Bilgi okuryazarlığının önemi
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Workshop: The Importance of Information Literacy in the Vocational Sector Venue: Turkish National Library, Yunus Emre Hall, Ankara Turkey 30 May 2011 Prof. Dr. Serap Kurbanoğlu Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü
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Editor's Notes
- This paper / presentation is an attempt to provide an overview of the current issues and challenges of providing IL instruction
- The World Is Flat: A Brief History of the Twenty-First Century is an international bestselling book by Thomas L. Friedman , analyzing the progress of globalization with an emphasis on the early 21st century
- The concept of information literacy has long been discussed in the literature of librarianship and information science (Preston, 2001) How the concept is defined, understood and applied differs from one nation, one culture or one linguistic group to another There are numerous definitions and there is resultant ambiguity Clarification of the definition is essential Its definition is still evolving It is a slippery term means lots of things to lots of people While the term and definition have been debated extensively, the true challenge has not been what or whether, but rather how to create an information literate society Information iteracy is a survival skill in the information age (ALA, 1989) (ben bunu Rocjman, s. 5’ten aldım.
- Bilgi okuryazarlığı işte verimlilik ve etkinlik sağlamanın ötesinde, demokrasinin varlığını koruması için gereklidir; insanlar eşit yaratılmıştır, ancak, bilgi kaynaklarına erişebilen (bilgi okuryazarı) oy sahipleri diğerlerinden daha akıllıca kararlar vermek konumundadır The concept of information literacy has long been discussed in the literature of librarianship and information science (Preston, 2001) How the concept is defined, understood and applied differs from one nation, one culture or one linguistic group to another There are numerous definitions and there is resultant ambiguity Clarification of the definition is essential Its definition is still evolving It is a slippery term means lots of things to lots of people While the term and definition have been debated extensively, the true challenge has not been what or whether, but rather how to create an information literate society Information iteracy is a survival skill in the information age (ALA, 1989) (ben bunu Rocjman, s. 5’ten aldım.
- Bilgi becerileri Bilgi ihtiyacını tanımlama, bilgiyi arama, bulma, değerlendirme, kullanma, iletme Üst-düzey düşünme becerileri Analiz ve sentez, problem çözme, karar verme, eleştirel düşünme Teknik beceriler Kendi kendine öğrenme becerisi İletişim becerisi Grup çalışması becerisi Toplumsal ve sosyal sorumluluklar Demokrasi (farkındalık, fırsat eşitliği) Etik (bilimsel ahlak, adil kullanım, fikri mülkiyet haklarına saygı) Gelecekte bilgi bugün henüz bilmediğimiz ve hayal bile edemeyeceğimiz yeni ortamlarda da sunulabilir. Burada önemli olan bilgi sözcüğünün basılı ortamla sınırlı kalmadığı ve bu terim kullanıldığında olası ve mevcut tüm sunum formatlarının kastedildiğini hatırda tutmaktır.
- The importance of IL has long been recognized The amount of new information stored electronically doubled between 1999 and 2002. This is equivalent each year to 37,000 new libraries with collections the size of the Library of Congress or, put another way, 30 feet of books for every person in the world (Lyman and Varian 2003). can play a key role in promoting an understanding of what constitutes plagiarism enables individulas to become more self-directed (to assume greater control over their own learning and life) Information literacy is thus required because of the ongoing proliferation of information resources and the variable methods of access. Individuals are faced with diverse information choices in their studies, in the workplace, and in their lives. Information is available through community resources, special interest organisations, manufacturers and service providers, media, libraries, and the internet. Increasingly, information comes unfiltered. This raises questions about authenticity, validity, and reliability. Information is available through multiple media, including graphical, aural, and textual. These pose special challenges in evaluating, understanding and using information in an ethical and legal manner. The uncertain quality and expanding quantity of information also pose large challenges for society. Sheer abundance of information and technology will not in itself create more informed citizens without a complementary understanding and capacity to use information effectively (Australian, 2004) The issue is no longer one of not having enough information; it is just the opposite – too much information, in various formats and not all of equal value. Ina time of more than 17 million Internet sites, three billion Web pages, and more than a million items in a typical medium-sized academic library, the ability to act confidently (and not be paralyzed by informatio overload) is critical to academic success and personal self-directed learning (Rockman, 2004, 1) (Alexandria Proclamation, 2005; HILT, 2007; ACRL standards text; The Australian Library and Information Association, 2001; Lau, 2004)
- Complexity (ambiguity Ongoing proliferation of information Mashups are websites or web applications which use content from more than one source to create a completely new service. This causes problems in the identification of the authorship and/or the real source of info. (serap)
- Mastering basic skills, achieving literacy and numeracy, and developing patterns of critical thinking are crucial to survival in a world where change is the basic driving force of our daily lives Information is, in fact, our most precious resource. The challenge of educators is to help students make sense of a world described by soma as “information overload) (Rockman, 2004, 2) The issue is no longer one of not having enough information; it is just the opposite – too much information, in various formats and not all of equal value. Ina time of more than 17 million Internet sites, three billion Web pages, and more than a million items in a typical medium-sized academic library, the ability to act confidently (and not be paralyzed by informatio overload) is critical to academic success and personal self-directed learning (Rockman, 2004, 1)
- The expanding quantity of information pose special challenges in accessing, evaluating, understanding and using information ??? The sheer abundance of information can not in itself create more informed citizens without a complementary understanding and capacity to use information effectively Information literacy is thus required because of the ongoing proliferation of information resources and the variable methods of access. Individuals are faced with diverse information choices in their studies, in the workplace, and in their lives. Information is available through community resources, special interest organisations, manufacturers and service providers, media, libraries, and the internet. Increasingly, information comes unfiltered. This raises questions about authenticity, validity, and reliability. Information is available through multiple media, including graphical, aural, and textual. These pose special challenges in evaluating, understanding and using information in an ethical and legal manner. The uncertain quality and expanding quantity of information also pose large challenges for society. sheer abundance of information and technology will not in itself create more informed citizens without a complementary understanding and capacity to use information effectively (Australian, 2004) 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) Effective use of information pose challenges because of the ongoing proliferation of information resources That is why the importance of information literacy is increasing
- The World Is Flat: A Brief History of the Twenty-First Century is an international bestselling book by Thomas L. Friedman , analyzing the progress of globalization with an emphasis on the early 21st century
- In a time of more than 17 million Internet sites, three billion Web pages, and more than a million items in a typical medium-sized academic library, the ability to act confidently (and not be paralyzed by information overload) is critical for success ?? We are awash with information. We are surrounded, prodded, consumed and overwhelmed by it... The total of all printed information doubles every five years. More information has been generated in the last three decades than in all the previous 5000 put together. We are in the midst of an information explosion. And, as is the nature with explosions, the casualties are mounting up. Psychologists are increasingly talking about a strange new ailment - Information fatigue syndrome. Print, film, magnetic, and optical strorage media produced about 5 exabytes of information in 2002 (92% of new information is stored on magnetic media, primarily hard disks) (Lyman and Varian 2003 , 1-2 ). The amount of information printed on paper is still increasing, but the vast majority of new info. İs stored on magnetic media)
- Infoglut Part of this century's information challenge is already well understood by that minority of the world's population which is educated and privileged, as are we at this SCECSAL conference. We are all well aware of the growth in data, and analog and digital information facilitated by information technology, although the perception that there is a vast growth in data and information every year is now starting to be described as an 'information hallucination'. Yet the 'infoglut', 'datasmog', or even information fatigue experienced by the global minority is another reason for librarians to lead society, governments, and the other professions - in particular the teaching and academic professions - by evidence based advocacy that it is information literacy - not the tool of information technology - which is the key issue of the so-called information age.
- CERN deki bir deneyin saniyede 40 terabytlık veri üreteceği tahmin ediliyor. (Yaşar’ın sunumu) Avrupa Nükleer Araştırma Merkezi, Cenevre (parçacık fiziği araştırmaları) How Much Information? 2003 Lyman & Varian How much new information per person? According to the Population Reference Bureau, the world population is 6.3 billion, thus almost 800 MB of recorded information is produced per person each year. It would take about 30 feet of books to store the equivalent of 800 MB of information on paper (Lyman and Varian 2003 , 2 ). World Wide Web contains about 170 terabytes of information on its surface; in volume this is seventeen times the size of the Library of Congress print collection (Lyman and Varian 2003 , 2 ). And some 92,000 terabytes of information on deep web (the database driven websites that create web pages on demand) (2 terabytes: An academic library’s collection, 10 terabytes: Print collection of LC Instant messaging generates five billion messages a day (750GB), or 274 Terabytes a year About 31 billion emails are sent daily, on the Internet and elsewhere. Email generates about 400,000 terabytes of new information each year worldwide There are about 2.9 million active weblogs (blogs) containing about 81 GB of information In March 2003, 2,078,051 book titles were available and for sale in some form. In all there were 4,123,094 book titles, including the “out of print” books according to the Books in Print records
- " Information overload " is a term popularized by Alvin Toffler[ citation needed ] that refers to the difficulty a person can have understanding an issue and making decisions that can be caused by the presence of too much information. [ 1 ] The term itself is mentioned in a 1964 book by Bertram Gross , The Managing of Organizations. [ 2 ] Infoglut Information glut . Masses of continuously increasing information, so poorly catalogued or organized (or not organized at all) that it is almost impossible to navigate through them to search or draw any conclusion or meaning. See also information anxiety and information overload .
- Psychologist Dr David Lewis, who was involved in preparing the report, suggested that a new phenomenon, information fatigue syndrome , had emerged as a direct result of the information revolution. Symptoms might include the paralysis of the analytical capacity, constant searches for more information, increased anxiety and sleeplessness, as well as increasing self-doubt in decision-making. —Nick Hudson, "Managers 'Suffering from Info Overload'," Press Association Newsfile , October 14, 1996 This disorder was first recognized in the 1990′s by a Dr. David Lewis who coined the term information fatigue syndrome. Anyone out there suffering from information overload? Bogged down with the technology that is supposed to be helping you? And just like burnout, symptoms of information fatigue syndrome include the following: increased anxiety increased stress sleeplessness increased self-doubt in decision making (Do I have the right information? Do I have enough information? Have I backed up my information?) Not only are many of us expected to keep up with the latest technology but we are overloaded with information from multiple sources…such as: email voice mail meetings faxes (does anyone use these anymore?) internet face book blackberries websites blogs have I missed any? How many of you go on vacation and take your blackberry or laptop with you?
- Already libraries are creating RSS feeds for users to subscribe to, including updates on new items in a collection, new services, and new content in subscription databases. They are also republishing content on their sites (Maness, 2006, s. 6). It is conceivable that this syndication will replace browsing and searching through library websites for content. They (RSS feeds) will enable users to have a single, customized, personal library page that syndicates all the library content of interest to them and their research, eliminating irrelevant information. And users will, of course, control that page and that content (Maness, 2006, s. 6).
- Nature Dergisinde yayımlanmış bir makale Wikipedia’nın Britannica’dan daha güvenilir olduğunu savunuyor.
- (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 Tagging essentially enables users to create subject headings for the object at hand (kinds of organizing info., a apart of IL skills). Tagging allows users to add and change not only content (data), but conent describing content (metadata). In Flickr, users tag pictures. In Library Thing they tag books. In Library 2.0, users could tag the library’s collection and thereby participate in the cataloging process. Tagging simply makes lateral searching easier (Maness, 2006, s. 5). The catalog of Library 2.0 would enable users to follow both standardized and user-tagged subjects; whichever makes most sense to them. This tagged catalog is an open catalog, a customized, user-centered catalog, it is library science at its best (Maness, 2006, s. 6).
- Peter Godwin (2006) It is a user-centered Web User-centered About user participation Makes it easier to communicate, collaborate and share information (Secker, 2008) Content created by users 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 toa full-fledged computing platform seving 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 toaid 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) 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 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 social aspect of networks enabled through Web 2.0 are readily embraced by the Internet generation (Godwin, 2006, 273) 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).
- They may also be incresingly useful for esoteric subjects because of the absence of publishing concerns over cost and size. Global proliferation of blogs and wikis has enormous implications for libraries. Blogs may indeed be an even greater milestone in the history of publishing than web-pages. They enable the rapid production and consumption of Web-based publications (Maness, 2006, s. 4). The most obvious implication of blogs for libraries is that they are another form of publication and need to be treated as such. They lack editorial governance and the security this provides, but many are nonetheless integral productions in a body of knowledge, and the absence of them in a library collection could soon become unthinkable. This will, of course, greatly complicate collection development process or, perhaps the very notions of “reliable” and “authoritative”, so important to collection development, will need to be rethough in the wake of this innovation (Maness, 2006, s. 4). Wikis are essentially open web-pages, where anyone registered with the wiki can publish to it, amend it, and change it. Much as blogs, they are not of the same reliability as traditional resources, as the frequent discussions of Wikipedia (an online encyclopedia where any registered user can write, amend or otherwise edit articles) in the library world well note; but this of course does not eliminate their value, it merely changes librarianship, complicates collection development and IL instruction. The lack of peer review and editorship is a challenge to librarians, not in that users should avoid wikis, but only in that they should understand and be critical in depending on them. Wikis as items in a collection, and the associated instruction of users in the evaluation of them, are almost certainly part of the future of libraries (Maness, 2006, s. 4). In addition, a library wiki as a service can enable social interaction among librarians and patrons, essentially moving the study group room online. As users share information and ask questions, answer questions, and librarians do the same within a wiki, a record of these transactions is archived perheps for perpetuity. And these transcripts are in turn resouces for the library to provide as reference. Furthermore, wikis and blogs will almost certainly evolve into a more multi-media environment as well, where both synchronous and asynchronous audio and video collaborations will take place. Blogs are new forms of group study rooms (Maness, 2006, s. 5). Material can be mounted quickly and easily kept up to date. Problems of malicious editing have occured and this has led to the rules for certain pages being tightened up. Wikipedia’s popularity defies its critics and no doubt our users are giving it their seal of approval Librarians cannot afford to ignore Wikipedia or the use of wikis in general. Clearly they should be recommended for quick general information of hot topics, especially as a starting point (Creech, 2006) and “the associated instruction of users in the evaluation of them, are almost certainly part of the future of libraries” (Manes, 2006) They may also be incresingly useful for esoteric subjects because of the absence of publishing concerns over cost and size. Questions such as who began the wiki and for what purpose, the number of persons who seem to be editing, the amount of editing, the amount of editing in the pages you want to use, and whether the project is still being developed or is dead, are advisable (Valenza, 2006; Creech, 2006) A health warning should be given, with encouragement to check information given against another source. IL librarians have to explain how they are developed, using exercises showing how wikis are created and the types of information contained, and teaching awareness of its weakneses It merely changes IL instruction. The lack of peer review and editorship is a challenge to librarians, not in that users should avoid wikis, but only in that they should understand and be critical in depending on them. Questions such as who began the wiki and for what purpose, the number of persons who seem to be editing, the amount of editing, the amount of editing in the pages you want to use, and whether the project is still being developed or is dead, are advisable (Valenza, 2006; Creech, 2006) Librarians cannot afford to ignore Web 2.0 sources or their usage in general. Clearly they should be recommended for quick general information of hot topics, especially as a starting point (Creech, 2006) and “the associated instruction of users in the evaluation of them, are almost certainly part of the future of libraries” (Manes, 2006) A health warning should be given, with encouragement to check information given against another source. IL librarians have to explain how they are developed, using exercises showing how wikis are created and the types of information contained, and teaching awareness of its weakneses It merely changes IL instruction. The lack of peer review and editorship is a challenge to librarians, not in that users should avoid wikis, but only in that they should understand and be critical in depending on them. 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) The first generation of online library instruction was provided via text-based tutorials that are static and do not respond to users’ needs nor allow users to interact with one another. These however, have begun evolving into more interactive, media-rich tutorials, using animation programming and more sophisticated database quizzes. Libraries are already moving into Web 2.0, but the move has only just begun (Maness, 2006, s. 2) Library instruction delivered online has begun incorporating more interactive, media-rich facets. The static, text-based explanations coupled with a handout to be downloaded is being supplanted by more experiential tutorials (Maness, 2006, s. 4) Library 2.0 is a user-centered virtual community. It is socially rich electronic space (Maness, 2006, s. 2) Librarian 2.0 might act as a facilitator and provide support, he or she is not necessarily primarily responsible for creation of the content. Users interact with and create resources with one another and with librarians (Maness, 2006, s. 2) IL instructor 2.0 will know when users are lost, and will offer immediate, real-time assistance. For instance, as a user browses through certain resources, repeating steps and moving cyclically through a classification scheme or series of resources, a synchronous messaging service could be prompted to offer asistance (Maness, 2006, s. 3) IL instruction 2.0: Users training other users and contributing the creation and content of IL instruction programs and material Users sometimes one step forward then the librarians and they can take the initiave to make IL instruction to respond quickly the changing info. Resouces and Web 2.0 technologies and tools Web 2.0 technologies have played a significant role in our ability to keep up with the changing needs of library users (Casey & Savastinuk, 2006) In the current library world –particularly in public institutions- we are accusttomed to focusing our services on those customers we already reach (Casey & Savastinuk, 2006) Library 2.0 will be a meeting place, online or in the physical world, where library users’ needs will be fulfilled through entartainment, information, and the ability to create their own stuff to contribute to the ocean of content out there (Casey & Savastinuk, 2006, Stephens’dan aktarmış) No matter how hard we try, many of the services we offer are not being used by majority of our population (Casey & Savastinuk, 2006) The Library 2.0 model gives library users a participatory role in the services libraries offer and the way they are used. Customers, should they desire, will be able to tailor library services to best meet their own needs (Casey & Savastinuk, 2006) The Library 2.0 model seeks to harness our customer’s knowledge to supplement and improve library services. User comments, tags, and ratings feed user-created content back into these web sites. Ultimately, this creates a more informative product for subsequent users. Your library customers have favorite titles, authors, and genres. Allowing them to comment, write reviews, create their own tags and ratings, and share them with others through a more versatile OPAC interface will enhance your catalog. Customers want to know what their neighbors are reading, listening to, and watching. (Casey & Savastinuk, 2006) Libraries have to evalve continuously to keep up with the changing needs of their users (Casey & Savastinuk, 2006) Any service that successfully reaches users, is evaluated frequently, and makes use of customer input is a Library 2.0 service (Casey & Savastinuk, 2006) Many of these tutorials use Flash programming, screen-cast software, or streaming audio or video, and couple the media presentation with interactive quizzing; users respond to questions and the system responds in kind (Maness, 2006, s. 4) These tutorials are perhaps the first of library services to migrate into more the more socially rich Web 2.0. Most, if not all, however, do not generally provide a means by which users can interact with one another, nor directly with librarians. This fact marks a possible potential for the continued development of these tutorials. These could take the form of multi-media chat rooms or wikis, and users will interct with one another and the learning object at hand, much as they would in a classroom or instruction lab (Maness, 2006, s. 4) The time will almost certainly soon come when web-based instruction is nearly indistinguishable from face-to-face instruction; librarians and patrons will see and hear each other, and will share screens and files. In addition, the transcripts these sessions already provide will serve library science in ways that face-to-face instruction never did (Maness, 2006, s. 3) All together, the use of these Web 2.0 technologies and applications, along with others not here mentioned and others not yet invented, will constitute a meaningful and substantive change in the history of libraries. The library’s collection will change, becoming more interactive and fully accessible. The library’s services will change, focusing more on the facilitation of information transfer and IL rather than providing controlled access to it (Maness, 2006, s. 6). Library 2.0 will revolutionize the profession. Rather than creating systems and services for patrons, librarians will enable users to create them for themselves (Maness, 2006, s. 7). It is finally, also necessary to consider that the Web will continue to change rapidly for some time. Web 2.0 is an early one of many. Libraries must adapt to it, much as they did the Web orginally, and must continually adapt for the foreseeable future. In this “perpetual beta” (O’Reilly, 2005), any stability other than the acceptance of instability is insuffient (Maness, 2006, s. 7).
- The teenage social site Myspace currently has over 100 million users, with perhaps 230.000 new accounts being added daily Facebook, the academic social networking site has over 40 million users since 2004. Some 200.000 new accounts being added daily Wikipedia has at least 9 million articles, of which 2.5 million are in English, some 2.5 billion page views per annum and 600.000 users Blog space is currently doubling every six mounths and Technorati is tracking over 100 million blogs (Valenza, 2006) In USA 8% of net users, or about 12 million American adults, kept a blog, and 39% of net users, or about 57 million American adults read blogs (Pew Report, 2006). The majority of these are under 30 years old This social network sites allow individuals to create profiles which can include personal interests, hobbies, and pictures. Each piece of information link the user to the others with similar interests, and thereby interest groups can be created. Flickr enables anyone to compile their own library of pictures and then share. LibraryThing even allows users to catalogue their books and share lists with each other Web users are reviewing films, recommending books, publishing journals, sharing files, and exchanging favourites Wikis have grown in number and importance since their beginning in 1995. They are founded on a piece of software allowing users to freely create and edit Web page content using any Web browser. Critics have been quick to point to lack of editorial control, bias, inaccuracy and lack of academic credibility
- (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 were born during the computer age and grew up in a technological world 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.
- Digital natives / digital imigrants
- 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 want single search boxes like Amazon and Google which give instant satisfaction 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
- Ethical concerns have arisen over (how to cite Second Life)
- 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
- Eğitim kurumlarının Temel sorumlulukları: Toplumların gereksinim duyduğu insan gücünü yetiştirmek Formal eğitime yaşam boyu eğitime hazırlık süreci olarak bakılıyor Eğitim programları yaşam boyu öğrenme için gerekli becerileri kazandırmaya odaklanıyor Yeniden yapılandırılmaları lazım Bu becerilerin (yaşam boyu öğrenme becerilerinin) okulda kazandırılması önemli
- Kullanıcı eğitimi – 1800 Kullanıcı eğitimi Türkiye - 1970 Bilgi okuryazarlığı – 1974 - ABD - Paul Zurkowski - NCLIS’a ( National Commission on Libraries and Information Science ) sunulan bir öneride kullanılmıştır
- A Nation at Risk, 1983 (ABD) ALA Presidential Committee on Information Literacy: Final Report, 1989 (ABD) What work requires of schools: a SCANS report for America 2000, 1991 (ABD) Developing Lifelong Learners Through Undergraduate Education, 1994 (Avustralya) Dearing Report on Higher Education in the Learning Society, 1998 (UK) Students’ Bill of Information Rights, 1997 (Kanada) Ülkemizde TÜSİAD (1999) tarafından hazırlanan bir raporda ise ülkelerin kalkınmışlık düzeyini belirlemede kullanılan en önemli ölçütlerden birinin o ülkenin sahip olduğu insan kaynaklarının niteliği olduğu vurgulanmaktadır. Söz konusu raporda çağımız bireylerinde bulunması gereken temel beceriler şu şekilde belirtilmektedir: İletişim kurma, uyum sağlama, doğru bilgiye ulaşma, karar verme, sorumluluk alma, yaratıcılık gösterme, işbirliği yapma, sorun çözme, karmaşık sistemleri algılama ve kendini geliştirme. Günümüz toplumlarının gereksinim duyduğu insan profili, geçmişte gereksinim duyulan insan profilinden farklılık göstermeye başlamıştır. Bunun sonucu olarak günümüzde ihtiyaç duyulan insan profilini tanımlamaya yönelik çeşitli çalışmalar yapılmıştır. ABD’de yapılan bir çalışmada 21. yüzyıl bireylerinin başarılı bir iş performansı göstermeleri için etkin olmaları gereken alanlar şu şekilde belirlenmiştir (SCANS, 1991): Kaynak kullanımı (zaman, para, mekan, materyal ve insan gücü yönetimi). Kişilerarası ilişkiler (grup çalışması, iletişim kurma, bilgiyi paylaşma). Bilgi kullanımı (bilgiye ulaşma, bilgiyi değerlendirme, düzenleme, yorumlama ve iletme). Teknoloji kullanımı (her tür teknolojiden yararlanabilme, uygun teknolojinin seçimi, teknolojik problemleri çözme). Sistem analizi (toplumsal, örgütsel ve teknik sistemlerin nasıl çalıştığını anlama, bu sistemleri yönetebilme, sistem tasarımı ve bakımı).
- Kullanıcı eğitimi – 1800 Kullanıcı eğitimi Türkiye - 1970 Bilgi okuryazarlığı – 1974 - ABD - Paul Zurkowski - NCLIS’a ( National Commission on Libraries and Information Science ) sunulan bir öneride kullanılmıştır
- House of Representatives Committee for Long-term Strategies on Australia, 1991 (Avustralya) Education Training, and Research in the Information Society: A National Strategy, 1994 (Finlandiya) GOALS 2000: Educate America Act , 2000 (ABD) Ministry for Education and Research. Position paper, 2002 (Almanya)
- NFIL - National Forum on Information Literacy (ABD) ALIA - Australian Information Literacy Forum FORMIST (Fransa) NordINFOlit – Nordic Forum for Information Literacy (İskandinavya) ENIL - European Network for Information Literacy ENSIL - European Network for School Libraries and Information Literacy European Forum for Information Literacy (EFIL) IAIL - International Alliance for Information Literacy
- Avustralya, 1992-2001 İskandinavya – Creating Knowledge, 1999- İngiltere - LILAC (Librarian’s IL Annual Conference), 2005- İskoçya – eLit, 2002- Güney Amerika,1998- İspanya, 1997 Almanya ABD - ACRL
- Kıbrıslılar dahil Türklerin sayısı yaklaşık 15 IFLA (Information Literacy Section – 2002) World Summit on the Information Society (UN) Cenevre 2003 / Tunus 2005 Prague Conference, 2003 (NFIL, UNESCO & NCLIS) Prague Declaration Alexandria Conference, 2005 (IFLA, UNESCO, NFIL & NCLIS) Alexandria Proclamation World Conference, 2009 (!)
- Raporlar Educating Students to Think: The Role of the School Library Media Program, 1986 Information Power: Guidelines for School Library Media Programs Information Literacy: A Position Paper on Information Problem-Solving, 1994 Standartlar AASL & AECT, 1998 ANZIIL, 2004 IFLA, 2006 Eğitim programları
- Raporlar Reinventing Undergraduate Education: A Blueprint for America’s Research Universities, 1995 (ABD) Learning for Life, 1998 (Avustralya) Standartlar ACRL, 2000 (ABD) CAUL, 2001 (Avustralya) Students’ Bill of Information Rights, 1995 (Kanada) CONPAB-IES, 2002 (Meksika) IFLA, 2006 Eğitim programları Başarılı uygulamalar için rehberler IIL – 2002 ANZIIL - 2004 Akreditasyon kurumlarının desteği
- Bilgi okuryazarlığı öğretmenlerin sahip olması gereken temel beceriler arasında kabul edilmeye başlandı Öğretmen eğitimi programları ve performans beklentileri bilgi okuryazarlığını becerilerini içerek şekilde yeniden yapılandırılıyor Akreditasyon kurumlarının desteği
- Kitaplar ve makaleler 1974-2002 arasında yaklaşık 5000 yayın (makale, bildiri, web sitesi) 1974’te 38 yayın, 2002’de 330 yayın 2002 yılında yayımlanan makale sayısı 287, 2003’de 278 Raporlar Information literacy: an international state-of-the art report (UNESCO, IFLA) International Guidelines on Information Literacy (IFLA) Veritabanları International Information Literacy Resources Directory (UNESCO/IFLA) veritabanı Dergiler Journal of Information Literacy – JIL (CILIP, 2007- ) Journal of eLiteracy – Jelit (2004 - 2005) Communications in Information Literacy – CIL (2007- ) Bibliyografyalar Information Literacy Selective Bibliography http://www.fiu.edu/%7Elibrary/ili/biblio.htm Information Literacy – Sources of Information http://www.his.se/templates/vanligwebbsida1.aspx?id=7868 Information Literacy: An Annotated Bibliography http://lacuny.cuny.edu/institute/2001/bibliography.html Directory of Online Resources for Information Literacy http://bulldogs.tlu.edu/mdibble/doril/ Reference Services Review (annual lists of articles, 1996- ) Information Literacy 1973-2002: A Selected Literature Review (2002). Library Trends, 51(2), 242-259 Web siteleri Information Literacy Website www.informationliteracy.org.uk ACRL Information Literacy Page http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm CARL – Information Literacy Portal (Canada) Information Literacy on the WWW http://www.fiu.edu/~library/ili/iliweb.html Weblogs http://dis.shef.ac.uk/literacy/ http://information-literacy.blogspot.com/ http://blogformist.enssib.fr Tartışma Listeleri INFOLIT Information Literacy Discussion List – AASL & ACRL ILI-L Information Literacy Instruction Discussion List – ALA InfoLIT-L Information Literacy Section Discussion List – IFLA aliaINFOLIT – ALIA (Avustralya) Edudoc – (Belçika) Lis-infoliteracy – (UK)
- ALA Presidential Committe on Information Literacy, 1987 (ABD) SCONUL Working Group on Information Literacy (UK) CILIP Information Literacy Group, 2004 (UK) CAUL Information Literacy Group (Avustralya) Federation of Library Associations of Brazil – Information Literacy Committee (Brezilya) Library Association of Ireland – Working Group on Information Literacy, 2005 (İrlanda) Canadian Library Association – Information Literacy Interest Group (Kanada) ILL - Institute of Information Literacy, 1998 (ACRL – ABD) ANZIIL - Australian and New Zealand Institute for Information Literacy, 2004 (Avustralya)
- This paper / presentation is an attempt to provide an overview of the current issues and challenges of providing IL instruction