한국비블리아학회지 (Journal of the Korean BIBLIA Society for library and Information Science)

한국비블리아학회 (Korean Biblia Society for Library and Information Science)
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정보자원으로서 '밈'의 맥락과 실재 - 국내 연구동향 분석을 중심으로 -

The Context and Reality of Memes as Information Resources: Focused on Analysis of Research Trends in South Korea

  • 홍소람 (전남대학교 문헌정보학과 )
  • 투고 : 2023.08.17
  • 심사 : 2023.08.31
  • 발행 : 2023.09.30
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초록

이 연구는 디지털 혁명으로 인해 변화한 정보 환경에서 리터러시 교육을 위한 정보자원으로 밈을 개념화하기 위한 시론적 연구이다. 이 연구의 목적은 정보자원으로서 밈의 활용을 촉진하기 위해 밈의 맥락과 실재를 규명하는 데에 있다. 이를 연구문제로 환원시키면 다음과 같다. 첫째, '밈'은 어떠한 주제들과 함께 연구되는가? 둘째, 어떠한 것들이 '밈'으로 포착되어 연구되는가? 연구문제를 소명하기 위해 국내 밈 연구 145건을 대상으로 빈도분석과 동시출현빈도 네트워크 분석을 실시하였고, 이 중 73건을 대상으로 밈 사례 275개를 추출하여 내용 분석을 실시하였다. 그 결과는 다음과 같다. 첫째, 밈은 인문학, 사회과학, 복합학, 예술체육학 분야에서 주로 연구되고 있었다. 또한 연구 초기에는 Dawkins의 밈 개념을 토대로 한 이론 연구(2012년 전후), 한류 콘텐츠 확산을 설명하기 위한 밈 개념 도입 연구(2015년 전후), 문화사회학의 주요 연구 주제로서 밈 개념의 독자적 연구(2019년 전후)가 이루어졌다. 둘째, 밈은 언어적 특성을 중점적으로 가지고 있었다. 언어 밈(L-meme)(102건, 37%)과 언어·시각 밈(LV-meme)(23건, 8%), 언어·시·청각 밈(LVM-meme)(21건, 8%) 등 언어 양식에 기반한 밈이 다수였고, 동시출현빈도 네트워크의 빈도·연결중심성·매개중심성 상위 노드에도 language meme(언어 밈) 키워드가 등장했다. 즉, 밈은 언어적 특성을 토대로 한 문화사회학의 고유한 정보 현상 개념으로 확장되고 있다. 리터러시 교육을 위한 정보자원으로서뿐만이 아니라 정보 리터러시의 관점에서 밈 리터러시를 개념화할 필요가 있다.

The study is a preliminary study to conceptualize memes as information resources for literacy education in information environment changed with digital revolution. The study is to explain the context and reality of memes in order to promote the utilization of memes as information resources. The research questions are as follows: First, what topics are 'memes' studied with? Second, what things are captured and studied as 'memes'? The study conducted frequency and co-occurrence network analysis on 145 domestic studies and contents analysis on 73 domestic studies. The results are as follows: First, memes were mainly studied in the fields of 'humanities', 'social sciences', 'interdiciplinary studies', and 'arts and kinesiology'. Studies based on Dawkins' concept of memes (around 2012), studies on introducing the concept of memes to explain the spread of Korean Wave content (around 2015), and independent studies of memes as a major research topic in cultural sociology (around 2019) were performed. Second, memes are linguistic. Language memes (L-memes) are 102 (37%), language-visual memes (LV-memes) are 23 (8%), language-visual-musical memes (LVM-memes) are 21 (8%). Keyword 'language meme' ranked high in frequency, degree centrality and betweenness centrality of co-occurrence network. In other words, memes are expanding as a unique information phenomenon of cultural sociology based on linguistic characteristics. It is necessary to conceptualize meme literacy in terms of information literacy.

키워드

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