Bilgi Okuryazarlığı Programlarının Önemi ve Planlanması Prof. Dr. Serap Kurbanoğlu serap@hacettepe.edu.tr Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü 1

Bilgi okuryazarlığı - tanımlar Bilgi okuryazarlığı, bilgiye ulaşma ve bilgiyi kullanma becerisidir (AASL & AECT, 1998) Bilgi okuryazarlığı, bilgi problemlerini çözme becerisidir (ALA, 2000) Bilgi okuryazarlığı, bilgi gereksinimini tanımlama, gereksinim duyulan bilgiyi bulma, değerlendirme, etkin şekilde kullanma ve iletme becerisidir Bilgi toplumları, yaşam boyu öğrenme becerileriyle donanmış bireylere gereksinim duyarlar Bilgi okuryazarlığı yaşam boyu öğrenme ve bilgi toplumunda başarılı olabilmek için gerekli anahtar beceridir Bilgi okuryazarlığı becerileri çağımızda her bireyin sahip olması gereken temel becerilerden biri haline gelmiştir

Kavram kargaşası Görsel okuryazarlık Ağ okuryazarlığı Medya okuryazarlığı Bilgisayar okuryazarlığı Ağ okuryazarlığı

Yaşam boyu öğrenme Bağımsız öğrenme Bilgi okuryazarlığı

Bilgi okuryazarlığının önemi Yaşam boyu öğrenmenin temel şartıdır Yeni bilgi üretimi için zorunludur Mevcut bilgiyi ve becerileri geliştirme olanağı sağlar Gelişmeleri anlama ve kavramaya yardımcı olur Öngörü kazandırır Kişisel, mesleki ve entellektüel gelişime yardımcı olur Nitelikli iş gücü ve güçlü toplumlar yaratır Değişimle başa çıkabilmeyi sağlar Bireylerin, kurumların ve ulusların rekabet gücünü artırır Fırsat eşitliği sağlar İş bulmayı kolaylaştırır Kişisel seçenekleri artırır Sosyal dışlanmayı engeller Sosyo ekonomik gelişim için gereklidir Bilgi toplumuna uyum sağlamaya yardımcı olur

Elektronik çağda bilgi okuryazarlığı Bilgi okuryazarlığının önemi artıyor Bilgi okuryazarlığı eğitiminin kapsamı genişliyor Bilgi okuryazarlığı eğitiminin formatı değişiyor (critical thinking has never been so crucial)

Bilgi miktarındaki artış Son 30 yılda üretilen bilgi miktarı daha önceki 5000 yılda üretilenden daha fazla Basılı bilgi miktarı her 5 yılda bir ikiye katlanıyor Elektronik bilgi miktarı her 3 yılda bir ikiye katlanıyor 2002 yılında 5 exabyte yeni bilgi üretilmiş

Bilgi miktarındaki artış 5 exabyte’ın büyüklüğü nedir? Kongre Kütüphanesindeki 19 milyon kitap ve basılı materyal koleksiyonu sayılsal ortama aktarılsa 10 terabyte bilgi içerir. 5 exabyte, Kongre Kütüphanesi büyüklüğünde 500.000 kütüphanenin basılı koleksiyonunu içerir Temel

Bilgi miktarındaki artış

Bilgi miktarındaki artış İlgi yorgunluğu sendromu 1990 yılında psikolog Dr. David Lewis tarafından tanımlanmış Semptomları: analitik düşünme yetisinde kayıp artan düzeyde kaygı artan düzeyde stres uykusuzluk sürekli daha fazla bilgi arama eğilimi karar verememe (kararlarından şüphe duyma) Nedenleri: doğru bilgiye ulaştığından şüphe duyma yeterli bilgiye ulaştığından şüphe duyma

Bilginin niteliğindeki belirsizlik Web 2.0 teknolojileri Kullanıcılar tarafından üretilen içerik Hakemlik ve editörlük kurumlarının olmaması Eleştirel düşünme becerilerine duyulan gereksinim Web 2.0 teknolojileri isteyen herkese Internet üzerine bilgi koyma, yayma ve yorum yapma olanağı tanıyor Web 2.0 araçları ile birlikte kullanıcılar tarafından üretilen içerik hızla artıyor (Blog’lar, Wiki’ler, Sosyal ağlar) Giderek artan miktarda bilgi herhangi bir kontrol mekanizması olmadan yayınlanıyor Hakemlik ve editörlük mekanizmalarının olmaması güvenirlik sorunu doğuruyor Hakemlik ve editörlük kurumlarının işlemiyor olması bu kaynakların değersiz olduğu anlamına gelmiyor Kullanıcıların bu kaynakları kullanırken eleştirel düşünme becerilerini kullanmalarını gerektiriyor Web 2.0, yeniden düzenleme, etiketleme, içerik yaratma konusunda kullanıcı katılımını teşvik eden ve bunun için sayısız olanak ve araç sunan bir ortam this places an incredible amount of importance on IL. In a world where no information is inherently authoritative and valid, the critical thinking skills of IL are paramount to all other forms of learning (Maness, 2006, s. 5). User-driven content is growing with the use of Web 2.0 tools (social networking, blogs, wikis, tagging, and folksonomies) Users will be reading, creating and publishing more and more content The age of amateurs Amateur authors (Amateur editors, Amateur critics , Amateur searchers, Amateur creators of web content (Godwin, 2006) These persons want to add web content themselves in uncontrolled ways It is reported that 57% of 12-17 year olds who use Internet could be considered Internet creators by creating a blog, web page, posting artwork, stories, or videos online, or some other kind of online remixing (Godwin, 2006) It is through developments commonly labelled Web 2.0 that the age of the amateur can be most clearly detected It is a user-centered Web Makes it easier to communicate, collaborate and share information (Secker, 2008) The line between the creation and consumption of content is blurred Web 2.0 is also called social software Web 2.0 technologies/tools are collaborative in nature, interactive and dynamic The social aspect of networks enabled through Web 2.0 are readily embraced by the Internet generation (Godwin, 2006, 273) New technologies associated with Web 2.0 allow everyone to participate in exploring, creating, spreading and commenting on information The trend toward user-driven content will grow with the use of blogging and other Web 2.0 tools (social networking, blogs, wikis, tagging, and folksonomies) Web 2.0 has been described as “an attitude not a technology” (Davis, 2005) Web 2.0 is a term often applied to a perceived ongoing transition of the World Wide Web from a collection of websites to a full-fledged computing platform serving web applications to end users (Wikipedia) Web 2.0 is fundamentally about user participation, remixing and tagging, featuring user generated content using simpler web tools which are easier for the end-user to learn For example, social networking sites like MySpace let individuals create their own profile and interests, express their views and connect with others via the Web Blogs are web pages used to post information like a journal or an instant message on the web Content is variable, unlimited and is formed by the blogger. It can be like a diary or a notebook Anyone is free to respond but they cannot alter the original content. This is the fundamental difference from the wiki The “blogosphere” has become like a global brain, a kind of collective intelligence and a vital part of online culture The immediacy and comprehensiveness of this blogosphere is becoming so great that it cannot be ignored as an information source Blogs are primary material which can be scholarly, but facilitate instant sharing of ideas and lively debate. The speed of the transaction differs fundamentally from journal publishing and peer review processes Web 2.0 tools and services are changing the way people use the Internet, making it easier to collaborate, communicate and share information (Secker, 2008, s.3) Web 2.0 encompasses ahuge range of tools but the features many of them share is that they are hosted remotely, they facilitate sharing and communication, they allow users to add content and that they are easy to use (Secker, 2008, s.3) and also free at the point of use. It is about using the Internet as a platfom to run software and services rather than your desktop PC, so most software tools are hosted remotely and can be accessed from anywhere with an Internet connection (Secker, 2008, s.3) Overall characteristics of social software or WEb 2.0 include: Development of social networks Content created by users rather than created by an organisation Development of user profiles Use of folksonomies or tagging to attach keywords created by users, to items to aid retrieval (Secker, 2008, s.4) It is a user-centered Web (Maness, 2006, s. 1) Web 2.0 technologies/tools: all had certain characteristics in common; they were collaborative in nature, interactive, dynamic, and the line between the creation and consumption of content in these environments was blurred (users created the content in these sites as much as they consumed it) (Maness, 2006, s. 1) Personal web-pages are evolving into blogs, encyclopedias into Wikipedia, text-based tutorials into streaming media applications, taxonomies into “folksonomies”, and question-answer/email customer support infrastructures into instant messaging services (Maness, 2006, s. 1) Ultimately, blogs and wikis are relatively quick solutions for moving library collections and services into Web 2.0. this beginning of Library 2.0 makes collections and services more interactive and user-centered, enable information consumers to contact information producers and become co-producers themselves. It could be that Library 2.0 blurs the line between librarian and patron, creator and consumer, authority and novice. The potential for this dramatic change is very real and immediate, a fact that places an incredible amount of importance on IL. In a world where no information is inherently authoritative and valid, the critical thinking skills of IL are paramount to all other forms of learning (Maness, 2006, s. 5). It does not require much imagination to begin seeing a library as a social network itself. In fact, much of libraries’ role throughout history has been a communal gathering place, one of shared indentity, communication, and action. Social networking could enable librarians and patrons not only to intract, but to share and change resources dynamically in an electronic medium. Users can create accounts with the library network, see what other users have in common to their information needs, recommend resources to users, based on similar profiles, demographics, previously-accessed sources, and a host of data that users provide. And, of course, these networks would enable users to choose what is public and what is not, a notion that could help circumvent the privacy issues Library 2.0 raises (Maness, 2006, s. 5). Of all the social aspects of Web 2.0, it could be that the social network and its successors most greatly mirror that of the traditional library. Social networks, in some sense, are Library 2.0. the face of the library’s web-presence in the future may look very much like a social network interface (Maness, 2006, s. 5).

Yeni neslin özellikleri Bilgi ararken ilk ve genellikle tek tercihi Google Veri tabanlarını karmaşık buluyor, hoşlanmıyor ve kullanmıyor Herşeyin web’den erişileceğine inanıyor Web’de bulduğu herşeyin doğru olduğuna inanıyor Deneme yanılma yöntemiyle bilgi arıyor Temel danışma kaynağı Wikipedia Bilginin etik kullanımı konusunda bilgisiz Bulduğunu okuyup sindirmek yerine kesip yapıştırıyor Web 2.0 araçlarını kullanarak içerik üretiyor They were born during the computer age and grew up in a technological world (Rockman, 72) Keeping the prospective users (their characteristics) in mind is essential in the development of instructional programs especially when considering the use of electronic teaching tools such as on-line tutorials They are a much more technically sophisticated generation than previous generations They are referred to as Generation Y, Echo Boomers, The Plug-and-Play-Generation, Millenials, The Game Boy Generation, The-Cut-and-Paste Generation (Rockman, 72) They come to higher education ready to accept on-line tutorials that deliver specific content within a self-paced, interactive, individualized instructional environment They appreciate the fact that these tutorials can be programmed to give immediate feedback and are available twenty-four hours a day, seven days a week 3. Ability to multitask: It is not unusual to view a student speaking on a cell-phone, sending off an instant message, and completing a research paper, all at thesame time. on-line tutorial developers need to explore how best to create the diverse paths from which these students can select Librarians must also critically examine this multitasking phenomenon Can some of these new communication paradigms be integrated into on-line efforts? Are there facets of instant messaging and on-line chats that can provide a more collaborative learning experience within the tutorials? (Rockman, 73) (Because their characteristics have an impact on the (on-line) tutorials) ?? (Without this insight one can run the risk of creating a tutorial with little relevance for its intended audience. Most of the students currently entering universities were born at about the same time as the Macintosh computer They grew up with the graphical user interface, mouse, and local area networks Later, they embraced home on-line information services, chat rooms, cell phones, and school computer labs Today, they also benefit from the wireless devices (ıt is important to keep these points in mind when considering the use of electronic teaching tools such as on-line tutorials. Making the best use of digital technologies requires an accurate understanding of the habits of current students and their preferred learning styles in order to effectively design and develop technological programs that will expand and enhance their learning of IL principles, whether in teaching or research institutions (Rockman, 245) Although these students may have taught themselves how to surf the Internet, download music, or send e-mail, they have not taught themselves to be efficientin their searches, to evalute th sources of the information they are downloading, or to synthesize the information in a meaningful way. These students are computer literate, but numerous studies have shown that they are not information literate. They are referred to as Internet Generation, Generation Y, Echo Boomers, The Plug-and-Play-Generation, Millenials, The Game Boy Generation, The-Cut-and-Paste Generation (Rockman, 72) Google has become their reference desk (Oblinger and Hawkins, 2006) They believe they know how to search by typing words into Google They want single search boxes like Amazon and Google which give instant satisfaction They find library databases too difficult and have no interest in learning about Boolean logic (Godwin, 2006) Of course not every student/individual in this age group fits this pattern, (but the analysis is useful as a guide to the challenge faced by librarians) Peter Godwin (2006) VLE- Virtual Learning Environment Google has become this generation’s reference desk (Oblinger and Hawkins, 2006) Google has become the favorite way of searching (and this has led to the use of a new verb “to google” The continuing Google phenomenon This generation believes it knows how to search by typing words into Google They expect library databases to be in their VLEs or wherever they want to work They find library databases too difficult and have no interest in learning about Boolean logic They like collaboration, working in teams and social networking They navigate the web by trial and error and ignore manuals and help sheets Research is self-directed and likely to be non-linear (because they have grown up with PCs and video games) They are happy multitasking They think that what is written down and on the web must be correct They are either confused or ignorant about ethical issues of the content they are using They will cut and paste rather than read and digest what they find The simplicity of its front page has compared favourably with that of databases and most library homepages (Egger-Sider and Devine, 2005) York (2005) concludes that the evidence that users prefer Google to library databases is confirmed by LibQUAL data for 2004 and other studies including the CREE study (Ingram etal, 2004). York proposes that “the resourses users want are indeed online and available through the library; they just can’t discover them”. Indeed there is still a lot of unhappiness with onlie catalogues and off-campus access. Salo (2006) also criticises unfriendly database interfaces

Yeni neslin özellikleri Bilgi ararken ilk ve genellikle tek tercihi Google Veri tabanlarını karmaşık buluyor, hoşlanmıyor ve kullanmıyor Herşeyin web’den erişileceğine inanıyor Web’de bulduğu herşeyin doğru olduğuna inanıyor Deneme yanılma yöntemiyle bilgi arıyor Temel danışma kaynağı Wikipedia Bilginin etik kullanımı konusunda bilgisiz Bulduğunu okuyup sindirmek yerine kesip yapıştırıyor Web 2.0 araçlarını kullanarak içerik üretiyor They were born during the computer age and grew up in a technological world (Rockman, 72) Keeping the prospective users (their characteristics) in mind is essential in the development of instructional programs especially when considering the use of electronic teaching tools such as on-line tutorials They are a much more technically sophisticated generation than previous generations They are referred to as Generation Y, Echo Boomers, The Plug-and-Play-Generation, Millenials, The Game Boy Generation, The-Cut-and-Paste Generation (Rockman, 72) They come to higher education ready to accept on-line tutorials that deliver specific content within a self-paced, interactive, individualized instructional environment They appreciate the fact that these tutorials can be programmed to give immediate feedback and are available twenty-four hours a day, seven days a week 3. Ability to multitask: It is not unusual to view a student speaking on a cell-phone, sending off an instant message, and completing a research paper, all at thesame time. on-line tutorial developers need to explore how best to create the diverse paths from which these students can select Librarians must also critically examine this multitasking phenomenon Can some of these new communication paradigms be integrated into on-line efforts? Are there facets of instant messaging and on-line chats that can provide a more collaborative learning experience within the tutorials? (Rockman, 73) (Because their characteristics have an impact on the (on-line) tutorials) ?? (Without this insight one can run the risk of creating a tutorial with little relevance for its intended audience. Most of the students currently entering universities were born at about the same time as the Macintosh computer They grew up with the graphical user interface, mouse, and local area networks Later, they embraced home on-line information services, chat rooms, cell phones, and school computer labs Today, they also benefit from the wireless devices (ıt is important to keep these points in mind when considering the use of electronic teaching tools such as on-line tutorials. Making the best use of digital technologies requires an accurate understanding of the habits of current students and their preferred learning styles in order to effectively design and develop technological programs that will expand and enhance their learning of IL principles, whether in teaching or research institutions (Rockman, 245) Although these students may have taught themselves how to surf the Internet, download music, or send e-mail, they have not taught themselves to be efficientin their searches, to evalute th sources of the information they are downloading, or to synthesize the information in a meaningful way. These students are computer literate, but numerous studies have shown that they are not information literate. They are referred to as Internet Generation, Generation Y, Echo Boomers, The Plug-and-Play-Generation, Millenials, The Game Boy Generation, The-Cut-and-Paste Generation (Rockman, 72) Google has become their reference desk (Oblinger and Hawkins, 2006) They believe they know how to search by typing words into Google They want single search boxes like Amazon and Google which give instant satisfaction They find library databases too difficult and have no interest in learning about Boolean logic (Godwin, 2006) Of course not every student/individual in this age group fits this pattern, (but the analysis is useful as a guide to the challenge faced by librarians) Peter Godwin (2006) VLE- Virtual Learning Environment Google has become this generation’s reference desk (Oblinger and Hawkins, 2006) Google has become the favorite way of searching (and this has led to the use of a new verb “to google” The continuing Google phenomenon This generation believes it knows how to search by typing words into Google They expect library databases to be in their VLEs or wherever they want to work They find library databases too difficult and have no interest in learning about Boolean logic They like collaboration, working in teams and social networking They navigate the web by trial and error and ignore manuals and help sheets Research is self-directed and likely to be non-linear (because they have grown up with PCs and video games) They are happy multitasking They think that what is written down and on the web must be correct They are either confused or ignorant about ethical issues of the content they are using They will cut and paste rather than read and digest what they find The simplicity of its front page has compared favourably with that of databases and most library homepages (Egger-Sider and Devine, 2005) York (2005) concludes that the evidence that users prefer Google to library databases is confirmed by LibQUAL data for 2004 and other studies including the CREE study (Ingram etal, 2004). York proposes that “the resourses users want are indeed online and available through the library; they just can’t discover them”. Indeed there is still a lot of unhappiness with onlie catalogues and off-campus access. Salo (2006) also criticises unfriendly database interfaces

Yeni neslin özellikleri Bilgi ararken ilk ve genellikle tek tercihi Google Veri tabanlarını karmaşık buluyor, hoşlanmıyor ve kullanmıyor Herşeyin web’den erişileceğine inanıyor Web’de bulduğu herşeyin doğru olduğuna inanıyor Deneme yanılma yöntemiyle bilgi arıyor Temel danışma kaynağı Wikipedia Bilginin etik kullanımı konusunda bilgisiz Bulduğunu okuyup sindirmek yerine kesip yapıştırıyor Web 2.0 araçlarını kullanarak içerik üretiyor They were born during the computer age and grew up in a technological world (Rockman, 72) Keeping the prospective users (their characteristics) in mind is essential in the development of instructional programs especially when considering the use of electronic teaching tools such as on-line tutorials They are a much more technically sophisticated generation than previous generations They are referred to as Generation Y, Echo Boomers, The Plug-and-Play-Generation, Millenials, The Game Boy Generation, The-Cut-and-Paste Generation (Rockman, 72) They come to higher education ready to accept on-line tutorials that deliver specific content within a self-paced, interactive, individualized instructional environment They appreciate the fact that these tutorials can be programmed to give immediate feedback and are available twenty-four hours a day, seven days a week 3. Ability to multitask: It is not unusual to view a student speaking on a cell-phone, sending off an instant message, and completing a research paper, all at thesame time. on-line tutorial developers need to explore how best to create the diverse paths from which these students can select Librarians must also critically examine this multitasking phenomenon Can some of these new communication paradigms be integrated into on-line efforts? Are there facets of instant messaging and on-line chats that can provide a more collaborative learning experience within the tutorials? (Rockman, 73) (Because their characteristics have an impact on the (on-line) tutorials) ?? (Without this insight one can run the risk of creating a tutorial with little relevance for its intended audience. Most of the students currently entering universities were born at about the same time as the Macintosh computer They grew up with the graphical user interface, mouse, and local area networks Later, they embraced home on-line information services, chat rooms, cell phones, and school computer labs Today, they also benefit from the wireless devices (ıt is important to keep these points in mind when considering the use of electronic teaching tools such as on-line tutorials. Making the best use of digital technologies requires an accurate understanding of the habits of current students and their preferred learning styles in order to effectively design and develop technological programs that will expand and enhance their learning of IL principles, whether in teaching or research institutions (Rockman, 245) Although these students may have taught themselves how to surf the Internet, download music, or send e-mail, they have not taught themselves to be efficientin their searches, to evalute th sources of the information they are downloading, or to synthesize the information in a meaningful way. These students are computer literate, but numerous studies have shown that they are not information literate. They are referred to as Internet Generation, Generation Y, Echo Boomers, The Plug-and-Play-Generation, Millenials, The Game Boy Generation, The-Cut-and-Paste Generation (Rockman, 72) Google has become their reference desk (Oblinger and Hawkins, 2006) They believe they know how to search by typing words into Google They want single search boxes like Amazon and Google which give instant satisfaction They find library databases too difficult and have no interest in learning about Boolean logic (Godwin, 2006) Of course not every student/individual in this age group fits this pattern, (but the analysis is useful as a guide to the challenge faced by librarians) Peter Godwin (2006) VLE- Virtual Learning Environment Google has become this generation’s reference desk (Oblinger and Hawkins, 2006) Google has become the favorite way of searching (and this has led to the use of a new verb “to google” The continuing Google phenomenon This generation believes it knows how to search by typing words into Google They expect library databases to be in their VLEs or wherever they want to work They find library databases too difficult and have no interest in learning about Boolean logic They like collaboration, working in teams and social networking They navigate the web by trial and error and ignore manuals and help sheets Research is self-directed and likely to be non-linear (because they have grown up with PCs and video games) They are happy multitasking They think that what is written down and on the web must be correct They are either confused or ignorant about ethical issues of the content they are using They will cut and paste rather than read and digest what they find The simplicity of its front page has compared favourably with that of databases and most library homepages (Egger-Sider and Devine, 2005) York (2005) concludes that the evidence that users prefer Google to library databases is confirmed by LibQUAL data for 2004 and other studies including the CREE study (Ingram etal, 2004). York proposes that “the resourses users want are indeed online and available through the library; they just can’t discover them”. Indeed there is still a lot of unhappiness with onlie catalogues and off-campus access. Salo (2006) also criticises unfriendly database interfaces

Yeni neslin özellikleri Bilgi ararken ilk ve genellikle tek tercihi Google Veri tabanlarını karmaşık buluyor, hoşlanmıyor ve kullanmıyor Herşeyin web’den erişileceğine inanıyor Web’de bulduğu herşeyin doğru olduğuna inanıyor Deneme yanılma yöntemiyle bilgi arıyor Temel danışma kaynağı Wikipedia Bilginin etik kullanımı konusunda bilgisiz Bulduğunu okuyup sindirmek yerine kesip yapıştırıyor Web 2.0 araçlarını kullanarak içerik üretiyor They were born during the computer age and grew up in a technological world (Rockman, 72) Keeping the prospective users (their characteristics) in mind is essential in the development of instructional programs especially when considering the use of electronic teaching tools such as on-line tutorials They are a much more technically sophisticated generation than previous generations They are referred to as Generation Y, Echo Boomers, The Plug-and-Play-Generation, Millenials, The Game Boy Generation, The-Cut-and-Paste Generation (Rockman, 72) They come to higher education ready to accept on-line tutorials that deliver specific content within a self-paced, interactive, individualized instructional environment They appreciate the fact that these tutorials can be programmed to give immediate feedback and are available twenty-four hours a day, seven days a week 3. Ability to multitask: It is not unusual to view a student speaking on a cell-phone, sending off an instant message, and completing a research paper, all at thesame time. on-line tutorial developers need to explore how best to create the diverse paths from which these students can select Librarians must also critically examine this multitasking phenomenon Can some of these new communication paradigms be integrated into on-line efforts? Are there facets of instant messaging and on-line chats that can provide a more collaborative learning experience within the tutorials? (Rockman, 73) (Because their characteristics have an impact on the (on-line) tutorials) ?? (Without this insight one can run the risk of creating a tutorial with little relevance for its intended audience. Most of the students currently entering universities were born at about the same time as the Macintosh computer They grew up with the graphical user interface, mouse, and local area networks Later, they embraced home on-line information services, chat rooms, cell phones, and school computer labs Today, they also benefit from the wireless devices (ıt is important to keep these points in mind when considering the use of electronic teaching tools such as on-line tutorials. Making the best use of digital technologies requires an accurate understanding of the habits of current students and their preferred learning styles in order to effectively design and develop technological programs that will expand and enhance their learning of IL principles, whether in teaching or research institutions (Rockman, 245) Although these students may have taught themselves how to surf the Internet, download music, or send e-mail, they have not taught themselves to be efficientin their searches, to evalute th sources of the information they are downloading, or to synthesize the information in a meaningful way. These students are computer literate, but numerous studies have shown that they are not information literate. They are referred to as Internet Generation, Generation Y, Echo Boomers, The Plug-and-Play-Generation, Millenials, The Game Boy Generation, The-Cut-and-Paste Generation (Rockman, 72) Google has become their reference desk (Oblinger and Hawkins, 2006) They believe they know how to search by typing words into Google They want single search boxes like Amazon and Google which give instant satisfaction They find library databases too difficult and have no interest in learning about Boolean logic (Godwin, 2006) Of course not every student/individual in this age group fits this pattern, (but the analysis is useful as a guide to the challenge faced by librarians) Peter Godwin (2006) VLE- Virtual Learning Environment Google has become this generation’s reference desk (Oblinger and Hawkins, 2006) Google has become the favorite way of searching (and this has led to the use of a new verb “to google” The continuing Google phenomenon This generation believes it knows how to search by typing words into Google They expect library databases to be in their VLEs or wherever they want to work They find library databases too difficult and have no interest in learning about Boolean logic They like collaboration, working in teams and social networking They navigate the web by trial and error and ignore manuals and help sheets Research is self-directed and likely to be non-linear (because they have grown up with PCs and video games) They are happy multitasking They think that what is written down and on the web must be correct They are either confused or ignorant about ethical issues of the content they are using They will cut and paste rather than read and digest what they find The simplicity of its front page has compared favourably with that of databases and most library homepages (Egger-Sider and Devine, 2005) York (2005) concludes that the evidence that users prefer Google to library databases is confirmed by LibQUAL data for 2004 and other studies including the CREE study (Ingram etal, 2004). York proposes that “the resourses users want are indeed online and available through the library; they just can’t discover them”. Indeed there is still a lot of unhappiness with onlie catalogues and off-campus access. Salo (2006) also criticises unfriendly database interfaces

Etik konular Elektronik ortamdaki bilginin kopyalanması kolay Bilginin kaynağının takip edilmesi zor (yazar kimliği, hiper linkler) Sosyal Webdeki bilginin aidiyetini saptamak güç olabiliyor Olanaklar farkında olmadan intihale neden olabiliyor Yeni ortamlara gönderme yapılması gerektiği ve yapılacağı bilinmiyor Bu yeni ortamlara gönderme yapılması gerektiği bilinmiyor (örn.: bloglar) Yeni ortamlara nasıl gönderme yapılacağı bilinmiyor (second life’a nasıl gönderme yaparım?) Sosyal Web sunduğu bazı olanaklarla istenmeyen bilgi paylaşımına neden olabiliyor (Facebook çalışma grubu ile kimya ödevlerini yapan öğrencilerin disiplin cezası alması) Ethical concerns have arisen over (how to cite Second Life)

Bilgi okuryazarlığı becerileri hiç bu kadar önemli olmamıştı Bilginin katlanarak artışı karşısında bilgi okuryazarlığı becerilere her zamankinden daha fazla gereksinim var Niteliği belirsiz bilginin artışı eleştirel düşünce becerilerinin önemini artırıyor Yeni neslin bilgi arama ve bilgi kaynaklarını kullanma konusundaki eğilimleri bilgi okuryazarlığı becerilerinin önemini artırıyor Olanakların ve yeni ortamların etik davranışlar konusunda yarattığı karmaşanın çözülebilmesi için bilgi okuryazarlığı becerilerine ihtiyaç var Whatever else you bring to the 21st century workplace, however great your technical skills and however attractive your attitude and however deep your commitment to excellence, the bottom line is that to be successful, you need to acquire a high level information literacy (Rockman, s. 8) However, the need for guidance on how to use keywords, and more crucially, the ethical use and evaluation of material remains IL is much more than knowing how to open a Web browser and type a search term into Google The user still needs to know about reliable information sources, and put the information into context Many librarians have been more pragmatic and recognised that Google, and in particular Google Scholar, has a place in students’ information searching strategy Users will still require assistance through the information maze, particularly with the growth of content deriving from Web 2.0 applications

Bilgi okuryazarlığı eğitiminin içeriği genişliyor Yeni bilgi kaynakları (wikiler, bloglar, vb.) Yeni web araçları (Technorati, RSS feed, vb.) Yeni bilgi kaynaklarının değerlendirilmesi Sosyal web’i kullanmanın faydaları ve tehlikeleri Etiketleme ve folksonomi (kişiselleştirilmiş sınıflama) Yeni kaynak türlerine gönderme Sosyal web’de etik sorunlar Wikiler Nasıl hazırlandıkları En doğru kullanma biçimi Bloglar Blogları taramak için en uygun kaynaklar (Technorati, google Blog Search, Ask.com) Blogların değerlendirilmesi RSS feeds Blogs Wikis Technorati The Google suite Tags and folksonomies Privacy and copyright issues of social software How to evaluate Web 2.0 sources How to cite Web 2.0 sources

Bilgi okuryazarlığı eğitiminin fromatı değişiyor Gelişen teknoloji ve yeni neslin beklentileri bilgi okuryazarlığı eğitiminde değişiklikler gerektiriyor Eğitimde yeni yaklaşımlar/araçlar denemenin zamanı Kullanıcının ilgisini çekebilecek programlar hazırlamak önem kazanıyor Kullanıcıyla bulunduğu ve hoşlandığı ortamda buluşmak önem kazanıyor Web 2.0 ortamları yeni nesle ulaşmak için uygun ortamlar gibi görünüyor

Bilgi okuryazarlığı eğitimi 2.0

Bilgi okuryazarlığı eğitiminin önemi Araştırmalara göre öğenciler; üniversiteye temel bilgi okuryazarlığı becerilerinden yoksun geliyorlar üniversiteden bilgi okuryazarlığı becerilerinden yoksun mezun oluyorlar bu becerileri kendi kendilerine geliştiremiyorlar (Rockman, 2004, 15-16) Without a concerted instructional effort that gives students multiple opportunities to practice their information literacy skills, such skills will not be effectively developed Just as an athlete needs sustained conditining and practice before a big game and A musician needs to rehearse before a major performance, a student needs multiple Experiences to practice and hone IL skills before graduating and pursuing advanced Study or entering the workplace. (Rockman, 16). Students must be given ample opportunities to develop IL skills and abilities in order to prepare themselves for a globally connected, technologically rich, and continuously changing learning society (Rockman, 248)

Bilgi okuryazarlığı programlarının gerekliliği Öğrencilere bilgi okuryazarlığı becerilerini kazanma ve kullanmaları için fırsatlar yaratılmadıkça bu beceriler geliştirilemez Bilgi okuryazarlığı becerileri günümüzde akreditasyon kurumları ve iş verenler tarafından istenen beceriler haline gelmiştir Diplomaların ömrü kısalmıştır. Öğrencilerin okulda öğrendikleri ya unutmakta ya da güncelliğini hızla kaybetmektedir. Bu durum formal eğitim sürecinden sonra da öğrenmenin devam etmesini zorunlu kılmaktadır (Rockman, 2004, s. 10;Rockman, 15-16)

Bilgi okuryazarlığı programlarının gerekliliği Bilgiyi kullanma becerilerinden yoksun bir gelecek nesil; bilginin toplanması, düzenlenmesi, depolanması, erişimi ve uzun süreli korunması adına yapılan tüm yatırımların çöpe atılması demektir. (Rockman, 2004)

Eğitim programlarının planlamaya başlarken Tekerleği yeniden keşfetmeyin: Kuruma uygun bir BO modeli seçin BO standartlarını adapte edin Başkalarının tecrübelerinden öğrenin (iyi uygulamaları örnek alın) Bir stratejik plan hazırlayın Kütüphanenin, kütüphanecinin ve öğretmenlerin BO eğitimindeki rollerini ve sorumluluklarını belirleyin Bilgi kaynakları ve erişim araçlarını öğretmenin ötesine geçin. Araştırma sürecini öğretin Sorunlarla karşılaşmaya hazırlıklı olun (Lau, 2004; (Rockman, 128-129) ; (Snavely, 2001) ; (Iannuzzi, 1997) 24

Potansiyel sorunlar Alt yapı, finansal ve insan kaynakları ile ilgili sorunlar Yönetimden ve öğretim üyelerinden destek alamamak Hedeflerin, amaçların net olmaması Varsayımlar Statü problemi Değişime gösterilen direnç İletişimle ilgili sorunlar (farklı dillerde konuşmak) Öğrenci motivasyonu (öğrenciler ekstra hiç bir şey yapmak istemezler) Mükemmellliyetçilik 25

Planlama 26

Planlama Misyon (amaç ve hedeflerin belirlenmesi) Eylemlerin belirlenmesi Çevre araştırması / taraması Fırsatlar ve tehditler Kaynaklar Bütçe Yönetimsel ve kurumsal destek Müfredatla bütünleştirme İşbirliği Pedagoji Duyuru ve tanıtım Değerlendirme Öğrencinin özellikleri Öğretim ortamı ve formatı Best practices; Lau, 2004 Statement of purpose: Articulate the mission, goals and objectives of the program; Actions: List the actions required to achieve the goals Environmental scan: Perform an environmental scan. Incorporate findings from environmental scans; Opportunities and challenges: Address current and future opportunities and challenges. Resources: Describe the resources required Budget: Estimate your budget Administrative and instutional support: Acquire adminisrative support Integration with the curriculum: Include mechanisms for articulation/coordination with the curriculum; BUDGET: Figures determine how much funding the IL program needs. Budget information determines the feasibility of the IL objectives and goals should clearly present program’s mission, goals, and objectives should address current and future opportunities and challenges should be tied to library and institutional information technology planning and budgeting cycles should take into account social, economic, and political trends that may affect organization’s future should involve students, faculty, librarians, administrators Should establishe formal and informal mechanisms for communication and ongoing dialogue with the members of the institute Should establishe the means for implementation and adaptation Should address, with clear priorities, human, technological and financial resources, current and projected, including administrative and institutional support; Should include mechanisms for coordination with the curriculum Should include a program for professional, faculty, and staff development; a Should establishes a process for assessment at the outset, including periodic review of the plan to ensure flexibility formal and informal mechanisms Formal mechanisms may include official reports or documentation, meetings, forums etc. Informal may include e-mail, phone, hallway conversations, websites for running threaded conversations, etc. 27

Öğretim ortamı ve formatı Çok çeşitli yaklaşımlar mümkün: Derslere entegre edilmiş eğitim Müstakil dersler Jenerik eğitim Konu spesifik eğitim Seminerler Çalışma yaprakları Web tabanlı eğitim Kütüphane turları Video sunumları advice to individuals during the reference interview process; in-depth research consultations and appointments; individualized instruction; electronic or print instruction aids; group instruction in traditional or electronic classrooms; Web tutorials and Web-based instruction; asynchronous modes of instruction (e-mail, bulletin boards); synchronous modes of instruction (chat software, videoconferencing); course management software; and hybrid or distributed learning or distance learning, employing combinations of the previous methods. (ACRL, 2003, guidelines) Examples of curricular and program structures with which instruction programs can become engaged include (but are not limited to): first-year seminars, writing-across-the-curriculum programs; general education core requirements; research methods courses in disciplinary majors; capstone courses, learning communities, and cohorts; undergraduate research experiences/internships; linked credit courses; and experiential learning/service learning courses. 28

Öğretim ortamı ve formatına karar vermek Eğitim programının hedefleri ve içeriğiyle uyumlu olmalı Olanaklar göz önüne alınmalı Birden fazla yaklaşım bir arada kullanılabilir The modes selected should be consistent with the content and goals of sound information literacy instruction. Where appropriate, more than one mode of instruction should be used based on knowledge of the wide variety of learning styles of individuals and groups. For suggestions and explanations of modes of instruction, see the Sourcebook of Bibliographic Instruction. When possible, instruction should employ active learning strategies and techniques that require learners to develop critical thinking skills in concert with information literacy skills. Planning such active learning strategies and techniques should be carried out collaboratively with faculty in order to increase overall student engagement in the learning process and to extend opportunities for a more reflective approach to information retrieval, evaluation, and use. For useful examples of course-specific active learning exercises, see Designs for Active Learning: A Sourcebook of Classroom Strategies for Information Education. Planning an instruction program should draw on the expertise of a wide variety of personnel, depending on local needs and available staff. Examples of available expertise may include: instructional design/teaching methods: faculty development offices, teaching/learning centers; technology integration: technology support centers; assessment, surveys: teaching/learning centers, institutional research/assessment offices; and student demographics/characteristics: institutional research, campus/student life offices. (ACRL, 2003, guidelines) . Program structures Each institution will develop its own overall approach to instruction programming, but a successful comprehensive program will have the following elements: a clearly articulated structure, described in readily available documents, showing the relationships among various components of the program; an integral relationship with key institutional curricula and initiatives (e.g., general education, writing programs, etc.) so that there is horizontal breadth to the program; and a progression of information literacy learning outcomes matched to increasingly complex learning outcomes throughout a student’s academic career so that there is vertical integration in the program. Information literacy programming should reach beyond the first year or general education courses and be present in discipline-specific coursework or courses in the majors. To meet these general guidelines, instruction programs should identify curricular structures already in place or under development on their campuses that support an evolving, "tiered" approach to information literacy programming. Instruction librarians themselves should also seek opportunities for collaborative engagement in new institutional initiatives and redesigned curricula that allow for a deeper interplay between the library’s instruction program and the total campus learning environment. (ACRL, 2003, guidelines) 29

Web-tabanlı eğitimin avantajları 7/24 heryerden erişilebilir olması Herkesin kendi birikimi ve öğrenme hızına göre ilerlemesine olanak sağlaması Her tür platfromdan erişilebilir olması Erişimin kontrol edilebilmesi İçeriğin hızla ve kolayca güncellenebilmesi Kaynak yetersizliği problemine çözüm olması (personel, yer, ekipman, vb.) Web based instruction has numerous advantages. First of all, it allows learners to view, retrieve, and store information "any place” and “any time". A second major advantage is that it allows learners to progress at their own pace. Learners can explore material to whatever depth they desire. Using Internet technology makes it possible to use varying computer types to have access to the instructional material. It is possible to more closely track the progress of each learner. It is easy to update to keep information current. There are also potential cost benefits to administering a tutorial through the web.Accessibility (multi-platform capabilities) (Windows, Mac, UNIX, PDA, phone, other wireless devices) Availability (deliverable on-demand to anywhere, anytime 24/7) Suitability – allows users to progress at their own pace and at their own place. Affordable training delivery – (inexpensive distribution) Content is easily updateable Ease of content update - The changes you make to any of your content are immediately available to your learning audience across the world. easy updating of content (updateable without republishing manuals, CD ROMs, books, videos, and tapes) Access is controllable - You can direct and monitor who receives web training - when, how many times, and in what sequence. This project aims to eliminate some of the practical obstacles to immigrant adult education such as the lack of appropriate educational programs, an absence of relevant guidance and counselling, and the insufficiency of current print and electronic resources. Also educate multicultural groups with a web-based information literacy instruction tool, and provide the necessary guidelines and contribute to equipping immigrant groups with information literacy skills of the 21st century within Europe. Web-based instruction programmes provide important platforms to access information and develop skills and competences. Moreover, web-based instruction presents new opportunities for e-learning, especially for groups (such as immigrants) at risk of exclusion from public services, learning, and civic engagement. With this project the use of web-based technology for teaching will facilitate learning by making it possible practically anywhere and any time by anybody. The quality of information provision is affected by policy, resources, funding, etc. but the key factor is the quality of the staff involved in delivery. Well prepared web-based learning environments, therefore, create a good alternative when it is not possible to recruit staff with required qualifications.

Web-tabanlı BO eğitimi Popülerlik kazandı Pek çok kütüphane web-tabanlı bo eğitim programları sunuyor Bu programlar bazen yüz yüze eğitime alternatif olarak kullanılırken, bazen destekleyici olarak kullanılıyor Web based instruction packages which are designed to introduce students to general information literacy concepts and information resources have gained popularity The reusable generic content of these tutorials help to eliminate obstacles such as inadequate personnel, resources and time. Self-learning could be one of the most important mechanisms for obtaining skills and competences, when there is a language barrier between library staff and create a good alternative when it is not possible to recruit staff with required qualifications. Moreover, web-based instruction presents new opportunities for e-learning, especially for groups (such as immigrants) at risk of exclusion from public

Web-tabanlı BO eğitimi İstenen niteliklerde yeterli sayıda personel olmadığı zaman iyi bir seçenek Danışma kütüphanecilerine zamanlarını ve enerjilerini disipline yönelik ileri düzey (yüz yüze) eğitim programlarına ayırma olanağı sağlıyor Çok sayıda kullanıcıya kısa sürede ulaşma olanağı sağlıyor

Web-tabanlı BO eğitimi programlarının geliştirilmesi Özel yazılımlar kullanmayı gerektiriyor İçerik geliştirmeyi gerektiriyor Çeşitli konularda uzmanlık gerektiriyor Teknik Pedagojik (materyal geliştirme) Estetik (grafik tasarımı) Zaman gerektiriyor Finansal kaynak gerektiriyor There is a way of doing it with the minimum (least) exoenditure of time, money and expertise

Açık kaynak avantajını kullanmak Minimum kaynak harcaması Açık kaynak yazılımlar Açık kaynak hazır programlar Hazır programların içeriği büyük ölçüde jenerik Açık kaynak materyaller metin görsel oyunlar testler ve egzersizler Accessibility (multi-platform capabilities) (Windows, Mac, UNIX, PDA, phone, other wireless devices) Availability (deliverable on-demand to anywhere, anytime 24/7) Suitability – allows users to progress at their own pace and at their own place. Affordable training delivery – (inexpensive distribution) Content is easily updateable Ease of content update - The changes you make to any of your content are immediately available to your learning audience across the world. easy updating of content (updateable without republishing manuals, CD ROMs, books, videos, and tapes) Access is controllable - You can direct and monitor who receives web training - when, how many times, and in what sequence. This project aims to eliminate some of the practical obstacles to immigrant adult education such as the lack of appropriate educational programs, an absence of relevant guidance and counselling, and the insufficiency of current print and electronic resources. Also educate multicultural groups with a web-based information literacy instruction tool, and provide the necessary guidelines and contribute to equipping immigrant groups with information literacy skills of the 21st century within Europe. Web-based instruction programmes provide important platforms to access information and develop skills and competences. Moreover, web-based instruction presents new opportunities for e-learning, especially for groups (such as immigrants) at risk of exclusion from public services, learning, and civic engagement. With this project the use of web-based technology for teaching will facilitate learning by making it possible practically anywhere and any time by anybody. The quality of information provision is affected by policy, resources, funding, etc. but the key factor is the quality of the staff involved in delivery. Well prepared web-based learning environments, therefore, create a good alternative when it is not possible to recruit staff with required qualifications.

Açık kaynak - yazılım A custom Content Management System (CMS) for libraries A free, open-source software developed by Oregon State University Libraries   Basic computer and Internet skills are enough to use it (no HTML or other coding is needed) Enables librarians to easily and quickly create and maintain interactive web pages course assignment pages subject research guides online tutorials Some free e-learninf environment (like noodle) Diğer yazılımlar Articulate (rapid e-learning studio) comercial Webinars (Internet conference environment) commercial Vyew (10 kişiyekadar kullanı free) comercial (teaching and tutoring özellikleri var. Dimdim (şu an bir yenilemeden geçiyor) e-learning environment Big blue botton

Library à la Carte Oregon State Univesity IL Tutorial

Açık kaynak – içerik Digital materyallerin paylaşılması, yeniden düzenlenerek, kullanılmasına olanak sağlayan düzenleme Digial ortamda üretilmiş materyallerin maksimum düzeyde kullanımını sağlamak amacıyla geliştirilmiş bir uygulama

Açık kaynak – BO eğitim paketleri

Açık kaynak – BO eğitim paketleri

Components of modules

Games

Games

Açık kaynak – BO ölçme aracı A free open source tool An award-winning web-based application Created to support IL instruction assessment at the Library of Univesity of Alberta Used to manage question and  response data from a variety of settings (library instruction sessions, pre- and post-tests, and user surveys) Generates sophisticated customized reports

Açık kaynak – BO ölçme aracı Collect and manage questions (including Likert-style, open-ended, multiple-choice-style) Group the questions into institution-specific templates Pre-/post-test data analysis with the Gains Analysis function (compares the pre-test and post-test data sets to display the net learning by students) Generates queries/reports on the resulting data including: Statistical analysis for each question (exempting qualitative) Graphical display of statistical analysis for each question Categorizes like questions using structured controlled vocabulary (such as traditional Library of Congress Subject Headings) and also user-defined folksonomic tags (a feature enjoyed by Web 2.0 advocates for its flexibility). Create custom URLs for web-based questionnaires Use enhanced formatting options Enable email alerts to help manage response submissions Receive uploaded documents through web-based questionnaires

Tekerlek icat edildi!

Tekerleği yeniden icat etmeye gerek yok!

Teşekkürler Prof. Dr. Serap Kurbanoğlu Hacettepe Üniversitesi serap@hacettepe.edu.tr Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü This paper / presentation is an attempt to provide an overview of the current issues and challenges of providing IL instruction 47