동화와 애니메이션 "보기(viewing)"를 중심으로 한 멀티리터러시의 국어교육적 고찰

정현선 ( Hyeon Seon Jeong ) 한국어교육학회 2004 국어교육 Vol.- No.114

초등학생의 매체 문식 활동에 관한 조사 연구

정현선 ( Hyeon Seon Jeong ),정혜승 ( Hye Seung Chung ),김정자 ( Jeong Ja Kim ),민병곤 ( Min Byeong Gon ),손원숙 ( Won Sook Sohn ) 한국독서학회 2014 독서연구 Vol.0 No.33

The purpose of the study was specifically to analyze the status of the media literacy practices in development according to grade and gender differences among 3rd ~ 6th grade elementary school students. The students were classified into groups from those with the least use of computers and mobile phones (group 1) to those with the most use (group 4), and analysis was carried out related to the reading, writing, attitude and specific reading and writing activities for each group. The major results of the study are as follows. First, group 4 spent remarkably higher amounts of time with computers and mobile phones than groups 1, 2 and 3, and presented a much lower attitude toward reading and writing. In addition, it was found that the group with higher use of mobile phones and computers marked highly positive and negative recognitions about their media use. Second, older students tended to be included in groups 3 and 4, while higher proportions of the younger students were found to be in the groups 1 and 2 with the least use of media. The survey results also showed remarkable gender differences in media selection, indicating that a high proportion of girls marked interest in mobile phones, whereas a high proportion of boys marked interest in computers. Third, it was discovered that the group with less use of mobile phones showed remarkably higher activities in reading, writing, and voluntary reading and writingactivities compared to the group with more use. However, group 2, with the second least use of computers, showed the highest reading, writing, and voluntary reading and writing activities among the groups. This suggests that computers positively affected reading and writing when used appropriately rather than not being used at all. Fourth, it was found that the group with higher use of mobile phones and computers did more reading of media like ‘text messages, Kakao Talk, e-mail, SNS, and Internet articles and comics’. Consequently, this group was also found to write more on blogs, and drew comics. This means that the group with more use of the media did more reading and writing with use of the media, and showed both positive and negative recognition, requiring positive utilization to link the media with reading and writing activities. The results of this study can be used to consider the development and gender differences while introducing or implementing media for literacy practices at home and school. It also showed that a guide is required at home and school for appropriate media use by students, as well as plans related to utilization of media literacy practices as resources of literacy learning voluntarily performed by students.

리터러시와 국어교육 ; 디지털 리터러시의 국어교육적 고찰

정현선 ( Hyeon Seon Jeong ) 국어교육학회 2004 국어교육학연구 Vol.21 No.-

인터넷 언어 문화 교육 내용으로서 디지털 서사의 개념,특성,유형에 관한 연구

정현선 ( Hyeon Seon Jeong ) 국어교육학회 2007 국어교육학연구 Vol.30 No.-

This article discusses aesthetic texts on the Internet as the content for media language education. Most aesthetics texts found on the Internet are narratives. They are termed as digital narratives and the concept, characteristics, and text types are explored in this article. Internet novels and Fanfics are identified as a type of exchange between Internet users and are mostly romance novels. The writers and readers are teenagers and share their desire for romance and the concerns of young people through these novels. Webtoons are also identified as a type of exchange between Internet users and are produced by amateur writers. Most webtoons adopt the form of an essay or diary and present the daily lives of young people in their 20s. Internet novels, fanfics, and webtoons belong to popular culture, and therefore, it is more important for students to reflect their own taste for popular stories and their desire for reading such texts. Hypertext narratives provide readers with various linkages that they can choose to follow. The readers should be able to experience meaningful choices that could lead them to various kinds of ends. A hypertext narrative is a narrative experiment and should be taught for students to understand why literature experiments might be done in such a manner. Game narratives belong to the area of entertainment. They need to be taught for students to have their own perspective of contemporary culture.

학급문집 만들기의 맥락에서 이루어진 사진과 글을 통한 초등학교 저학년 어린이들의 표현과 소통

정현선 ( Hyeon Seon Jeong ) 국어교육학회 2009 국어교육학연구 Vol.36 No.-

This article discusses some of the findings from a year-long study of lower-elementary (2nd grade) children`s media and multimodal literacy learning undertaken in an elementary school in Seoul. In the contemporary media environment, where more than 65% of households own digital cameras and almost 100% of children and young people over the age of 6 use the Internet, photographs are reported to be the second most frequently used form of expression next to texts. Considering the long-term progression in children`s understanding of different modes of expression such as photographs and writing and the role of media for communication, this study explores how young people might be able to learn how to take photographs and write texts in the context of producing contents for a `class yearbook` that can be seen as a `medium` for the classroom community to remember the people and what they did during the specific year. The discussion includes the pedagogic intentions of the `design` of a series of learning activities that are developed in this `design experiment` research method, as well as the results including the children`s photographs and writing as the learning outcomes, the interviews with the children and the teacher participated, and the photographs of classroom activities taken by the researcher for pedagogic documentation. The study shows children with low interests and skills in writing seem to be motivated to write texts and to improve their writing skills, when they are encouraged to produce contents for a specific medium of `class yearbook`, which is to be written and kept by themselves for the memory of the school year. Children seem to be able to create the ideas and feeling more genuinely and easily when they are allowed to use the cameras to capture the particular facial expressions or gestures of their friends; remember special events that they enjoyed at school; and the moments of their choice that they want to show about themselves. The photographs taken as such seem to become important integral parts of the children`s writings that can be seen as a multimodal text.

성찰적 문화교육으로서의 미디어 리터러시 교육

정현선 ( Hyeon Seon Jeong ) 국어교육학회 2002 국어교육학연구 Vol.14 No.-

문학교육에서의 평가에 대한 비판적 검토

정현선(Hyeon Seon Jeong) 한국문학교육학회 1997 문학교육학 Vol.1 No.-

It is the purpose of this article to review the current discussion about the assessment and evaluation in teaching literature in secondary education. Teaching Literature(Gu, In-Hwan, et al., Seoul: Samjiwon, 1988) was the first book that discussed this matter seriously and theoretically in Korea, so the part of this book regarding the assessment was analysed closely. It is criticized in that it does not criticize the current education fundamentally that makes students accept only one interpretation and evaluation of a literary work. I criticized that this view is based on the essentialism on the literary value. The writers of the book are mistaken in that they think it depends on qualified teachers to teach literature well. This is why they do not recognize that the education in the capitalist schooling makes people discriminated by assessment. I argued that assessment is contradictory with the ideal of teaching literature. In order to overcome this, we should view the assessment as a socio-cultural and institutional matter, and should establish new viewpoint on the evaluation based upon the dialogue among different evaluations.

문학교육의 양적,질적 연구 방법 : 초등학교 저학년 문학 수업에 대한 실행 연구 -그림책 수업 담화 분석을 중심으로-

정현선 ( Hyeon Seon Jeong ),이미숙 ( Mi Suk Lee ) 한국문학교육학회 2006 문학교육학 Vol.21 No.-

문학교육과 문학능력 : 이야기의 문화적 가치 탐구를 중심으로 한 컴퓨터 게임 서사 교육에 관한 고찰

정현선 ( Hyeon Seon Jeong ) 한국문학교육학회 2009 문학교육학 Vol.28 No.-

This article discusses computer games in relation to literary education-a natural connection, considering that computer games are a part of the culture of storytelling, and the fact that the act of playing games can provide the players with certain kinds of aesthetic experiences. Many theoretical discourses on game narratives have focused on the questions of whether computer games could be considered as a form of narrative and, if so, ascertaining the characteristics of the game narrative. These discourses, however, seem to have failed to respond to anxious parents and educators whose primary concerns have dwelled on the moral and cultural values of computer games, which are in many cases considered violent and immoral, and as making the players mindlessly addicted to them. Considering the gap between the theoretical and practical discourses on game narratives, this article endeavors to discuss the ways in which game education can be related to literary education by focusing on the cultural values of the stories, taking the argument beyond the protectionist`s perspective which discourages game playing itself.

청소년 대상 미디어 교육의 현황과 제도화 움직임에 대한 비판적 고찰

정현선(Jeong Hyeon-Seon) 한국청소년정책연구원 2004 한국청소년연구 Vol.- No.39,40

이 글에서는 최근 우리 사회의 큰 관심 대상으로 떠오른 청소년 대상의 미디어 교육 현황에 대해 공식 교육 및 비공식 교육을 아울러 균형 있꼐 점검하면서, 특히 학교 교육으로 미디어 교육을 제도화하기 위한 과정에서 제기된 문제점들에 대해 비판적으로 고찰하고 있다. 미디어 교육이란 텔레비젼, 영화, 비디오, 라디오, 사진, 광고, 신문, 잡지, 음악, 컴퓨터 게임, 인터넷 등 다양한 미디어에 대해 학생들이 비판적으로 이해하고 적극적으로 활용하며 능동적으로 제작할 수 있는 능력을 길러주는 교육을 의미한다. 이처럼 미디어 교육은 어린이와 청소년의 일상적 문화에 대한 관심에서 출발한다는 점에서 곰식 교육 뿐 아니라 비공식 교육에서도 활발히 논의되고 실천되어 왔다. 역사적으로 볼 때 한국의 미디어 교육은 1980년대 중반에 미디어에 대한 비판적 감시를 목적으로 한 일종의 사회운동 차워에서 시작되었지만, 1990년대 후반에 이르러서는 특별활동의 형태 뿐 아니라 국어, 사회, 도덕, 미술 등 다양한 교과와 연관하여 학교 교육에 도입되거나 비공식 교육인 청소년 활동의 차원에서 활성화되는 방식을 통해 보다 대중적으로 확산되었다. 본고에서는 미디어 교육을 교사와 학생들이 미디어와 대중문화를 매개로 하여 보다 자유롭게 소통하며 함께 만들어 갈 수 있는 청소년 문화 교육의 대표적인 형태로 보고, 이러한 미디어 교육이 보다 대중적으로 확산되게 된 계기에 대해 비교적 최근에 한국 사회 일반, 학교 교육 및 청소년 정책의 차원에서 일어난 일련의 변화 및 이와 관련된 다양한 교육적 접근법에 대해 비판적으로 고찰하였다. 이를 바탕으로 본고는 최근 우리 사회에서 불거진 미디어 교육의 제도화 논의화 실천에 대해 비판적으로 고찰함으로써, 청소년의 욕구와 필요가 보다 중심에 놓인 미디어 교육의 실천 방안을 모색하고 있다. This article aims to map out the current landscape of the Korean media education and therefore, tries to seek out the more productive ways in which media education can be institutionalized in school. Media education became much more popular and well-known to general public in South Korea over the past few years, beyond specific interests of a relatively small number of people who are personally committed to it. The infra-structural changes in technology, education and youth policy certainly contributed to bring about wider interests in media education particularly amongst teachers and youth workers. Based on the recent changes as such, I critically examine how the government's funds allocated to promote media industries have played important roles for the complex scene of media education. Considering this, I argue that it is the time to start dialogue between diverse interest groups in this area for future directions.