Bilgi Okuryazarlığı Becerilerinin Önemi ve Eğitim Sistemindeki Yeri

... konulu sunumlar: "Bilgi Okuryazarlığı Becerilerinin Önemi ve Eğitim Sistemindeki Yeri"— Sunum transkripti:

1 Bilgi Okuryazarlığı Becerilerinin Önemi ve Eğitim Sistemindeki Yeri
Prof. Dr. Serap Kurbanoğlu Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü 1

2 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

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

4 Yaşam boyu öğrenme Bağımsız öğrenme Bilgi okuryazarlığı

5 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

6 Bilgi okuryazarlığı önemi artıyor
Bilgi miktarındaki artış Bilginin niteliğindeki belirsizlik Yeni neslin özellikleri Giderek artan etik sorunlar (critical thinking has never been so crucial)

7 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

8 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 kütüphanenin basılı koleksiyonunu içerir Temel

9 Bilgi miktarındaki artış

10 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

11 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 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/ 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).

12 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 , 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

13 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 , 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

14 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 , 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

15 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 , 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

16 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)

17 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

18 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)

19 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)

20 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)

21 Bilgi okuryazarlığının eğitim sistemi içindeki yeri
Bilgi okuryazarlığı becerilerinin eğitim sistemi içinde kazandırılması gerekiyor Her düzeyden eğitim kurumunun müfredatında yer verilmesi gerekiyor Eğitim ne kadar küçük yaşta başlarsa becerilerin yerleşmesi ve gelişmesi için öğrencilere o kadar çok şans tanınmış oluyor Bilgi okuryazarlığı becerilerinin diğer derslerden kopuk anlatılması/öğretilmesi başarılı sonuçlar vermiyor (Lau, 2004; (Rockman, ) ; (Snavely, 2001) ; (Iannuzzi, 1997) 21

22 Bilgi okuryazarlığının eğitim sistemi içindeki yeri
Zorunlu eğitim kapsamında kazandırılması önemli Sekiz yıllık eğitim içinde yer verilmeli Bu konuda zorunlu dersler olmalı Derslerle ve müfredatla entegrasyonu zorunlu Öğretmen – kütüphaneci işbirliği zorunlu Kütüphanecilerin pedagoji bilgisi kazanması zorunlu Öğretmenlerin bilgi okuryazarlığı becerileri kazanması zorunlu (Lau, 2004; (Rockman, ) ; (Snavely, 2001) ; (Iannuzzi, 1997) 22 22

23 Öğretmenlerin sorumlulukları
Bilgi okuryazarlığı becerilerinin kullanımı için ortamlar hazırlama, fırsatlar yaratma Bu becerilerinin kullanımı konusunda öğrencileri yönlendirme Bu becerilerin başka alanlara aktarımını sağlama Öğrencilerin bilgi okuryazarlığı becerilerini değerlendirebilme Öğrencilerin düzey ve gereksinimlerine en uygun bilgi kaynaklarını seçme, söz konusu kaynaklara ulaşma ve bu kaynakları kullanabilme Bilgi okuryazarlığı eğitim programlarının hazırlanmasında kütüphanecilerle işbirliği yapma Kendini sürekli olarak geliştirebilme (Lau, 2004; (Rockman, ) ; (Snavely, 2001) ; (Iannuzzi, 1997) 23 23

24 Öğretmen eğitimi Öğretmen eğitiminin bilgi okuryazarlığı becerilerini geliştirmeye yönelik olarak düzenlenmesi Eğitim fakültelerinin müfredatına bu konuda dersler konulması Bilgi okuryazarlığı becerilerini kazanmaya yönelik Bilgi okuryazarlığı becerilerini öğretmeye yönelik Hizmet içi eğitim programlarının düzenlenmesi (Lau, 2004; (Rockman, ) ; (Snavely, 2001) ; (Iannuzzi, 1997) 24 24

25 Türkiye’de durum TÜSİAD Raporu – Mesleki ve Teknik Eğitimin Evrensel Görünümü (1999) Bilişim Teknolojileri ve Politikaları Özel İhtisas Komisyonu Raporu (2001). Ülkemizde bilgi okuryazarlığı düzeyinin düşüklüğü Her tür ve her düzeyden eğitim kurumunda bilgi okuryazarlığı eğitiminin desteklenmesinin gereği Okul ve halk kütüphanelerinin bilgi okuryazarlığı ve yaşam boyu öğrenmeyi desteklemek için geliştirilmesi gereği DPT - 8. ( ) ve 9. ( ) Beş Yıllık Kalkınma Planları Yaşam boyu eğitim Problem çözme becerileri (Lau, 2004; (Rockman, ) ; (Snavely, 2001) ; (Iannuzzi, 1997) 25 25

26 Türkiye’de durum Milli Eğitim Bakanlığı – “Bilgi Erişim ve Araştırma Teknikleri” dersi (2002) Orta öğretim Haftada 2 saat Seçmeli Bilgiye erişim, bilgi kaynakları, araştırma teknikleri vs. Öğretmen eğitimi Ortak müfredat – Doğrudan ilintili ders yok Hacettepe uygulaması Hizmetiçi eğitim Sınırlı çabalar (Tevfik Fikret Okulları, TED, Işık Okulları, ILIPG Girişimi) (Lau, 2004; (Rockman, ) ; (Snavely, 2001) ; (Iannuzzi, 1997) 26 26

27 Teşekkürler Prof. Dr. Serap Kurbanoğlu Hacettepe Üniversitesi
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 27