포스트 코로나 시대의 디지털 리터러시 함양 방안: 초등교육 중심으로

국문 초록 (Abstract)

코로나바이러스감염증-19(이하 코로나19)의 출현은 일상생활 전반에 ‘비대면(Untact)’ 트렌드의 확산과 더불어 사회적·경제적으로 많은 변화를 불러일으켰다. 특히 교육 분야 의 경우 전면적 원격교육의 확대가 이루어졌으며 초등학생의 경우 코로나19 상황에서 다른 학교급에 비해 학습격차가 더욱 많이 벌어진 것을 확인할 수 있다. 이는 초등학생이 원격수업으로 인한 어려움을 많이 겪었으며 학습격차의 주요 요인으로 여겨지는 자기주 도학습능력이 중·고등학생에 비해 상대적으로 부족하다는 점에서 그 원인을 찾아볼 수 있다. 원격수업에서 학습격차의 주요 요인으로 꼽히는 자기주도학습능력의 경우 디지털 기기를 이해하고 이를 잘 활용하는 역량이 기반이 되어야 한다는 점에서 코로나19 상황 에서 디지털 리터러시에 대한 관심이 커졌다. 디지털 리터러시는 디지털 매체와 테크놀 로지를 기반으로 필요한 정보를 검색 및 조합하여 새로운 지식을 생산할 수 있는 역량으 로 학습격차를 줄이기 위해 고려해야 하는 필수 역량 중의 하나라고 볼 수 있다. 특히 디지털 리터러시가 낮은 경우 원격수업에 참여하기가 쉽지 않을 뿐만 아니라 능동적인 학습 활동이 이루어지기 어렵다는 점에서 디지털 리터러시의 차이는 학습격차로 이어질 수 있다. 따라서 코로나19로 인한 원격교육 상황에서 필요했던 디지털 리터러시 구성요 소를 분석하고 부족한 역량이 무엇인지 파악하여 포스트 코로나 시대의 원격교육을 준비 하기 위한 측면에서 학생의 디지털 리터러시를 연구할 필요가 있다.

목차 (Table of Contents)

• <차 례>
• Ⅰ. 서 론 ··························································································································1
• 1. 연구의 필요성 및 목적 ···························································································3
• 2. 연구 내용 ·············································································································10
• 3. 연구 방법 ·············································································································12
• Ⅱ. 이론적 배경 ···········································································································17
• 1. 포스트 코로나와 교육 환경 변화 ···········································································19
• 2. 디지털 리터러시 개념 및 구성요소 ·······································································27
• 3. 소결 ······················································································································47
• Ⅲ. 디지털 리터러시 관련 정책 및 제도 ····························································51
• 1. 국내 디지털 리터러시 관련 정책 및 제도 ·····························································53
• 2. 국외 디지털 리터러시 관련 정책 및 제도 ·····························································70
• 3. 소결 ······················································································································81
• Ⅳ. 디지털 리터러시 현황 및 요구 ·······································································89
• 1. 디지털 리터러시 현황 및 요구 분석을 위한 면담조사 ···········································91
• 2. 디지털 리터러시 현황 및 요구 분석을 위한 설문조사 ·········································123
• 3. 소결 ··················································································································158
• Ⅴ. 디지털 리터러시 함양 방안 과제 탐색 ······················································167
• 1. 디지털 리터러시 함양 방안 과제 탐색을 위한 델파이조사 ···································169
• 2. 소결 ····················································································································182
• Ⅵ. 포스트 코로나 시대의 디지털 리터러시 함양 방안 ·······························185
• 1. 함양 방안 개요 ···································································································187
• 2. 포스트 코로나 시대의 디지털 리터러시 함양 방안 ··············································192
• 3. 정책 제언 ···········································································································224
• 참고문헌 ················································································································· 230
• Abstract ················································································································· 240
• 부 록 ···················································································································· 245