This paper examins the reality of whether the literacy of the current liberal arts classroom is in a state where narrative and classical literature can be read or rewritten using it. To this end, various communication beyond traditional meanings such as text, oral, video, and digital, and the system in which these communication are combined are viewed as media in a broad sense, and these rules of media writing are defined as literacy.
As a result of examining students’ literacy and media literacy in detail through the examples of liberal arts classes at each university, substitution (metaphor), which is the main axis of language, is suppressed in each university, and the principle of contiguity(metonymy) preceding substitution in Chinese literature classes is suppressed. In the SNS space mainly used by them, excessive metaphors and broken metonymy were seen, simplifying complex situations into abstract problems or reducing them to peripheral problems by fragmenting only a part of the whole.
As such, the classroom is a place where various media coexist, imitate each other, negotiate, and collide. Existing analog literacy alone cannot describe the media literacy of classroom, and instructors cannot stay with analog literacy only. The instructor’s literacy should not be limited to transfer, interpretation, enlightenment, or prescription. We should think of learners as tribes and foreign language speakers, exchange new literacy with them, and translate, create, and produce. Clear information delivery and the pursuit of computable language, on the contrary, the phenomenon of failure to reach language and fragmentation of language is a new linguistic disease in an automated society. The practicality of liberal arts, education, and humanities lies in the ‘surplus’ of non-practical language, not practical language, and language, not clear and transparent. It is necessary to invent meta-language that connects instructors, students, and mouths, and restore the poetic function of language.