인터넷 역사 텍스트 읽기의 양상 : 대학교 신입생을 중심으로

다국어 초록 (Multilingual Abstract)

The Internet is the most common digital media consumed by teenagers today. Since these ‘Digital Natives’ read on-line texts distinctively compared to conventional printed texts, the interest in ‘Digital Literacy (one's ability to read and understand information through a digital medium)’ is growing. Previous studies only emphasized the characteristics of the Internet, which are two-way communication and the function of the Internet as an archive. However, in recent years, the ability to sort out fake news and the ability to reconstruct new narratives by using the gathered information on the internet has become more important. As the history education field at schools also agrees with this phenomenon, it is necessary for the researchers to further investigate this issue. This study explored how university freshmen acquire, understand, and reorganize historical information through Internet search activities on specific topics.
The results were as follows; First, prior knowledge (or experiences) formed before participating in research influenced the students' way of reading the Internet historical texts. Depending on the course of information acquisition, how he/she understood the controversy over the national foundation day of South Korea (subtopic of this study) was different. Participants who had obtained knowledge from high school history teachers showed signs of readjusting the opinions of their teachers through the use of the Internet and eventually creating their own opinion. The prior knowledge of the Internet environment was also modified by experience in acquiring useful information. Therefore, students must be exposed to diverse search engines and various types of Internet historical texts in order for them to obtain useful information and eventually meet their goals. The impact of such prior knowledge reflects the interactive nature of Internet texts. This corresponds to content-level interactions, meaning that the reader's previous experience affects Internet text reading.
Second, the research participants perceived the information in Internet historical texts in fragments. They then set specific goals for a search and conducted a goal-oriented search to achieve that goal. Although each participant was different in detail, there was a tendency of selecting search terms based on specific and clear goals and choosing texts based on their helpfulness to achieve one's goal. Moreover, as soon as the participants decided the text is unhelpful in achieving the goal of the search, they stopped reading and chose different texts. This reading method reflects the multi-layered nature (multiplicity) of the Internet texts. Internet texts are constructed and presented in nonlinear, non-sequential, and in various ways. These characteristics of the Internet texts suggest that the traditional historical research method, which considers checking for the reliability and validity of the source as the first step, is not very important in Internet space. This is why it has become important to come up with new ways to ensure reliability.
Third, the participants determined the reliability of Internet historical texts based on popularity. The popularity factors are not only the number of views and comments on YouTube videos but also the degree of fame of the press and collective intelligent media (e.g., Wikipedia). This phenomenon reflects the virtuality of the Internet texts. Readers of the Internet texts are in these virtual spaces that transcend time and space, while at the same time form social relationships as another ‘selves’ in the virtual community. This reflects the ‘participatory culture’ nature of the Internet space. However, reliability built up in this way is unconsciously affected by the personalized algorithm system or the predetermined search goals with having the restructuring stage of information in mind. When reading the Internet historical texts, we should always be cautious that even though popularity may be reasonable evidence for reliability there is also a risk of falling into false information (i.e., fake news).
Fourth, the cross-checking of the text content (historical source criticism method) was performed in diverse ways in the Internet environment. Each participant tried various approaches: comparing the contents of texts between different Internet historical sources, looking up unfamiliar content and reviewing it, searching for various types of texts for different purposes, and judging the reliability of the Internet historical text itself through the intersection of complex sensory stimuli. In particular, the last method uses the multi-modal (consisting language, image, video, audio, and animation) character of Internet texts. In this new text-reading environment that has been changed due to the Internet or more broadly the digital medium, the conventional method of historical source criticism can be implemented more dynamically.
Researches on ‘historical thinking’ were the major stream in history education for a while and this has led students to become ‘(little) historians’ and encouraged classes to be in a form of ‘doing history’ where students deal with historical sources in the classroom and find answers to questions or explore for themselves. However, there is a considerable gap between the reality of the school environment and this conventional ideal. This is why this study chose the Internet environment and focused on the students' actual reading patterns of the Internet historical texts. The aspects of reading the Internet historical texts shown by the participants in this study reflected the general characteristics of the Internet medium more than the previous studies on historical texts. At the same time, some evidence that could be identified as the nature of the Internet historical texts were also found. These include securing the reliability of texts through popularity and implementing source criticism using various cross-check methods. This is a one-time study with several limitations. Further study is necessary to find out whether the results shown in this study can be applied in general history-related topics (not just specific topics) and to all readers (not just certain readers).

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구 목적과 필요성 1
• 2. 선행 연구 검토와 연구 문제 6
• Ⅱ. 연구 방법 18
• 1. 질적 연구의 필요성 18
• 2. 자료 수집 방법 19
• 3. 연구 참여자 선정 22
• 4. 자료 분석 방법 24
• 5. 연구의 타당성과 제한점 25
• Ⅲ. 연구 결과 및 논의 26
• 1. 자료 처리 과정에 영향을 주는 선행지식 26
• 2. 지식의 파편화로 인한 목표지향적 탐색 40
• 3. 대중성을 기준으로 한 신뢰성 확보 57
• 4. 다양한 경로를 통한 교차 검토 69
• Ⅳ. 결론 76
• 부록 81
• 참고문헌 95
• Abstract 103