성인 필자를 위한 ‘문식성 후원자’의 유형과 작용 양상 모색 －노년기 자기 표현적 글쓰기를 중심으로－

Abstract

This study aims to propose strategies for encouraging writing as a form of lifelong learning by exploring the expanded meaning and specific functions of ‘literacy sponsors’ in the self-expressive writing of older adults. We observed that various interactions between older adult writers and their literacy sponsors during the self-expressive writing process. Furthermore, by examining the writing experiences and processes of older adults who actively participate in self-expressive writing, we considered the interactive characteristics of this type of writing and explored the types and functional aspects of the literacy sponsors involved in the writing practice. The literacy sponsors for older adult writers were categorized into three types: institutional, relational, and instrumental. The institutional literacy sponsors—such as writing programs and the organizations that run them—act as social environments that guide older adults into the world of writing. The relational literacy sponsors—including instructors and small groups directly involved in the writing process—perform the role of alleviating writing burdens and sustaining and strengthening writing motivation. Lastly, the instrumental literacy sponsors—writing materials, media, and AI applications—facilitate the meaning-making of experiences. AI tools, in particular, were found to be instrumental in helping older adults overcome physical difficulties. These literacy sponsors can function as direct support tools for older adult writers, helping to increase their participation, alleviate their burdens, and strengthen their motivation. They can also serve as a crucial factor in developing diverse writing programs that allow older adults to perceive writing not as a difficult and burdensome task, but as an enjoyable activity for discovering the meaning of their lives and actively expressing themselves.