프락시스 중심의 디지털 리터러시 학습을 위한 학습 전략 개발 및 적용 = A Case Study of the Strategies for Praxis-based Digital Literacy Learning

다국어 초록 (Multilingual Abstract)

This study attempts to develop praxis-based digital literacy learning strategies, and investigate how the application of the strategies influences learning. The motive behind this study was a critical view point that traditional digital literacy learning process had been designed as a simple tool or focused to convey peripheral knowledge: instead, the process should fully utilize the fundamental quality of the digital media. The digital media is able to support communication and participation. The study have incorporated the praxis perspective to address this issue. The results of this study are as follows: First, the praxis-based digital literacy learning strategies were developed. I suggested typology of digital literacy learning based on praxis by revealing the contextual component of the digital literacy learning and by theoretically deducing the component of the praxis. Second, the change in the way learning is carried out was analyzed based on practice, delegation of authority, critical reflection, discussion and collaboration, and the influence of on-line learning community. Third, the responses of the learners were observed in the process. The learners believed that acquiring conceptual knowledge on the digital process before delving into problem solving positively affected the results. The contributions of the study are as follows: First, this study is incorporated the strong point of digital media, which is communication and participation. It will contribute in establishing the system of contextual component of the digital literacy learning and shed light on the future objectives. Second, this study suggests detailed learning environment from which future researcher of digital literacy learning framework may start. It allows for application of praxis approach in real life situation, and serves as a practical example of such application. Third, this study suggests tangible result of how the learners carried out the learning in the praxis-based digital learning process, and how their cognitive states changed. It is not only validating the said strategies, but it also suggests what components should be importantly weighed in the process.

참고문헌 (Reference)

1 "하버마스의 해방론 연구" 서울대학교 1995

2 "프락시스와 기독교 교육과정" 대학기독교서회 2001

3 "평생학습능력으로서 정보문해개념의 변천에 관한 고찰" 3 (3): 177-212, 2000

4 "지식기반사회의 인문사회과학 분야 지식 유형에 관한 담론" 36 (36): 115-132, 2002

5 "정보 매체에 대한 성인의 감수성 증진과 의식 함양의 방향 : 정보문해 교육 측면에서" 대화출판사 289-305, 1997

6 "인간중심의 지식정보사회 전면화를 위한 제언" 정보통신정책연구원 3 (3): 2003

7 "왜 지금 다시 <페다고지>를 읽어야 하는가?" (7) : 2001

8 "성인교육의 철학적 이해 Freire를 중심으로" 3-42, 1987

9 "사이버커뮤니케이션" 세계사 2002

10 "사이버 커뮤니케이션론 -공동체, 지역 그리고 윤리-" 녹두 2000

11 "비고츠키 관점에 기초한 영어작문 스캐폴딩과정 분석" 경상대학교 2002

12 "매체 발달에 따른 리터러시 개념의 변화 -미디어교육의 개념 확장을 위한 시론적 연구-" 중앙대학교 언론연구소 10 : 61-86, 2001

13 "디지털 시대의 교육, 정보, 방송의 관계모색" 8 (8): 25-44, 2002

14 "디지털 미디어 리터러시 강좌 안내" 20-, 2003

15 "디지털 문화와 교육" 문음사 2002

16 "디지털 리터러시와 지식 창출력" 5-, 2001

17 "디지털 리터러시" 해냄 1999

18 "담화분석 - 이론과 실제 -" 문화이론사 2002

19 "e세상 e러닝 -e모양 e꼴의 e러닝-" 한언 2002

20 "e-Learning과 디지털 리터러시" 4-, 2001

21 "Tool: Digital literacy skills self-assessment rubric" 2002

22 "Theorie und praxis 하버마스의 이론과 실천" 19711994

23 "The reflective practitioner and the curriculum of teacher education" 17 (17): 139-150, 1991

24 "Supporting the process of literary understanding Analysis of a classroom discussion" 19912003

25 "Qualitative research issues and methods for educational technology for educational technologists" Macmillan 1045-1072, 1996

26 "Pedagogy of the oppressed" 19701995

27 "Negotiating the curriculum" Ashton Scholastics 1982

28 "Linking ways of knowing with ways of being practical" 6 (6): 205-228, 1977

29 "Linking ways of knowing with ways of being practical" 6 (6): 205-228, 1977

30 "Information and digital literacies:A review of concepts" 57 (57): 218-249, 2001

31 "Digital transformation : A framework for ICT literacy" Educational Testing Service 2002

32 "Digital literacy self-assessment" 2001

33 "Digital literacy : A new terminology framework and its application to the design meaningful technology-based learning environments" 2001

34 "Digital literacy" 273 (273): 253-255, 1995

35 "Curriculum:Product or praxis" The Falmer Press 1987

36 "Action research and Reflective Teaching in preservice teacher education A case study from the United States" 119-136, 1991

37 "A New digital literacy:A conversation with Paul Gilster" 55 (55): 6-11, 1997