발달적 관점에서의 문해력 교육 실행 방향 - 초등학교 교육 방향을 중심으로 -

제민경 한국어교육학회 2024 국어교육 Vol.- No.184

본 연구의 목적은 발달적 관점에서 초등 문해력 교육의 지향을 단계별로 제안하는 데 있다. 문해력 개념이 지니는 다층적 속성에 대한 현장의 인식을 확인하기 위해 초등학교 교사 66명을 대상으로 설문조사를 실시하였으며, 발달적 관점에서 교육의 목표를 제시하기 위해 문해력 발달과 언어 발달에 대한 연구를 참고하였다. 이러한 검토를 토대로 2학년과 3학년 사이를 주요 변곡점으로 보아 문해력 교육의 방향성을 제시하였다. 또한 문해력의 다층적 속성에 주목하여 목적, 매체, 화제(분야) 범주를 중심으로 목적 범주의 초기 문해력, 기능적 문해력, 비판적 문해력, 매체 범주의 미디어 문해력, 화제(분야) 범주의 일상적 문해력, 학문적 문해력, 문화적 문해력을 핵심 문해력으로 제시하고, 이를 학년군별로 강조점을 달리하여 배열하였다. 아동의 문해력을 발달시키기 위해 일상적 문해력, 구두 언어의 고려를 강조하였고, 초등학교급에서도 학문적 문해력을 고려해야 함을 역설하였다. 다양한 준거 개발을 통한 실제적인 수준별 텍스트를 통해 문해력 발달과 향상이 동시에 지원되어야 함도 제안하였다. The purpose of this study is to propose a step-by-step direction for elementary literacy education from a developmental perspective. A survey of 66 elementary school teachers was conducted to confirm awareness of the concept of literacy, and research on literacy and language development was conducted to present educational goals from a developmental perspective. Based on this review, the direction of literacy education was presented, considering the age of 10(third grade) as an important turning point. In addition, literacy was multi-layered around the categories of purpose, medium, and topic(field). Early , functional, critical, media, everyday, academic, and cultural literacy were selected as core literacy skills and arranged by grade group in consideration of developmental stage. As a result, the consideration of everyday literacy and verbal language for literacy development was emphasized, and it was stressed that disciplinary literacy should be considered even at the elementary school level to improve literacy. It was also suggested the need for the development and application of texts by levels according to developmental stage.

바람직한 미디어 리터러시를 위한 교육적 과제

정석환 대구교육대학교 초등교육연구소 2025 초등교육연구논총 Vol.41 No.2

The purpose of this study is to investigate the potential for biased human perception in the process of acquiring information via digital media. Furthermore, it seeks to propose effective strategies for media literacy education to address the challenges arising in this context. The study proceeds as follows. First, it discusses the definitions of digital literacy and media literacy to better understand the digital media environment. Second, it examines the issues in the process of knowledge acquisition through digital media based on media literacy. Third, it emphasizes the need for new approaches to media literacy education. As a result, it becomes evident that the use of digital media in education is inevitable. Media can enhance human efficiency and improve communication. However, the creation of knowledge through media is not value-neutral. Media content is produced based on specific values and purposes, often distorting the truth and leading individuals to become passive and dependent. In this context, we must recognize that media acts as a kind of ‘filter’ for human perception. Through media literacy education, learners should be able to understand the function and purpose of these filters from an educational perspective. The necessity of general media literacy education is clear. Learners are in the process of developing ways to correctly absorb knowledge and information about the world. Media literacy education should provide a clear understanding of the proper functions of media literacy.

미래 대학 교양교육의 핵심 영역으로서 ‘다중 문해력(Multi-Literacy)’

김종규 ( Kim Jong-gyu ),원만희 ( Won Man-hee ) 한국동서철학회 2022 동서철학연구 Vol.- No.104

This paper suggests that the future liberal arts education should pursue the 'Multi-Literacy.' The meaning of the 'Multi-Literacy' lies in overcoming the dispersibility of Multiliteracies and obtaining the possibility of a consolidated literacy education system. The media appearing along with the Digital Transformation flow have caused new literacies. Now we have a lot of literacies. We usually stress the function of each media related to each literacy than the original meaning of literacy. As the result, our education of the new literacies concentrates on functional and technical education. But literacy is a spiritual activity that reads, understands, and constructs the human world. And all acts with media also is contained in that activity. Thus we have to understand all literacies in that meaning and role and the literacy education also has to base on that understanding. To establish future literacy education on that base, we have to be newly aware of the value and status of literal literacy. It has preserved the original meaning of literacy for the longest time, and, through this meaning, we can understand various literacies as a consolidated whole. In this sense, literal literacy should be a central role in constructing a new future literacy education system.

국내 리터러시 연구 동향의 계량서지학적 분석

이재윤,김수정 한국정보관리학회 2025 정보관리학회지 Vol.42 No.3

The purpose of this study is to analyze the research trends on literacy in all academic fields in Korea. To that end, 6,940 literacy-related articles were collected from the KCI database. From those articles, the main literacy keywords were extracted, the chronological flow of research, and the relationships between individual academic disciplines and various types of literacy were analyzed comprehensively. The results show that literacy research in Korea has steadily increased since 2001. A sharp rise in published articles beginning in 2020 resulted in more than half of the total articles published after that year. This is due to an expansion in the number of academic fields engaging in literacy research starting in 2019. In terms of literacy types, Digital Literacy, Literacy, and Media Literacy were identified as core concepts. By academic discipline, the most active research fields were Education, Korean Language and Literacy, Interdisciplinary Studies, English Language and Literature, and Library and Information Science. Since 2019, research on Digital Literacy has rapidly increased, particularly within the field of Education, while interest in AI Literacy, and Data Literacy has also risen significantly. In contrast, research on Information Literacy within Information Science has greatly declined. Overall, this study highlights 2019 as a critical turning point in the digital transformation of literacy research in Korea and provides novel insights into its evolving trajectory and disciplinary orientations.

문식성 재개념화와 새로운 문식성 교수,학습을 위한 방향 탐색

옥현진 ( Hyoun Jin Ok ) 청람어문교육학회 2013 청람어문교육 Vol.47 No.-

This study aimed to explore an appropriate direction for literacy instruction after summarizing recent discussions on literacy reconceptualization and examining what has to be taught essentially. As the concept of literacy changes according to media development and the change of social needs, recent discussions on literacy reconceptualization in the academic circle look inevitable. Three convergent themes were discussed in this study regarding literacy reconceptualization; multimodal literacy, local literacy, and critical literacy/literacy practices. Based on the understanding four basic directions for literacy instruction were discussed; facilitating students` understanding and introspection of the essence of communication, considering the needs of the education for media adaption, designing classes based on the interaction with real worlds, and utilizing literacy sponsors.

문화적 문식성의 교육적 실현에 대한 방법적 회의

최홍원 서울대학교 국어교육연구소 2015 국어교육연구 Vol.36 No.-

이 연구는 문화적 문식성이 이론적 차원에서 설명의 개념으로 머물러 있다는 비판적 인식에 따라 교육적 수행과 실천력의 개념으로 전환해야 한다는 문제의식에서 출발한다. 이를 위해서는 문화적 문식성의 개념, 내용 요소, 목표와 도달점, 그리고 교육 내용 등을 점검하고 살필 필요가 있다. 이러한 작업은 문화적 문식성의 교육적 구현을 앞당기는 데 기여할 것으로 기대된다. 먼저 문화적 문식성의 의미와 관련하여 지식의 차원에 머물러 있는 기존의 인식을 비판하고, 기능과 태도를 포괄하는 새로운 재개념화를 시도하였다. 기능적, 문화적, 비판적 층위와 같은 중층적 구조로 설계하여 문화적 문식성을 새롭게 재구조화하기도 하였다. 문화적 문식성이 실제 교육으로 구현되고 있는지를 살피기 위해 교육과정을 탐색하였고, 문화적 문식성이 교육 내용과 방법으로 구현되지 못하는 실태를 진단하였다. 그리고 문화적 문식성의 교육적 과제로 비문식성 이외에 태도의 차원을 반영하는 무문식성의 문제도 제기하였다. 이러한 이론적 검토를 바탕으로, 문화적 문식성이 실제로 실현되는 양태에 대한 탐색도 진행하였다. <한림별곡>의 수용태를 통해 기능적, 문화적, 비판적 차원에서 문화적 문식성이 작용하는 양상을 확인하였다. This study originated from the critical view that cultural literacy remains at the conceptual level of explanations in the dimension of theory, and it need to be changed to a concept of educational performance with the power of execution as a task. It is time to examine and trace the concept, components, objective, target, and teaching contents of the field of cultural literacy. These procedures are expected to contribute towards the advancement of the educational realization of cultural literacy. Above all things, in relation to the meaning of cultural literacy, I tried to criticize existing awareness in the dimension of knowledge and conceptualize the same from a different point of view, which covers functions and attitudes. Moreover, I have attempted to restructure cultural literacy, by planning multi-layered structures such as the functional, cultural and critical layers. In order to examine whether cultural literacy was realized in effect in the education or not, I explored the curriculum and diagnosed the real state of cultural literacy, wherein it was observed that it is not realized in the aspect of educational contents and teaching methods. Further, I raised the problem of a literacy, which reflects a dimension of attitude besides the state of illiteracy as one of the educational tasks of cultural literacy. Based on the theoretical reviews, I proceeded to examine the aspect of how cultural literacy was realized in reality. I ascertained how cultural literacy worked in the dimensions of function, culture, and criticism through the aspects of the acceptance of <Hallimbyolgok(翰林別曲)>.

AI 시대의 리터러시 특성에 관한 연구 : AI 리터러시와 관계 리터러시를 중심으로

이유미(Yi Yu-mi) 어문연구학회 2021 어문연구 Vol.110 No.-

이 연구는 AI 시대라는 21세기 기계 문명의 시대를 살아가는 사람들에 필요한 기초적 역량이 무엇인가를 고찰해 보는 데 있다. 이를 살펴보기 위해서 AI 리터러시와 관계리터러시를 정의하였다. AI 리터러시는 AI 시대에서 필요한 기초역량이 무엇인가를 리터러시 이론의 발전 역사를 통해서 정의하였다. AI 리터러시는 전통적 리터러시인 3Rs(읽기, 쓰기, 셈하기)를 습득하고 사회에 대한 읽기가 가능하도록 교육하는 사회적 리터러시를 함양하여 발전하는 기술시대에 바르게 적응하는 기술리터러시 능력 배양을 기반으로 하고 있다. 기술 리터러시는 디지털 리터러시, 미디어 리티러시, ICT 리터러시 등의 다양한 기술 기반의 리터러시를 포함하며 나아가 AI 시대에 필요한 AI 이해와 활용을 포괄할 수 있도록 디지털리터러시가 아닌 기술 리터러시로 포괄하였다. 또한 포스트휴먼시대를 맞아 관계에 대한 다원성을 이해해야 하는 현대 사회인의 관점에서 관계 리터러시를 정의하고 이들 리터러시 간의 영향 관계에 따른 구조와 AI 시대라는 특수한 시대에 맞는 역량이 무엇인가를 고찰하였다. 그 결과 AI 시대의 리터러시 역량으로는 다언어능력, 혁신성, 포용력, 다변화 이해력으로 제시하였다. 이와 같이 새로운 시대에 맞는 기초 역량을 새롭게 해석해 본다는 점에서 이 연구의 의미를 가진다. 그뿐 아니라 ‘관계’는 기존 연구에서 리터러시의 대상으로 다루어지지 않았지만 기술 사회에서 ‘관계’가 새로운 사회의 많은 의미를 함축한다는 지점에서 이를 리터러시의 대상으로 인정하고 그에 대한 특징을 살펴 영향성을 평가했다는 점에서 이 연구의 의의가 있다고 하겠다. The purpose of this study is to find out the concepts and competences of literacy necessary in the AI era. The literacy needed in the AI era is AI literacy and relationship literacy. AI literacy is the ability to adapt to changing cultures due to AI and recognize them critically. Relationship literacy is the ability to recognize the various beings created by AI technology and to understand their relationships. AI literacy is based on functional literacy, social literacy, technological literacy. Functional literacy, a traditional literacy, refers to acquiring 3Rs (reading, writing, arithmetic). Social literacy is to educate people to read about society, and technology literacy is to learn basic technology skills necessary for the times. Technology literacy encompasses not only digital literacy, media literacy, and ICT literacy, but also AI utilization capabilities. In the posthuman era, there are various forms of relationships. Relationship literacy was defined to understand the relevance of various forms of relationships. In addition, this paper showed the structure between these literacy and the competence of each literacy. Literacy competences in the AI era are multilingual ability, innovation, inclusion, and understanding of diversity. This study is meaningful in that it explained ‘relationship in literacy and suggested what basic competences are needed in a new era.

Applicability of New Literacy Studies in the Korean English Classroom

Kim, Jeung Deok(김정덕) 새한영어영문학회 2020 새한영어영문학 Vol.62 No.3

As literacy practices began to be considered embedded in the social and cultural contexts, literacy researchers try to investigate the influence of those contexts on literacy practices, by examining and bridging the gap between inand out-of-school literacy practices. In this process, a significant development in the domain of literacy theory was possible, leading to the creation of the New Literacy Studies (NLS) approach. However, relatively little literacy research has been conducted targeting students from ESL/ EFL contexts as the NLS framework has been applied primarily in Western contexts. Therefore, this current study examines whether the NLS framework can be applied to English education in Korea. In order to do that, two literacy models, the autonomous model and the ideological model of literacy, are explained, focusing on how each model explains literacy. Then, the status of English and English education in Korea are examined in order to whether NLS can be applied to the Korean contexts with three primary tenets of NLS. This leads to the inapplicability or limitations of fully applying the NLS’ tenets to Korean contexts.

A Study on an Immigrant and an International Student’s Literacy Transfer

Yoon Jung Kim 한국언어과학회 2021 언어과학 Vol.28 No.2

The present study aims to examine the similarities and differences in patterns of literacy transfer of two Korean college-level students: an immigrant student and an international student, enrolled in a midwestern American university. Data collected from three interviews of each participant are analyzed under two general emerging themes: (1) literacy transfer between inside-school and outside-school contexts at the secondary school, and (2) literacy transfer between the first language(L1) and the second language(L2). Both participants' writing practices at home highly influenced their school literacy practices and vice versa. However, a discrepancy was found from participants' perceptions toward L1 to L2 literacy transfer. While one believed that L1 literacies had played a positive role in L2 literacies, the other perceived that L1 literacies had hindered L2 literacies. The results may yield significant pedagogical implications with regard to improving students' literacies.

초등학교 중학년 문식성 평가 방향 탐색

김도남 한국초등국어교육학회 2012 한국초등국어교육 Vol.48 No.-

The purpose of this study is to research on the literacy assessment method for middle grades of elementary school. The assessment study of literacy in its early period was conducted for early grades or whole grades of elementary school. But this study focus on middle grades literacy assessment. I argued that 1)the traits of literacy education and literacy assessment in middle grades: the characteristics of literacy education, the guiding principles for literacy, and the personalized assessment for literacy. 2)the assessment ways o f literacy for middle grades: t he f eatu res, t he e lements, a nd the methods of the personalized literacy assessment. In this study, I emphasized the importance of the improvement in student’s ability of literacy. So, I considered that the personalized assessment of literacy must contribute to learning literacy of middle grades. Because of it should clarify the learned factors of literacy and to learn the factors,and then it offers suggestions to the literacy teaching for contents and methods on middle grades. 초등학교 중학년 문식성 교육은 저학년에서 형성한 기초 문식력을 바탕으로 이루어진다. 기초 문식력은 문식활동을 할 수 있는 토대로 문자 생활에 필요한 최소한의요건을 갖춘 수준이다. 중학년 학생들은 문식력을 이루는 문식요소를 익힘으로써 학교 학습과 문식생활에 필요한 문식력을 갖출 수 있다. 중학년에서 갖추게 되는 문식력은 세련된 문식생활을 위한 토대가 된다. 중학년의 문식성 교육은 문식력 향상을 위한 학습과 문식생활 참여로 이루어진다. 문식력 향상은 문식요소를 많이 습득하고, 문식요소를 사용한 문식활동을 적극적으로함으로써 이루어진다. 문식생활 참여는 문식활동을 필요로 하는 삶의 장면에서 문식요소를 활용하여 이해와 표현 활동을 하는 것이다. 문식력 향상이 학습 활동을 통하여문식력은 높이는 것이라면 문식생활 참여는 문식활동을 직접 함으로써 문식력을 높이는 것이다. 학생의 문식력은 문식학습과 문식활동의 상보작용으로 신장된다. 중학년 문식성 평가는 문식력 향상의 결과와 문식생활 참여 활동을 평가해야 한다. 문식력 향상의 평가는 문식 요소를 학생들이 습득했는지를 파악해야 하고, 문식요소를 사용할 수 있는지를 확인하는 것이 필요하다. 그리고 문식생활에 참여하여문식요소의 활용 능력을 높이고, 세련된 문식생활을 할 수 있는지를 확인해야 한다. 중학년 문식성 평가는 이에 초점을 맞추어 평가가 이루어져야 한다.