A Review of Effective Digital Practices for Improving Literacy Instruction

( Pang Sangho ) 국어교육학회 2017 國語敎育學硏究 Vol.52 No.5

The purpose of this review is to investigate what digital practices are perceived as effective by literacy teacher educators. Specifically, this review addresses the following questions: (1) What digital practices are perceived to be effective by literacy teacher educators in their contexts; (2) how and why are those practices perceived to be effective; and (3) are there any patterns when comparing these practices across contexts? Eleven studies are reviewed. As a result, literacy teacher educators’ perceptions about effective practices are classified into six domains: (1) digital discussions for constructing core knowledge, (2) digital teaching videos for comprehensive curriculum and evidence-based instruction, (3) online case studies for literacy assessment, evaluation, and data-driven decision making, (4) online networks and digital texts for diversity and social justice, (5) online dialogues for co-construction of a dynamic, interactive literate environment, and (6) new, multimodal literacy practices and technology integration. This review concludes that, in digital environments, instructional practices based on a social constructive theory or student-centered models such as learning by doing, observing, and reflection are perceived to be more effective than teacher-centered models by literacy teacher educators.

문식성 변화와 디지털 읽기·쓰기 수업의 방향

방상호 ( Pang Sangho ) 고려대학교 한국어문교육연구소 2017 한국어문교육 Vol.23 No.-

이 논문에서는 디지털 테크놀로지로 인하여 문식성 개념 및 관습이 어떻게 변화하고 있는지 그 구체적 양상을 살펴보았다. 특히 디지털 텍스트의 네 가지 고유 속성으로 인해 유도되고 있는 새로운 문식성 개념(복합문식성, 초월문식성, 신문식성 관점, 구성적·반응적 읽기, 증강 읽기, 소셜문식성)의 출현이 전통적인 읽기·쓰기 개념 및 관습과 어떻게 관련되는지 검토하였다. 이를 바탕으로 디지털 읽기·쓰기 수업에 혁신적인 교육목표와 교수·학습 방법을 도입하기보다는, 전통적인 목표와 교수·학습 방법을 중심으로 새로운 문식성 개념 및 관습을 통합하는 쪽으로 방향을 설정해나가야 한다고 주장하였다. 또한 바람직한 디지털 읽기·쓰기 수업 사례를 하나 소개하고, 현행 국어과 교육과정에 디지털 문식성을 반영하자고 제안하였다. This article looks at specific aspects regarding how literacy concepts and practices have changed due to digital technology. In particular, it examines how the emergence of new literacy concepts and practices (e.g., multi-literacies, trans-literacies, new literacies perspective, constructively-responsive reading, augmented reading, and social literacy) driven by four unique attributes of digital text (multimodality, hyper-textuality, manipulatability, and collaborativity) are related to traditional literacy concepts and practices. Based on this, I argue that we should integrate new concepts and practices into traditional goals and methods rather than introduce innovative instructional goals and methods in digital literacy lessons. This article also introduces an example of desirable digital literacy instruction and suggests that digital literacy should be reflected in South Korea’s current national curriculum of literacy education.

국어교사의 신념과 읽기 수업 실행 양상

백혜선 ( Paik¸ Hyesun ),방상호 ( Pang¸ Sangho ) 한국어교육학회 2021 국어교육 Vol.- No.174

In this study, we aimed to examine the constructivist beliefs of Korean language arts teachers and the relationship between their beliefs and classroom practices in teaching reading. A survey on teacher beliefs and practices in the teaching of reading was conducted on 216 Korean language arts teachers in secondary schools. To measure teacher beliefs, the Literacy Orientation Survey (LOS) was translated from English into Korean and validated with confirmatory factor analysis. The mean score on the LOS for the participants was 3.39, indicating that their constructivist orientation was relatively moderate. Among their beliefs about the content of reading instruction, “cultivating a positive attitude” and “reading in daily life” were highly correlated with the LOS. “Textbooks” were most often selected as reading material, but they were negatively correlated with the LOS. The extent to which they believed “the contents of the textbook” were important for evaluation and the extent to which they were using “multiple-choice tests” were both negatively correlated with their constructivist beliefs. The results of this study indicated that Korean language arts teachers’ beliefs were mostly congruent with their practices. But they were often engaged with the practices that they reported they did not support. Further research is needed to understand the subtle relationship between teachers’ beliefs and practices for teaching reading.

독서 사회의 지역 격차와 지역적 균형 : 지역 공공도서관을 중심으로

류보라 ( Ryu Bora ),방상호 ( Pang Sangho ) 한국독서학회 2023 독서연구 Vol.- No.67

이 연구의 목적은 독서 사회의 지역 격차 실태를 알아보는 것으로, 지역공공도서관을 중심으로 지역 격차의 현황을 확인하고 어떠한 관리가 필요한지를 중심으로 탐구하였다. 분석 자료는 2020년 도서관 현황과 시도별 인구수 현황자료이고, 이를 활용하여 지역의 인구수별 도서관 시설 및 자료 현황과 도서관 이용 현황을 분석하였다. 인구당 도서관 수, 연면적, 좌석 수, 직원 수, 결산 예산액, 도서 구입비, 도서 수 등 도서관과 관련된 환경 지표들을 분석한 결과, 대도시보다 도 단위 지역이 양호한 것으로 나타났다. 반면, 방문자 수와 대출 도서 수는 지역 격차가 확인되나, 대도시나 도 단위의 지역과는 관련이 없는 분포가 나타났다. 1인당 대출 수는 1인당 소득과 유의한 상관이 있었고, 이를 지역 격차를 확인하기 위한 간접 지표로 활용할 수 있는 가능성이 있다. 독서 환경 지표들은 지역 균형을 위한 독서 정책이 충실하게 실천되고 있음을 보여주는 것으로 해석할 수 있다. 독서 환경의 지역적 균형을 위해서 동일 지역단위 내에서의 균형을 맞추는 것이 필요하다. 그리고 이러한 독서 환경 인프라의 구축이 실제적인 독서 실행으로 이어질 수 있도록 심리적 환경 조성, 독서 정책 수립, 도서관의 독서 프로그램 개발 및 운영 등이 필요하다. The purpose of this study is to identify regional disparities in reading societies. To this end, we focused on local public libraries to check the current status of regional disparities and explore what kind of management is needed. The data includes the library and population status by city and county in 2020. Using this, we analyzed the status of library facilities and materials and library use by population in the region. Environmental indicators related to libraries, such as the number of libraries, floor area, number of seats, number of employees, settlement budget, book purchase cost, and number of books per 100,000 persons, were analyzed. The analysis showed that provincial-level areas were better than large cities. However, the number of visitors and the number of books on loan are identified as regional disparities, but distributions were not related to large cities or province-level areas. The number of loans per person was significantly correlated with income per person, so there is the possibility of using this as an indirect indicator to identify regional disparities. Reading environment indicators can be interpreted as showing that reading policies for regional balance are being faithfully implemented. For the regional balance of the reading environment, it is necessary to strike a balance within the same local unit. And in order for constructing such a reading environment infrastructure to lead to actual reading practice, it is necessary to create a psychological environment, establish reading policies, and develop and operate reading programs in libraries.

청소년 언어문화 프로그램의 효과성 분석

조재윤 ( Cho Jaeyoon ),서수현 ( Seo Soohyun ),방상호 ( Pang Sangho ) 고려대학교 한국어문교육연구소 2021 한국어문교육 Vol.37 No.-

청소년은 언어를 통해 자신이 중요하게 생각하는 가치와 신념을 소통한다. 이런 과정에서 형성되는 청소년 문화는 개별 청소년이 지닌 인성과 정체성을 구성하는 핵심 자원이 된다. 본 연구는 청소년 언어문화 프로그램의 효과성을 분석하는 일을 목적으로 하였다. 특히, 프로그램 참여가 청소년의 인성 향상에 미치는 영향을 살펴보았다. 이를 위해 첫째, 프로그램 참여에 따라 인성이 얼마나 변화하였는지 측정·분석하였다. 둘째, 문항반응 이론 분석을 통해 해석과 평가의 타당성을 높였다. 셋째, 인성 점수를 규준과 비교하여 프로그램의 효과성을 실증하였다. 프로그램에 참여한 청소년의 인성 점수는 평균적으로 향상되었고 특히 지혜 요인 향상은 통계적으로 유의하였다. 학년별 분석 결과 효과성 범위는 학년이 높아질수록 제한적일 가능성을 드러내었다. 문항 반응이론 분석 결과 검사 도구가 대부분 하위 요인을 타당하게 측정하고 있었다. 연구 결과를 바탕으로 청소년 언어문화 프로그램의 효과성을 보다 정교하고 타당하게 측정하는 방안과 더불어 장기적이고 지속적인 효과를 목표로 프로그램을 개선할 필요가 있다고 제언하였다. Young people communicate thoughts and beliefs that they value through their language. Their culture formed during this process becomes a key resource that constitutes the characters and identities of individual young people. The purpose of this study was to analyze the effectiveness of a language and culture program for young people. In particular, the study examined how their participation in the program affected the improvement of their personality. To this end, we measured and analyzed to what extent their personality was improved as a result of their participation in the program. The validity of interpretation was also examined through an item response theory analysis. Finally, the effectiveness of the program was demonstrated by comparing their scores with the norms. The average scores of participants were improved, and in particular, the improvement in the area of “wisdom” was statistically significant. The scope of effectiveness might be limited if they are in higher school years. The item response theory analysis showed most sub-factors were measured validly and reliably. The results suggest that we need to improve the language and culture program for young people continuously as well as to have a plan to more precisely and validly measure its effectiveness of it.