이 논문의 목적은 각 대학의 비교과 독서 교육 프로그램을 살펴보면서 대학의 독서 교육이 나아갈 방향을 점검하는 것이다. 그 과정에서 실제 사례인 충북대학교의 비교과 독서 프로그램을 자세하게 제시하여 타 대학과 자료를 공유하고, 비교과 독서 교육의 과제를 분석하고자 하였다. 독서 교육의 흐름은 통합의사소통교육의 형태로 나아가고 있으나, 대학들의 프로그램 운영 현황은 '읽기, 쓰기, 듣기, 말하기, 활동' 유형으로 분류할 수 있었다. 그것은 독서 교육이 통합의 방향과 의사소통의 개별 기능 강화의 양방향으로 나아가야 함을 시사한다고 할 수 있다. 이를 확인하기 위하여 충북대학교의 비교과 독서 프로그램인 '독서 모임, 독서인증제, 독서캠프'를 자세하게 살펴보았다. 비교과 독서 교육의 성패는 프로그램의 지속성, 학습자의 주체적이며 자율적인 독서 습관 형성, 프로그램 운영 전담 인력 확보에 달려 있다. 이 기준에서 볼 때 충북대학교의 사례는 상당히 선진적이라고 할 수 있다. 그러나 효과성 분석, 구체적 역량 지표 개발에서는 미흡한 점이 있었다.

The purpose of this thesis is to check the direction of universities’ reading education by examining the extracurricular reading programs. In the process, we wanted to to analyze the problem of extracurricular reading education, and tried to share data with other universities by presenting the case of Chungbuk National University(CBNU) in detail. While the flow of reading education is progressing in the form of integrated communication education, it was able to classify the program's program as read, write, listening, speaking, and activity. It suggests that reading education should move in both direction of integration and strengthening of communication function. To confirm this, we discussed extracurricular reading programs, reading club, reading certification, and reading camps in CBNU. The success of extracurricular reading education depends on the continuity of the program, the learner's subjective and autonomous reading habits, and the securing of a dedicated workforce.. From this standard, the case of CBNU is highly advanced. However, there was insufficient in analyzing effectiveness and development of concrete competence indicator.

The purpose of this thesis is to check the direction of universities’ reading education by examining the extracurricular reading programs. In the process, we wanted to to analyze the problem of extracurricular reading education, and tried to share data with other universities by presenting the case of Chungbuk National University(CBNU) in detail. While the flow of reading education is progressing in the form of integrated communication education, it was able to classify the program's program as read, write, listening, speaking, and activity. It suggests that reading education should move in both direction of integration and strengthening of communication function. To confirm this, we discussed extracurricular reading programs, reading club, reading certification, and reading camps in CBNU. The success of extracurricular reading education depends on the continuity of the program, the learner's subjective and autonomous reading habits, and the securing of a dedicated workforce.. From this standard, the case of CBNU is highly advanced. However, there was insufficient in analyzing effectiveness and development of concrete competence indicator.

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Reading education, Extracurricular Program, Reading Club, Reading Certification, Reading Camp