문식성 변화와 디지털 읽기ㆍ쓰기 수업의 방향
Changes in Literacy and the Direction of Digital Literacy Instruction
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초록
이 논문에서는 디지털 테크놀로지로 인하여 문식성 개념 및 관습이 어떻게 변화하고 있는지 그 구체적 양상을 살펴보았다. 특히 디지털 텍스트의 네 가지 고유 속성으로 인해 유도되고 있는 새로운 문식성 개념(복합문식성, 초월문식성, 신문식성 관점, 구성적․반응적 읽기, 증강 읽기, 소셜 문식성)의 출현이 전통적인 읽기․쓰기 개념 및 관습과 어떻게 관련되는지 검토하였다. 이를 바탕으로 디지털 읽기․쓰기 수업에 혁신적인 교육목표와 교수․학습 방법을 도입하기보다는, 전통적인 목표와 교수․학습 방법을 중심으로 새로운 문식성 개념 및 관습을 통합하는 쪽으로 방향을 설정해나가야 한다고 주장하였다. 또한 바람직한 디지털 읽기․쓰기 수업 사례를 하나 소개하고, 현행 국어과 교육과정에 디지털 문식성을 반영하자고 제안하였다.
Abstract
This article looks at specific aspects regarding how literacy concepts and practices have changed due to digital technology. In particular, it examines how the emergence of new literacy concepts and practices (e.g., multi-literacies, trans-literacies, new literacies perspective, constructively-responsive reading, augmented reading, and social literacy) driven by four unique attributes of digital text (multimodality, hyper-textuality, manipulatability, and collaborativity) are related to traditional literacy concepts and practices. Based on this, I argue that we should integrate new concepts and practices into traditional goals and methods rather than introduce innovative instructional goals and methods in digital literacy lessons. This article also introduces an example of desirable digital literacy instruction and suggests that digital literacy should be reflected in South Korea’s current national curriculum of literacy education.
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