디지털 사회의 급속한 전환으로 일상의 예측 불가능성과 모호성이 증가하고 있다. 디지털 기술과 기기의 이해와 활용을 높이는 디지털 문해 교육의 중요성도 강조되고 있다. 이 연구의 목적은 디지털 문해 교육의 동향을 영토화, 탈영토화, 재영토화라는 관점에서 비판적으로 검토하는 것이다. 이를 위해 기존 디지털 문해 교육의 영토화 과정을 유럽위원회의 디지털 역량 프레임워크를 중심으로 고찰하였다. 요목화와 수준별 세분화로 요약할 수 있는 유럽위원회의 영토화 방식은 논리적 개연성보다는 임의적 성격이 강하며, 디지털 기술이 지배하는 일상에서 개인은 이 영토 바깥으로 소외되고 있다. 이를 디지털 문해 교육의 탈영토화가 시작되는 틈새로 포착하였다. 디지털 문해 교육의 재영토화는 디지털 기술 사용자의 삶과 학습 활동이 접속하는 양상을 이해하는 관점에서 가능하다고 보고, 학습관리장치, 맥락지식, 학습자자세 개념을 활용하여 디지털 문해 교육을 재조망하였다.
Despite the increasing unpredictability and ambiguity of the individual’s digital everyday lives, digital literacy education remains stuck in the traditional schooling method of the analog era, where learners are seen as lacking digital literacy skills, instructors seen as filling the lack of required skills, and the educational environment as a space where the instructor imparts knowledge and skills to learners. This paper explores the potential for a paradigm shift in digital literacy education by considering territorialization as a concept and practice. It examines the processes of territorialization, deterritorialization, and reterritorialization proposed by Deleuze & Guattari. Contrary to the traditional premise of learners as persons lacking digital literacy, this paper proposes a shift towards viewing learners as individuals who feel discomfort in the digital society. It argues that the concept of learning is not confined to schools but is pervasive throughout the digital society. This approach seeks to restore the human being as one who navigates his or her life in a digital society through learning, rather than merely as a user or target of technology. It argues for a reconceptualizing educators and learning environments. The territorialization of digital literacy education, exemplified by the European Commission’s Digital Competence Framework, involves the itemization of digital literacy into a common framework for easy communication between member states and its subdivision into eight levels. This territorialization is in line with the Commission’s general discourse on promoting citizenship and social cohesion, but is arbitrary rather than logically coherent. Moreover, individuals in the digital everyday are marginalized as potential error-making subjects outside the itemized and level-divided framework. This is seen as a starting point for deterritorialization, and it is suggested that digital literacy education needs to migrate to another territory. The reterritorialization of digital literacy education requires capturing the ways in which users’ lives and learning activities are connected. To this end, this paper proposes three concepts: learning management apparatus, contextual knowledge, and learner positions. Learning management apparatus can expand our thinking about digital literacy education beyond the typical classroom. It helps us understand the points that the learning events occur in learners’ daily lives as elements of a learning management apparatus. Learning events occur in various scenes of everyday life, such as contacting a service center when faced with a problem, watching content on a smartphone while commuting on the subway, and solving problems and receiving encouragement through human relationships. The rearranging and reordering of seemingly non-educational ones for one’s own learning allows us to draw lines of flight from the territory of educational practice confined to the classroom. Contextual knowledge can extend the meaning of the knowledge and skills from the textbook to the concrete contexts of life. It encourages the act of discovering the meaning of knowledge and skills embedded in one's life, rather than expecting them to be taught. The search for meaning in concrete contexts requires reasoning that breaks down and transcends the compartmentalization of knowledge and skills in textbooks. Learner positions can extend the temporality of learners. Schooling traps learners within the unique temporality of school age. In typical educational practices that mimic schooling, learners are often viewed as school-age learners. However, learners are not confined to a specific age group as defined by society, but rather construct their own life histories. Middle-aged and older learners in universities search for digital information, prepare collaborative assignments in the cloud system, and communicate online. Their effort to overcome adverse physical conditions such as fa...