사회적 실천으로서의 리터러시 교육

• 영문명: Literacy Education as a Social Practice: Multiliteracies, Multimodality and Text
• 발행기관: 한국영미문학교육학회
• 저자명: 손향숙(Hyangsook Son)
• 간행물 정보: 『영미문학교육』영미문학교육 제18집 1호, 167~190쪽, 전체 23쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2014.03.31

영문 초록

Internet and globalization have strengthened cultural diversities. Technological advancement has revolutionized communication channels and methods. This has given rise to a need for a pedagogy of multiliteracies and multimodality, which invalidates the myth of one universal literacy based on print. Literacy education should not consider literacy as an autonomous cognitive skill that functions apart from the context in which it is achieved and enacted. Literacy is to be considered as a social practice which navigates diverse Discourses, understands multiple literacies and negotiates meanings, which leads to establishing identity and accomplishing what is aimed in specific situations. The pedagogy of multiliteracies focuses not on acquiring one standardized literacy but on developing flexibility and learning how to grasp and produce multimodal texts and thereby effectively communicate and fulfil tasks. It also aims to prepare students for an age of “portfolio people”. Project-based lesson organization and multimodal texts construction would facilitate application of the pedagogy of multiliteracies to specific class environments.

목차

Ⅰ. 들어가며

Ⅱ. “자율적 모델”에서 “사회적 실천”으로

Ⅲ. 담론, 멀티리터러시, 멀티모달리티

Ⅳ. 사회적 실천으로서의 리터러시 교육과 텍스트

Ⅴ. 나가며

인용문헌

Abstract

키워드

리터러시 사회적 실천 담론 멀티리터러시 멀티모달리티 텍스트 literacy social practice Discourse multiliteracies multimodality texts