기획 주제 : 평생 학습 시대의 독서 ; 아동 독자의 독서 활동 연구 -대화 일지 소통 맥락을 중심으로-

이지영 ( Ji Young Lee ) 한국독서학회 2010 독서연구 Vol.0 No.23

It is necessary to differentiate between the concepts of child readers and learned readers and to interpret research on reading phenomena or reading activities by setting communication contexts. For this reason, this study deals with the nature of child readers when they communicate with adult readers through dialogue journals. The purpose of sharing dialogue journals is to form personal relationships and reading responses. Successful reading experiences are created when adult readers and child readers agree on the two purposes. Personal dialogues that aim to form personal relationships reveal the identities of child readers. Dialogues on reading responses are closely connected with books, including some materials on subjects such as friends, family, and school. Dialogue journals show three types of relationships between adult readers and child readers. First, adult readers propose some topics and then talk with child readers on equal terms. Second, child readers agree on adult readers`s elf-reflective responses. Last, adult readers lead and set the reading activities of child readers. Likewise, some reading activities stand out from dialogue journals: meta-discussions on reading attitudes, teamwork formed by icons, and connection with their own experiences. In conclusion, reading activities through dialogue journals can be variously developed through conditions such as how dialogue partners are aware of each other, who has leadership in the conversation, what kinds of books are selected, and who is selected as adult reader and child reader.

근대 아동 독자의 형성과정 연구

최윤정 ( Yoon Jeong Choi ) 건국대학교 동화와번역연구소 2013 동화와 번역 Vol.25 No.-

This study is aimed to investigate social and cultural background in the process of forming child readers in modern times by focusing on a sudden increase in the number of child books in the 1920s and examine how child readers in modern times grow into a true reader. For this, readers` social status was investigated based on analysis on real readers` responses and demands, not ideal readers planned by editors, focusing on ‘Talk with Readers’ in typical child magazines in the 1920s Orini(『어린이』) and Byolnara(『별나라』) and ‘Starland.’ The primary factors of forming child readers in modern times include ‘Boys Campaign’ in the 1920s, school systems and family systems. In particular, increase in the number of child magazine readers is closely related with the activities of ‘Boys’ Association.` A decline in illiteracy rates after a strong desire for modern education and increase in the percentage of school attendance has also been a critical factor in increasing the number of readers. Moreover, a married couple-centered modern family structure has doubled interest in child education, which has in turn increased the number of child readers. Unlike sinmungwan(신문관) media in the 1910s, child magazines in the 1920s continuously contacted readers for negotiation. Readers raised their voice in even editing through active participation such as ‘Talk with Readers’ and organized a community through psychological bonding.

아동 독자가 참여하는 국외 아동문학상 탐색

이지영 한국아동청소년문학학회 2024 아동청소년문학연구 Vol.0 No.35

이 논문은 아동문학상 선정에 참여하는 아동 독자의 자기 주도성을 탐색하는 연구 프로젝트의 일환으로 아동 독자가 참여하는 아동문학상 제도를 시행해 온 국외 아동문학상 현황을 탐색하였다. 아동 독자가 참여하는 6개국 9개 아동문학상 홈페이지를 대상으로 검색 엔진 구글을 활용한 자료 분석을 하였다. 아동문학상의 연원, 주관 기관, 아동문학상 선정 과정, 아동 독자의 참여 방법, 시사점 등 아동문학상의 개별 현황을 살펴보고, 아동문학상의 주관 기관별 성격과 아동 독자의 참여 방식을 논의하였다. 아동문학상의 주관 기관은 도서관 기반, 학부모 기반, 서점 기반, 자선 단체 기반, 문학 협회 기반으로 분류된다. 아동 독자는 배심원 활동, 동아리 활동, 개별 활동 등을 통해 아동문학상 선정 과정에 참여한다. 아동 독자가 참여하는 아동문학 공모전이 확대되는 우리나라의 아동문학 현상에 비추어볼 때, 이 논문은 아동 문학 출판, 아동 문학 연구, 독서 교육 차원에서 벤치마킹할 점, 비판적으로 수용해야 점을 제공한다는 점에서 의의가 있다. This study investigates the role of child readers in the selection process of children’s literature awards as part of a research project on self–directed reading engagement. It explores the current status of children’s literature awards abroad that incorporate systems allowing child readers to participate in the selection process. Data analysis was conducted through Google searches of websites of nine children’s literature awards across six countries which involved participation of child readers. The analysis explores various aspects of these awards, such as their origins, host organizations, selection processes, and the mechanisms through which child readers participate. Furthermore, the study highlights the implications and characteristics of each award system. The governing bodies of the Children’s Literature Prize are categorized as follows: library–based, parent–based, bookstore–based, charitable–based, and literary association–based. child readers participated in the selection process through jury, club, and individual activities. In light of the growing trend in Korea of children’s literature awards, involving child readers, this study serves as a benchmark and offers insights into children’s literature publishing, literature research, and reading education.

『동아일보』 통계로 본 1930년대 아동과 청년 독자의 책 읽기

오현숙(Oh, Hyunsook) 구보학회 2021 구보학보 Vol.- No.28

이 논문은 단일한 집단으로 상상되어 온 아동과 청년 독자의 다양한 층위를 복원하고자 하였다. 특히 문자를 습득하고 지식을 배우는 과정 중에 있는 독자의 경우 문해력에 따라 상당히 폭넓은 스펙트럼을 지닌 독서 양상을 보인다. 하지만 기존의 연구들은 상당 부분 아동이나 청년 독자들 간의 ‘차이’를 충분히 드러내지 못했다. 이들은 아동 혹은 청년이라는 큰 범주에 따라 동일한 성격을 지닌 독자로 쉽게 간주되거나 상상되었다. 하지만 필자는 단일한 독자 공동체로 상상되었던 실제 아동과 청년 독자층이 사실은 상당히 다층적인 양상으로 존재했다는 것을 제시하고자 했다. 구체적으로 『동아일보』에 실린 통계 자료를 토대로 1930년대 실제 독자들의 다층적인 존재 양상을 살펴보았다. 2장에서는 20대 미만의 미성년 아동 독자를 중심으로 연령별 성별에 따라 나타나는 어떤 동화 읽기를 선호했는지 살펴보았다. 아동 독자의 진취적인 장래희망과 달리 가장 선호하는 동화는 비극적 이야기였다. 식민지와 제국의 관계 속에서 만들어진 ‘학교 밖’ 저학력의 미성년 노동자의 지속적인 생산과 착취구조에 대한 슬픔의 정서는 반영되었으나 아동 독자가 이를 종합적으로 이해하고 현실에 대응할 수 책 읽기에 도달하기는 현실적으로 어려웠다. 3장에서는 계층에 따라 실제 아동 독자의 책 읽기 양상이 구체적으로 달라지는 양상을 살펴보았다. 각각 여자 중등생, 남자 고보생, 인쇄공을 대상으로 실제 읽은 책 목록을 분석했다. 여자 중등생, 남자 고보생은 한글과 국한문은 물론 일본어나 다른 외국어까지 자유롭게 구사하는 ‘엘리트 독자층’에 속했다. 한편 인쇄 직공은 문자를 알아야만 일할 수 있다는 점에서 ‘식자층’이지만 문해력은 다소 낮은 ‘노동자’라는 독특한 위치에 있었다는 점에서 학생들과 계층적으로 차이가 있었다. 여자 중등생은 연애와 결혼 제도를 다루는 교양소설이나 사회주의 페미니즘 계열 소설의 적극적인 수용자였다. 반면에 남자 고보학생은 계급투쟁과 자본론을 다루는 사회주의 사상서 중심의 책 읽기 양상을 보여주었다. 인쇄공들의 경우 넓은 스펙트럼을 지닌 독서를 했다. 오랜 기간 한자를 배우고 중간 관리자에 위치한 숙련공은 고대소설, 중국소설, 역사전기 등의 책을 향유하는 전통적 독자였다. 반면에 열악한 노동환경에 처해있었던 저학력의 견습공의 경우 직공조합의 독서강화, 토론회와 같은 구술 중심의 문화적 기획을 통해 주체적으로 사회주의 지식을 넓혀나갔다. 하지만 공통적으로 1930년에 사회주의 책 읽기 과정은 상급학교 학생과 노동자들이 주체적으로 식민지 조선의 제도, 담론, 사회적 구조들을 성찰하고 이에 의문을 던지는 유효한 틀이었다. 이상의 논의를 통해서 본 논문은 1930년대 다양한 연령, 성향, 배경을 지닌 서로 다른 아동 독자층이 동시에 공존하는 양상을 복원할 수 있었다. This thesis aims to restore the various layers of children and young readers who have been imagined as a single group. In particular, in the case of readers who are in the process of acquiring characters and learning knowledge, they show a reading pattern with a fairly broad spectrum according to their literacy skills. However, many of the existing studies did not sufficiently reveal the ‘differences’ between children and young readers. They were easily regarded or imagined as readers of the same character according to the larger category of children or young people. However, I tried to suggest that the real children and young readers who were imagined as a single readership actually existed in quite a multi-layered existence. Specifically, based on the statistical data published in the Dong-A Ilbo, the multi-layered existence of real readers in the 1930s was examined. In Chapter 2, we looked at which children’s fiction that appeared according to age and gender were preferred by minor readers under the age of 20. Unlike the progressive hopes of children’s readers, the most preferred fairy tale was a tragic story. Although the emotion of sadness over the continuous production and exploitation structure of under-educated underage workers ‘out of school’ created in the relationship between the colony and the empire was reflected, it was realistically difficult for children to understand this comprehensively and to read a book that could respond to reality. In Chapter 3, we looked at how the actual reading patterns of children and young readers differed according to the class. The list of books actually read was analyzed for female middle school students, male high school students, and printers, respectively. Female middle school students and male high school students belonged to the ‘elite readers’ who freely spoke Korean and Korean, as well as Japanese and other foreign languages. On the other hand, there was a hierarchical difference from the students in that the printmaker was in a unique position as a ‘labor’ with a lower literacy level, although he was a ‘literate’ in that he could work only if he knew how to write. Middle school girls were active recipients of socialist and feminist novels and cultural novels dealing with dating and marriage. On the other hand, male Gobo(high school) students showed a reading pattern centered on socialist ideological books dealing with class struggle and capitalism. The printers had a broad spectrum of reading. A skilled worker who has learned Chinese characters for a long time and is a middle manager was a traditional reader who enjoyed books such as ancient novels, Chinese novels, and historical biographies. On the other hand, in the case of low-educated apprentices, who were in poor working conditions, they actively expanded their socialist knowledge through oral-centered cultural planning such as the craftsmen’s union’s strengthening of reading and discussion forums. However, in common, the socialist book reading course in 1930 was a valid framework in which upper-class students and workers independently reflected on and questioned the institutions, discourses, and social structures of colonial Joseon. Through the above discussion, this thesis was able to restore the coexistence of different children and young readers of various ages, inclinations, and backgrounds in the 1930s.

통감부 시기 교과서 검정제도와 독본교과서 검정 청원본 분석

김소영 한국근현대사학회 2020 한국 근현대사 연구 Vol.93 No.-

A Reader for Elementary School and a Reader for Children were textbooks that applied for textbook screening to the ministry of education after the promulgation of the “Regulations on the Textbook Screening” in September 1908. In this study, the following points could be confirmed by analyzing the screening copies of both textbooks. First, the fact that textbooks were screened by “Regulations on the Textbook Screening” was found out. Next, the subject in charge of the actual textbook screening was Japanese censor in the Ministry of Education and the colonial education policy of Japan was in a continuous line from the residency-general to the colonial period. In addition, this study revealed how to apply criteria of textbook screening to textbook screening by analyzing the revision and deletion requests of censor and revision proposals recorded in the screening copies of A Reader for Elementary School and a Reader for Children. In the case of Reader for Elementary School, it was the ethics that the censor requested the most revisions and deletions, followed by science, daily life, and tale in terms of materials. Looking at it again according to the subject, terms, and expressions, it can be seen that there were requests for correction or deletion of all units, expressions, and terms dealing with subjects such as the loyalty, patriotism, military, nation, and independence. The censor also ordered the revision or deletion of expressions or terms related to the nation, monarchs, and the military in a Reader for Children. Examining the reasons for the revision and deletion according to the three screening standards suggested by the censor, A Reader for Elementary School and a Reader for Children. have ‘problems’ in the political and educational aspects, respectively. The ministry of education had a policy to rectify and supplement the problems of educational standards. However, it set up the policy of controlling the contents of promoting loyalty, patriotism, and national consciousness by defining them as problematic textbooks, in other words ‘political textbooks’. A Reader for Elementary School and a Reader for Children were also not allowed to use textbooks after they were approved in accordance with these criteria. 초등학독본과 유치독본은 1908년 9월, 「교과용도서검정규정」 반포 이후학부에 검정 청원을 했던 교과서였다. 본 연구는 두 교과서의 검정 청원본을 분석하여 다음과 같은 점을 밝혔다. 먼저 1908년 9월 학부에서 반포한 「교과용도서검정규정」에 따라 실제 교과서 검정이 이루어졌다는 사실이다. 다음으로 실제 교과서 검정을 담당한 주체가 학부의 일본인 사열원이었으며, 일본의 식민교육정책이 통감부시기부터 식민지 시기까지 연속선상에 있었다는 것이다. 또 초등학독본과 유치독본검정 청원본에 기록된 사열원의 수정, 삭제 요구와 수정 제시문을 분석하여 교과서검정 기준을 실제로 교과서 검정에 어떻게 적용했는지 파악했다. 초등학독본의경우 제재상 사열원이 가장 많은 수정과 삭제를 요구했던 것은 수신이었고, 다음으로는 이과, 일상생활, 설화 순이었으며, 이를 다시 주제, 용어, 표현에 따라 살펴보면충군, 애국, 군사, 국가, 독립 등의 주제를 다룬 단원이나 표현, 용어가 포함된 기술에대해 빠짐없이 수정 또는 삭제 요구가 있었다는 것을 알 수 있다. 사열원은 유치독본에서도 국가, 군주, 군사와 관련된 표현이나 용어에 대해 수정이나 삭제를 지시했다. 이와 같은 사열원의 수정, 삭제 요구와 이유를 학부가 제시한 세 가지 검정 기준에따라 다시 살펴보면 초등학독본과 유치독본은 각각 정치적 방면과 교육적 방면에서 많은 ‘문제점’이 지적되었다. 학부는 교육적 기준의 문제에 대해서는 수정을지시하여 보완하게 한다는 방침이었지만 충군애국심, 국가의식, 민족의식을 고취하는 내용에 대해서는 정치적 방면의 기준에서 문제가 있는 교과서, 즉 “정치적 교과서” 로 규정하여 엄격하게 통제한다는 방침을 세웠던 것이다. 초등학독본과 유치독본도 이러한 교과서 검정 기준에 따라 검정을 받은 후 교과서 사용이 불허되었던것이다.

1960년대 어린이 문학 독본과 ‘학교 밖’ 전문가들 :강소천 편 『어린이세계문학독본』 (계몽사, 1961)을 중심으로

조은숙 ( Cho Eun-sook ) 우리어문학회 2018 우리어문연구 Vol.61 No.-

From the end of the 1950’s up to the 1970’s, we had so-called ‘the golden days of publishing complete series’. Although there were a lot of writers of children’s literature who worked as editors for all sorts of complete series, there were also a number of writers participating in writing reading materials or textbooks for writing targeting children. This study names those writers as experts of education for children’s literature ‘outside schools’ in the era of publishing complete series, and as one of their activities, this author pays attention to the compilation of children’s readers. Particularly, this author here analyzes Gang Socheon’s _Readers for Children’s World Literature_ (1961~1962, 6 Vol.) published by Kemongsa as one of the representative cases of children’s educational readers compiled then. These readers are interesting because they are equipped with the grade-based system as well as the arrangement of topics reflecting the level of young readers. Also, they tell us about the details of a journey of writers for children’s literature after the emancipation growing as experts of education for children’s literature grounded on their educational knowledge about world literature gained through their experience of compiling children’s magazine or complete series and their career of participating in educational activities, for example, compiling textbooks or giving lectures about children’s literature. Research on the compilation of readers for children’s literature is significant in that it provides us with opportunity to look into a variety of practices of education for children’s literature developed as exerting enormous influence outside schools and also broadens academic horizons and extends research categories as well.

독서 성향면에서 본 어린이 독자

진선희 ( Sun Hee Jin ) 한국독서학회 2006 독서연구 Vol.0 No.16

I tried to examine the property of Children reader in this age through their reading propensity. Based on the questionnaire done for 515 children residing in large cities of Korea, I searched some macroscopic and microscopic reading propensity. In terms of macroscopic reading propensity, it turned out that Children readers in Korea usually enjoy reading books, thinking that reading would be fruitful to them. Reading books for desire of knowledge and fun, Children readers generally select books by themselves. Reading factual or fantastic story most, they also read old story, scientific or historic story frequently. Recently, they are touched mainly by learning cartoon or fantastic fairy tales. As microscopic reading propensity, I searched impression propensity of the fantastic fairy tales, 『Charlie and chocolate factory』. The 2nd highest impression propensity of children reader in this book is the pleasure of experiencing the internal affair in the text. The 2nd factor was the pleasure to search the meaning or lesson given to readers by text or reading text. The pleasures are composed of pleasure to analyze the character of cast, pleasure to imagine the background, pleasure to feel catharsis with happy ending. In order to systematically understand children readers, more profound discussion would be required such as comparatively researching reading propensity of diverse readers classes and ideal readers, researching reading propensity as per property like genre, form or contents of text and what property the macroscopic and microscopic reading propensity of adolescent readers show in accordance with the context of individual reader.

아동청소년문학 출판과 독자 구분

김민령 한국아동청소년문학학회 2019 아동청소년문학연구 Vol.- No.24

The purpose of this paper is to examine the reader distinction patterns of children’s literature that are currently being published. Today’s children’s literature distinguishes children’s readers across all areas, including writing and publishing, distribution, criticism and research. The purpose of the distinction is to provide practical readers with the convenience and assistance to select and read the appropriate books, and secondly to prepare standards and standards for evaluation within the critical discourse. In major institutions related to reading, it is common to divide the readers of children’s literature into school grades (e.g., elementary, middle and high schools), and grades (either low, high or low, middle or high school). Also, by age classification, childhood fairy tales, low-grade fairy tales, and teen novels are clearly sub-genre. The reason why readers are asked to distinguish themselves is because the problem of identifying target readers focuses on how difficult it is to digest. The reader’s distinction has the limitation that individual readers’ literacy is not exactly consistent with age. Therefore, the current trend has been to expand the age range of target readers, or to classify books by difficulty level and subject so that individual readers can find and read according to their literacy. In the future, it will be a task of constant interest to figure out how the reader’s reading behavior and his or her classification are linked. 본 논문은 현재 출판되고 있는 아동문학의 독자 구분 양상을 살피는 것을 목적으로 한다. 오늘날 아동문학은 집필과 출판, 유통, 비평, 연구 등 전 분야에 걸쳐 아동 독자를 구분한다. 구분의 목적은 첫째, 실제 독자들에게 적절한 책을 선택하고 읽을 수 있도록 편의와 조력을 제공하기 위해서이며 둘째, 비평 담론 내에서 평가 기준, 준거를 마련하기 위해서이다. 독서 관련 주요 기관에서는 아동문학의 독자를 학교급별(초, 중, 고), 학년별(저학년, 고학년 또는 저학년, 중학년, 고학년)로 나누는 것이 일반적이다. 또한 연령 구분에 의해 유년동화, 저학년동화, 청소년소설은 분명한 하위 장르로 자리잡고 있다. 독자 구분 문제가 서사 장르에 집중되는 것은 대상 독자를 구분하는 문제가 독자가 얼마나 어려운 내용을 소화할 수 있는가에 초점이 맞추어지기 때문이다. 독자 구분은 개별 독자의 문해력이 연령에 정확히 일치되지 않는다는 한계를 갖는다. 따라서 최근에는 대상 독자의 연령 폭을 넓히거나 도서를 난이도와 주제별로 분류하여 개별 독자가 자신의 문해력에 따라 찾아 읽을 수 있도록 안내하는 방향으로 변화하고 있다. 앞으로도 실제 독자의 읽기 행위와 독자 구분이 어떻게 연결되는지 파악하는 것은 지속적으로 관심을 가져야 할 과제일 것이다.

‘동심을 지닌 성인’은 아동문학의 독자인가

권혁준 한국아동청소년문학학회 2022 아동청소년문학연구 Vol.- No.31

This paper is designed to answer the question of whether ‘an adult with child’s heart’ is a true reader of children’s literature. As a result of this research, the children’s fiction praising children’s innocence and the children’s fiction about adult’s reminiscing hobbies are all aimed at ‘childlike adults with children’s innocence’, or, to be more precise, ‘the adults who want to have children’s innocence.’ Therefore, such works should be classified a “Fairy Tales for Adults.” The reason why the works that mainly depict adult emotions, feelings, and adult’s desires were produced and distributed under the name of ‘children’s fiction’ was because ‘an adult with child’s heart’ was included as the readers for children’s literature when defining the scope of readers for children’s literature. That’s why children’s fiction writers and textbook editors misunderstood such works as good children’s literature. When defining children’s literature, ‘an adult with a child’s heart’ should be excluded from the readers’ list.

독서 발달과 독자 발달의 단계에 대한 고찰

천경록 국어교육학회 2020 국어교육학연구 Vol.55 No.3

This paper presents the revised version of the stages of reading and reader development. Reader development included preschool readers, children readers, adolescent readers, and adult readers. Children’s and adolescent’s periods were set at the beginning, mid-term, and later periods successively. In light of this, the stages of reading and the ideal reader model were set as ‘emergent reading (emergent reader), beginning reading (fluent reader), skillful reading (skillful reader), empathic reading (social reader), strategic reading (strategic reader), critical reading (critical reader), synthetic reading (integrated reader), and independent reading (self-regulated reader). This paper also describes the characteristics of reading materials and reading activities related to each stage. 이 연구에서는 독서 발달 단계에 대한 기존의 연구를 점검하고 새롭게 단계를 제안하였다. 독서 발달 단계를 독자 발달과 연계시켰고, 해당 단계의 교육의 결과로 기대되는 독자상도 함께 제시하였다. 독서교육이 학교교육뿐만 아니라 사회교육과 연계하여 기획될 수 있도록 독자 발달을 유아 독자, 어린이 독자, 청소년 독자, 성인 독자로 설정하였다. 초중등학교에서 독서교육이 체계적으로 진행되는 어린이 독자와 청소년 독자 시기는 2년 단위로 끊어서 전기, 중기, 후기로 설정하였다. 이러한 독자 발달 단계에 맞추어 독서 발달 단계와 독자상을 ‘읽기 맹아기(잠재적 독자), 읽기 입문기(유창한 독자), 기능적 독서기(기능적 독자), 공감적 독서기(사회적 독자), 전략적 독서기(전략적 독자), 비판적 독서기(비판적 독자), 종합적 독서기(통합적 독자), 독립적 독서기(자율적 독자)’로 제안하였다. 해당 단계에서 나타나는 독서의 주요 특성과 독서 지도 활동 및 자료의 특성도 함께 기술하였다.