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literacy items by importance. ‘TV and Ad’ shows the highest value in all geometric means and occupies 33.9 of
importance. This means that ‘TV and Ad’ is valued as more important than all other items. On the other hand, ‘Cinema’ is
valued as least importance and occupies merely 10.1.
5.2 Experiences and Needs by School Teachers
In an aspect of ‘experiences’ of school teachers, many teachers selected ‘I don’t know’ and it reached 52 in average
of all answers of literacy items see Figure 2.
Figure 2: Training Experiences of School Teachers
Besides, counted experiences were limited and it reached merely 23 when we summed any of experience
merged: ‘few’ + ‘sometimes’ + ‘frequent’. Internet and its related items were rather high ‘Computer’, ‘Information’,
‘Internet’, ‘Digital’ and 36 of teachers had experience. Regarding three items of expanded areas, they had limited
experience merely 8 as average. About internal consistency, Cronbach’s coefficient alpha is 0.94.
Figure 3: Opinions for Needs of Trainings
About an aspect of ‘needs’ of school teachers, if teachers knew a literacy item, most of them expressed any level of
needs and it reached 91 of the average of all literacy items merged: ‘limited’ + ‘some’ + ‘important’ see Figure 3.
And, largest score of ‘important’was seen in ‘Internet literacy.’ On the other side, the largest score of ‘needless’ was seen in
‘Cinema literacy’ and it occupied 15 of teachers who knew this literacy. About internal consistency, Cronbach’s
coefficient alpha is 0.97.
6 Discussion
MIL has been developed to include two major movements; changes of request from society and
dissemination of ICT. And, covering literacy items had been increased, especially after Alexandria proclamation. And these
movement altered content of school education and duty of teachers. Particularly, developed social media introduced
environment of social network system SNS, strong effects of daily use of Internet on achievement of students, and disparity
of families to access cyberspace. Then, further knowledge and skills were required in addition to conventional school subject
areas. From findings of this investigation, items related to
social media were recognized as higher rate of importance, but training experience of newly introduced literacy items were
low.
6.1 Interviews
UNESCO proposed requiring competencies of school teachers to develop their MIL Cheung et al., 2011.
1 Understanding the role of media and information in
democracy 2
Understanding media content and its uses 3
Accessing information effectively and efficiently 4
Critically evaluating information and information sources
5 Applying new and traditional media formats
6 Situating the sociocultural context of media content
7 Promoting MIL among students and managing required
changes And then, we executed interviews to leader teachers to
clarify the reason why they valued newly introduced three items as higher scores. They answered that students were
strongly affected by ‘Cinema’ and ‘Games’ with sophisticated visual, and this is related with 6. And, ‘TVAd’ looks as 4,
but 5 was recognized more prominent by leader teachers because new way of information collection based on students’
interest affected on their decision making. Therefore, MIL should be no longer competencies just available for school
subjects, but requiring area for school education from social issues.
6.2 Disparity of Training
Cramers coefficient of association is a statistic measuring the strength of association or dependency between
10 20
30 40
50 60
70 80
90 100
I dont know never
few sometimes
frequent
10 20
30 40
50 60
70 80
90 100
I dont know needless
limited some
important
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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2014
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categories. The calculated Cramers coefficient of association of training experience of school teachers was 0.21 merged
data of category ‘sometimes’ and ‘frequent’. Then, we concluded that relation among literacy items was weak and
recognized as a teacher’s selection of each item was independent.
Figure 4: Number of School Teachers who did not Know Literacy Items
Figure 4 is a Pareto graph that shows number of teachers by number of unknown literacy items. We found there is a
controversy trend that higher scores are seen in select all and select none. It can be assumed that there was disparity in MIL
awareness among in-service teachers. On the other hand, the calculated Cramers coefficient of
association of needs of trainings was 0.17 merged data of category ‘needless’ and ‘limited’. Evidently, independency
was seen across literacy items. Consequently, we inferred that it was difficult to
disseminate unfamiliar literacy items only by increasing chances of on-going ICT training for enhancing international
standard of MIL. It must have effective strategy to include an emerging trend of MIL into in-service training.
6.3 Differences between School Teachers and Leaders
