• 한국도서관정보학회지
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• 제33권3호
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• pp.281-310
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• 2002

이 논문에서는 지식정보사회에 대처할 창의적인 인재를 육성하기 위해서는 교실에 컴퓨터를 들이고 인터넷을 연결하는 교육정보화사업보다 책읽는 학교를 만드는 것이 더 중요함을 지적하였다. 책읽기를 기본으로 하지 않는 TV시청과 인터넷 사용은 창의성 개발과 건전한 인격형성에 오히려 해가 되기 때문이다. 창의적인 인재는 책과 책읽기에 의해 육성될 수 있으므로 책읽는 학교를 만들기 위해서는 사서교사를 확보하고, 장서를 확충하여 학교도서관을 활성화하는 것이 우선임을 실례를 들어 증명하였다. 다음으로 학교에서는 책 읽어주기 운동, 아침10분 독서운동, 책의 바다에 빠뜨리기 운동 등 책읽기 장려운동을 전개하여 학생들이 책읽는 습관을 형성하도록 하며, 책의 종류와 책읽는 목적에 알맞은 책읽기 지도를 병행할 것을 제시하였다.

• 한국생활과학회지
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• 제23권6호
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• pp.1127-1140
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• 2014

The purpose of this study was to explore the effects of father's socio-demographic variables and father's literacy beliefs on father's literacy interaction. Participants were 204 fathers who have children in 3 to 5 years of age. Data were analyzed by descriptive statistics, correlation analysis and stepwise multiple regression analysis. The findings are summarized as follows: (1) Father's education level was generally correlated with 'father role efficiency', 'open interaction', 'picture-book reading interaction' (2) Monthly income of the household was related 'father role efficiency', 'positive feelings on reading books'. (3) 'Literacy ability development from books', 'father role efficiency', 'positive feeling on reading books' were correlated 'open interaction' and 'picture book reading'. But, 'literacy ability development from books', 'father role efficiency', 'positive feeling on reading books' were negatively correlated 'direct interaction'. (4) The most influential factor on father's 'open interaction', 'direct interaction' was 'literacy ability development from books'. The most influential factor on father's 'picture-book reading' was 'positive feeling on reading books'. These findings highlight that 'literacy ability development from books' and 'positive feeling on reading books' may play critical roles in father's literacy interaction. So, it is very important that adequate training and support on father's literacy beliefs for father's high quality literacy interaction.

• 한국보육지원학회지
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• 제8권6호
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• pp.5-28
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• 2012

이 연구는 교사와 어머니의 문해신념, 그림책에 대한 인식과 읽기활동 빈도에 차이가 있는지 알아보고, 이 변인들이 유아와의 그림책 읽기 상호작용에 미치는 영향을 살펴보고자 수행되었다. 경기, 인천의 유치원과 어린이집 교사 120명과 만 5세 유아의 어머니들 168명을 대상으로 실시한 조사의 결과는 다음과 같다. 교사가 어머니에 비해 총체적 언어신념에 더 가까운 문해신념을 보였다. 교사와 어머니 모두 그림책 읽어주기의 필요성을 강하게 인식하여 서로 차이를 보이지 않았다. 그림책 읽어주기의 즐거움과 이점은 교사가 어머니 보다 더 많다고 인식하였다. 그림책을 선정할 때, 어머니는 유아의 발달 수준, 개별적 상황, 일상생활의 반영을, 교사는 책의 판매량을 중시하였다. 교사가 어머니보다 유아와의 읽기활동을 더 많이 하나, 어머니가 교사에 비해 유아와 더 풍부한 책읽기 상호작용을 하는 것으로 나타났다. 교사와 어머니 모두 읽기활동 빈도와 그림책 읽어주기의 이점 인식이 유아와의 그림책 읽기 상호작용에 영향을 미쳤다.

• 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.

• 아동학회지
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• 제33권6호
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• pp.109-131
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• 2012

The purpose of this study was to investigate the effects of the home literacy environment, mother's literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds' mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother's literacy beliefs and the mother's general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother's efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother's efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.

• 아동학회지
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• 제25권6호
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• pp.89-103
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• 2004

This study examined books of youngsters who struggled with typical problems in adolescent period. Literature could be used as an effective tool for helping young people cope with developmental change. In bibliotherapy, the counselor provides guidance in the solution of personal problems through directed reading. Young people would solve and overcome their problems after reading useful books. So we need to carefully select books for the Youth. Selecting high-quality books that match the young person's reading level and interest were very important. Twenty three books that offer solutions that are likely to be successful in the young people's situation were gathered by 322 participants. Method of collecting materials was through a questionnaire. In addition results based on obtaining books showed that counselors provided reading guidances and were concerned with quality materials.

• 한국비블리아학회지
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• 제11권1호
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• pp.27-44
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• 2000

정보사회에서는 과거의 교양이나 미래를 위한 독서보다는 생존을 위한 독서, 지식이나 정보획득을 위한 독서가 중시되고 있기 때문에 독서는 생활 그 자체가 되어야 하고, 생활의 일부분이 되어 독서가 생활화되어야 한다. 독서를 생활화하기 위해서는 먼저 독서습관을 형성하는 일이 선행되어야 한다. 독서를 포함한 모든 행위의 생활화는 학습된 습관과 경험을 반복하여 그 결과가 유기제의 욕구를 충족시켜 줄 수 있어야 한다. 아무런 보상도 없고 흥미도 없다면 아무리 좋은 일이라 하더라도 생활화가 어렵게 된다. 그리고 독서의 생활화는 여러 가지 일상행활의 행동양식이 습관화되는 것과 같이 형태화, 연습과 강화, 동기부여의 단계가 필요하다. 독서를 생활화하기 위한 방안은 도서에 대한 친근감을 길러 주고, 독서흥미를 유발시켜 줌과 동시에 학습독서를 실시하고, 독서에 대한 충분한 보상과 동기부여 제공 등을 들 수 있다.

• 아동학회지
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• 제30권4호
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• pp.257-276
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• 2009

This study investigated differences in toddlers' language development depending on their teachers' types of interaction during reading of picture books. A pilot study identified teachers' types of interaction as instructional, non-immediate, and passive. Fifteen teachers recruited from 10 child-care centers located in Seoul and their 90 2-year-old toddlers participated in this study. Teachers read two picture books to a small group of toddlers each week for eight weeks. Data on the toddlers' receptive and expressive language, vocabulary, reading behavior, and book handling were collected and compared by their teachers' interaction type before and after teachers' 8-week reading of picture books. Results showed that teachers using the non-immediate interaction type had the most positive effects on toddlers' language development.

• 한국문헌정보학회지
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• 제17권
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• pp.105-159
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• 1989

The purpose of this study is (a) to identify physical and content elements of children's books that seem to interest second and fifth graders to read, and (b) to observe how the influence of those elements on children's reading interest shifts as children develop. For the purpose of this study, children's books are classified into two groups: 'books of low preference' and 'books of high preference' as determined by second graders, and fifth graders' library circulation record in the library chosen as the sample for the present study. The physical and content elements of the books belonging to these two groups are analyzed and compared. Main findings and conclusions made in this study are summarised as follows: (1) The physical elements of children's books which have significant relationship with second graders' reading preference are illustration quantity, size of types, space between lines, and size of the book. (2) The content elements of children's books which have significant relationship with second graders' reading preference are the readability level of sentences, and the sex of heroes. (3) The physical elements of children's books which have significant relationship with fifth graders' reading preference are illustration quantity, illustration styles, and size of the book. (4) The content elements of children's books which have significant relationship with fifth graders' reading preference are the readability level, the sex of heroes, subject matters, themes and the environmental settings as the background of stories. (5) Reading preference of the pupils at the second and fifth grades are influenced by the quantity of illustration. Second grade pupils prefer reading books which contain a larger quantity of illustrations, whereas 5th grade pupils prefer books which contain less quantity of illustrations. (6) The relationship between second graders' reading preference and the illustration style are rejected at the $10\%$ significance level. A strong relationship, however, appears to exist between 5th graders' reading preference and the illustration style. The 5th grade pupils prefer more realistic illustrations, while cartoons and semi-abstract drawings do not appeal to them. (7) The type size, and space between lines which have had great influence on the book preference of 2nd grade pupils influence little on the 5th grade pupils book preference. (8) Second grade pupils prefer the book of a small Size, whereas 5th grade pupils whose reading taste has developed at a primary stage prefer the book of a large size beyond a certain standard. (9) Second grade pupils prefer reading books which can be easily read, whreeas 5th grade pupils prefer reading books containing difficult sentences. (10) Second grade pupils and the 5th grade pupils both prefer books in accordance with the sex of there heroes. (11) Relationship between second graders' reading preference and the subject matters are rejected at the 10% significance level. A strong relationship, however, appears to exist between 5th graders' reading preference and the subject matter. Fifth grade pupils prefer reading books of which the themes are mystery, exploration and adventure. (12) The theme of books is not proved to relate with the book preference of the 2nd grade pupils, but it is closely related with the book preference of 5th grade pupils. Fifth grade pupils prefer reading books which contain exploratory stories. (13) Second grade pupils are not influenced by the environmental setting of the story, but 5th grade pupils prefer reading stories with the environmental setting in the air. (14) The quantity of illustrations is the element influencing most on .the book preference of the 2nd grade pupils, followed by the space between the lines, which influences least on the book preference of the 5th grade pupils. (15) The physical element influencing most on the book preference of the 2nd grade pupils is the quantity of the illustrations. The physical element which has the most strong influence on the book preference of the 5th graders is illustration styles. (16) The content elements which has much influence on the book preference of the 5th grade pupils are certain kinds of characteristics of heroes. In case of the 2nd grade pupils book preference, striking evidence of such characteristics of heroes is not traced.

• 한국도서관정보학회지
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• 제39권4호
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• pp.445-460
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• 2008

본 연구의 목적은 여학생들이 어릴 때부터 여고생 시절까지 성장하면서 각 시기별로 읽는 도서의 양 사이에는 어느 정도의 상관관계가 있는지, 또 각 자료유형별 상관관계는 어떠한지에 대하여 밝히고 이 결과를 대학생들을 대상으로 한 연구내용과 비교하여 신뢰성 있는 이론을 창출하는 것이다. 본 연구에서는 설문지를 활용한 서베이 연구방법을 사용하여 성장시기별 자료유형별 독서량 등을 조사하고 통계처리 방법을 이용하여 분석하였다. 분석 결과 특정 시기에 특정 매체(일반도서, 만화, 잡지)를 많이 이용하면 다른 시기에도 동일 매체를 많이 이용할 가능성이 높고 어린 시절 만화의 독서량이 많은 학생들은 상급학교에서 일반도서를 읽을 가능성이 높은 것으로 밝혀졌다.