정책을 갖추고, 미디어 리터러시를 주도하는 기관이 존재하는 것이 정적인 영향을 주는 것으로 나타났다. 이러한 결과는 정책적 기본 틀과 방향성을 세우는 것과 함께 그 제도를 실제로 실현하고 주도하는 기관의 존재가 미디어 리터러시 역량에 영향을 미친다는 것을 보여주고 있다. 이는 OECD 회원국 중 ‘사실과 의견 구별 능력’ 최하위를 기록한 한국에 특히 시사하는 바가 크다. 한국은 다양한 부처와 기관이 개별적으로 미디어 리터러시 교육 및 역량 강화 프로그램을 주도하고 있으나 종합적이고 일관된 정책이 부재하고, 이를 주도적으로 이끌어가는 기관도 존재하지 않는다. 2022 개정 교육과정(2024년부터 적용)에 미디어 리터러시 역량을 포함하는 등 제도적 근간을 마련하는 데 일부 성과를 거뒀으나, 정책적 토대를 갖추고, 일관되고 체계적으로 미디어 리터러시 교육을 주도해 나가는 것이 더욱 요구된다.

Abstract

Media literacy refers to the ability to critically analyze and engage with media and includes the ability to distinguish fact and fiction. Media literacy is considered an essential skill for the 21st century. There are some countries with a relatively long and well-established history of media literacy education (e.g., the United Kingdom, France, Finland, and Canada), yet there is little empirical research that examines how media literacy systems and educational environments differ across countries and how these cross-national differences affect media literacy competencies. This study aims to explore how media literacy competencies vary by region and country, and what further efforts are needed to improve media literacy competencies in Korea. This research first examines the presence of media literacy laws, policies, curriculum, and education actors in European, Anglo-American, and Asian countries. Next, we analyzed how these components affected media literacy competencies based on the "ability to distinguish opinion from facts" score from the OECD report, “21st-Century Readers: Developing Literacy Skills in a Digital World” whose data was based on the 2018 PISA survey results. This research analyzed data from 37 countries, and these countries were selected based on the availability of English-language resources in EU, OECD, and UNESCO studies and reports. We quantitatively analyzed the factors that influence media literacy across countries to see which of the factors actually act as positive ones. First, we found that there were significant differences in the presence of policies and a leading organization for media literacy across regions, and that the presence of policies and a leading organization had a positive effect on media literacy competencies. The influence of the presence of media literacy law, curriculum, and education actors including nationwide events and media industry was not statistically significant. These results show that media literacy competencies could be affected by the existence of policies as well as the existence of institutions that actually implement and lead the system. This is particularly relevant for South Korea, which ranked one of the lowest among OECD countries in terms of media literacy competencies. In South Korea, various Ministries and agencies implement media literacy education and capacity-building programs, but the country lacks comprehensive and coherent policies and a leading agency. While there has been some success in laying the institutional groundwork, such as the inclusion of media literacy competencies in the 2022 revised curriculum (to be applied from 2024), there is a need for policies as well as a systematic leading organization for media literacy education.

Keywords:

Media Literacy Law, Media Literacy Policy, Media Literacy Curriculum, Media Literacy Education Leading Organization, Cross-National Comparison

키워드:

미디어 리터러시 법, 미디어 리터러시 정책, 미디어 리터러시 교육과정, 미디어 리터러시 교육 주도기관, 국가별 비교

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