국어과 디지털 리터러시 교육을 위한 ‘디지털 담화’의 개념 및 내용 연구
A study on concept and content of 'digital discourse' for digital literacy education in Korean language education
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The purpose of this study is to effectively accept 'digital literacy' within Korean language education and to present major concepts and measures that can be used as educational content. To this end, this study attempted to conceptualize 'digital discourse' from a social semiotic point of view, and suggested a plan to construct the contents of digital literacy in Korean language education, focusing on 'digital mode' and 'digital rhetoric'. First, the preceding discussions related to the contents of digital literacy education was analyzed, its characteristics and limitations were discussed. Based on this, the direction of digital literacy education was suggested. And then, the concept of digital discourse was discussed from the perspective of social semiotics, focusing on two conceptual elements: digital mode and digital rhetoric. In particular, this conceptualization was more explicitly explained by using an example of the YouTube context. Finally, focusing on the concept of digital discourse, a plan to construct the contents of digital literacy education in Korean language education was proposed. The content composition for each conceptual element corresponding to the two categories of digital discourse execution (production and comprehension) and awareness was presented.
Abstract
The purpose of this study is to effectively accept 'digital literacy' within Korean language education and to present major concepts and measures that can be used as educational content. To this end, this study attempted to conceptualize 'digital discourse' from a social semiotic point of view, and suggested a plan to construct the contents of digital literacy in Korean language education, focusing on 'digital mode' and 'digital rhetoric'. First, the preceding discussions related to the contents of digital literacy education was analyzed, its characteristics and limitations were discussed. Based on this, the direction of digital literacy education was suggested. And then, the concept of digital discourse was discussed from the perspective of social semiotics, focusing on two conceptual elements: digital mode and digital rhetoric. In particular, this conceptualization was more explicitly explained by using an example of the YouTube context. Finally, focusing on the concept of digital discourse, a plan to construct the contents of digital literacy education in Korean language education was proposed. The content composition for each conceptual element corresponding to the two categories of digital discourse execution (production and comprehension) and awareness was presented.
참고문헌 (28)
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