디지털 시대의 청소년 독자와 비판적 읽기 = Adolescent Readers in the Digital Age and Critical Reading

다국어 초록 (Multilingual Abstract)

The 21st century is often called as the age of production and consumption of technology-based information. Recently, school and education has been changed under the influence of the social needs. This study, in these social and educational contexts, aimed to provide a theoretical framework to understand adolescent readers among various categories of members of the digital century. For this purpose, the reasons and meanings for focusing on adolescent readers in the digital age were first discussed in Chapter II, based on recent research regarding literacy reconceptualization. In Chapter III, various concepts and research questions organized into the areas of ‘space, subject, media/text, performance/purpose, relations, participation, situation/context’ to understand current adolescent readers. Finally, Chapter IV argued that there were four different dimensions and perspectives of discussions related to issues of ‘adolescent readers and critical reading’, especially clarifying the differences of critical reading and critical literacy. The concepts and questions presented in this study would serve as a theoretical framework to prompt further research in this area as well as an analysis framework to deepen ours understandings of the complex adolescent readers in the rapidly changing digital century.