Journal of the Korean Society for Library and Information Science
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- P-ISSN1225-598X
- E-ISSN2982-6292
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A Study on the Effects of Digital Co-Teaching on Reading Literacy
Bong-Suk Kang
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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.
- keywords
- Digital Co-Teaching, Reading Literacy, Information Literacy, Digital Literacy, PISA, Teacher Librarian
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