다문서 읽기 환경을 고려한 비판적 읽기 개념의 이론적 확장
Toward a Conceptual Expansion of Critical Reading: From Single Texts to Multiple Texts
개념
키워드
비판, 비판적 읽기, 비판적 문식성, 다문서, 2015 개정 교육과정, 국어 교육, critique, critical reading, critical literacy, multiple texts, 2015 Revised National Curriculum, Korean language education
초록
This paper aims to conceptualize critical reading in the environments of multiple texts (sources) comprehension, as it expands and updates the traditional notion of critical reading. Reading educators and scholars interpreted critical reading in the different approaches: functional, holistic, and resistant perspectives. Despite the different strengths and limitations of the approaches, one common assumption was identified: critical reading was understood as meaning construction between “a reader” and “a text”. The single text assumption was problematic due to the weak ecological validity which barely reflected ordinary readers’ authentic reading. Therefore, it was necessary to expand the notion of critical reading including multiple texts comprehension. The new notion of critical reading was theoretically sound because it provided readers better opportunities to learn and practice diverse critical thinking and skills in reading. With the notion in mind, the 2015 Revised National Curriculum of Korean Language Education was analyzed and reviewed in terms of its scope and sequence, in relation to critical reading. Finally, the future improvements of the National Curriculum were sugges