아동청소년문학 출판과 독자 구분

Abstract

The purpose of this paper is to examine the reader distinction patterns of children’s literature that are currently being published. Today’s children’s literature distinguishes children’s readers across all areas, including writing and publishing, distribution, criticism and research. The purpose of the distinction is to provide practical readers with the convenience and assistance to select and read the appropriate books, and secondly to prepare standards and standards for evaluation within the critical discourse. In major institutions related to reading, it is common to divide the readers of children’s literature into school grades (e.g., elementary, middle and high schools), and grades (either low, high or low, middle or high school). Also, by age classification, childhood fairy tales, low-grade fairy tales, and teen novels are clearly sub-genre. The reason why readers are asked to distinguish themselves is because the problem of identifying target readers focuses on how difficult it is to digest. The reader’s distinction has the limitation that individual readers’ literacy is not exactly consistent with age. Therefore, the current trend has been to expand the age range of target readers, or to classify books by difficulty level and subject so that individual readers can find and read according to their literacy. In the future, it will be a task of constant interest to figure out how the reader’s reading behavior and his or her classification are linked.