박물관교육에서 유물 리터러시 학습 방안 모색

Abstract

Artifacts are tangible cultural heritage which refers to objects produced by the people of the past throughout their lives. They enable us to understand past cultures because they contain traces of lives in the era. Understanding the culture of the time is difficult if the artifacts are exhibited in a decontextualized manner. In order to understand a culture, an educational approach based on the concept of “artifact literacy” is better than rote learning. Artifact literacy refers to the ability to regard an artifact as a text, which can be read, inferred, talked, and written about. Strategies for reading artifacts include interpretation and learner-generated questioning. Interpretation strategy includes semiotic, aesthetic, historical perspectives. A learner-generated questioning strategy is designed for learners to question and answer themselves. Understanding the materials, inference, and synthesizing allow learners to elaborate on the materials. Writing artifacts is creating narratives by utilizing knowledge that learners acquired through interpretation and questioning strategy. It is necessary for learners to contextualize the artifacts through artifact literacy. Contextualizing artifacts means introducing narratives during the processes of reading, writing, and expressing artifacts. Cultural education is realized during the process of exploring and creating narratives related to artifacts that are the product of culture. Reproducing artifacts is required as well as reading and writing artifacts. In order for artifacts to be not merely products produced in the past but living artifacts, interpretation, reconstruction, and utilization of artifacts from various perspectives and reproducing new creative products are required. This is creating a new culture.