기획 주제 : 문학과 독서의 상생적 조망 ; 문학교육과 문식성 신장 = Literary Education for Literacies

다국어 초록 (Multilingual Abstract)

This article aims to explore the status and direction of literary education for literacies. I investigate which literacies have been suggested over time and space, and propose literacies Korean education should follow after, such as voluntary literacy, functional literacy, cultural literacy, and critical literacy. And I argue how literary education should be planned and practiced to improve student`s literacies. Voluntary literacy means reading propensity or reader`s attitude reading text in leisure time or making time to read with pleasure. To improve voluntary literacy, it is needed to have charming reading experience and literary text reading experience is the most charming reading experience. Functional literacy means reading and writing ability meeting the need of individual and society. To improve functional literacy it is needed reading literacy text continuously, and learning various literary concept and knowledge in the context of communication. Cultural literacy means the knowledge of culture needed for individual to participate in community life. Literary education is cultural literacy forming process in itself. Critical literacy pursues emancipation from the dominant discourse. Reading process of literary text is the process of reflecting, exposing and deconstructing the dominant discourse, and constructing resistant discourse against the dominant discourse. For literary education to contribute to student`s literacy improvement, current literary education methodology should be innovated. First, we need to deconstruct the stubborn domain division in korean language arts obstructing communication between literary text and informative text. Second, we need to strengthen the ventilation among reader, text and context to help reader`s forming, deepening and reflecting his/her responses. I propose ``context-centered interpretive activity`` as alternative literary education methodology.