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Bibliyografik Künye Karekodu Oluşturma Etkinliğine Yönelik Öğrenci, Öğretmen ve Okul Kütüphanecisi Görüşleri

Yıl 2019, Cilt: 20 Sayı: 1, 196 - 208, 31.07.2019
https://doi.org/10.12984/egeefd.468002

Öz

Bilgi ve iletişim teknolojileri bilgiye erişme,
bilgiyi paylaşma, iletme, bilgi ile iletişim kurma, yazma ve sunum yapma gibi
işlemleri yerine getiren çeşitli araçlar sunmaktadır. Karekodlar mobil
araçlarda kullanılan ve bilgiye erişimi hızlandıran araçlardan biridir. İlgi
çekici ve kullanımı kolay bir araç olarak karekodlardan eğitim ortamında
faydalanılmakta ve olumlu sonuçlar elde edilmektedir. Çeşitli araçları
kullanarak bilgi becerilerini kazandırmayı amaçlayan ‘bilimsel iletişim öğretim
programı’ ortaokul altıncı sınıf öğrencilerine yönelik geliştirilmiş ve
uygulanmıştır. Bu çalışmada bilimsel iletişim öğretim programında yer alan
etkinliklerden biri olan bibliyografik künye karekodu oluşturma etkinliğine
katılan öğrencilerin, öğretmenlerin ve okul kütüphanecisinin etkinliğe yönelik görüşleri
incelenmiştir. Çalışma sonucunda söz konusu etkinliğin öğrencilerin bilgi
kaynaklarına ve kütüphaneye yönelik bakış açılarını olumlu etkilediği ve öğrencilerin
kütüphane ortamında karekodlardan yararlanabilecekleri faydalı bir etkinlik
olduğu ifade edilmiştir.

Kaynakça

  • Acartürk, C. (2012, Şubat). Barkod teknolojilerinin eğitimde kullanımı: Bilişsel bilimler çerçevesinde bir değerlendirme. XIV. Akademik Bilişim Konferansı Bildirileri, Uşak Üniversitesi, Uşak.
  • Akın, T. (2014). Karekod destekli öğrenme materyalinin erişi ve kalıcılığa etkisi. (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
  • Ali, N., Santos, I. M., & Areepattamannil, S. (2017). Pre-service teachers’ perception of quick response (QR) code integration in classroom activities. Turkish Online Journal of Educational Technology. 16(1), 93-100.
  • Baruffi, S. (2014). What happens when QR codes are used to increase student engagement, motivation and independence in a fourth grade basic skills classroom? (Unpublished dissertation). Rowan University, Glassboro.
  • Björk, B. C. (2005). A lifecycle model of the scientific communication process. Learned publishing, 18(3), 165-176. doi:10.1087/0953151054636129
  • Chin, K.Y., Lee, K. F., & Chen, Y. L. (2015). Impact on student motivation by using a QR-based U-learning material production system to create authentic learning experiences. IEEE Transactions on Learning Technologies, 8(4), 367-382. doi:10.1109/TLT.2015.2416717
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage Publications.
  • Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63. doi:10.1016/j.compedu.2017.03.013
  • Çataloğlu, E. ve Ateşkan, A. (2014). QR (Quick Response) kodunun eğitim ve öğretimde kullanımının örneklenmesi. İlköğretim Online, 13(1), 5-14.
  • Durak, G., Ozkeskin, E. E., & Ataizi, M. (2016). QR codes in education and communication. Turkish Online Journal of Distance Education, 17(2), 42-58. doi:10.17718/tojde.89156
  • Gogova, M., & Koceska, N. (2014). The use of qr codes in education. A Journal for Information Technology, Education Development and Teaching Methods of Technical and Natural Sciences, 4(1), 21–24.
  • Hicks, A. & Sinkinson, C. (2011). Situated questions and answers responding to library users with QR codes. Reference & User Services Quarterly. 51(1), 60-69.
  • Hurd, J. M. (2000). The transformation of scientific communication: A Model for 2020. Journal of American Society for Information Science, 51(14), 1279–1283. doi:10.1002/1097-4571(2000)9999:9999<::AID-ASI1044>3.0.CO;2-1
  • Hwang, G. J., Kuo, F. R., Yin, P. Y., & Chuang, K.H. (2010). A heuristic algorithm for planning personalized learning paths for contextaware ubiquitous learning. Computers & Education, 54(2), 404-415. doi:10.1016/j.compedu.2009.08.024
  • Kuhlthau, C. C. (1987). Information skills for an information society: A review of research. An ERIC information analysis product. Syracuse: Syracuse University Information Resources Publications.
  • Lai, H. C., Chang, C. Y., Li, W. S., Fan, Y. L., & Wu, Y. T. (2013). The implementation of mobile learning in outdoor education: Application of QR codes. British Journal of Educational Technology, 44(2), 57-62. doi:10.1111/j.1467-8535.2012.01343.x
  • Lamb, A., & Johnson, L. (2013). QR Codes in the School Library: A Dozen Practical Uses. https://scholarworks.iupui.edu/bitstream/handle/1805/8591/40-3.pdf?sequence=1 adresinden elde edildi.
  • Liaw, S.S., Hatala, M., & Huang, H.M. (2010). Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. Computers & Education, 54(2), 446-454. doi:10.1016/j.compedu.2009.08.029
  • Liu, T. Y., Tan, T. H., & Chu, Y. L. (2010). QR code and augmented reality-supported mobile english learning system. In: X. Jiang, M.Y. Ma, & C.W. Chen (Eds.) Mobile multimedia processing. WMMP 2008. Lecture notes in computer science, vol 5960. (pp. 37-52). Berlin, Heidelberg: Springer.
  • Menzi Çetin, N. (2018). Bilimsel iletişim öğretim programının geliştirilmesi ve altıncı sınıf öğretim programı ile kaynaştırılması. (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Menzi Çetin, N. & Akkoyunlu, B. (2018). A study on how to equip students with scientific communication skills. In S. Kurbanoğlu, J. Boustany, S. Špiranec, E. Grassian, D.
  • Mizrachi, & L. Roy (Eds). Information literacy in the workplace. ECIL 2017. Communications in computer and information science, vol 810. (pp. 389-397). Cham: Springer.
  • Mousa, A. E. & El-Salam, M. A. (2016). Employing QR code as an effective educational tool for quick access to sources of kindergarten concepts . International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering 10(7). 2347 – 2350. doi:10.5281/zenodo.1125603
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park: Sage Publication.
  • Penfold, S. (2016). Top 10 eLearning trends to watch. http://sumo.ly/t8GW adresinden elde edildi.
  • Pons, D., Vallés, R., Abarca, M., & Rubio, F., (2011). QR codes in use: the experience at the UPV Library. Serials, 24, 47–56. doi:10.1629/24S47
  • Rikala, J., & Kankaanranta, M. (2014). Blending classroom teaching and learning with QR codes. 10th International Conference Mobile Learning, 14–148. http://files.eric.ed.gov/fulltext/ED557237.pdf adresinden elde edildi.
  • Saprudin, A. A., Goolamally, A., & Latif, L. A. (2014). Embedding QR codes in the teaching and learning process.Seminar Kebangsaan Pembelajaran Sepanjang Hayat. 201–210. http://library.oum.edu.my/repository/986/1/library-document-986.pdf adresinden elde edildi.
  • Schultz, M. K. (2013). A case study on the appropriateness of using quick response (QR) codes in libraries and museums. Library & Information Science Research, 35(3), 207-215. doi:10.1016/j.lisr.2013.03.002
  • Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3), 177-193. doi:10.1016/S0360-1315(99)00044-5
  • Uçak, N. Ö. ve Al, U. (2009). Bilimsel iletişimin zamana göre değişimi: Bir atıf analizi çalışması. Bilgi Dünyası, 10(1), 1-27.
  • Walsh, A. (2010). QR codes – using mobile phones to deliver library instruction and help at the point of need. Journal of Information Literacy, 4(1), 55-64. doi:10.11645/4.1.1458.
  • Walsh, A. (2009) Quick response codes and libraries. Library Hi Tech News, 26(5/6), 7-9. doi:10.1108/07419050910985255
  • Whitchurch, M. J. (2011). QR codes and library engagement. Bulletin of the American Society for Information Science and Technology, 38(1), 1-4. doi:10.1002/bult.2011.1720380107
  • Yıldırım, A. ve Şimşek, H. (2016). Nitel araştırma yöntemleri (10. Baskı). Ankara: Seçkin Yayınevi.
  • Yin, R. K. (1994). Case study research design and methods: Applied social research and methods series. (Second edition). Thousand Oaks, CA: Sage Publications Inc.

Student, Teacher, and School Librarian Views on Bibliographic Citation QR Code Generation Activity

Yıl 2019, Cilt: 20 Sayı: 1, 196 - 208, 31.07.2019
https://doi.org/10.12984/egeefd.468002

Öz

Information and communication technologies
present various tools that fulfill processes such as information sharing,
transferring, and communicating with information, writing and presentation
skills. QR codes are one of the tools used in mobile devices that accelerate
information access. As an interesting and easy-to-use tool, QR codes are used
in educational settings and positive results are obtained. The 'scientific
communication curriculum' aimed at fulfilling information skills by using
various tools has been developed and implemented to the sixth grade students..
In this study, the opinions of students, teachers and the school librarian who
participated in the activity of creating bibliographic citation QR codes, which
is one of the activities in the scientific communication curriculum, were
examined. As a result of the study, it has been stated that this activity
positively affects students' views towards information sources and library, and
that QR codes will encourage students to take advantage of the library.

Kaynakça

  • Acartürk, C. (2012, Şubat). Barkod teknolojilerinin eğitimde kullanımı: Bilişsel bilimler çerçevesinde bir değerlendirme. XIV. Akademik Bilişim Konferansı Bildirileri, Uşak Üniversitesi, Uşak.
  • Akın, T. (2014). Karekod destekli öğrenme materyalinin erişi ve kalıcılığa etkisi. (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
  • Ali, N., Santos, I. M., & Areepattamannil, S. (2017). Pre-service teachers’ perception of quick response (QR) code integration in classroom activities. Turkish Online Journal of Educational Technology. 16(1), 93-100.
  • Baruffi, S. (2014). What happens when QR codes are used to increase student engagement, motivation and independence in a fourth grade basic skills classroom? (Unpublished dissertation). Rowan University, Glassboro.
  • Björk, B. C. (2005). A lifecycle model of the scientific communication process. Learned publishing, 18(3), 165-176. doi:10.1087/0953151054636129
  • Chin, K.Y., Lee, K. F., & Chen, Y. L. (2015). Impact on student motivation by using a QR-based U-learning material production system to create authentic learning experiences. IEEE Transactions on Learning Technologies, 8(4), 367-382. doi:10.1109/TLT.2015.2416717
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage Publications.
  • Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63. doi:10.1016/j.compedu.2017.03.013
  • Çataloğlu, E. ve Ateşkan, A. (2014). QR (Quick Response) kodunun eğitim ve öğretimde kullanımının örneklenmesi. İlköğretim Online, 13(1), 5-14.
  • Durak, G., Ozkeskin, E. E., & Ataizi, M. (2016). QR codes in education and communication. Turkish Online Journal of Distance Education, 17(2), 42-58. doi:10.17718/tojde.89156
  • Gogova, M., & Koceska, N. (2014). The use of qr codes in education. A Journal for Information Technology, Education Development and Teaching Methods of Technical and Natural Sciences, 4(1), 21–24.
  • Hicks, A. & Sinkinson, C. (2011). Situated questions and answers responding to library users with QR codes. Reference & User Services Quarterly. 51(1), 60-69.
  • Hurd, J. M. (2000). The transformation of scientific communication: A Model for 2020. Journal of American Society for Information Science, 51(14), 1279–1283. doi:10.1002/1097-4571(2000)9999:9999<::AID-ASI1044>3.0.CO;2-1
  • Hwang, G. J., Kuo, F. R., Yin, P. Y., & Chuang, K.H. (2010). A heuristic algorithm for planning personalized learning paths for contextaware ubiquitous learning. Computers & Education, 54(2), 404-415. doi:10.1016/j.compedu.2009.08.024
  • Kuhlthau, C. C. (1987). Information skills for an information society: A review of research. An ERIC information analysis product. Syracuse: Syracuse University Information Resources Publications.
  • Lai, H. C., Chang, C. Y., Li, W. S., Fan, Y. L., & Wu, Y. T. (2013). The implementation of mobile learning in outdoor education: Application of QR codes. British Journal of Educational Technology, 44(2), 57-62. doi:10.1111/j.1467-8535.2012.01343.x
  • Lamb, A., & Johnson, L. (2013). QR Codes in the School Library: A Dozen Practical Uses. https://scholarworks.iupui.edu/bitstream/handle/1805/8591/40-3.pdf?sequence=1 adresinden elde edildi.
  • Liaw, S.S., Hatala, M., & Huang, H.M. (2010). Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. Computers & Education, 54(2), 446-454. doi:10.1016/j.compedu.2009.08.029
  • Liu, T. Y., Tan, T. H., & Chu, Y. L. (2010). QR code and augmented reality-supported mobile english learning system. In: X. Jiang, M.Y. Ma, & C.W. Chen (Eds.) Mobile multimedia processing. WMMP 2008. Lecture notes in computer science, vol 5960. (pp. 37-52). Berlin, Heidelberg: Springer.
  • Menzi Çetin, N. (2018). Bilimsel iletişim öğretim programının geliştirilmesi ve altıncı sınıf öğretim programı ile kaynaştırılması. (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Menzi Çetin, N. & Akkoyunlu, B. (2018). A study on how to equip students with scientific communication skills. In S. Kurbanoğlu, J. Boustany, S. Špiranec, E. Grassian, D.
  • Mizrachi, & L. Roy (Eds). Information literacy in the workplace. ECIL 2017. Communications in computer and information science, vol 810. (pp. 389-397). Cham: Springer.
  • Mousa, A. E. & El-Salam, M. A. (2016). Employing QR code as an effective educational tool for quick access to sources of kindergarten concepts . International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering 10(7). 2347 – 2350. doi:10.5281/zenodo.1125603
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park: Sage Publication.
  • Penfold, S. (2016). Top 10 eLearning trends to watch. http://sumo.ly/t8GW adresinden elde edildi.
  • Pons, D., Vallés, R., Abarca, M., & Rubio, F., (2011). QR codes in use: the experience at the UPV Library. Serials, 24, 47–56. doi:10.1629/24S47
  • Rikala, J., & Kankaanranta, M. (2014). Blending classroom teaching and learning with QR codes. 10th International Conference Mobile Learning, 14–148. http://files.eric.ed.gov/fulltext/ED557237.pdf adresinden elde edildi.
  • Saprudin, A. A., Goolamally, A., & Latif, L. A. (2014). Embedding QR codes in the teaching and learning process.Seminar Kebangsaan Pembelajaran Sepanjang Hayat. 201–210. http://library.oum.edu.my/repository/986/1/library-document-986.pdf adresinden elde edildi.
  • Schultz, M. K. (2013). A case study on the appropriateness of using quick response (QR) codes in libraries and museums. Library & Information Science Research, 35(3), 207-215. doi:10.1016/j.lisr.2013.03.002
  • Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3), 177-193. doi:10.1016/S0360-1315(99)00044-5
  • Uçak, N. Ö. ve Al, U. (2009). Bilimsel iletişimin zamana göre değişimi: Bir atıf analizi çalışması. Bilgi Dünyası, 10(1), 1-27.
  • Walsh, A. (2010). QR codes – using mobile phones to deliver library instruction and help at the point of need. Journal of Information Literacy, 4(1), 55-64. doi:10.11645/4.1.1458.
  • Walsh, A. (2009) Quick response codes and libraries. Library Hi Tech News, 26(5/6), 7-9. doi:10.1108/07419050910985255
  • Whitchurch, M. J. (2011). QR codes and library engagement. Bulletin of the American Society for Information Science and Technology, 38(1), 1-4. doi:10.1002/bult.2011.1720380107
  • Yıldırım, A. ve Şimşek, H. (2016). Nitel araştırma yöntemleri (10. Baskı). Ankara: Seçkin Yayınevi.
  • Yin, R. K. (1994). Case study research design and methods: Applied social research and methods series. (Second edition). Thousand Oaks, CA: Sage Publications Inc.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Nihal Menzi Çetin 0000-0002-1880-0917

Buket Akkoyunlu 0000-0003-1989-0552

Yayımlanma Tarihi 31 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 1

Kaynak Göster

APA Menzi Çetin, N., & Akkoyunlu, B. (2019). Bibliyografik Künye Karekodu Oluşturma Etkinliğine Yönelik Öğrenci, Öğretmen ve Okul Kütüphanecisi Görüşleri. Ege Eğitim Dergisi, 20(1), 196-208. https://doi.org/10.12984/egeefd.468002