How Post-Graduate Information Science Students Design Information Resources? Multimodal Information Literacy Perspectives

Year 2022, , 81 - 102, 30.06.2022

Kübra Ayık , Mehmet Canatar

https://doi.org/10.26650/bba.2022.17.1109755

Abstract

Information literacy have been conceptualized by numerous researchers and organizations for a long time. Especially after the prevalence of ICT and screen-based digital communication tools which make a constant connection among people, information literacy has recently been re-conceptualized regarding the new culture, user agency, and text structure. Under these conditions, individuals are seen to make meaning of existing information resources and create new information resources as the parts of socialized information construction processes. Therefore, individuals are considered active designers of information resources. In this respect, this study aims to explore how individuals design information resources which are expected to have multimodal semiotic text structure. A qualitative descriptive method was adopted, and data was analyzed both quantitatively and qualitatively. 16 post-graduate Department of Information and Records Management students joined the study. 64 information resources (participant-generated texts) were analyzed. Results demonstrate that the semiotic structure of information resources is far from having high meaning-making potential and mostly dominantly monomodal instead of being multimodal. The study recommends that information literacy education should also focus on how to design semiotic rich and multimodal information resources to be effective contributors to information construction.

Keywords

Information literacy, Multimodal literacy, Multimodal information literacy, Information science, Digital age

Lisansüstü Bilgi ve Belge Yönetimi Öğrencileri Bilgi Kaynaklarını Nasıl Tasarlar? Çok Modlu (Multimodal) Bilgi Okuryazarlığı Bakış Açısı

Abstract

Bilgi okuryazarlığı, uzun yıllar içerisinde çok sayıda araştırmacı ve kuruluş tarafından araştırılmış ve tanımlanmıştır. Özellikle insanların sürekli çevrim içi bağlantı kurmasını sağlayan bilgi ve iletişim teknolojileri ve ekran tabanlı dijital iletişim araçlarının yaygınlığından sonra, bilgi okuryazarlığı son zamanlarda yeni kültür, kullanıcı rol/yetkinliği ve metin yapısı açısından yeniden kavramsallaştırılmıştır. Bu koşullar altında bireyler, bilginin sosyal olarak oluşturulduğu süreçlerin parçaları olarak mevcut bilgi kaynaklarını anlamlandırmak ve yeni bilgi kaynakları oluşturmak olarak görülmektedir. Bu nedenle, bireyler bilgi kaynaklarının aktif tasarımcıları ve katkı sağlayıcıları olarak kabul edilir. Bu bağlamda bu çalışma, bireylerin multimodal semiyotik metin yapısına sahip olması beklenen bilgi kaynaklarını nasıl tasarladıklarını araştırmayı amaçlamaktadır. Çalışmada nitel betimleyici yöntem benimsenmiş ve veriler hem nicel hem de nitel olarak analiz edilmiştir. Çalışmaya Bilgi ve Belge Yönetimi Bölümü’nde lisansüstü eğitim alan 16 öğrenci katılmıştır. 64 bilgi kaynağı (katılımcı tarafından oluşturulan bilgi kaynağı olan metinleri analiz edilmiştir. Sonuçlar, bilgi kaynaklarının semiyotik yapısının, anlamlı bir yapıya sahip olmaktan uzak olduğunu ve multimodal olmak yerine baskın olarak monomodal olduğunu göstermektedir. Çalışma, bilgi okuryazarlığı eğitiminin, bireylerin bilgi inşasına katkıda bulunabilmeleri için semiyotik açıdan zengin ve multimodal bilgi kaynaklarının nasıl tasarlanacağına da odaklanmasını önermektedir.

Keywords

Bilgi okuryazarlığı, Multimodal okuryazarlık, Multimodal bilgi okuryazarlığı, Bilgi bilimi, Dijital çağ

References

• Association of College and Research Librararies - American Library Association. (2016) Framework for information literacy for Higher Education. https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/ infolit/framework1.pdf google scholar
• American Library Association. (2006). Presidential committee on information literacy : Final report. http:// www.ala.org/acrl/publications/whitepapers/presidential google scholar
• Braun, V., ve Clarke, V. (2019). Successful qualitative research: A practical guide for beginners. SAGE Publications. google scholar
• Carlito, M. D. (2018). Supporting multimodal literacy in library instruction. Reference Services Review, 46(2), 164-177. https://doi.org/10.1108/RSR-02-2018-0015 google scholar
• Coonan, E., Geekie, J., Goldstein, S., Jeskins, L., Jones, R., Macrae-Gibson, R., Walton, G. (2018). CILIP definition of information literacy 2018. CILIP Information Literacy Group, 1-8. google scholar
• Cordes, S. (2009). Broad Horizons: The role of multimodal literacy in 21st century library instruction. IFLA: World library and information congress, 75th IFLA general conference and assembly. https://www.ifla. org/past-wlic/2009/94-cordes-en.pdf google scholar
• DiSessa, A. A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22(3), 293-331. https://doi.org/10.1207/s1532690xci2203_2 google scholar
• DiSessa, A. A., ve Sherin, B. L. (2000). Meta-representation: An introduction. Journal of Mathematical Behavior, 19(4), 385-398. https://doi.org/10.1016/S0732-3123(01)00051-7 google scholar
• Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. DESIDOC Journal of Library & Information Technology, 28(2), 39-47. https://doi.Org/10.14429/djlit.28.2.166 google scholar
• Gebre, E. H., ve Polman, J. L. (2016). Developing young adults’ representational competence through infographic-based science news reporting. International Journal of Science Education, 38(18), 2667-2687. https://doi.org/10.1080/09500693.2016.1258129 google scholar
• Givens, M., Holdsworth, L., Mi, X., Rascoe, F., Valk, A., ve Viars, K. E. (2020). Multimodal information literacy in higher education: Critical thinking, technology, and technical skill. https://smartech.gatech. google scholar
• edu/bitstream/handle/1853/62433/multimodal%20information%20literacy%20complete%20draft%20 with%20revisions.pdf google scholar
• Hattwig, D., Bussert, K., Medaille, A., ve Burgess, J. (2013). Denise Hattwig, Kaila Bussert, Ann Medaille, Joanna Burgess. Portal: Libraries and the Academy, 13(1), 61-89. google scholar
• Herrlinger, S., Höffler, T. N., Opfermann, M., & Leutner, D. (2017). When do pictures help learning from expository text? Multimedia and modality effects in primary schools. Research in Science Education, 47(3), 685-704. https://doi.org/10.1007/s11165-016-9525-y google scholar
• Hodge, R., ve Kress, G. (1988). Social semiotics. Cornell University Press. google scholar
• Iannuzzi, P. (2000). Information literacy competency standards for higher education. Community and Junior College Libraries, 9(4), 63-67. https://doi.org/10.1300/J107v09n04_09 google scholar
• Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32, 241-267. https://doi.org/10.3102/0091732X07310586 google scholar
• Jewitt, C., Bezemer, J., ve O’Halloran, K. (2016). Introducing multimodality. In introducing multimodality. https://doi.org/10.4324/9781315638027 google scholar
• Lankshear, C. ve Knobel, M. (2007). Sampling “the New” in new literacies. M. Knobel ve C. Lankshear (Eds.), A new literacies sampler içinde (ss. 1-24). Peter Lang. google scholar
• Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture and Society, 33(2), 211-221. https://doi.org/10.1177/0163443710393382 google scholar
• Kress, G.. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge. google scholar
• Kress, G., ve Jewitt, C. (2003). Multimodal literacy. Peter Lang. google scholar
• Kress, G., ve Selander, S. (2012). Multimodal design, learning and cultures of recognition. Internet and Higher Education, 15(4), 265-268. https://doi.org/10.1016/j.iheduc.2011.12.003 google scholar
• Lankshear, C. ve Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). Open University Press. https://doi.org/10.4324/9781315390789-4 google scholar
• Lemke, J. L. (1998). Multimedia literacy demands of the scientific curriculum. Linguistics and Education, 3(10), 247-271. google scholar
• Lippincott, J. K. (2007). Student content creators: Convergence of literacies. Educause Review, 42(6), 16-17. google scholar
• Mackey, T. P., ve Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College and Research Libraries, 72(1), 62-78. https://doi.org/10.5860/crl-76r1 google scholar
• Mills, K. A., ve Unsworth, L. (2017). Multimodal literacy. In Oxford Research Encyclopedia of Education (Issue February). https://doi.org/10.1093/acrefore/9780190264093.013.232 google scholar
• O’Grady, J. V., ve O’Grady, K. V. (2008). The information design handbook. How Books. google scholar
• O’Halloran, K. L. (2007). Systemic functional multimodal discourse analysis (SF-MDA) approach to mathematics, grammar and literacy. In A. McCabe, M. O’Donnell, ve R. Whittaker (Eds.), advances in language and education (pp. 77-102). Continuum. google scholar
• O’Reilly, T. (2005, September 30). What is Web 2.0. https://www.oreilly.com/pub/a/web2/archive/what-is-web-20.htmlhttps://www.oreilly.com/pub/a/web2/archive/what-is-web- 20.html google scholar
• Savin-Baden, M., ve Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. Routledge. google scholar
• Serafini, F. (2015). Multimodal literacy: From theories to practices. Language Arts, 92(6), 412-423. google scholar
• Stordy, P. H. (2015). Taxonomy of literacies. Journal of Documentation, 71(3), 456-476. https://doi.org/10.1108/ JD-10-2013-0128 google scholar
• Tang, K. S., ve Danielsson, K. (2018). Global developments in literacy research for science education. In global developments in literacy research for science education. Springer International Publishing. https:// doi.org/10.1007/978-3-319-69197-8 google scholar
• van Leeuwen, T. (2005). Introducing social semiotics: An introductory textbook. Routledge. google scholar
• Zurkowski, P. G. (1974). The information service enviroment relationships and priorities. National Commission on Libraries and Information Science, 1-30. https://doi.org/ERIC Number: ED100391 google scholar