시 읽기 매개 텍스트의 교육적 의의와 한계

초록

This study attempted to clarify that certain texts mediating poetry reading outside of school can be viewed as “Intermediating texts in reading poems” and that reading this text can be a learning of poetry reading using the concept of “Legitimate peripheral participation.” Consequently, the cases of intermediating texts in reading poems was analyzed according to the mediating process of “cultural intermediary,” and the educational effect that occurs was presented. Intermediating texts in reading poems are generally produced by professional readers, but cultural intermediation patterns are different depending on the discourse to which the professional reader belongs. However, they were found to offer and increase the legitimacy of readers’ peripheral participation by giving them similar peripheral positions, inducing participation through interaction, negotiating their interpretation resources, and sharing interpretation strategies. Conversely, these texts showed limitations in that they kept the reader in the peripheral position of the interpretive community. This study is meaningful as it presented a theoretical framework for viewing poetry education concerning lifelong education and reading education. On the other hand, practical measures to induce complete participation in the interpretive community need to be discussed subsequently.

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