The purpose of this study is to analyze audiovisual education theories and communication models, focusing on foundational theories in information and communication engineering and communication studies, to provide a theoretical framework applicable to Korean language and literature education. To this end, the study critiques the learning pyramid model, which continues to be misused despite lacking scientific evidence, and proposes strategies for applying communication models in speech and media education. Since the 1970s, the cone of experience model has been widely combined with the unsubstantiated learning pyramid model. In the domain of Korean language skills, understanding this misconception offers material for critical reading exercises, exploring how such myths are formed. Westley and MacLean’s communication model can be effectively applied in Korean speech and media language education, as it explains both interpersonal and mass media communication and incorporates elements of gatekeeping and various forms of feedback. Additionally, the concepts of entropy and redundancy proposed in Shannon and Weaver’s mathematical communication model can be addressed as Korean usage strategies at the text and discourse level, and can be utilized as strategies for understanding and expressing complex multimodal texts. The concepts of entropy and redundancy are also useful when discussing the optimal amount of information in digital textbooks.