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ERGENLERDE İNTERNET OKURYAZARLIĞI UYGULAMALARININ İNCELENMESİ: ARAŞTIRMA YÖNTEMLERİNİN ARAŞTIRILMASI

Year 2010, Volume: 6 Issue: 2, 191 - 210, 14.01.2013

Abstract

İnternet okuryazarlığı günümüzde bir ulusun sosyal ve ekonomik gelişmesi için oldukça önemlidir. Dünya genelinde eğitim sistemleri öğrencilerin internet okuryazarlığını geliştirmenin ve interneti öğrencilerin öğrenmelerini desteklemek için anlamlı bir şekilde kullanmanın yollarını aramaktadırlar. Ancak, uygulama çabaları yukarıdan aşağıya yapılanmış politikalarca ve internet kullanımı üzerine yapılan geniş çaplı araştırmalar tarafından yönlendirilmektedir. Gelişmiş müfredatın ve pedagojinin ülke gençlerinin günlük internet kullanımları üzerine yapılan nitel çalışmalar tarafından bilgilendirilmesi gereklidir. Bu makalede, gençlerin internet okuryazarlığı ve becerileri hakkında ayrıntılı gözlem yapabilmek için kullanılan pilot çalışmadaki çoklu nitel araştırma yöntemlerinin kullanımı ve bunun yanında öğrencilerin, ebeveynlerin ve öğretmenlerin okullarda internetin etkili kullanımı üzerine bakış açıları örneklendi. Bu yöntemler dijital görüntü alımının yanı sıra, işitsel ve görsel kayıtlardan oluşan çoklu araçları içerir. Çalışma, gençlerin internet okuryazarlığı hakkındaki bulguların geçerliğini arttıracak ve dolayısıyla eğitim uygulamalarına katkı sağlayacak önerilerle sonlandırdı.

References

  • Asselin, M., & Moayeri, M. (2010). New tools for new literacies research: An exploration of usability testing software. International Journal of Research and Method in Education, 33(1), 41–53.
  • Buckingham, D. (2007). The media literacy of children and young people. London: Centre for Study of Children. Retrieved from http://www.ofcom.org.uk/advice/media_literacy/medlitpub/medlitpub rss/ml_children.pdf.
  • Burnett, C. (2009). Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies. Journal of Research in Reading, 32(1), 22-37.
  • Castells, M. (2002). The internet galaxy: Reflections on the internet, business and society. Oxford: Oxford University Press.
  • Castells, M. (2000). The rise of the networked society (2nd ed.). Oxford: Blackwell.
  • Chung, J.S., & Neumann, D. (2007). High school students’ information seeking and use for class projects. Journal of the American Society for Information Science and Technology, 58(10), 1503–1517.
  • Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet. Reading Research Quarterly, 42(2), 214–257.
  • Committee of Inquiry into the Changing Learning Experience. (2009). Higher education in a Web 2.0 world: Report of an independent committee of inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies. Retrieved from http://www.clex.org.uk.
  • Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
  • Damico, J., & Baildon, M. (2007a). Reading web sites in an inquiry-based social studies classroom. In D. Row, R. Jimenez, D. Compton, D. Dickenson Y. Kim, K. Leander & V. Risko (Eds.), 56th yearbook of the National Reading Conference (204–217). Oak Creek, WI: National Reading Association.
  • Damico, J., & Baildon, M. (2007b). Examining ways readers engage with websites during think-aloud sessions. Journal of Adolescent & Adult Literacy, 51(3), 254–263.
  • Davies, J., & Merchant, G. (2009). Web 2.0 for schools: Learning and social participation. New York: Peter Lang.
  • Dresang, E.T. (2005). The information seeking behavior of youth in a digital environment. Library Trends, 54(2), 178–196.
  • Fabos, B. (2008). The price of information: Critical literacy, education, and today’s internet. In J. Coiro, M. Knobel, C. Lankshear & D. Leu (Eds.), Handbook of research on new literacies (pp. 839–870). New York: Lawrence Erlbaum.
  • Grant, L. (2009). 'I DON'T CARE DO UR OWN PAGE ' A case study of using wikis for collaborative work in a UK secondary school. Learning, Media and Technology, 34(2), 105–117.
  • Greenhow, C., Robelia, B., & Hughes, J. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259.
  • Hargittai, E., & Walejko, G. (2008). The participation divide: Content creation and sharing in the digital age. Information, Communication & Society, 11(2), 239–256.
  • Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192.
  • Helsper, E. & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36 (3), 503 - 520
  • Henry, L.A. (2006). SEARCHing for an answer: The critical role of new literacies while reading on the internet. The Reading Teacher, 59(7), 614–627.
  • Internet World Statistics: The internet Big Picture. (2000-1010). Usage and Population. Retrieved from http://www.internetworldstats.com/stats.htm
  • Ito, M., Horst, H., Bittanti, M., boyd, d., Herr-Stephenson, B., Lange, P.G., Robinson, L. (2008). Living and learning with new media: Summary of findings from the digital youth project. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Retrieved from http://digitalyouth.ischool.berkeley.edu/files/report/ digitalyouth-WhitePaper.pdf.
  • Jenkins, H. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. John D. and Catherine T. MacArthur Foundation: Chicago, IL. Retrieved from http:/digitalyouth.ischool.berkeley.edu/report.
  • John, P., & Sutherland, R. (2005). Affordance, opportunity and the pedagogical implications of ICT. Educational Review, 57(4), 405 - 413.
  • Kapitzke, C. (2005). Whose community? Which knowledge? A critical (hyperliteracies) take on information literate school communities. In J. Henri & M. Asselin (Eds.), The information literate school community: Issues of leadership (pp. 27–37). Westport, CT: Libraries Unlimited.
  • Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). Philadelphia: Open University Press.
  • Lawless, K., Shrader, P., & Mayall, H. (2007). Acquisition of online information: Knowledge, navigation and learning outcomes. Journal of Literacy Research, 39(3), 289–306.
  • Leander, K. (2007). ―You won’t be needing your laptops today:‖ Wired bodies in the wireless classroom. In M. Knobel & C. Lankshear (Eds.), A new literacies sampler (pp. 25–48). New York: Peter Lang.
  • Lenhart, A., Purcell, K., Smith A., & Zickuhr, K. (2010). Social Media and Young Adults. Pew internet and American Life Project, Washington, DC. Retrieved from http://www.pewinternet.org/Reports/2010/Social- Media-and-Young-Adults.aspx.
  • Leu, D.J., Zawilinski, L., Castek, J., Banerjee, J., Housand, B., Liu, Y., & O’Neil, M. (2007). What is new about the new literacies of online reading comprehension? In A. Berger, L. Rush, & J. Eakle (Eds.), Secondary school reading and writing: What research reveals for classroom practices (pp.37-68). NCTE/NCRLL: Chicago, IL. Retrieved from http://www.ncte.org/library/files/Store/Books/Sample/42936Chap03_x.pdf
  • Leu, D.J., Kinzer, C.K., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 1568-1611). Newark, DE: International Reading Association.
  • Luckin, R., Clark, W., Graber, R., Logan, K., Mee A., & Oliver, M. (2009). Do web 2.0 tools really open the door to learning: Perceptions, practices and profiles of 11–16 year old students. Learning, Media and Technology, 34(2), 87–104.
  • Madden, A., Ford, N., Miller, D., & Levy, P. (2005). Using the internet in teaching: The views of practitioners. British Journal of Technology, 36, 255–280.
  • National Council of Teachers of English. (2008). The NCTE definition of 21st century literacies. A position statement of the NCTE Executive Committee. Retrieved from http://www.ncte.org/positions/statements/21stcentdefinition
  • NETS Project & Brook-Young, S. (2007). National educational technology standards for students (2 Education. nd
  • ed.). International Society for Technology in
  • O’Brien, D.G., & Bauer, E.B. (2005). New literacies and the institution of old learning. Reading Research Quarterly, 40(1), 120–131.
  • Organisation for Economic Co-operation and Development. (2005). Are students ready for a technology-rich world? What PISA studies tell us. Retrieved from http://www.oecd.org/document/31/0,2340,en_32252351_ 32236173_35995743_1_1_1_1,00.html.
  • Partnership for 21st Century Learning. (2009). Framework for 21st century learning. Retrieved from http://www.21stcenturyskills.org/index.php.
  • Rowlands, I., & Nicholas, D. (2008). Information behaviour of the researcher of the future. A CIBER Briefing Paper. Commissioned by British Library & Joint Information Systems Committee. Centre for Information Behaviour & the Evaluation of Research (CIBER), University College London. Retrieved from http://www.bl.uk/news/pdf/googlegen.pdf.
  • Samuelsson, U. (2010). ICT use among Swedish 13-year old children. Learning, Media and Technology, 35(1), 15–30.
  • Shenton, A.K. (2007). The paradoxical world of young people’s information behaviour. School Libraries Worldwide, 13(2). Retrieved from http://www.iasl-online.org/pubs/slw/july07-shenton.htm.
  • Souter, D. (2010). Towards inclusive knowledge societies. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0018/001878/187832e.pdf.
  • Sutherland-Smith, W. (2002). Weaving the literacy Web: Changes in reading from page to screen. The Reading Teacher, 55, 662–669.
  • Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. Toronto: McGraw Hill.
  • UNESCO (2008). UNESCO ICT standards for teachers. Retrieved from http://portal.unesco.org/ci/en/ev.php-URL_ID=25740&URL_DO= DO_TOPIC&URL_SECTION=201.html.
  • Warschauer, M. (2006). Laptops and Literacy: Learning in the Wireless
  • Classroom. New York: Teachers College Press.
Year 2010, Volume: 6 Issue: 2, 191 - 210, 14.01.2013

Abstract

References

  • Asselin, M., & Moayeri, M. (2010). New tools for new literacies research: An exploration of usability testing software. International Journal of Research and Method in Education, 33(1), 41–53.
  • Buckingham, D. (2007). The media literacy of children and young people. London: Centre for Study of Children. Retrieved from http://www.ofcom.org.uk/advice/media_literacy/medlitpub/medlitpub rss/ml_children.pdf.
  • Burnett, C. (2009). Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies. Journal of Research in Reading, 32(1), 22-37.
  • Castells, M. (2002). The internet galaxy: Reflections on the internet, business and society. Oxford: Oxford University Press.
  • Castells, M. (2000). The rise of the networked society (2nd ed.). Oxford: Blackwell.
  • Chung, J.S., & Neumann, D. (2007). High school students’ information seeking and use for class projects. Journal of the American Society for Information Science and Technology, 58(10), 1503–1517.
  • Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet. Reading Research Quarterly, 42(2), 214–257.
  • Committee of Inquiry into the Changing Learning Experience. (2009). Higher education in a Web 2.0 world: Report of an independent committee of inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies. Retrieved from http://www.clex.org.uk.
  • Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
  • Damico, J., & Baildon, M. (2007a). Reading web sites in an inquiry-based social studies classroom. In D. Row, R. Jimenez, D. Compton, D. Dickenson Y. Kim, K. Leander & V. Risko (Eds.), 56th yearbook of the National Reading Conference (204–217). Oak Creek, WI: National Reading Association.
  • Damico, J., & Baildon, M. (2007b). Examining ways readers engage with websites during think-aloud sessions. Journal of Adolescent & Adult Literacy, 51(3), 254–263.
  • Davies, J., & Merchant, G. (2009). Web 2.0 for schools: Learning and social participation. New York: Peter Lang.
  • Dresang, E.T. (2005). The information seeking behavior of youth in a digital environment. Library Trends, 54(2), 178–196.
  • Fabos, B. (2008). The price of information: Critical literacy, education, and today’s internet. In J. Coiro, M. Knobel, C. Lankshear & D. Leu (Eds.), Handbook of research on new literacies (pp. 839–870). New York: Lawrence Erlbaum.
  • Grant, L. (2009). 'I DON'T CARE DO UR OWN PAGE ' A case study of using wikis for collaborative work in a UK secondary school. Learning, Media and Technology, 34(2), 105–117.
  • Greenhow, C., Robelia, B., & Hughes, J. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259.
  • Hargittai, E., & Walejko, G. (2008). The participation divide: Content creation and sharing in the digital age. Information, Communication & Society, 11(2), 239–256.
  • Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192.
  • Helsper, E. & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36 (3), 503 - 520
  • Henry, L.A. (2006). SEARCHing for an answer: The critical role of new literacies while reading on the internet. The Reading Teacher, 59(7), 614–627.
  • Internet World Statistics: The internet Big Picture. (2000-1010). Usage and Population. Retrieved from http://www.internetworldstats.com/stats.htm
  • Ito, M., Horst, H., Bittanti, M., boyd, d., Herr-Stephenson, B., Lange, P.G., Robinson, L. (2008). Living and learning with new media: Summary of findings from the digital youth project. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Retrieved from http://digitalyouth.ischool.berkeley.edu/files/report/ digitalyouth-WhitePaper.pdf.
  • Jenkins, H. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. John D. and Catherine T. MacArthur Foundation: Chicago, IL. Retrieved from http:/digitalyouth.ischool.berkeley.edu/report.
  • John, P., & Sutherland, R. (2005). Affordance, opportunity and the pedagogical implications of ICT. Educational Review, 57(4), 405 - 413.
  • Kapitzke, C. (2005). Whose community? Which knowledge? A critical (hyperliteracies) take on information literate school communities. In J. Henri & M. Asselin (Eds.), The information literate school community: Issues of leadership (pp. 27–37). Westport, CT: Libraries Unlimited.
  • Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). Philadelphia: Open University Press.
  • Lawless, K., Shrader, P., & Mayall, H. (2007). Acquisition of online information: Knowledge, navigation and learning outcomes. Journal of Literacy Research, 39(3), 289–306.
  • Leander, K. (2007). ―You won’t be needing your laptops today:‖ Wired bodies in the wireless classroom. In M. Knobel & C. Lankshear (Eds.), A new literacies sampler (pp. 25–48). New York: Peter Lang.
  • Lenhart, A., Purcell, K., Smith A., & Zickuhr, K. (2010). Social Media and Young Adults. Pew internet and American Life Project, Washington, DC. Retrieved from http://www.pewinternet.org/Reports/2010/Social- Media-and-Young-Adults.aspx.
  • Leu, D.J., Zawilinski, L., Castek, J., Banerjee, J., Housand, B., Liu, Y., & O’Neil, M. (2007). What is new about the new literacies of online reading comprehension? In A. Berger, L. Rush, & J. Eakle (Eds.), Secondary school reading and writing: What research reveals for classroom practices (pp.37-68). NCTE/NCRLL: Chicago, IL. Retrieved from http://www.ncte.org/library/files/Store/Books/Sample/42936Chap03_x.pdf
  • Leu, D.J., Kinzer, C.K., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 1568-1611). Newark, DE: International Reading Association.
  • Luckin, R., Clark, W., Graber, R., Logan, K., Mee A., & Oliver, M. (2009). Do web 2.0 tools really open the door to learning: Perceptions, practices and profiles of 11–16 year old students. Learning, Media and Technology, 34(2), 87–104.
  • Madden, A., Ford, N., Miller, D., & Levy, P. (2005). Using the internet in teaching: The views of practitioners. British Journal of Technology, 36, 255–280.
  • National Council of Teachers of English. (2008). The NCTE definition of 21st century literacies. A position statement of the NCTE Executive Committee. Retrieved from http://www.ncte.org/positions/statements/21stcentdefinition
  • NETS Project & Brook-Young, S. (2007). National educational technology standards for students (2 Education. nd
  • ed.). International Society for Technology in
  • O’Brien, D.G., & Bauer, E.B. (2005). New literacies and the institution of old learning. Reading Research Quarterly, 40(1), 120–131.
  • Organisation for Economic Co-operation and Development. (2005). Are students ready for a technology-rich world? What PISA studies tell us. Retrieved from http://www.oecd.org/document/31/0,2340,en_32252351_ 32236173_35995743_1_1_1_1,00.html.
  • Partnership for 21st Century Learning. (2009). Framework for 21st century learning. Retrieved from http://www.21stcenturyskills.org/index.php.
  • Rowlands, I., & Nicholas, D. (2008). Information behaviour of the researcher of the future. A CIBER Briefing Paper. Commissioned by British Library & Joint Information Systems Committee. Centre for Information Behaviour & the Evaluation of Research (CIBER), University College London. Retrieved from http://www.bl.uk/news/pdf/googlegen.pdf.
  • Samuelsson, U. (2010). ICT use among Swedish 13-year old children. Learning, Media and Technology, 35(1), 15–30.
  • Shenton, A.K. (2007). The paradoxical world of young people’s information behaviour. School Libraries Worldwide, 13(2). Retrieved from http://www.iasl-online.org/pubs/slw/july07-shenton.htm.
  • Souter, D. (2010). Towards inclusive knowledge societies. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0018/001878/187832e.pdf.
  • Sutherland-Smith, W. (2002). Weaving the literacy Web: Changes in reading from page to screen. The Reading Teacher, 55, 662–669.
  • Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. Toronto: McGraw Hill.
  • UNESCO (2008). UNESCO ICT standards for teachers. Retrieved from http://portal.unesco.org/ci/en/ev.php-URL_ID=25740&URL_DO= DO_TOPIC&URL_SECTION=201.html.
  • Warschauer, M. (2006). Laptops and Literacy: Learning in the Wireless
  • Classroom. New York: Teachers College Press.
There are 48 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Marlene Asselın This is me

Maryam Moayerı This is me

Publication Date January 14, 2013
Submission Date December 19, 2012
Published in Issue Year 2010 Volume: 6 Issue: 2

Cite

APA Asselın, M., & Moayerı, M. (2013). ERGENLERDE İNTERNET OKURYAZARLIĞI UYGULAMALARININ İNCELENMESİ: ARAŞTIRMA YÖNTEMLERİNİN ARAŞTIRILMASI. Eğitimde Kuram Ve Uygulama, 6(2), 191-210.