This paper offers a survey of the developments in “media literacy”, especially in Japanese school education. In foreign nations such as Canada, America, and Great Britain, it is thought that “media literacy” is important as a basic capability. For this reason, there are various movements for improvement in media literacy (of the citizens) in these countries. In recent years, in Japan, development of media literacy is being activated. We have organized an association to study “media literacy education.” We are trying to improve media literacy by including it in school education.

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In this article, we first discuss information ethics, risk management,network security and on-line privacy. I go on to propose new strategies for successful course and curriculum design including media literacy,information ethics and risk management.

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The style of information education using personal computers is currently changing. With the development and spread of the Internet and other information networks, computer are being used increasingly as a method of sending and collecting informations. Japan is becoming a highly information oriented society at a rapid pace and children must build up their ability to use information technologies.We believe children need the following abilities: "ability to catch information", "ability to create informaiton" "ability to use informaiton".We call these abilities "the three hands of information ". We will introduce how we created this idea and what we are doing to develop these abilities in school now.

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This paper reports an information technology curriculm for 10th graders, aiming to raise the students' awareness in the importance of critical literacy. We propose a curriculum on "media literacy education", which should be taken after "information literacy education". The curriculum is organized from; surveys on media environment of students, evaluation activities on information quality, and training in critical literacy.

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The information society changes literacy dramatically: First, literacy will deepen from reading and writing letters to interpretation and presentation of concepts and ideas. Second, literacy will expand including images and sounds besides letters. Third, literacy will have varieties such as operation skills of digital media, media literacy, and information literacy. Ability of search and inquiry, the core of information literacy and the most important thinking skills, should be taught at university level. This paper discusses a framework of these changes and reports some educational practices.

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This paper describes basic language arts ('Gengo Hyogen'), one of the freshman courses in Toyama University. Its background and present situation are described and the problems are pointed out. It is insufficient for literacy education for freshmen that basic language arts and information literacy ('Joho Shori') are independent courses and the students must take at least one of them. To solve the problem, it is proposed that basic language arts and information literacy should be integrated as a literacy education in information age, and that short modular courses should be held for students to take as an a la carte way.

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This article gives an outline of the concept "critical thinking" and introduces the auther's practice which develops students' critical thinking attitude using questionnaire technique. Seen from students' self-evaluation, they almost could develop an attitude to examine infomation of the course or textbook. But some students had an attitude that they should obey teacher's words. It is suggested that we must educate students with the recognition that such frame of recognition is difficult to change. The relation between media literacy and critical thinking is also discussed.

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[in Japanese]

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In Koga (1999), I evaluated an Korean-Japanese machine translation software by categorizing mistranslations into 4 groups: mistranslation of words themselves, mistranstation of co-occurrence, grammatical mistranslation and textual mistranslation. According to the result, more than half of the mistranslations proved to be that of cooccurrence. In this paper, I further analyzed the mistranslations of co-occurrence by subcategorizing them into 2 groups: co-occurrence of words and grammatical co-occurrence, and by checking the grammatical feature of words or grammatical morphemes of the co-occurrence. As a result, it became clear that these mistranslations are very restricted in these subcategories.

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The system we are developing is a joint project - a high school , a university and an enterprise. Even the teachers who are not computer programming specialist can create advanced material in accordance with an easy wizard. As the contents are written in HTML, languages other than English can be easily treated and tests of precedent years used in the system OPUS. Also, the results of the exercises indicates how to improve their contents, because the results' control-function is incorporated in this system. Furthermore the results can be analyzed.This article shows the outline of our system OPUS for the education of French Grammar. Then we explain in detail how the exercises are improved with data analysis, the big advantage of this system.

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