21세기 문식성 계발을 위한 내용문식성과 읽기 과제 모형 탐색

박수자 한국어교육학회 2019 국어교육 Vol.0 No.164

This study explores theories of content literacy and disciplinary literacy in search of implications for reading content development, building on the reading competency concept and assessment framework of the Programme for International Student Assessment (PISA) 2018 that reflects the orientation of literacy education in the 21st century. Common Core State Standards(CCSS) emphasized literacy education, focusing on close reading, complex texts, and multiple-document reading. The effects of generic literacy skills have been widely questioned by secondary subject teachers. A new disciplinary literacy theory asserts the need to balance content and literacy, going so far as to suggest unique literacy skills for subject content. PISA trends and advanced literacy instruction in disciplinary literacy theory, underlying readers’ roles and goals and authentic reading tasks, suggest models for content-area reading and content literacy instruction. In Korea, the psychological approach to reading competency, which still adheres to the 2015 curriculum and textbooks, should be converted to a social constructivist perspective and text-based reading tasks with multiple documents. To do so requires empirical studies for reading task development based on collaboration between disciplinary specialists and literacy experts.

독서・정보・ICT・디지털 리터러시의 개념화 모델 개발 연구

박주현 한국도서관·정보학회 2018 한국도서관정보학회지 Vol. No.

본 연구의 목적은 리터러시 및 독서・정보・ICT・디지털 리터러시의 개념을 고찰하고 정의하여 이들 리터러시의 개념적 차이를 통한 독서・정보・ICT・디지털 리터러시의 개념화 모델을 개발하는 데 있다. 동시대의 사회적이고 문화적이며 정보 기술의 발전에 따른 현상을 설명하는 개념으로 컴퓨터 리터러시가 등장하였으며, 이후 컴퓨터 리터러시는 IT와 ICT 리터러시로 그리고 디지털 리터러시로 변화되어 왔다. 연구결과로, 매체의 기술적 변화에 따라 용어가 변화되어 온 이들 리터러시를 매체 중심적 리터러시로 분류하였고, 텍스트나 정보를 이해하고 활용하고 평가하는 인지적 과정에 초점을 둔 독서 리터러시와 정보 리터러시를 과정 중심적 리터러시로 분류하여 독서・정보・ICT・디지털 리터러시의 개념화 모델을 개발하였다. 디지털 환경에서도 독서나 정보 리터러시는 매체에서 드러난 텍스트를 비판적으로 사고하고 평가하는 핵심적인 역량으로 독자들의 독서 및 정보 격차를 줄일 수 있는 방법에 대한 관심과 연구가 더욱 필요하다. The purpose of this study is to develop conceptualization models of reading, information, ICT, and digital literacy through conceptual differences of these literacy by reviewing and defining the concepts of literacy as well as reading, information, ICT, and digital literacy. Computer literacy has emerged as a concept that explains the phenomenon of contemporary social, cultural, and information technology development, and since then, computer literacy has since changed to IT, ICT literacy, and digital literacy. As a result of the study, a conceptualization model of the reading, information, ICT, and digital literacy was developed. In this model, these literacy whose terms have changed according to the technological development of media, have been classified as medium-centered literacy. And reading and information literacy that focuses on the cognitive process of understanding, utilizing, and evaluating texts and information is categorized as process-oriented literacy. In the digital environment, reading and information literacy is a core competence to critically think and evaluate the texts that are on media, and further research is needed to reduce the reading and the information gap among readers.

기획 주제 : 문학과 독서의 상생적 조망 ; 문학교육과 문식성 신장

이재기 ( Jae Ki Lee ) 한국독서학회 2009 독서연구 Vol.0 No.22

This article aims to explore the status and direction of literary education for literacies. I investigate which literacies have been suggested over time and space, and propose literacies Korean education should follow after, such as voluntary literacy, functional literacy, cultural literacy, and critical literacy. And I argue how literary education should be planned and practiced to improve student`s literacies. Voluntary literacy means reading propensity or reader`s attitude reading text in leisure time or making time to read with pleasure. To improve voluntary literacy, it is needed to have charming reading experience and literary text reading experience is the most charming reading experience. Functional literacy means reading and writing ability meeting the need of individual and society. To improve functional literacy it is needed reading literacy text continuously, and learning various literary concept and knowledge in the context of communication. Cultural literacy means the knowledge of culture needed for individual to participate in community life. Literary education is cultural literacy forming process in itself. Critical literacy pursues emancipation from the dominant discourse. Reading process of literary text is the process of reflecting, exposing and deconstructing the dominant discourse, and constructing resistant discourse against the dominant discourse. For literary education to contribute to student`s literacy improvement, current literary education methodology should be innovated. First, we need to deconstruct the stubborn domain division in korean language arts obstructing communication between literary text and informative text. Second, we need to strengthen the ventilation among reader, text and context to help reader`s forming, deepening and reflecting his/her responses. I propose ``context-centered interpretive activity`` as alternative literary education methodology.

어머니 읽기동기와 출현적 문해능력 간의 관계에서 가정문해환경과 유아 읽기동기의 순차매개효과

황윤세 한국유아교육학회 2023 유아교육연구 Vol.43 No.6

본 연구는 어머니 읽기동기와 출현적 문해능력 간의 관계에서 가정문해환경과 유아의 읽기동기의 순차적 매개효과를 분석하고자 했다. 연구대상은 서울 소재 유치원 만 4세와 5세 유아 377명과그들의 어머니이다. 연구결과는 다음과 같다. 첫째, 어머니의 읽기동기, 가정의 문해환경, 유아의읽기동기, 그리고 출현적 문해능력 간에는 의미있는 관련이 나타났다. 둘째, 어머니의 읽기동기는가정문해환경, 유아의 읽기동기를 통해 출현적 문해능력에 영향을 미치는 것으로 나타났으며, 순차매개효과를 보였고 이를 검증했다. 이러한 연구의 결과를 통해 어머니의 읽기동기와 가정문해환경은 유아의 읽기동기 그리고 출현적 문해능력 발달에 주요변인이라는 근거를 제시했다. This study examined the effect of mother’s reading motivation on young children’s emergent literacy skills. Specifically, the dual mediating role of by home literacy environment and young children’s reading motivation was observed. A total of 377 children aged 4-5, and 13 teachers working at kindergarten in Seoul participated in questionnaire survey. This study conducted descriptive, correlation, regression and bootstrapping analyses, employing SPSS 27.0 and Amos 27 program. The results were as follows. First, mother’s reading motivation positively affected young children’s emergent literacy skills. Second, mother’s reading motivation increased home literacy environment and young children’s reading motivation, as well as young children’s emergent literacy skills. Third, the dual mediating effect of home literacy environment and young children’s reading motivation had significant indirect effect with a 95% confidence interval. These findings indicate the critical role of mother’s reading motivation on young children’s emergent literacy skills, dual mediated by home literacy environment and young children’s reading motivation.

기획 주제 : 문학과 독서의 상생적 조망 ; 읽기 능력 평가의 현황과 과제 -문학 평가와의 유관성을 중심으로-

김남희 ( Nam Hee Kim ) 한국독서학회 2009 독서연구 Vol.0 No.22

The aim of this study is to investigate the project which both assessment of reading and assessment of literary should solve for rating general reading literacy. So I examined the contents of assessment of reading literacy and made a comparison with global trend based on the frameworks of existing assessment. College Scholastic Ability Test and National Assessment of Educational Achievement are typical test for assessment of reading literacy in domestic scale. We also have SAT in U.S. and OECD PISA for international test of reading literacy assessment. These kinds of tests classified reading literacy on literary texts as a category of general reading literacy. Therefore I tried to prove the relevance between assessment of reading literacy and assessment of literary competency in this study. Regarding such relevance, following items should be investigated in assessment of reading literacy and assessment of literary competency together. 1) Framework to cover the whole phase of reading literacy should be established theoretically through proving of fundamental elements of reading literacy. 2) We should develop the assessment tools for assessing the inferential process like narrative thinking. 3) It should be considered that reading is important as social act.

직무독자 에대한탐구

이형래 ( Hyeong Rae Lee ) 한국독서학회 2006 독서연구 Vol.0 No.16

The purpose of the study was to explore a characteristic of workplace reader. To analyze a characteristic of workplace reader, Job literacy was conceptualized. Job literacy directly related to the ability to effectively do workplace reader`s duties. Therefore, it is crucial for all job practician. Reading literacy is a main concept of job literacy. To explore Reading literacy is to explore workplace reader. Whatever importance of Reading literacy, there has been the lack of interest in identifying the concept of workplace reader and reading literacy and in discussing its significance for the workplace reader`s duties. This study first analyzed three kinds of jobs, using an analysis tool that includes two sectors called a daily schedule, characteristic of workplace readers. Through this analysis, it was suggested some quality of workplace readers to do duties. The result showed that workplace readers require a high level of reading literacy. According to the analysis of the data, reading literacy of three kinds of job was especially related to the functional job literacy and critical job literacy. Through these analyses, functional literacy and critical literacy were identified as the major characteristics of workplace readers. All findings and discussions in the study reached the conclusion that the reading literacy training is necessary for adult in the workplace. It meant that the current job literacy education for the workplace reader did not work for enlarging the most qualified workplace readers. The following list of 6 items provides a basic guide to workplace readers: Higher-level korean language ability, activeness, responsibility, learning, reading strategy and metacognition strategy, self-regulation. The findings also provided some implications. First, the concept of reading literacy and job literacy discussed in this study would be a meaningful foundation for companies to develop plans for human resources. Second, through establishing the concept of functional literacy and critical literacy of the workplace readers were identified, and it would be helpful information for self-enrichment of workplace readers and educating the individual workplace readers.

독서와 작문: 그 개념의 변천과 지도 방법에의 시사점

노명완 ( Myeong Wan Noh ) 한국독서학회 2012 독서연구 Vol.0 No.28

In this theoretical review about the relationship between reading and writing, the article focused on three aspects of literacy education: 1) the communication media development(communication by oral language, by written language, and by multi-mode media), 2) the conceptual development about reading and writing(cognitive constructivism, social constructivism, and sociocultural constructivism), and 3) the models of literacy instruction(explicit instruction model, process learning model, and ``reading-talking-writing`` instruction model). The three aspects of literacy, that is, media, concepts, and instructional models are very closely inter-related. The development of media brought about, in its natural outcome, the changes of the concept of reading and writing. And also the change of reading/writing concept brought about the instructional models of literacy. But, Although the technology of media has extensively developed, and the concept of literacy(reading and writing) has paradigmatically changed, the structural frame of communication and the agent of reading/writing are still unchanged. People use the three media(oral, written, and multi-mode media) in their daily communication. The readers and writers are also still unchanged. The meaning making processes in reading and writing are three-dimensional, that is, the processes are cognitive, social, and sociocultural at one time. In the paper, three instructional models are recommended for literacy education: Explicit instruction model, process learning model, and ``reading-talking-writing`` model. These three instructional models have their own unique characteristics. Teachers in classroom need to be well aware of the models, and select discreetly the best model in literacy education.

균형적 문해 프로그램이 읽기장애 위험 아동의 읽기능력에 미치는 효과

조주현 한국학습장애학회 2008 학습장애연구 Vol.5 No.2

Reading is important tool to acquire required information for social life and school study and make unified lingual system with closed relation to speaking and writing. No proper educational measures to children with difficulties to reading shows high possibility to be diagnosed and identified as reading disabilities later. Those children are at risk reading disabilities. This study designs and applies balanced literacy program with diverse activities not by unilateral aspect but by complementary aspect of pronunciation oriented teaching method and total lingual approach for conception progress of at risk reading disability children's reading. In this study, balanced literacy program unifies reading activities reasonably and includes teaching method of reading for children with reading disability. All three children made progress of reading ability in the phase of intervention than in baseline phase and preserved in maintenance phase. Diverse activities of reading segment based text writing and letter practice activities in balanced literacy program is effective to improvement of reading ability of children at risk of reading disability. 본 연구는 발음중심 교수법과 총체적 언어 중심 교수법을 결합한 균형적 문해 프로그램을 구안하여 읽기장애 위험아동의 단어와 비단어 읽기능력에 미치는 효과를 알아보았다. 연구의 결과 3명의 읽기장애 위험아동 모두 단어 읽기능력이 기초선 단계보다는 중재 단계에서 전체적으로 향상되었고, 유지 단계에서도 유지가 되었다. 이러한 결과를 통해 균형적 문해 프로그램이 읽기장애 위험아동의 단어와 비단어 읽기능력을 향상시키는데 효과적임을 알 수 있다.

PISA 읽기 소양과 21세기 국어 능력

김남희 ( Nam Hee Kim ) 한국어교육학회(구 한국국어교육연구학회) 2012 국어교육 Vol.0 No.138

It is necessary to have an interest on the change of literacy environment which has been derived from the development of digital technology in order to discuss the 21C Korean competence. The interest on these kinds of change are well shown in the reading assessment in OECD PISA. The aim of this study is to investigate the reading literacy which are required to the 21C people based on the analysis of the theory, framework and items of PISA 2009 reading assessment. First, existing arguments which have studied the change of literacy environment were examined. There are many kinds of existing arguments defined new era as new media age and they emphasize the importance of new literacy concept. Multi literacy and multi-modal literacy are typical examples of these arguments. Arising arguments which emphasize the new literacy have a tendency on the critical literacy study on the focus of social function of literacy. On the contrary, other argumentations define these change as the aspect of the late age of print and insist integrative approach of old literacy and new literacy. Reading literacy in PISA covers both perspective. Especially, PISA DRA reveals that critical thinking is the key factor on digital literacy. Hypertext reading that is comprised of text processing and navigation is also regarded as key factor on digital literacy. Therefore, the change in literacy environment doesn`t mean the variation of core meaning of required reading literacy. It is strongly required to develop the ability of making meaning and critical literacy for text to fulfill the Korean competence for 21C. It is just needed to get familiar with the diverse channel that classify the meaning of text in considering of the formal characteristics of digital text.

아들러의 독서토론 방법의 변용적 적용 : K대학교 아레테고전강독(호밀밭의 파수꾼) 운영 사례를 중심으로

손병용 동국대학교 다르마교양교육연구소 2022 리버럴아츠 Vol.2 No.2

본고는 고전강독의 필요성과 문해력을 함양하기 위한 효과적인 독서 방법에 관심을 두고 K대학교의 고전강독 강좌의 운영사례를 살펴본다. 무수한 정보가 범람하고 다수의 매체를 통한 무분별한 전달이 성행하는 시기에, 그 정보에 대해 비판적으로 사고하고 유용한 것을 구분하는 역량에 대한 중요성이 어느 때보다 더 해졌다. 단순히 글을 읽고 쓸 수 있는 일반적인 능력을 넘어 그것을 분석하고 용도에 맞게 활용할 수 있는 비판적이고 능동적인리터러시를 함양할 수 있는 교육에 대한 중요성이 절실해진 것이다. 오늘날의 사회가 요구하는 비판적 리터러시를 함양함에 있어 고전강독은훌륭한 수단이 될 수 있다. 고전은 인류의 보편적인 지혜와 논쟁을 담고 있는보고이다. 『예일 보고서』에 따르면 고전강독은 리터러시 향상에 도움이 됨은 물론이고 평생 학습의 토대를 마련해 줄 수 있다. 즉 고전을 깊이 읽고 토론함으로써 지성적인 성찰은 물론이고 비판적이고 창의적인 사고와 문제해결능력을 함양하고 이를 자기화함으로써 평생 학습의 계기가 마련될 수 있을 것이다. K대학교의 경우도, 고전강독의 필요성과 유용성에 주목하고 “아레테고전강독”을 교양필수 과목으로 운영하고 있다. 고전읽기를 효율적으로 진행하고 긍정적인 효과를 도출하기 위해 아들러의 구분에 따른 제3수준의 독서를 목표로 설정하였다. 독서의 제3수준은 분석적 읽기로 명명되며 주어진텍스트를 철저히 읽고 이해함으로 목적으로 한다. 수업의 운영은 아들러가제안한 공동 탐구의 규칙을 따르되 몇몇 사항은 K대학교의 실정에 맞게 변용하였다. 아들러는 정해진 범위를 미리 두 번 읽고 토론에 참가할 것과 공동지도자가 그 토론을 이끌 것을 제안한다. 토론은 해석적 질문을 토대로 이루어지며 이때 공동지도자는 해석적 질문에 답하지 않고 수강생들의 자발적인 의견개진을 촉진해야 한다. 그러나 아레테고전강독 강좌의 경우, 1차시에서는 수강생 모두가 정해진 범위를 꼼꼼히 읽고 독서노트를 작성하는 것으로 진행하고 2차시에서 팀별토론과 전체토론을 진행한다. 공동지도자는수강생들의 토론을 모두 청취한 후, 이를 정리하고 자신들의 의견과 대비시켜보고 종합적인 의견을 도출토록하였다. 이는 타인의 의견을 자신의 생각과 대비시킴으로써 하나의 텍스트가 지닌 다양한 해석의 가능성을 경험하고 자신의 것과 통합시킬 수 있도록 하기 위함이다. 아들러는 고전을 읽음에있어 작가의 의도를 찾을 것을 요구한다. 이는 주어진 작품을 꼼꼼히 읽고 그내용을 충분히 파악하도록 하기 위함으로 볼 수 있으나 자칫 수동적인 독자의 역할에 머물게 할 우려가 있다. 이에 본 강좌에서는 수강생 자신의 개인적경험과 연결지어 작품을 몰입해서 읽도록 장려함으로써 독서를 통한 심미적 체험을 할 수 있도록 유도하였고 이를 자기 반영적 글쓰기로서 독서노트를 작성하도록 권장하였다. This study focuses on the necessity of reading classics, how to read books effectively and the operation case of reading classics in K university. In this age of information overflow, the more emphasis is putting on the capacity to think and discriminate it critically. The attention is turned to the way to improve the critical and active literacy beyond just reading and writing. Reading classics with comments is a good way to cultivate the literacy. Classics are precious repositories containing universal debates and wisdom. According to Yale Report reading classics helps improve literacy and lay a good foundation for lifelong study. By reading and discussing them closely and deeply, we can attain the ability of critical and creative thinking as well as analytical and problem-solving skills. And these can lead to self-study for life. K university also detected the importance of reading classics and opened ‘Reading Arete Classics’ as a compulsory subject. According to M. J. Adler’s classification, the 3rd level of reading was set to conduct reading efficiently and draw a positive effect. The 3rd level of reading is called as analytical reading and aims at close reading and understanding text thoroughly. Adler penetrated the importance and usefulness of reading classics and designed the effective reading method such as interpretive questions and shared inquiry. K university also adopted the Adler’s method to improve its students’ literacy. Furthermore, ‘Reading Arete Classics’ modified the method suggested by Adler to heighten the effect and give its students aesthetic reading experience. Adler recommends students read the text before class and co-leaders conduct discussion without any comments on students’ opinion. However, in this class students read the text at the 1st session of each week and write reading note. At the 2nd session of each week co-leaders conduct discussion, listen to students’ opinion, compare with theirs and draw comprehensive opinion. This allows students to experience the possibility of many different interpretation on one text and to put together the threads. In addition, it is recommended that students read the text and associate it with their own experience to get the aesthetic experience. And students write their reading note as a self-reflective writing.