• 영어영문학
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• 제57권6호
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• pp.1111-1130
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• 2011

Reading postmodern texts certainly situates readers in roles different from the ones we have been used to. Recently, postmodern metafiction forms a significant body of children's literature that is intended to challenge and transform the conventions of books in the digital age. While many studies have been done as to how child readers have capabilities to appreciate and interpret postmodern metafiction picture books, few studies on teachers and preservice teachers' reactions are not readily available. The role of teachers and preservice teachers are crucial for child readers to have access to affluent reading resources. This study discusses how preservice teachers read and respond to postmodern metafiction picture books using a deconstructive approach by means of binary opposites. Data was collected with 14 preservice teachers as to their likes/dislikes, reading levels, and reading paths about postmodern metafiction picture books. Expected pedagogical implications for literacy and language education were requested to address in their reading diaries and response papers. With their likes/ dislikes, since binary opposites always imply the hierarchy of power and value, the likes is apparently more valued and appreciated over their dislikes. This differentiated values are discussed in more detail with three recurring themes-Education, Morals and Behavior, and Tradition. With reading levels, there seems to be a gap existing between the authors' implied reader and literary critics' and the preservice teachers' ideal readers for the postmodern metafiction picture books. Although many studies have already revealed young readers' capability of appreciating postmodern metafiction, it depends a lot more on the teachers and preservice teachers whether children's right to have access to affluent literacy resources is respected or not. Preservice teachers' awareness of the potential of postmodern metafiction will work as an initial step to bring and realize the new reading path and new literacies in classrooms. By challenging metanarratives of children's literature, preservice teachers' readings of postmodern picture books reveals potentials to raise different reading paths and develop new literacies and other educational implications.

• 한국보육지원학회지
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• 제10권4호
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• pp.51-69
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• 2014

포스트모던 그림책을 활용한 이야기꾸미기 활동이 유아의 창의성 및 이야기 구성능력에 어떠한 효과를 미치는지 알아보고자 부산광역시 J군에 소재한 G어린이집 만5세 유아 21명과 J어린이집 만5세 유아 18명을 대상으로, 실험집단은 포스트모던 그림책을 활용한 이야기꾸미기 활동을 12주간 주 2회 총 18회를 실시하였고, 비교집단은 자유선택활동에 포스트모던 그림책을 개별적으로 읽어보는 활동을 하였다. 창의성 측정 도구는 전경원(2000)의 유아용 종합 창의성 검사(K-CCTYC)를, 사용하였으며, 이야기 구성능력 검사도구는 Kraayenoord와 Paris(1996)가 개발한 '그림책을 통한 이야기 구성' 3단계 평가를 고은님(1997)이 수정, 보완한 도구를 사용하였다. 본 연구 결과 포스트모던 그림책을 활용한 이야기꾸미기 활동은 유아의 창의성과 이야기 구성능력을 향상시키는데 효과적임을 알 수 있다.