Citation

Nara Y, Sata T. Procedia Comput. Sci. 2016; 96: 1258-1266.

Copyright

(Copyright © 2016, Elsevier Publishing)

DOI

10.1016/j.procs.2016.08.170

PMID

unavailable

Abstract

In the current Risk Society, each individual is required to obtain risk literacy for safe and secured everyday life. This study aims to conceptualize and examine the component of risk literacy for everyday life, and to construct the practical model and learning program to cultivate risk literacy. To achieve them, the authors designed the learning program for students based on the whole structure of risk literacy, then, composed a lecture that is based on the three components of risk literacy -the state of risk, risk perception and risk coping (risk management and risk communication). Fifty-one students at The Open University of Japan participated in that class; they are adult, full-fledged members of society. After the lecture, the authors performed a self-conducted questionnaire which obtains students' awareness related to risk literacy. Furthermore survey data were analyzed by text mining using with KeyGraph. Main results are as follows; (1) students realized through a lecture that they are the subject for the risk; also they noticed the significance and the methods of performing both risk management and risk communication, (2) students particularly showed strong interest in risk communication. It founds that students assumed conducting risk communication with the people who are their stakeholders in their daily life and the workplace. (3) Three components -state of risk, risk perception, risk coping seem adequate as the components which consists of the whole structure of risk literacy in everyday life, however, the device is necessary which inspires an independence will in students at the level of learning program.

Language: en