변화된 문식 환경과 작문 교육의 역할

Abstract

The development of digital media and the literary environment have changed. This change marks the move from a vertical and unilateral mode of communication to a lateral and interactive one, in which space for writing has expanded, and tertiary orality has emerged. These changes have resulted in, firstly, the phenomenon of material from media reports being reinterpreted by netizens, and then reconstructed and shared. Secondly, online forms of communication, such as social networking services (SNS), take the form of a physical presence, and manifest themselves as social participation offline. Thirdly, a connection has emerged between cyberspace communication, which uses anonymous forms of group communication, and communication in the real world. Fourthly, we can see a boost in online literature, or cyber literature, in which a variety of people can offer their opinions and criticisms. Finally, participatory forms of communication, in which knowledge is produced using collective intelligence, such as “wiki writing,” are very active. Various changes–including changing methods of communication, changes in a media environment where the use of complex text is simple, and changes in a society that seeks the production and acceptance of practical media–suggest that the status of the writer and reader needs to be dealt with from a different perspective to that of existing writing education. These changes also suggest that, within writing education, community writing and practical writing need to be addressed. It is also being suggested that, unlike the existing method in which the writer and reader are categorized separately, the writer and reader are becoming equals, and their relationship is becoming cooperative, as they are characterized as equal participants. Furthermore, the need to strengthen integrated writing skills is also implied. Society has moved on from a focus on the acquisition of knowledge itself to a system of merging knowledge and then utilizing it in creative ways; society has also moved on from seeing writing as primarily an individual task to perceiving the task of writing as an action carried out cooperatively within a community. There has been a transformation, moving towards an era in which the use, modification, and acceptance or rejection of big data–the materialization of collective intelligence–is necessary. Changes such as these are pioneering a new outlook and setting the direction for writing education.