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디지털시대의 독서와 독서교육의 정체성 디지털시대 독서에 대한 에세이
우한용 ( Han Yong Woo ) 한국독서학회 2013 독서연구 Vol.0 No.30
독서론은 현실에서 너무 멀어진 느낌이다. 독자는 무한히 복잡한 주체인데 이를 도외시한다. 독서론의 핵심은 ‘어떤 글을 누가 왜 읽는가?’로 요약된다. 매체가 변하면 읽기 방식이 달라져야 한다. 인터넷 자료를 하나 예를 들고 그 자료를 읽어서 다른 텍스트를 생산하는 예를 보여 주었다. 사이버공간의 자료 다음 특징을 지닌다. 가상공간의 자료, 자료 획득의 용이성, 선택적 독서의 편이성, 정보와 지식의 자기 확대, 의미 생산의 가능성을 지닌 자료이다. 교육과정상의 독서론과 문학독서의 독서 실천 사이에는 커다란 거리가 존재한다. 문학독서를 중심으로 보았을 때, 독서행위는 혁명적, 우상파괴적 독서가 된다. 그리고 창조적 독서를 지향한다. 디지털시대 독서론에서는 독서동기가 중요한 항목이 된다. 아울러 구체적인 독사자료를 바탕으로 독서론이 전개되어야 한다. 독서는 일종의 운명론적 속성을 지니게 된다. 이러한 점을 교육에서 어떻게 가공해야 하는가는 과제로 남는다. 독서 현실은 가벼움으로 가득한데, 규범적으로 교양의 무거움이 강요된다. 독서론에 관여하는 교사는 독서현상 자체를 메타적으로 검토할 수 있는 안목을 지녀야 한다. Most of the discourses on the reading and reading theories, they are too much distance from the actual situations of reading. It seems that they do not consider the complexities of the real readers. I want to sum up the point of reading theories, what`s the traits of reading materials, who is the reading subject, and whats the purpose the reading. They are the most important points for any reading theories. According to the media of reading is changed, the method of reading must be changed. In this paper I tried to show a reading material and suggested a kind of reading method, and with the result I wanted to show how to produce a new text from it. We are now practices reading activities in the cyber space, that they have the traits; activities in virtual spaces, facilities attain the materials, easyness the selective reading, self enlargements of information and knowledge, subordinate text production and reproductions. The contents of reading in national curriculum, they are very far from the real reading activities of literature, which have the archetypal traits of reading in general. In the point of literature reading, it will be said that the reading in general may be revolutionary, iconoclastic, and most creative. With the reading experiences they build up themselves and reach the goal of life. In the cyber space reading process, the strong motivation of reading is the main point of importance, and it may be issued that the theories of reading must be established under the ground the real reading activities. In a word, reading experiences may change the fortune any reader powerfully. This traits of reading must be accepted in education in elaboration. It is the real situation that, the readers floating on the waves of light mundane desires, in spite of the actual situation, then teachers oppressed by the heavy duties of cultural demand. For the problem solving in these days teachers must have in mind the meta cognition on the reading phenomena in the real situation.
우한용(Woo Han-yong) 국어국문학회 2011 국어국문학 Vol.- No.158
With the study on the border of Korean Language and Literature and it’s possible fusion with other academic genres, we are able to establish the academic vision and perspectives. In this paper, for the academic productivity, I am going to redefine the term ‘kukeo’, to scrutinize the relationship between Korean Language studies and the Korean literature and overview the academic system in the university. Traditionally, Korean language and literature coexisted in parallel, but the sources are not same language, the scholars of linguistics deal with the ordinary language, the scholars of literature work with language of art that is the literary works. And we can find also that the methods of two area almost can not be approximated each other. In linguistics, to make a general rule of the language, and but in literature the idiosyncratic feature of the works is more important. With the clear understanding of the differences of language and literature, it will be able to cooperate each other. For the more wide border of Korean language and literature, the academic system must be redesigned as a faculty system, faculty of ‘Korean Language and Culture’. In the renewed faculty they can study the main area Korean Kanguage, Korean Literature, Korean Language Culture including all sorts of language concerned activities. And more attempts possible to be traced the subjects: language management, general speech, language communication, language education, language ethics, sociostylistics and others.