preface

Part 1: The Beginning of Literary Education

Chapter 1: The Essence of Literature and the Value of Literary Education
1 How did literature become ‘literature’?
1) General definition of literature
2) Literature or writing?
3) The birth of 'literature'
4) Literature as a product of modern times
2 Several attempts to define the essence of literature
1) The emergence of experts in literature
2) Literature as a fictional world
3) Literature that creates a new world of language
3 What do we hope to achieve through literature education?
1) Cognitive goals of literature education
2) Ethical goals of literature education
3) Aesthetic goals of literature education

Chapter 2: Perspectives on Literature and Literature Education
1. Perspectives on Literature
1) Literature as an imitation of reality and human life
2) Literature as an expression of the writer's inner self
3) Literature realized through readers
4) Literature as an independent objective entity
2. Perspectives on Literature Education
1) Reality-centered literature education
2) Attribute-centered literature education

Chapter 3: Literary Education as a Phenomenon and Institution
1. Everyday literary experiences and literary education phenomena
1) The everyday enjoyment of literature
2) Diversification of media and expansion of literature
3) The two sides of the multimedia age
2 Literature education in schools
1) Literature Class: The Difference Between Intention and Reality
2) Extension of classes or learning: Aiming for integrated education linked to real life
3. The necessity and direction of literature education both inside and outside of school.

Part 2: Content and Implementation of Literature Education

Interpreting Chapter 4
1 What is interpretation of literary works?
1) Concept of interpretation
2) Diversity and acceptability of interpretation
2 Interpreting Literary Works
1) Constructing meaning by paying attention to literary devices
2) Interpret the work in context

Chapter 5 Critique
1. Characteristics and contents of criticism
1) The difference between criticism and literary studies
2) Criticism as subjective judgment
3) Criticism as critical reading
2. Basis for evaluating the value of the work
1) The need for description and interpretation of the work
2) The role of critical theory
3 The Practice of Criticizing: The Triad of Description, Interpretation, and Evaluation
1) Description of personality and behavior and interpretation of their meaning
2) Application of critical theory: Realism as an attitude of 'objective observation'
3) Evoking intertextuality
4) Overall evaluation of the work
4 A New Look at Criticism in Everyday Life
1) Criticism that everyone can do
2) Criticism realized through pictures and dialogue

Chapter 6: Expressing and Creating
1. Literary Expression Education
1) Concept and characteristics of literary expression
2) The practice of literary expression activities
2 Reconstruction and Creation of Literature
1) Literary production activities: reconstruction and creation
2) Reconstructing literary texts
3) Create

Chapter 7: Enjoying and Communicating
1. Enjoy
1) The meaning of enjoying literature
2) Enjoying literature and aesthetic reading
3) The Reality of Enjoying Literature: The Various Pleasures Literature Provides
2. Communicate
1) The meaning of communicating through literature
2) Communication through literature and literature as an act
3) Various ways to communicate through literature

Part 3: The Practice of Literature Education

Chapter 8 Literature Curriculum
1 Literature Curriculum and Literature Education
1) School education and curriculum
2) Social changes and the curriculum
3) Changes in literature education and curriculum
2 Understanding the Literature Curriculum
1) Korean language curriculum and literature education
2) Content system of the 'Literature' area of ​​the common curriculum
3) 'Literature' and 'Literature and Film' subjects in the elective-centered curriculum
3 Interpretation of the Literature Curriculum
1) Principles of organizing the contents of the literature curriculum
2) Teachers as subjects of literature education planning and curriculum reconstruction

Chapter 9: Designing Literature Lessons
1. Preparation for designing a literature class
1) Consideration of the characteristics of literature classes
2) Consideration of the role of literature teachers
2. Designing a Literature Class
1) Response-centered literature classes
2) Conversation-centered literature classes
3) Discussion-centered literature classes
4) Question-centered literature classes
5) Project-based literature classes

Chapter 10: Reflection and Evaluation of Literature Classes
1. The Need for Reflection and Evaluation in Literature Classes
2. Class Criticism as a Method for Reflection and Evaluation of Literature Classes
1) Multiple ways to view classes
2) The necessity and characteristics of class criticism
3. The Orientation and Practice of Literature Class Criticism
1) Preparing for class critique
2) View literature classes
3) Critical writing
4) Class Sharing: Creating an Educational Ecosystem for Class Criticism

Part 4: Expansion and Future of Literature Education

Chapter 11: Literature Education in the Media Age
1. The Status of Literature in the Media Ecosystem
1) Literature as an Object: Expansion of the Concept of Literature
2) Literature as an act: expanding the literary experience
2 Media in Literature Education
3 Directions for Literature Education for the Digital Generation
1) Expansion and inclusion of media literature texts
2) Literature teaching and learning activities in the media ecosystem

Chapter 12: Literary Education in the Unification Era
1. Literature Education in the Unification Era: Why Should We Discuss It Now?
2 Literary Education in North Korea: Close Yet Far Away
1) Differences between literary views and literary education views
2) North Korean Literature Education as Seen Through Textbooks
3) Characteristics of North Korean literature education
3. The Future of Literature Education in the Unification Era
1) Coexistence of diversity and future-oriented integration
2) Exploration and discovery of homogeneity
3) Mutual respect and acceptance of heterogeneity

Chapter 13: World Literature and Literary Education
1 What is world literature?
1) The complexity of the concept of world literature
2) The meaning of various world literatures
3) A critical perspective on world literary discourse
2 Why should we teach world literature?
1) 'You' and 'I' Encountered Through World Literature
2) Direction of world literature education
3) Foundation for the practice of world literature education
3. World Literature Education: What Should We Do and How?
1) Understanding the universality and specificity of literature
2) Intercultural attitudes toward 'strangeness'
3) Korean literature as world literature

Source of cited works
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Has literature education made a substantial contribution to fostering a love of reading and expressing literature in our daily lives? This book builds on the research in literature education theory that has laid the foundation for literature education over the past 30 years, expanding the discussion of literature education beyond the classroom to encompass everyday life.
This is because literature no longer exists solely in written form, but is expressed in various ways through encounters with media texts.
This book discusses the practical application of literature, the practice and enjoyment of literature, and the reader's subjective literary activities, and seeks to implement these contents in literature education curricula, literature teaching and learning methods, and literature evaluation methods.
In a media environment that changes every day, I hope this book will serve as a starting point for literature education.

This book is divided into four parts.


Part 1 contains the basics for understanding literature education.
Questions about the essence of literature are essential not only for reconsidering the value of literature but also for reconsidering the value of literary education.
Understanding the perspectives on literature and literature education, and developing a perspective and viewpoint that can connect and encompass both inside and outside of school, are also crucial to understanding literature education.

Part 2 contains the contents of literature education, especially those related to the performance of literature.
Interpretation, criticism, expression and creation, enjoyment and communication of works have long been important topics in literature education.
It contains the content that interpretation as an activity of constructing meaning based on literary knowledge and context, critical activity of judging and evaluating the value of a work, literary expression in everyday language life, and literary creation and reconstruction activities should all be carried out along with the enjoyment and communication of literature.

Part 3 covers the literature curriculum, literature class design, and methods for reflection and evaluation of literature classes that are necessary for practicing literature education.
Curriculum literacy is one of the most important skills required of teachers today.
There is a need to enhance teaching expertise by learning how to understand and reconstruct the literature curriculum.
However, a teacher's teaching expertise is realized not only through interaction between teachers and students, but can also be further expanded through communication and collaboration with other fellow teachers.
We provided guidance on the methods of designing literature classes and the principles and methods of class criticism so that teachers can design literature classes and conduct literature class critiques together with fellow teachers, beyond just being individuals.

Part 4 proposes a need to broaden the perspective of traditional literature education by exploring the changing concepts, status, and role of literature within the media ecosystem.
It also covered the challenges we will face in the future or the things we must prepare for, such as literature education in the era of unification and the relationship between world literature and literature education, which has become closer due to globalization.

This book was planned to explore meaningful directions for literature education by bringing together students studying literature education at universities, graduate students studying literature pedagogy, teachers teaching literature in educational settings, those practicing literature education throughout our society, and all those who enjoy living alongside literature.