책 읽어주기 활동가의 실천 경험에 관한 사례연구 : 어린이도서연구회 P지회를 중심으로

국문 초록 (Abstract)

본 연구는 지역사회에서 이루어지는 책 읽어주기 활동에 참여한 활동가들의 참여 맥락과 실천 경험, 그리고 그 의미를 평생교육학적 관점에서 심층적으로 탐구하는 것을 목적으로 하였다. 이를 위해 책 읽어주기 활동가의 참여 맥락은 어떠한지, 활동을 통해 어떠한 경험을 하는지, 이러한 경험은 활동가에게 어떠 한 의미를 지니는지를 연구문제로 설정하였다. 책 읽어주기 활동가의 실천 경 험에 관한 연구는 어린이도서연구회 P지회에 소속된 책 읽어주기 활동가 4명을 대상으로 질적 사례연구 방법을 활용하였으며, 심층 면담과 문서자료를 중심으 로 자료를 수집·분석하였다. 연구문제에 따른 결과는 다음과 같다. 첫째, 책 읽어주기 활동가의 참여는 개인의 계획된 선택이라기보다 자녀 양 육 경험과 지역사회 관계망 속에서 형성된 공동의 관심을 매개로 시작된 것으 로 나타났다. 참여자들은 활동을 지속하며‘내 아이를 위한 독서교육’이라는 사적 관심을 넘어 지역사회 어린이의 독서 경험과 문화적 환경에 대한 공적 책 임을 인식하게 되었다. 이러한 변화는 활동가의 역할 인식과 정체성 확장으로 이어졌다. 둘째, 책 읽어주기 활동 과정에서 활동가들은 학습과 실천, 성찰이 반복적으 로 순환하는 경험을 하였다. 활동가들은 강연 참여, 모임 활동, 동료와의 상호 작용을 통해 스스로 필요한 학습을 조직하고, 이를 현장 실천에 적용한 뒤 다 시 성찰하는 과정을 경험하였다. 이 과정은 지식 전달 중심의 학습을 넘어, 경 험 공유와 의미 재구성을 통한 상호학습의 양상으로 나타났다. 셋째, 이러한 실천 경험은 활동가 개인에게 학습 주체로서의 자각과 관계 인 식의 확장이라는 의미를 지니는 것으로 해석되었다. 활동가들은 공동의 실천을 통해 자신을 지역사회 안에서 문화적 연결자이자 시민적 학습 주체로 인식하게 되었다. 이는 책 읽어주기 활동이 실천공동체 맥락 속에서 지속적인 학습과 의 미형성이 이루어지는 과정으로 이해되었다. 이러한 연구결과를 바탕으로 본 연구는 다음과 같은 학문적 시사점을 지닌 다. 기존의 책 읽어주기 활동 관련 연구들이 주로 프로그램의 효과나 운영 성 과에 초점을 두어 왔다면, 본 연구는 활동가의 실천 경험과 그 과정에서 이루 어지는 의미화와 성찰에 주목함으로써 책 읽어주기 활동을 평생학습의 관점에 서 재조명하였다. 특히 실천학습과 경험학습 이론을 지역사회 기반 활동가의 경험에 적용하여, 시민사회 맥락에서 이루어지는 평생학습 실천 과정을 경험적 으로 확장하였다는 점에서 의의가 있다. 아울러 본 연구는 책 읽어주기 활동을 활동가의 지속적인 학습과 성장을 동 반하는 평생학습의 장으로 이해할 필요가 있음을 시사하였다. 이는 책 읽어주 기 활동을 단순한 봉사 활동이나 프로그램 참여로 한정하기보다, 시민사회의 학습 실천으로 인식하고 활동가의 성찰과 상호학습을 지원하는 환경 조성의 중 요성을 강조하고 있다. 한편, 본 연구는 특정 지역과 소수의 활동가를 대상으로 한 질적 사례연구로 서 연구결과의 일반화에는 한계가 있다. 이에 후속 연구에서는 다양한 지역과 조직을 포함한 연구를 통해 책 읽어주기 활동가의 경험 유형과 공통 구조를 비 교·분석할 필요가 있다. 또한, 활동가의 참여 동기, 학습 과정, 활동 지속성과 같은 변인을 중심으로 한 양적 연구 또는 혼합 연구를 통해 연구결과를 확장할 수 있을 것이다. 더 나아가 활동가의 실천 경험이 장기적으로 개인의 삶과 지 역사회에 미치는 영향을 탐구하는 종단적 연구가 이루어진다면, 책 읽어주기 활동의 평생학습적 의미를 보다 심층적으로 규명할 수 있을 것이다.

목차 (Table of Contents)

• I. 서론 ··························································································· 1
• 1. 연구의 필요성 및 목적 ····························································· 1
• 2. 연구문제 ················································································ 4
• II. 이론적 배경 ················································································ 5
• 1. 어린이도서연구회와 책 읽어주기 활동가 ······································ 5
• 가. 어린이도서연구회 ·································································· 5
• 나. 책 읽어주기 활동가 ······························································ 8
• 2. 실천과 경험 ············································································· 9
• 가. 실천학습의 개념과 특징 ························································ 9
• 나. 경험학습의 개념과 반성적 사고 ·············································· 13
• 3. 실천공동체 ·············································································· 18
• 가. 실천공동체의 개념 ································································ 18
• 나. 실천공동체의 학습 ································································ 20
• III. 연구방법 ··················································································· 22
• 1. 질적 사례연구 ·········································································· 22
• 2. 연구사례 ················································································· 23
• 3. 연구참여자 ·············································································· 25
• 4. 자료수집 및 분석 ····································································· 28
• 가. 자료수집 ············································································· 28
• 나. 자료분석 ············································································· 35
• 5. 연구의 타당성과 윤리적 고려 ····················································· 37
• IV. 책 읽어주기 활동가의 실천 경험 ·················································· 39
• 1. 책 읽어주기 활동가의 참여 맥락 ··············································· 39
• 가. 자녀의 독서 교육에 대한 관심으로 입문 ····································· 39
• 나. 새로운 사회적 역할에 대한 고민 ············································ 41
• 다. 지역의 책 읽어주기 활동가로 변모 ········································· 43
• 2. 책 읽어주기 활동가의 실천 경험 ················································ 46
• 가. 역량 강화를 통한 전문성 함양 경험 ········································· 46
• 나. 활동가들과 상호학습을 통한 공동 성장 경험 ···························· 48
• 다. 활동을 지속하는 보람과 성취 경험 ·········································· 50
• 3. 실천 경험을 통한 삶의 의미························································ 52
• 가. 책 읽어주기 활동으로 만난 나의 재발견 ································· 53
• 나. 공동체 속에서 사회적 연대 ·············································· 55
• 다. 이타적 삶으로서 가치관 확장 ················································ 57
• V. 논의 및 결론 ············································································· 60
• 1. 논의 ······················································································· 60
• 2. 결론 및 제언 ············································································ 65
• 참고문헌 ······················································································ 68
• 부록 ···························································································· 76
• ABSTRACT ··················································································· 82