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This article aims to examine students’ perception of media literacy through university liberal arts, focusing on cases involving ‘media literacy &amp; creative communication’, which is defining the direction of media literacy education. In order to achieve the object of this study, researchers examined the case of media literacy education already being implemented in university general education. Based on the results of this study, the following may be noted: First, this study presented the media literacy curriculum systematically, and an analysis was made based on various theoretical studies. Secondly, the student’s perception of media literacy in the beginning of the lecture was checked through a Preliminary survey. Most students were not fully aware of the concept of media literacy, had low understanding of media, and were lacking in their ability to cope with problems of digital media, such as “fake news” and the practice of the “deep fake.” Thirdly, through the focus group interview(FGI) we learned that students’ attitude and perceptions were changed to an enhanced extent after 15 weeks of being enrolled in the curriculum. Most students’ understanding, analytical skills, and critical ability of media seem to have grown significantly. Finally, this study analyzed the effects found among students from their studies after being enrolled in the curriculum for 15 weeks, and presented plans to activate ‘media literacy and creative communication’ among the students as a effective curriculum model of liberal arts. Through this it is hoped that students can develop core competencies of media, such as an ability to properly approach media, and to improve their critical understanding capabilities, as well as their socio-cultural participation capabilities.

Students’ Perception of Media Literacy through University Liberal Arts －Focused on Cases of “Media Literacy and Creative Communication”