일반논문 : 문식 활동 지원자로서 부모와 교사에 대한 초등학생의 인식에 관한 조사 연구

정현선 ( Hyeon Seon Jeong ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.146

This study aimed to explore how elementary school students perceive support by their parents and teachers about their own literacy practices. For this purpose, a survey was undertaken to measure the following items: what elementary school students (from the 3rd to 6th grade) perceive their parents as readers; how they perceive their parents’ responses to their individual reading and writing practices; what they think about the fre quency, content and usefulness of conversations with their parentsabout their reading and writing; how they perceive their teachers asreaders and writers; and what they think about the support from theirteachers in terms of receiving praise and having the opportunity to presenttheir writings to peers in the classroom.The results are as follows: first, the students recognized that theirmothers enjoy reading more than their fathers. Second, the girls felt thatthey received positive responses from their parents to their reading andwriting more than the boys. Third, those in medium grades (3rd and 4thgraders) felt that they have more talks with their parents about reading and writing than those in the upper grades (5th and 6th graders). Fourth, the students felt that their parents emphasized the importance of reading itself or praised the activity of reading rather than having conversations on the content of the book. Fifth, the students thought that they hadconversations about reading more frequently than about writing. Sixth, the biggest reason reported by students for not talking with their parents about book-reading is that the books that their parents recommend are different from the ones that they want to read. There was also a difference between girls and boys in terms of their perceptions of the conversations with their parents on reading and writing: the girls had higher preferences for conversation, and recognized the usefulness more positively. Seventh, the upper graders felt more reluctant to show their writing to their parents because they felt less confident than those in the middle grades. Finally, students felt that they had fewer conversations about writings with their parents the higher their grade became. In addition, while there was no statistical difference in the perceptions between the boys and the girls on the frequency of conversations with their parents about reading, there was a statistical difference in the perceptions on the frequency of the conversations about writing according to their sex.

기본 학력으로서 초등학교 저학년 디지털 미디어 리터러시의 영역과 내용 구성을 위한 고찰

정현선 ( Jeong Hyeon-seon ) 서울대학교 국어교육과 2021 先淸語文 Vol.49 No.-

As the speed of digital transformation is accelerating due to COVID-19, there is a social consensus that digital literacy and media literacy are not necessary for people who are particularly interested in digital devices and media, but are basic academic skills and competencies that everyone living in modern society should have. has grown Therefore, it is now necessary to look at digital literacy and media literacy from the perspective of basic academic background and basic academic background, and to continue concrete discussions. Therefore, in this thesis, starting from a review of basic concepts, school education in Australia and Finland, where digital literacy and media literacy education has developed relatively solidly based on the theoretical background and social policy, and is emerging as a model for other countries. The process was reviewed. Based on this, I would like to discuss to what extent digital media literacy should be addressed at the lower elementary level as basic and basic academic skills. In this paper, the elements related to digital media literacy reflected in the core competencies of these two countries, the achievement standards presented in the native language curriculum, and elements related to digital media literacy presented in other related subjects were analyzed and discussed. Based on this, in order to prevent the digital divide from leading to the educational disparity and social, cultural, and economic disparity, it was suggested to what extent digital media literacy should be dealt with in the lower grades, the initial stage of school education, in terms of basic academic ability. It is hoped that these discussions will help lay the foundation for revitalization of related discussions, such as the goals and contents of digital media literacy education at the higher school-age stage, connection between subjects, and teacher education in the future.

리터러시와 국어교육 ; 디지털 리터러시의 국어교육적 고찰

정현선 ( Hyeon Seon Jeong ) 국어교육학회 2004 國語敎育學硏究 Vol.21 No.-

디지털 시대 글쓰기에 있어 ‘표현 도구’와 ‘매체특성’ 이해의 필요성

정현선(Jeong, Hyeon-seon) 한국어문학회 2009 語文學 Vol.0 No.106

This article deals with one of the most controversial issue of using media within the context of literacy education, particularly in relation to the changing notion of ‘writing’ in the digital age. In the contemporary South Korean society, it is reported that more than 65% households own digital cameras and more than 40% of the Internet users own and run their own personal blogs. In this environment, the traditional notion of writing has been increasingly challenged, not only in that writing may involve many different forms of expression beyond a written form but also in that online writing may involve ‘publishing’ the result of writing rather than writing in itself. Considering there changes, this article discusses how literacy education might need to approach to using digital equipments, such as digital cameras, as tools for multimodal expression and to using media, such as a class yearbook, as channels for communication or ‘publishing’ texts. The discussion includes some of the data produced in the research of children’s use of photographs for writing and production of a class yearbook as their own media.

일반논문 : 언어영재 교육 프로그램의 개발과 적용 사례 연구

정현선 ( Hyeon Seon Jeong ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.149

This article discusses the results of a case study of a language arts program developed for gifted and talented education for second-grade children. The program was developed using a backward design and comprised a series of “mini-c creativity” tasks, culminating in a creative writing project that involved writing a fantasy story. Five principles were used in developing the program: (1) children should complete a creative writing project as the final product; (2) children should be trained to develop language skills and use them as a tool for thinking and expression; (3) children should learn not only in class but also at home by undertaking tasks that are closely connected with individualized lessons; (4) children should learn through dialogue with a tutor; (5) children should be encouraged to create multimodal texts and produce them as diverse forms of books using media technologies. The learning aspects of the program comprised reading literary and non-literary texts, including classic and contemporary fantasy stories; learning and doing exercises in basic grammar; learning about sentence and narrative writing; and writing a fantasy story and publishing it in print and electronic media. The results of the research are summarized as follows. First, the backward design of the program can motivate gifted and talented learners and enable them to achieve their potential. Second, in the context of one-to-one teaching and learning, tutors need to facilitate children’s learning and need to act as not only teachers but also peers. Third, understanding of, and practice in, basic grammar and sentence writing are necessary for children to learn to express their thoughts in their own language. Fourth, multimodal and media literacy needs to be integrated into a gifted and talented program for language arts in terms of fostering children’s multiple intelligence. Finally, ordinary students could also benefit from individualized learning based on a series of carefully designed “mini-c creativity” tasks.

핵심역량 중심의 미디어 리터러시 교육 내용 체계화 연구

정현선(Jeong Hyeon seon),김아미(Kim A mie),박유신(Park Yoo shin),전경란(Jeon Gyeong ran),이지선(Lee Ji sun),노자연(Noh Ja yeon) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.11

이 연구는 미디어 리터러시의 개념을 명료히 규정하고, 국내 교육과정을 근거로교육 내용을 체계화하는 것을 목적으로 한다. 본 연구에서는 핵심 역량 중심의 2015개정 교육과정에 따라, 미디어 리터러시의 개념을 핵심 역량과 관련하여 정의함으로써 미디어 리터러시 교육의 교육과정적 근거를 마련하고, 기초 학습 요소·수행 목표 등을 포함한 교육 내용 체계를 도출하여 제시하였다. 미디어 리터러시는 미디어를 책임 있게 활용하고, 미디어가 생산하는 정보와 문화를 비판적으로 이해·성찰하며, 의미 있는 정보와 문화를 생산·공유할 수 있는 능력이라고 규정할 수 있다. 또한 미디어 리터러시의 하위 요소 간 관계를 규명하기 위해 국내외 문헌 검토를 통해 관계도 초안을 구안하였다. 그리고 초안에 대해 개별 인터뷰와 초점 그룹 인터뷰를 통해 교육과정·교과교육 전문가·현장교사의 자문을 받고 이를 기반으로 연구진의 숙의를 거쳐 숙의 내용에 대해 전문가와의 심층 인터뷰를 진행하여 핵심 역량, 기초 학습 요소 및 수행 목표의 관계도 최종안을 도출하였다. 이 연구는 이론적 체계화를 통해 미디어 리터러시 교육에 대한 후속 연구를 촉진하는 한편 교육과정적 근거를 마련하여 미디어 리터러시 교육에 대한 이해를 높이고 수업 적용에 실질적으로 기여할 수 있을 것으로 기대된다. This study aims to clearly reconceptualize media literacy and classify media literacy contents according to the 2015 revised national curriculum. Various international organizations including UNESCO and OECD define media literacy as an essential 21st century competence to access, analyze, evaluate and create media in a variety of forms. This study justifies the implementation of media literacy in schools by interpreting media literacy in relation to communication and knowledge and information processing , which are included in the key competences that are specified in the 2015 revised national curriculum. Based on the literature review, in-depth interviews with experts in the field and focus group interviews with teachers, this study contrived media literacy strands and standards including performance objectives and basic teaching and learning contents. By theoretical systemizing media literacy, this study is expected to promote the understandings of media literacy in schools and promote its implementations in the classrooms.

인터넷 언어 문화 교육 내용으로서 디지털 서사의 개념,특성,유형에 관한 연구

정현선 ( Hyeon Seon Jeong ) 국어교육학회 2007 國語敎育學硏究 Vol.30 No.-

본고는 인터넷에서 이루어지는 소통 현상 가운데 문학이나 예술 혹은 대중문화의 소통과 관련된 심미적 성격의 텍스트들이 지닌 특성을 매체언어 교육의 내용 차원에서 고찰하였다. 인터넷에서 찾아볼 수 있는 심미 텍스트들은 전통적인 문학의 장르 영역과 관련해 볼 때, 서정 영역보다는 주로 서사 영역에서 나타난다. 본고에서는 이를 ``디지털 서사``라는 범주를 설정하여 그 개념, 특성, 유형을 살펴보았다. 인터넷 소설과 팬픽은 인터넷 이용자들 간의 상호 교류를 가능하게 하는 인터넷 매체의 특성을 기반으로 하여 게시판을 통해 주된 작가와 독자층인 청소년들 간의 공감을 불러일으키는 이야기를 만들어내고 있는 것으로 보았다. 웹툰 역시 전문적인 훈련을 받지 않은 일반인들이 인터넷을 통해 일상을 다룬 일기 형식의 이야기를 만화의 시각적 표현과 더불어 독자들과 나누는 특성을 지니고 있는 것으로 보았다. 이에 대한 교육은 이야기를 생산하는 청소년들의 서사에 대한 욕구를 중심에 놓는 등 대중문화 교육의 맥락에서 이루어질 필요가 있다고 보았다. 하이퍼텍스트 서사는 인터넷이라는 상호작용적 매체의 특성을 살려 독자에게 이야기의 여러 지점에서 의미 있는 선택을 할 수 있게 하고, 이를 통해 다양한 결말을 체험하게 할 수 있다. 이는 문학적 실험이라는 맥락에서 교육될 필요가 있다. 또한 게임 서사는 디지털 서사 가운데 가장 오락적 특성이 강한 유형으로, 현재로서는 문학성을 찾기가 어려우므로 과도한 기대나 평가절하보다는 당대 문화에 대한 감식안을 갖도록 교육하는데 중점을 둘 필요가 있는 것으로 보인다. This article discusses "aesthetic texts" on the Internet as the content for media language education. Most aesthetics texts found on the Internet are narratives. They are termed as "digital narratives" and the concept, characteristics, and text types are explored in this article. Internet novels and "Fanfics" are identified as a type of "exchange between Internet users" and are mostly romance novels. The writers and readers are teenagers and share their desire for romance and the concerns of young people through these novels. "Webtoons" are also identified as a type of "exchange between Internet users" and are produced by amateur writers. Most webtoons adopt the form of an essay or diary and present the daily lives of young people in their 20s. Internet novels, fanfics, and webtoons belong to popular culture, and therefore, it is more important for students to reflect their own taste for popular stories and their desire for reading such texts. "Hypertext narratives" provide readers with various "linkages" that they can choose to follow. The readers should be able to experience meaningful choices that could lead them to various kinds of ends. A hypertext narrative is a narrative experiment and should be taught for students to understand why literature experiments might be done in such a manner. Game narratives belong to the area of entertainment. They need to be taught for students to have their own perspective of contemporary culture.

디지털 환경의 학습자를 위한 학교 미디어 교육 정책 분석 및 제언

정현선(Jeong Hyeon-seon),장은주(Jang Eun-ju) 우리말교육현장학회 2021 우리말교육현장연구 Vol.15 No.2

본 연구의 목적은 변화하는 디지털 환경에서 미디어 교육 및 미디어 리터러시와 관련된 개념과 용어를 살펴봄으로써 미디어 리터러시 교육과정 개발에 도움이 될 이론적 토대와 정책 방안을 제시하는 것이다. 이를 위해 본 연구는 현행 국가 수준 교육과정의 한계를 중심으로 미디어 교육이 개정 교육과정에 어떻게 반영되어 왔는지를 비판적으로 검토하였다. 그리고 디지털 환경에서 요구되는 시민역량으로서 학생들이 체계적으로 미디어 교육을 받을 수 있도록 국가 수준 교육과정에서 미디어 교육을 강화하기 위해 학교급별 전략과 학습내용을 명시적으로 제시하였다. 정규교육을 통해 학생들의 미디어 리터러시를 향상시키기 위한 전략으로 다음 세 가지를 제안하였다. 첫째, 국가 수준 교육과정 총론에서 미디어 교육의 주요 개념과 각 학교 수준의 목표를 명확히 해야 한다. 국가 수준 교육과정에는 ‘미디어 교육의 강화’라는 문구를 포함하거나 미디어 역량 을 핵심역량에 반영해야 한다. 디지털 시민성도 국가 수준 교육과정의 인재상 중 하나로 명시되어야 한다. 둘째, 교육과정의 총론과 교과 교육과정 간의 연계성을 강화할 필요가 있다. 학년(군)별 미디어 리터러시 교육의 내용을 명시하고 해당 학습 목표 및 관련 교과를 명시해야 한다. 또한 국가 수준 교육과정은 교과 영역에 걸친 통합 교육과정이 어떻게 운영되어야 하는지를 명시해야 한다. 셋째, 학교급별 구체적인 전략 수립이 필요하다. 초등학교에서는 정규 수업에서 미디어 리터러시 수업을 확보하기 위해 미디어 특화 단원을 개설해야 한다. 중학교는 자유학기제에 적용할 수 있는 독립적인 프로그램을 운영하고, 고등학교는 학생들의 선택을 반영하기 위해 독립적인 선택과목을 개설해야 한다. The purpose of this study is to examine the concepts and terminologies related to media education and media literacy in the changing digital environment, thereby providing a theoretical foundation and policy suggestion that can help develop the development of the national curriculum for media education. This study also critically reviewed how media education had been reflected in the history of the national curriculum revisions, mainly focusing on the limitations of the current national curriculum. Strategies and learning contents for each school level were explicitly suggested to reinforce media education in the national curriculum to enable children and young people to systematically receive media education as a civic competency required in a digital environment. The following three proposals were suggested as strategies to enhance children’s media literacy through formal education. First, the main concepts of media education and the goals for each school level should be clarified in the overview of the national curriculum. The national curriculum needs to include the statement of the enhancement of media education or add ‘media competency’ as an additional core competency. Digital citizenship also needs to be clearly stated as one of the desirable outcomes of the national curriculum. Second, the link between the overview and the subject areas of the curriculum needs to be strengthened. The content of media literacy education for each grade level should be specified, and the corresponding learning goals and subjects to be covered need to be specified. In addition, the national curriculum should specify how the integrated curriculum across the subject areas should be operated. Third, it is necessary to develop concrete strategies for each school level. This study argued that elementary schools should have specialized units of study to secure media literacy classes in regular classes. Middle schools operate independent programs that can be applied to Free Semester, and high schools could open independent elective courses to accommodate students’ choices.

SNS의 언어 현상과 소통 공간에 관한 국어교육적 고찰

정현선 ( Hyeon Seon Jeong ) 한국어교육학회(구 한국국어교육연구학회) 2013 국어교육 Vol.0 No.142

This paper aims to provide a review of the literature on SNS in various academic disciplines, including sociolinguistics, textlinguistics, communication studies, sociology and educational engineering, in order to explore the implications on the Korean education in terms of how to deal with new media communication technologies that are changing constantly· A social networking service is a web-based platform to build social networks or social relations among people who share interests, activities, backgrounds, or real-life connections· A social network service consists of a representation of each user, his/her social links, and a variety of additional services· Finding of the previous research on SNS tends to emphasize that it is a writing space which has features of both speaking and writing as well as ones of private and public communication· While there are many strengths of SNS, the negative aspects of SNS such as privacy invasion and ‘digital fatigue’ seem to raise the concerns with social media literacy in that readers and writers of SNS would need to understand the characteristics of SNS and to participate in their own use of SNS as reflective and responsible users· Based on the review of the literature, this paper argues that there is a need for a new model of teaching and learning writing that focus on the attitudes and skills of writers who can participate in the real world communication such as SNS with considerations on their problems to solve and in interactions with their readers·

청소년 대상 미디어 교육의 현황과 제도화 움직임에 대한 비판적 고찰

정현선(Jeong Hyeon-Seon) 한국청소년정책연구원 2004 한국청소년연구 Vol.- No.39,40

이 글에서는 최근 우리 사회의 큰 관심 대상으로 떠오른 청소년 대상의 미디어 교육 현황에 대해 공식 교육 및 비공식 교육을 아울러 균형 있꼐 점검하면서, 특히 학교 교육으로 미디어 교육을 제도화하기 위한 과정에서 제기된 문제점들에 대해 비판적으로 고찰하고 있다. 미디어 교육이란 텔레비젼, 영화, 비디오, 라디오, 사진, 광고, 신문, 잡지, 음악, 컴퓨터 게임, 인터넷 등 다양한 미디어에 대해 학생들이 비판적으로 이해하고 적극적으로 활용하며 능동적으로 제작할 수 있는 능력을 길러주는 교육을 의미한다. 이처럼 미디어 교육은 어린이와 청소년의 일상적 문화에 대한 관심에서 출발한다는 점에서 곰식 교육 뿐 아니라 비공식 교육에서도 활발히 논의되고 실천되어 왔다. 역사적으로 볼 때 한국의 미디어 교육은 1980년대 중반에 미디어에 대한 비판적 감시를 목적으로 한 일종의 사회운동 차워에서 시작되었지만, 1990년대 후반에 이르러서는 특별활동의 형태 뿐 아니라 국어, 사회, 도덕, 미술 등 다양한 교과와 연관하여 학교 교육에 도입되거나 비공식 교육인 청소년 활동의 차원에서 활성화되는 방식을 통해 보다 대중적으로 확산되었다. 본고에서는 미디어 교육을 교사와 학생들이 미디어와 대중문화를 매개로 하여 보다 자유롭게 소통하며 함께 만들어 갈 수 있는 청소년 문화 교육의 대표적인 형태로 보고, 이러한 미디어 교육이 보다 대중적으로 확산되게 된 계기에 대해 비교적 최근에 한국 사회 일반, 학교 교육 및 청소년 정책의 차원에서 일어난 일련의 변화 및 이와 관련된 다양한 교육적 접근법에 대해 비판적으로 고찰하였다. 이를 바탕으로 본고는 최근 우리 사회에서 불거진 미디어 교육의 제도화 논의화 실천에 대해 비판적으로 고찰함으로써, 청소년의 욕구와 필요가 보다 중심에 놓인 미디어 교육의 실천 방안을 모색하고 있다. This article aims to map out the current landscape of the Korean media education and therefore, tries to seek out the more productive ways in which media education can be institutionalized in school. Media education became much more popular and well-known to general public in South Korea over the past few years, beyond specific interests of a relatively small number of people who are personally committed to it. The infra-structural changes in technology, education and youth policy certainly contributed to bring about wider interests in media education particularly amongst teachers and youth workers. Based on the recent changes as such, I critically examine how the government's funds allocated to promote media industries have played important roles for the complex scene of media education. Considering this, I argue that it is the time to start dialogue between diverse interest groups in this area for future directions.