Öğretmenlerin Dijital Okuryazarlık Düzeyleri ile Araştırma Okuryazarlığı Becerileri Arasındaki İlişki

Abstract

Bilgi çağında, bireylerin bilgiye erişme, bilgiyi kullanma ve aktarma becerileri kişisel ve mesleki başarı için temel önem taşımaktadır. Dijital ve araştırma okuryazarlığı, çağdaş eğitim süreçlerinde öğretmenlerin mesleki yeterliliklerini güçlendiren kritik becerilerdir. Bu çalışma, öğretmenlerin dijital okuryazarlık becerileri ile araştırma okuryazarlığı yeterlilikleri arasındaki ilişkiyi incelemeyi amaçlamaktadır. Nicel araştırma yaklaşımının kullanıldığı çalışmada ilişkisel tarama modeli kullanılmıştır Çalışmanın örneklemi, Türkiye’nin doğu bölgesindeki bir merkez ilçede görev yapan tüm branş öğretmenlerinden oluşmaktadır. Çalışmaya toplam 604 öğretmen çevrimiçi olarak katılmıştır. Verilerin toplanmasında araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu” ile geçerlilik ve güvenilirliği titizlikle test edilen “Dijital Okuryazarlık Ölçeği” ve “Araştırma Okuryazarlığı Ölçeği” kullanılmıştır. Normallik analizlerine göre veriler normal dağılmamaktadır. Analizlerde Mann-Whitney U, Kruskal-Wallis H testleri ve Spearman Korelasyon Analizleri kullanılmıştır. Bulgular, cinsiyet, bölüm, yaş, bilgisayar sahipliği ve günlük internet kullanım süresi gibi demografik parametrelere dayalı olarak öğretmenlerin dijital okuryazarlık becerilerinde önemli farklılıklar olduğunu ortaya koymaktadır. Benzer şekilde, öğretmenlerin araştırma okuryazarlığı becerilerinde de cinsiyet, eğitim düzeyi ve bilgisayar sahipliğine dayalı farklılıklar bulunmaktadır. Ayrıca, dijital okuryazarlık ve araştırma okuryazarlığı becerileri arasında güçlü bir pozitif ilişki görülmekte, bu da bir beceri geliştiğinde diğer becerinin de geliştiğini göstermektedir. Bu bulgular, öğretmenlerin mesleki gelişim süreçlerinde dijital okuryazarlık ve araştırma okuryazarlığının ele alınmasının önemini vurgulamaktadır.

Keywords

• dijital okuryazarlık
• araştırma okuryazarlığı
• okuryazarlık
• öğretmenler

The Relationship Between Teachers’ Digital Literacy Levels and Research Literacy Skills

Abstract

In the information age, individuals’ ability to access, use, and transfer information is fundamental for personal and professional success. Digital and research literacy are critical skills that strengthen teachers’ professional competencies in contemporary educational processes. This study examines the correlation between teachers’ proficiency in digital literacy and their proficiency in research literacy. A quantitative research approach is utilized, employing a relational survey design. The study sample consists of all subject-area educators who are employed in a central district within the eastern region of Türkiye. A total of 604 teacher participated in the study online Data gathering entails the utilization of a “Personal Information Form” devised by the researchers, in conjunction with the “Digital Literacy Scale” and “Research Literacy Scale,” all of which have undergone meticulous testing to ensure their validity and reliability. According to normality analyses, the data are not normally distributed. Mann-Whitney U, Kruskal-Wallis H tests, Spearman Correlation Analyses were used as analyses The findings reveal substantial disparities in the digital literacy skills of instructor based on demographic parameters including gender, department, age, computer ownership, and daily internet usage time. Likewise, there are differences in instructors’ research literacy skills based on gender, level of education, and ownership of computers. Moreover, a strong positive association is seen between digital literacy and research literacy skills, suggesting that when one ability improves, the other skill also improves. These findings emphasize the importance of addressing digital and research literacy in teachers’ professional development processes.

Keywords

• literacy
• digital literacy
• research literacy
• teachers

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