동화와 애니메이션 ‘보기(viewing)’를 중심으로 한 멀티리터러시의 국어교육적 고찰
Children's Picture Book and Animation in Multiliteracies Education
- 발행
- 2008 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 소속·발행
- 서울대학교
- 출처
- 국내 KCI
- UCI
- G704+INS000000473-ART001113054
- 원문
- 원문 보기 ↗
개념
키워드
children's picture book, animation, reading, viewing, multiliteracies
초록
This article considers the theoretical and practical issues of multiliteracies within Korean Language Education. The study is based on a small-scale, pilot case study of reading children's picture book and animation in the context of primary school. By comparing the responses of children on a story written on a paper, the picture book of the story, and the animated text, I explore the possibility of introducing the term 'viewing' or 'visual communication' as part of areas of language skills for Korean. The findings of research show that children tend to respond differently to each medium and draw on different levels of literacy to make meanings of the given media text. This implies that teachers need to use different strategies to develop particular level of literacy when they bring diverse media into the classroom for language teaching. Based on various outcomes of the research, I ultimately argue that literacy needs to be reconceptualised in order to include multiliteracies.