국어 교사의 다문서 문식성 교육 능력 신장을 위한 지식 구성 및 교육적 적용 방안 탐색

초록

This study constructed the list of knowledge required to develop the ability to teach multiple-document literacy of Korean language arts teachers and explored its educational application. The purpose was to systematically outline the academic field that has not been sufficiently addressed in Korea, including recent discourses from overseas, and establish the basis for teacher education and follow-up research. We define multiple-document literacy as self-regulated learning (SRL). We have overviewed the criteria and standards for judging literacy practices based on a list of executive functions. We have introduced several cognitive processing models, including the multiple-document task-based relevance assessment and content extraction (MD-TRACE) model. We reviewed the theories of metarepresentation mediated by source information, in which the inherent properties of multiple-document literacy stand out. The educational application of constructed knowledge was discussed in terms of teaching and learning goals, the focus of educational interventions, and the diagnosis and evaluation of learners.

키워드