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

Yıl 2022, Sayı: 17, 81 - 102, 30.06.2022

Kübra Ayık , Mehmet Canatar

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

Öz

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.

Anahtar Kelimeler

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

Öz

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.

Anahtar Kelimeler

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

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