평생 독자의 성장과 교육적 지원

정옥년 ( Jung Ok-ryun ) 한국독서학회 2017 독서연구 Vol.0 No.43

이 논문은 평생 독자의 개념과 특성을 검토함으로써 생애 동안 계속해서 독자들의 독서 역량이 발달할 수 있도록 지원하는 방안을 모색하는 데 초점을 두고 있다. 평생 독자가 되기 위해서는 생산적인 삶에 필수적인 독서 활동에 열심히, 독립적으로, 효과적으로 참여할 수 있는 기능과 태도, 관심사와 배경 지식을 모두 갖추어야 한다. 평생 독자는 독서 태도와 흥미, 독서 목적, 읽기 능력, 독자 반응과 아이디어 활용, 읽은 자료의 종류, 전환적 독서에 대한 적응 등 여러 가지 측면에서 전반적으로 성숙한 사람들이다. 독자의 총체적 발달을 측정할 수 있는 독서성숙도 검사는 특정한 독자나 독자 집단이 계속적으로 성장하기 위해서 필요한 교육적 지원 방안을 모색 할 때 많은 도움이 될 수 있다. 평생 독자의 성장을 지원하기 위해서는 장기적인 안목을 가지고서 평생 학습의 관점에서 독서 정책을 설계할 필요가 있다. 또한 독서 프로그램을 계획하고, 운영하는 사람들은 독자들의 성장과정을 꾸준히 모니터링 하면서 필요할 때 적절한 중재를 제공하고, 이들이 보다 나은 삶을 향유할 수 있도록 안내하는 평생 교육자로서의 역량을 갖출 필요가 있다. The purpose of this paper is to examine the attributes of lifetime readers and to give some suggestions for the growth of lifelong literacy. Lifetime readers have the effective skills, knowledge, and dispositions for engaging in life-span and life-space literacy. So they are mature readers who have several attributes that are necessary to survive in multiple environments. The reading maturity survey can be used to measure the attributes of readers such as interest in reading, purpose for reading, the recognition and reconstruction of meaning, reaction to and use of ideas to apprehend, kinds of materials read, personal adjustment to reading. The support system for the development of lifetime readers` literacy should be designed from a lifelong learning perspective. And the persons who are to operate and implement the reading programs across the diverse life sectors should be qualified to continually monitor and intervene the growth of developing readers.

근현대 여성 독서 연구

윤금선(Yeun Keum-sun) 국어교육학회 2009 국어교육연구 Vol.45 No.-

This research is that analyze unfolding process of women's reading from the 1920's to the 2000's. Specially, this research analyzed women's reading campaign and women readers' interest. From the 1920s to the 1950's. reading education was emphasized first of all in education of women. But, in this period, women did not have time that read a book. As well as did not take most education, should converge in living than reading. But, the aspect began to change from the 1960's. As well as women readers' number was increased rapidly as women's education level rises gradually, composure occurred economically. Women were read in position that enlightenment object is not but is mainer volume and is active in this era. And these phenomenon was maximized as amounting to the 1970's, the fair readers became main consumer in reading market. And from the 1980's, women changed by leader that guide reading public. It rose Woman's education level. And there were much opportunity to take lifelong education in society. So, women conducted reading. These phenomenon is continued and is maximized more in the 1990's, the 2000's. Following this research, women are appeared by active and trailblazing reader. And women read many books. But reading contents are so narrow. So, reading field need to be extended.

‘향유 독자’의 삶에 관한 내러티브 연구 : 소유와 치유, 사유의 의미로서 독서 경험과 성장

백희정 국제뇌교육종합대학원대학교 인성교육연구원 2022 인성교육연구 Vol.7 No.2

본 연구는 향유 독자를 ‘독서 체험을 통한 즐거움을 추구하는 개인 또는 집단내의 독자’로 정의하고, 한 독서 향유자의 삶을 독서 경험을 중심으로 이야기하는 데 목적이 있다. 이에 향유하는 독자인 ‘효원’을 연구 참여자로 선정하여, 내러티브 탐구 기법을 활용해 독서 경험을 분석하였다. 그 결과로 ‘이타카에 돌아온 오디세우스의 기쁨’, ‘고통이 섞인 아름다움의 체험’, ‘섬김의 자세와 찰나의순간 찾아오는 안온함’을 주제로 독서에 대한 의미가 ‘소유’에서 ‘치유’와 ‘사유’ 로 변화하는 일련의 성장 과정을 살펴볼 수 있었다. 끝으로, 내러티브 탐구로서본 연구가 지닌 의미를 제언하였다. 첫째, 개인의 차원에서 효원은 독자로서 자신의 정체성을 긍정적으로 평가할 수 있는 사건을 경험하였다. 둘째, 실행적 차원에서 이상성을 실체의 수준으로 객체화함으로써 독서 향유자를 기르기 위한 독서 교육의 방향을 제안하였다. 셋째, 사회적 차원에서 독서 향유자의 내러티브를다룬 텍스트가 독서 향유자에 대한 사회의 인식 전환 계기를 마련할 수 있음을논의하였다. 본 연구는 사례 연구이므로 연구 결과를 일반화하기에 한계가 있으나, 실재하는 주변인의 현현으로서 향유하는 독자의 모습을 상세히 묘사함으로써독자들이 향유자의 경험 세계에 한 걸음 가까워지는 데 기여할 것으로 기대한다.

자아 성장을 위한 청소년문학 읽기의 의의와 문학적 반응 활성화 전략

선주원 ( Ju Won Seon ) 전북대학교 인문학연구소 2016 건지인문학 Vol.15 No.-

This article focuses on that lifetime reader formation, examines what young adult literature reading has a kind of significance, what is possible to promote the Read the literature of young readers, what the method of activating the literary reaction is. Especially, I discussed whether what those at the center for writing critically essay. Through these discussions, this article, literary work that conforms to the readers of literary ability of young people a meaningful must be selected in the context of youth literary teaching, anchor of how such work youth readers can mean reduction Life of the literature has emphasized that are performed via the. Also, after graduating from secondary school through the life of the literature, stressed that the method which can youth readers to activate the literary reaction as the life of the reader, is applied in teaching in actual classroom scene did.

An Investigation Into Reading and Factors That Influence Reading : Creating Lifelong Readers

Kim, Jiyoung 경희대학교 부설 교육문제연구소 2002 論文集 - 경희대학교 교육문제연구소 Vol.18 No.-

The main purpose of this study was to investigate whether 6th grade students in two schools have one book or experience that leads them to enjoy reading and thus, read more. The book or experience is referred to as a homerun book or homerun book experience, In addition, the study examined factors that contribute to such an experience, referred to as access factors. The factors included the amount of access children have to interesting reading material, the amount of free time children have to read on their own, the amount of free choice in reading material, whether children have a quiet and comfortable environment to read on their own, and whether children have a mentor or model with respect to reading. further questions were asked to find out whether most children like to read or not, and whether socio-economic status and access factors were significantly related. Findings from data gathered through survey and interview methods indicated that most children, regardless of their socio-economic backgrounds, like to read and have had a homerun book or experience that lead them to enjoy reading and thus, read more. Furthermore, the study showed that the relationships between all five factors and socio-economic status were significantly related or approached significance. Implications suggest that homerun experiences create lifelong readers and therefore, better reading environments for children, should be provided equally to all children. Furthermore, results suggest strongly that most children like to read regardless of popular beliefs that say interest in reading declines with age. An overall reading model is presented for future research related to homerun experiences.

대학생 독자의 독서 성숙도 양상 연구

서영진 ( Seo Youngjin ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163

The purpose of this study is to investigate the reading maturity of university students, who have been neglected in reader development studies. For this purpose, the study analyzed reading maturity aspects of 685 freshmen university students and compared group differences across academic disciplines. Reading maturity was analyzed based on six factors: basic reading skills, reflection and life changes through reading, interest and attitude toward reading, advanced reading skills, reading for understanding humanity and life, and reading for knowledge acquisition and expansion. Results showed that, the overall reading maturity of the study group was only moderate. The percentage of respondents who answered that their reading maturity level was less than normal was 40.6%. Analysis of sub-factors related to reading maturity showed that “interest and attitude toward reading”, which plays a very important role in inducing reading behavior, was found to be the weakest. Although “basic reading skills” and “advanced reading skills” were the skills practiced most in reading education courses in elementary, middle, and high school, respondents’ self-assessments and effectiveness of reading skills in these categories were average. Reading activities were performed more for “reading for knowledge acquisition and expansion” than “reading for understanding humanity and life”. In terms of group differences, the reading maturity of students in the natural and science divisions was lower than that of the students in the humanities and society. Additionally, the reading maturity of students with grade 4 or below of the high school scores in Korean language and SAT scores were low. More attention is needed for students whose reading maturity is relatively weak.

독서 워크숍의 개념과 방법

김주환 한국독서학회 2018 독서연구 Vol.0 No.46

The reading workshop is a balanced teaching and learning method that integrates active activities of the students and explicit instruction of the teachers. Reading workshops are effective in enhancing students' reading comprehension and reading motivation. However, in order for the reading workshop to spread widely in Korea, the following efforts are needed. First, there is a need to improve the classroom environment that students can read without any restrictions. There should be the classroom library where students can read and an atmosphere in which freely talked about books. Second, encourage and support voluntary reading activities so that students are motivated to read. They should help students to understand the joy of reading without having to consider reading as a task or obligation. Third, it is necessary for the teacher to explicitly instruct reading strategies by observing the students' reading activities. The guidance of the reading strategy should be done through consultation based on the teacher's observation and evaluation of the student's reading activity. It is necessary to nurture teachers who have expertise in reading process and reading development. 독서 워크숍은 학생들의 적극적인 활동과 교사의 명시적인 지도가 통합된 균형 잡힌 교수학습 방법이다. 독서 워크숍은 학생들의 독해력과 독서 동기를 높이는 데 효과적이다. 그러나 독서 워크숍이 우리나라 교실에 널리 확산되기 위해서는 다음과 같은 노력이 필요하다. 첫째, 학생들이 어떤 제약도 없이 자유롭게 책을 읽을 수 있도록 교실 환경을 개선할 필요가 있다. 교실 도서관과 자립적 독서가 가능한 공간 구성, 책에 대해 자유롭게 이야기할 수 있는 분위기가 조성되어야 한다. 둘째, 학생들의 독서 동기를 높일 수 있도록 자발적인 독서 활동을 격려하고 지원해야 한다. 학생들이 독서를 과제나 의무로 생각하지 않고 독서의 즐거움을 깨달을 수 있도록 지원해야 한다. 셋째, 학생들의 독서 활동을 관찰하여 필요한 전략을 교사가 명시적으로 지도할 필요가 있다. 독서 전략의 지도는 학생의 독서 활동에 대한 교사의 관찰과 평가를 바탕으로 협의를 통해서 이루어져야 한다. 이를 위해서는 학생들의 독서 과정과 독서 발달에 대해 전문성을 갖춘 교사 양성이 필요하다.