• 영어어문교육
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• 제18권2호
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• pp.85-106
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• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.

• 아동학회지
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• 제25권1호
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• pp.31-46
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• 2004

This study of 322 elementary school children examined the interrelatedness of internet preference, frequencies of internet activities, usage of children's popular internet sites, knowledge of internet sites, and children's reading abilities. Usage of children's popular internet sites and knowledge of internet sites are interrelated with decoding and comprehension. Age, knowledge of internet sites, and sex predicted children's reading abilities. The extent of exposure to various internet activities differentiated children's reading comprehension. Results show that processes of reading text information and multimedia materials through the internet involve not only the skills of reading traditional printed texts but also new reading strategies.

• 아동학회지
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• 제31권2호
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• pp.119-133
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• 2010

The purpose of this study was to examine how the home and classroom literacy environment affect preschool children's story comprehension. The subjects were 213 pairs of children (aged 4-5) and their mothers, and 107 classrooms. The Home Literacy Environment Rating Scale (Park & Kim, 2008), Classroom Literacy Environment Observation Scale (Kim, Kim, Im, & Lee, 2008) and the Children's Comprehension Ability Test (Jung & Kim, 2003) were used in this study. The collected data were analyzed by means of two-way ANOVA, partial correlations, Pearson correlations, hierarchical regressions. Our results indicated that preschool children's story comprehension increases when both home and classroom literacy environment are well resourced and supported. In particular, it is essential that parents spend as much time as possible reading books with their children and that teachers provide children with an amply resourced literacy environment together with appropriate activities in class geared towards story comprehension improvement.

• 한국산학기술학회논문지
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• 제19권6호
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• pp.414-426
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• 2018

본 연구는 진로적 측면으로서 독서자본을 개념화하고 구성요소를 탐색하여 추후 연구를 위한 기초자료를 제공하는데 그 목적이 있다. 이를 위해 선행연구 논문과 문헌을 고찰하였다. 또한 독서관련 다양한 활동을 통해 효과성이 검증된 논문 209편을 대상으로 빅 데이터 분석을 실시하여 독서자본의 구성요소를 탐색하였다. 본 연구를 통해 독서자본(讀書資本, Reading Capital)은 독서를 통해 체화된 소양, 경험, 태도 등 유 무형 능력이 표출되어 인간을 이해하고 세상을 긍정적으로 바라보며, 이를 실행해 나감으로써 개인적 사회적 경제적 가치를 창출하게 하는 것으로 정의하였다. 독서역량이란 독서에 대해 개인이 갖고 있는 흥미, 경험, 태도, 능력이 축적이 되어 독서를 지속적으로 해 나갈 수 있도록 하는 힘으로 정의하였으며, 인문학적 소양을 인간의 참된 본성과 전인성의 토대위해 인간을 이해하고 일상생활 속에서 이를 실천해 나 갈수 있고 세상을 긍정적으로 바라보는 안목을 통해 변화에 유연하게 대처하며, 문제를 인식하고 이를 해결해 나갈 수 있는 능력으로 정의하였다. 독서자본의 구성요소는 독서흥미, 독서활동, 독서태도, 독서능력을 독서역량으로, 정서지능, 관계성, 자아정체성, 창의성, 적응성, 주도성, 가치관 등을 인문학적 소양으로 개념화하였다. 본 연구를 통해 도출된 독서자본의 정의, 구성요소의 탐색 및 정의는 관련 후속연구들 간의 연구 확장에 기초자료로써 그 활용 가치가 높을 것으로 생각된다.

• 아동학회지
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• 제21권4호
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• pp.243-257
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• 2000

This empirical test of the efficacy of the literature-based reading instruction was conducted with 63(31 male and 32 female) 2nd grade elementary school children. Subjects in the experimental group had 40-45 minutes literature-based reading instruction twice weekly; those in the control group had only basic text reading. Procedures included a pilot study, pre-test, experimental period, and post-test. Research instruments included the Basic Learning Skill Test(Park et al., 1988), the Qualitative Reading Inventory(Leslie & Caldwell, 1990), and the Elementary Reading Attitude Survey(Mckenna & Kear, 1990). Data were graded and scored by each research question and then analyzed with a t-test of differences between the groups. The experimental group showed higher word recognition, text comprehension, and story grammar strategies than the control group. They also showed more improvement in each of these categories than the control group.

• 한국도서관정보학회지
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• 제51권3호
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• pp.223-250
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• 2020

본 연구의 목적은 미디어정보 리터러시 개념을 규정하고 교육내용을 개발하는 데 있다. 연구 목적을 달성하기 위하여 문헌 분석과 현장 전문가 대상 인터뷰, 사서교사 대상 설문조사가 수행되었다. 분석 결과, 현장 전문가들은 미디어를 정보를 활용하는 도구로 인식하였으며 정보문제해결능력과 독해능력, 미디어의 기능, 사례 활동, 정의적 영역을 미디어정보 리터러시의 교육의 영역으로 인식하였다. 사서교사들은 미디어정보 리터러시의 역량과 교육내용에 있어서 정보 리터러시와 미디어 리터러시의 역량과 교육내용을 디지털 리터러시의 역량과 교육내용에 비해 중요하게 인식하고 있었다. 연구 결과로 미디어정보 리터러시의 개념을 리터러시와 미디어 리터러시, 정보 리터러시, 디지털 리터러시가 중복된 영역으로 지식, 기능, 태도가 포함된 개념으로 정의하였다. 그리고 민주사회에 참여, 미디어 도구와 콘텐츠의 종류, 인간의 기본권, 기능, 디지털 도구 조작, 정보 문제 해결 과정이 맥락에 따라 결합되어 응용될 수 있도록 미디어정보 리터러시의 교육내용을 개발하였다.

• 대한가정학회지
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• 제50권7호
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• pp.109-116
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• 2012

The purpose of this study is to develop a scale for evaluation of Parent's Literacy Interaction Rating Scale (PLIRS) for preschool children and to examine its validity and reliability. The participants of this study were 342 Korean mothers with children of 3 to 5 year olds. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between PLIRS and two sub tests of EC-HOME for concurrent validity, and Cronbach's ${\alpha}$ for reliability. The item discrimination was determined by comparing the highest and lowest groups using Chi-square (${\chi}^2$), and Cramer's V. The 25 items of the scale were found to be satisfactory in item discrimination. The concurrent validity was also identified by correlation between PLIRS and two sub tests of EC-HOME. Factor analysis revealed that the structure of the PLIRS consisted of three factors: 'open interaction', 'directive interaction', and 'picture-book reading interaction'. 'Open interaction' is based on 'Whole Language Approach', such as 'I have my child write as he/she likes even if they spell wrongly.' 'Directive interaction' is based on 'Code Emphasis Approach', such as 'I have my child take dictation.' 'Picture-book reading interaction' is how parents read picture-book with her/his children, such as 'When I read a picture book to my child, I ask various questions about a book story.' The Cronbach's ${\alpha}$ for internal consistency reliability range was .78 to .87 for three subscales. It was concluded that PLIRS was valid and reliable to examine the literacy interaction between parents and children in home.

• 영어영문학
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• 제55권5호
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• pp.885-906
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• 2009

In terms of class, race, or gender, critical literacy takes seriously the problem of inequality and injustice embedded in texts. Texts are considered as tools that are used for maintaining the status quo by constructing and communicating our identities, particularly in relation to others. While reading texts and identifying our roles in society, some feel empowered, and others, marginalized. Thus we need to challenge the characterization and the message included in those texts by asking problem-posing questions. In this paper I have demonstrated how to read and teach four versions of "Snow White" from a critical literacy stance. By the use of problem-posing questions, students are led to discover that one of Grimms' fairy tales, the original version of "Snow White," was written from the perspective of men with power, thus marginalizing women in general, as well as the seven dwarfs. Through a critical analysis of Snow White's personality, the typical theme of fairy tales - good is rewarded while evil is punished - should be challenged. In the animation, Snow White and the Seven Dwarfs, power is given to the marginalized people in the original, the seven dwarfs and women in general. In "Snow Night,"a feminist short story, women in general are empowered while men, who should be judged by their looks, are powerless. "Snow-Drop"reminds us of the original, but challenges stereotypes, prejudices, and the theme inherent in the story. In those three stories many parts from the original are rewritten from the perspectives of the marginalized, but still some people are described prejudicially. So students should be guided to write another story from a new perspective. When those four works were taught with problem-posing questions in a university, this approach proved to be quite successful: most students acknowledged the effectiveness of critical literacy in teaching literary works.

• 대한수학교육학회지:수학교육학연구
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• 제12권2호
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• pp.291-311
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• 2002

The PISA(Program for International Student Assessment), an international comparative study supervised by OECD, is aimed at producing reliable and internationally comparab1e indicators of students' literacy in reading, mathematics, and science. In mathematical literacy, Korean students ranked the 2nd out of the 32 participating countries in PISA. This result is very encouraging in the sense that the scores in the mathematical literacy is the forecasting indicator for the mathematical level of future citizens who are supposed to lead their countries in every fields. In contrast to the high performance in mathematics, Korean students possess extremely low level of interest in mathematics. On the other hand, Korea's highest top 5% students are not on a par with the best students in New Zealand, Japan, Swiss, Australia, and England. This finding urges Korean education to put serious efforts to pursue academic excellence. Overall, PISA results suggest that Korean mathematics education has been effective and efficient. Korean education system should set goals to meet the world standard and the challenges of the lifelong teaming society.

• 한국비블리아학회지
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• 제26권4호
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• pp.201-219
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• 2015

본 연구는 일본의 학교도서관에서 정보활용교육이 시대적 변화에 따라 어떻게 전개되어 왔는지를 밝히고, 역사적 변천을 통해 형성된 최근 동향에 대한 심층적인 분석을 목적으로 하였다. 이를 위해 관련연구, 전국학교도서관협의회의 간행물, 학습지도요령 등을 검토하였다. 연구 결과, 일본 학교도서관의 정보활용교육은 1940년대 후반 이후 도서관 이용지도의 도입기, 1950년대 후반 이후 지도방법의 모색기, 1980년대 이후 정보리터러시교육의 확립기, 2000년대 이후 탐구학습으로의 확대기를 거쳐 발전해 온 것으로 나타났다.