Literacy Education Theory
 |
Description
Book Introduction
This book integrates reading and writing into a single flow in Korean language classes and presents strategies that can be practically applied in class design.
Beyond simply organizing traditional reading and writing education theories, it guides Korean language teachers in redesigning their classes to reflect recent changes in the educational landscape, including digital environments and artificial intelligence technologies.
How should teachers plan lessons to encourage students to read, write, and think? This book explains key concepts based on real-world problems teachers face in class, and presents specific teaching and learning strategies that connect curriculum, instruction, and assessment.
It demonstrates the direction of integrated and transformative literacy instruction through key topics such as reading comprehension, writing assessment, multi-document and complex-format literacy, and generative AI.
Beyond simply organizing traditional reading and writing education theories, it guides Korean language teachers in redesigning their classes to reflect recent changes in the educational landscape, including digital environments and artificial intelligence technologies.
How should teachers plan lessons to encourage students to read, write, and think? This book explains key concepts based on real-world problems teachers face in class, and presents specific teaching and learning strategies that connect curriculum, instruction, and assessment.
It demonstrates the direction of integrated and transformative literacy instruction through key topics such as reading comprehension, writing assessment, multi-document and complex-format literacy, and generative AI.
- You can preview some of the book's contents.
Preview
index
Part 1: Theoretical Foundations of Literacy
Chapter 1: The Concept and Characteristics of Literacy
Chapter 2 Components of Literacy
Chapter 3: The Logic of 'Integration' and 'Transformation' in Literacy Education
Part 2: Integration and Transformation of Reading Education
Chapter 4: Reconstructing Reading Comprehension
Chapter 5: Supporting Your Growth as a Reader
Chapter 6: Multi-Document Literacy Education
Chapter 7: Multimodal Literacy Education
Part 3: Integration and Transformation of Writing Education
Chapter 8: Developing a Balanced Appreciation of Good Writing
Chapter 9: Supporting Your Growth as a Lifelong Writer
Chapter 10 Academic Literacy and Learning Literacy
Chapter 11: Writing Education in the Age of Generative Artificial Intelligence
Part 4: Integration and Transformation at the Intersection of Reading and Writing Education
Chapter 12 Reading and Writing for Learning
Chapter 13: Literacy Education in a New Media Environment
Chapter 14: Literacy Education as Inclusive Education
Chapter 1: The Concept and Characteristics of Literacy
Chapter 2 Components of Literacy
Chapter 3: The Logic of 'Integration' and 'Transformation' in Literacy Education
Part 2: Integration and Transformation of Reading Education
Chapter 4: Reconstructing Reading Comprehension
Chapter 5: Supporting Your Growth as a Reader
Chapter 6: Multi-Document Literacy Education
Chapter 7: Multimodal Literacy Education
Part 3: Integration and Transformation of Writing Education
Chapter 8: Developing a Balanced Appreciation of Good Writing
Chapter 9: Supporting Your Growth as a Lifelong Writer
Chapter 10 Academic Literacy and Learning Literacy
Chapter 11: Writing Education in the Age of Generative Artificial Intelligence
Part 4: Integration and Transformation at the Intersection of Reading and Writing Education
Chapter 12 Reading and Writing for Learning
Chapter 13: Literacy Education in a New Media Environment
Chapter 14: Literacy Education as Inclusive Education
Into the book
The reason why this book uses the original word ‘literacy’ instead of translated words such as literacy and literacy is because these translated words do not fully convey the multi-layered nature of literacy.
--- p.15
In relation to changes in the media environment, it is necessary to consider changes from an analog environment to a digital environment and a generative artificial intelligence environment.
These changes are influencing how we define and practice literacy, and they demand diverse learning experiences that leverage new technologies and formats.
--- p.42
The logic of integration and transformation in literacy education ultimately aims to recognize and embrace the diverse possibilities in learners' literacy practices.
What may have been seen as immature, idiosyncratic, or slow learners by older generations may be re-evaluated by future generations as leading learners, typical learners, or learners with potential.
I hope that this book will broaden your perspective on literacy practice and education.
--- p.52
He found himself unable to completely escape the entrance exam-oriented education and problem-solving-based reading classes that he had vowed to avoid.
While students said that Mr. Kim's open and inclusive reading style gave them the opportunity to breathe freely, they also wanted to understand the text accurately and read in a way that was close to the "one and only" correct answer.
--- p.57
These days, students (and not just students) not only use their smartphones to relieve boredom, but they also actively argue that they don't need to read books, asking, "Why should I read books?"
In a world where there are so many things more interesting than books, and where there are so many media that provide information faster and more widely, how can we get students to love books?
--- p.84
Reading and writing for learning is not simply about receiving information; it is a process in which learners proactively explore topics of interest, solve problems in real-world contexts, and deepen their thinking.
The initiative and collaboration emphasized in project-based learning (PBL) and the International Baccalaureate (IB) are key elements of this course.
--- p.223
The information environment constructed by digital media and algorithms has a significant impact on individuals' access to information and judgment.
In particular, misinformation, biased data, and hate speech can cause real harm to individuals and society beyond simple consumption.
--- p.239
We must move beyond defining literacy as a mere part of school education and a learning context, and view it as a social and cultural activity that achieves various purposes in each person's life.
--- p.15
In relation to changes in the media environment, it is necessary to consider changes from an analog environment to a digital environment and a generative artificial intelligence environment.
These changes are influencing how we define and practice literacy, and they demand diverse learning experiences that leverage new technologies and formats.
--- p.42
The logic of integration and transformation in literacy education ultimately aims to recognize and embrace the diverse possibilities in learners' literacy practices.
What may have been seen as immature, idiosyncratic, or slow learners by older generations may be re-evaluated by future generations as leading learners, typical learners, or learners with potential.
I hope that this book will broaden your perspective on literacy practice and education.
--- p.52
He found himself unable to completely escape the entrance exam-oriented education and problem-solving-based reading classes that he had vowed to avoid.
While students said that Mr. Kim's open and inclusive reading style gave them the opportunity to breathe freely, they also wanted to understand the text accurately and read in a way that was close to the "one and only" correct answer.
--- p.57
These days, students (and not just students) not only use their smartphones to relieve boredom, but they also actively argue that they don't need to read books, asking, "Why should I read books?"
In a world where there are so many things more interesting than books, and where there are so many media that provide information faster and more widely, how can we get students to love books?
--- p.84
Reading and writing for learning is not simply about receiving information; it is a process in which learners proactively explore topics of interest, solve problems in real-world contexts, and deepen their thinking.
The initiative and collaboration emphasized in project-based learning (PBL) and the International Baccalaureate (IB) are key elements of this course.
--- p.223
The information environment constructed by digital media and algorithms has a significant impact on individuals' access to information and judgment.
In particular, misinformation, biased data, and hate speech can cause real harm to individuals and society beyond simple consumption.
--- p.239
We must move beyond defining literacy as a mere part of school education and a learning context, and view it as a social and cultural activity that achieves various purposes in each person's life.
--- p.272
Publisher's Review
Integrated design of literacy classes that cross reading and writing
- New Directions for Literacy Education According to the 2022 Revised Curriculum
Korean language teachers must support students in reading and writing diverse texts and expanding their thinking through their classes. To achieve this, they need to have a broad understanding of the theory and practice of literacy education.
This book aims to systematically present the theoretical foundations of literacy education and directions for classroom application for both prospective and current teachers.
It is particularly significant in that it presents a perspective of "transformation" that reflects the new educational reality, such as recent changes in the digital environment and the introduction of generative artificial intelligence, while comprehensively covering reading and writing education.
In Part 1, the historical flow and multi-layered properties of the concept of literacy were organized, and the possibility of educational application was explored through analysis of each component.
Literacy is not simply the ability to read and write; it is a complex concept that encompasses cognitive problem solving, social practice, communication, ethical judgment, and cultural participation.
This concept of literacy is explained by dividing it into three elements: text, subject (reader/writer), and context, and educational approaches applicable to each of these are analyzed.
In addition, we theoretically established the points of expansion in existing literacy education theory, focusing on the concepts of ‘integration’ and ‘transformation.’
In Part 2, we present specific ways to apply the logic of integration and transformation to actual lesson design, focusing on key topics that should be addressed in the field of reading education.
Each chapter, including reading comprehension, reader education, multi-document literacy, and multi-modal literacy, introduces a problem situation that can actually arise in the educational field, and explains key concepts and teaching/learning strategies by approaching that problem.
Each concept was reconstructed to consider not only its position in the existing curriculum but also its potential connection to the revised 2022 curriculum. The logic of integration was structured around interdisciplinary connections, and the logic of transformation was structured around strategies to respond to changes in the future social and technological environment.
Part 3 focuses on writing education.
It covers a wide range of topics, including writing assessment and establishing standards for good writing, supporting continuous growth as a writer, academic writing and academic literacy, and writing education in the age of generative artificial intelligence.
This study aimed to critically analyze the limitations of existing writing education methods and suggest a direction for restructuring writing education required in the new environment.
In particular, we reflected on how the process and concept of writing activities are changing due to the introduction of generative artificial intelligence, and sought educational conditions and strategies that can respond to technological changes.
Part 4 covers topics that demonstrate the comprehensive orientation of literacy education, crossing the boundaries between reading and writing education.
Reading and writing for learning, literacy education in a new media environment, and literacy practice from an inclusive perspective reflect the learner-centered and life-centered educational content that is increasingly being emphasized in Korean language education.
This chapter focuses on moving beyond the perspective of viewing reading and writing as separate functional activities and re-establishing them as "literacy practices" for students' intellectual growth and fostering citizenship.
In particular, literacy education as inclusive education suggests a new direction for lesson design through concepts such as the literacy gap, slow learners, and literacy communities.
This book was designed as a textbook that can be used in Korean language teacher training courses, such as 'Korean Language Logic and Argumentation', 'Reading Education Theory', and 'Composition Education Theory', with prospective teachers as the main target.
However, it is designed to go beyond simply imparting subject knowledge and enable Korean language teachers, who must design actual classes and consider interactions with students in the educational field, to expand their perspectives on literacy education in a sophisticated manner.
At the end of each chapter, we've included exploration and discussion questions that can be used as weekly assignments. We've also included a list of past teacher certification exam questions along with the achievement standards for the 2022 revised Korean language curriculum, so they can be used as resources for lesson design and assessment planning.
In particular, the questions from previous exams are arranged so that the types and trends of questions can be examined by topic, helping prospective teachers not only prepare for the exam but also understand the actual application of the curriculum.
This book aims to bridge the gap between theoretical explanations and actual classroom situations, focusing on connecting the integrative value and transformative potential of literacy education into practice.
It will also be a valuable reference in many ways for teachers who are curious about the latest trends in Korean language teaching and learning methods and assessment, researchers who want to deeply understand the theoretical foundations of literacy education, and policymakers preparing curriculum revisions.
- New Directions for Literacy Education According to the 2022 Revised Curriculum
Korean language teachers must support students in reading and writing diverse texts and expanding their thinking through their classes. To achieve this, they need to have a broad understanding of the theory and practice of literacy education.
This book aims to systematically present the theoretical foundations of literacy education and directions for classroom application for both prospective and current teachers.
It is particularly significant in that it presents a perspective of "transformation" that reflects the new educational reality, such as recent changes in the digital environment and the introduction of generative artificial intelligence, while comprehensively covering reading and writing education.
In Part 1, the historical flow and multi-layered properties of the concept of literacy were organized, and the possibility of educational application was explored through analysis of each component.
Literacy is not simply the ability to read and write; it is a complex concept that encompasses cognitive problem solving, social practice, communication, ethical judgment, and cultural participation.
This concept of literacy is explained by dividing it into three elements: text, subject (reader/writer), and context, and educational approaches applicable to each of these are analyzed.
In addition, we theoretically established the points of expansion in existing literacy education theory, focusing on the concepts of ‘integration’ and ‘transformation.’
In Part 2, we present specific ways to apply the logic of integration and transformation to actual lesson design, focusing on key topics that should be addressed in the field of reading education.
Each chapter, including reading comprehension, reader education, multi-document literacy, and multi-modal literacy, introduces a problem situation that can actually arise in the educational field, and explains key concepts and teaching/learning strategies by approaching that problem.
Each concept was reconstructed to consider not only its position in the existing curriculum but also its potential connection to the revised 2022 curriculum. The logic of integration was structured around interdisciplinary connections, and the logic of transformation was structured around strategies to respond to changes in the future social and technological environment.
Part 3 focuses on writing education.
It covers a wide range of topics, including writing assessment and establishing standards for good writing, supporting continuous growth as a writer, academic writing and academic literacy, and writing education in the age of generative artificial intelligence.
This study aimed to critically analyze the limitations of existing writing education methods and suggest a direction for restructuring writing education required in the new environment.
In particular, we reflected on how the process and concept of writing activities are changing due to the introduction of generative artificial intelligence, and sought educational conditions and strategies that can respond to technological changes.
Part 4 covers topics that demonstrate the comprehensive orientation of literacy education, crossing the boundaries between reading and writing education.
Reading and writing for learning, literacy education in a new media environment, and literacy practice from an inclusive perspective reflect the learner-centered and life-centered educational content that is increasingly being emphasized in Korean language education.
This chapter focuses on moving beyond the perspective of viewing reading and writing as separate functional activities and re-establishing them as "literacy practices" for students' intellectual growth and fostering citizenship.
In particular, literacy education as inclusive education suggests a new direction for lesson design through concepts such as the literacy gap, slow learners, and literacy communities.
This book was designed as a textbook that can be used in Korean language teacher training courses, such as 'Korean Language Logic and Argumentation', 'Reading Education Theory', and 'Composition Education Theory', with prospective teachers as the main target.
However, it is designed to go beyond simply imparting subject knowledge and enable Korean language teachers, who must design actual classes and consider interactions with students in the educational field, to expand their perspectives on literacy education in a sophisticated manner.
At the end of each chapter, we've included exploration and discussion questions that can be used as weekly assignments. We've also included a list of past teacher certification exam questions along with the achievement standards for the 2022 revised Korean language curriculum, so they can be used as resources for lesson design and assessment planning.
In particular, the questions from previous exams are arranged so that the types and trends of questions can be examined by topic, helping prospective teachers not only prepare for the exam but also understand the actual application of the curriculum.
This book aims to bridge the gap between theoretical explanations and actual classroom situations, focusing on connecting the integrative value and transformative potential of literacy education into practice.
It will also be a valuable reference in many ways for teachers who are curious about the latest trends in Korean language teaching and learning methods and assessment, researchers who want to deeply understand the theoretical foundations of literacy education, and policymakers preparing curriculum revisions.
GOODS SPECIFICS
- Date of issue: August 5, 2025
- Page count, weight, size: 316 pages | 180*248*30mm
- ISBN13: 9791167071866
- ISBN10: 1167071867
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카테고리
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