Araştırma Makalesi
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Halk Kütüphanelerinin Toplumun Dijital Okuryazarlık Becerilerini Geliştirmedeki Rolü

Yıl 2022, Cilt: 36 Sayı: 4, 395 - 422, 30.12.2022
https://doi.org/10.24146/tk.1087448

Öz

Amaç: Bu çalışmanın amacı halk kütüphanelerinin toplumun dijital okuryazarlık becerilerinin geliştirilmesindeki rolünü literatüre dayalı açıklayarak, Türkiye’deki il halk kütüphanelerinin bu amaçla yürüttükleri çalışmaları tespit etmek ve bu konuda bir farkındalık yaratmaktır.
Yöntem: Veri toplama aracı olarak bir anket oluşturulmuştur. Ankette 81 il halk kütüphanesi yöneticilerine 18 soru (bazıları çoktan seçmeli) yöneltilmiştir. Ardından anket SPSS yazılımı ile analiz edilmiştir.
Bulgular: Araştırma sonucunda, Türkiye’de il halk kütüphanelerinin son on iki ayda (11.02.2022 ile 05.03.2022 tarihleri arasında) düzenlediği yirmi farklı türde toplam doksan dört dijital okuryazarlık eğitiminin; %31,9’unun resmi eğitim, %17,1’inin tek kişilik eğitim, %47,8’nin (n=45) gayri resmi eğitim ve %3,1’inin çevrimiçi bireysel katılım eğitimi olduğu tespit edilmiştir. Verilen eğitimlerin bölgelere göre dağılımı incelendiğinde; Akdeniz Bölgesi’ndeki il halk kütüphanelerinin verdikleri resmi yüz dijital okuryazarlık eğitimlerinin %62,5 ile en yüksek oranda olduğu ortaya çıkmıştır. Aynı eğitim türünde bu bölgeyi Ege Bölgesi’ndeki il halk kütüphaneleri %25 ile takip etmektedir. Doğu Anadolu Bölgesi, Karadeniz Bölgesi ve Güney Doğu Anadolu Bölgesi bu soruyu “sunulmamaktadır” şeklinde cevaplandırmıştır. Bilgi ve Belge Yönetimi (BBY) mezunu sayısı ile verilen dijital okuryazarlık eğitim sayısı arasında bir bağlantı olup olmadığına bakıldığında verilen doksan dört eğitimin %58,5’inin dört ve üstü BBY mezunu çalışana sahip il halk kütüphaneleri tarafından verildiği belirlenmiştir. Araştırmada, dijital okuryazarlık eğitimlerinin kimler tarafından verildiğine dair yöneltilen çoktan seçmeli soruya; %55,6’sının kütüphane personeli, %18,8’inin kütüphane gönüllüleri, %11,3’nün sivil toplum kuruluşları, %8,4’nün halktan gönüllüler ve %5,6’nın bölgesel iş birlikleri kuruluşları (dernekler, konsorsiyum eğitimcileri) personelleri şeklinde cevaplar alınmıştır. İl halk kütüphaneleri, dijital okuryazarlık eğitimlerini sunabilmek için karşılaştıkları kısıtlamalarla ilgili soruya hiçbir seçeneği “en önemli” sorun olarak işaretlememiştir. Bu da il halk kütüphanelerinin dijital okuryazarlık eğitimlerini ve hizmetleri rahatlıkla verebileceklerinin önemli bir göstergesidir.
Sonuç: Türkiye’de il halk kütüphanelerinin yeterli sayıda olmasa da bazı dijital okuryazarlık eğitimleri vermekte oldukları, bunların sayısını artırmayı planladıkları ve dijital okuryazarlığa yönelik eğitim veremeyen kütüphanelerin de bu eğitimleri vermeyi planladıkları tespit edilmiştir. Araştırma sonucunda il halk kütüphanelerinin teknolojik alt yapısının yeterli olduğu, ancak planlı bir politika doğrultusunda dijital okuryazarlıkta topluma daha güçlü hizmetler sunacakları ortaya çıkmıştır. İleride benzer bir araştırmanın tüm halk kütüphanelerini kapsayacak şekilde yapılmasının yararlı olacağı düşünülmektedir.
Özgünlük: İl halk kütüphanesi yöneticilerinin değerlendirme ve yaklaşımlarını ortaya çıkarması bu çalışmaya özgünlük kazandırmaktadır.

Teşekkür

Kütüphaneler ve Yayımlar Genel Müdürlüğü'ne anketimize izin verdikleri için teşekkür ederiz. Ayrıca Etik Kurul onayımızda desteğini bizden esirgemeyen Uşak Üniversitesi Arş. Görevlisi sayın Sabiha Eren hocamıza çok teşekkür ederiz.

Kaynakça

  • Al, U. ve Soydal, İ. (2014). Kütüphan-e Türkiye projesi: Halk kütüphanesi kullanım araştırması. Türk Kütüphaneciliği, 28(3), 288-307.
  • Alexander, B., Adams, B. S., Cummins, M. ve New Media Consortium. (2016, Ekim). Digital literacy: an NMC Horizon Project strategic brief. http://files.eric.ed.gov/fulltext/ED593900.pdf
  • American Library Association. (1989, 10 Ocak). Presidential committee on information literacy: final report. American Library Association. https://www.ala.org/acrl/publications/whitepapers/presidential
  • American Library Associaton. (2018, 23 Ocak). Fostering creative community connections. American Library Association. https://www.ala.org/pla/initiatives/shortstorydispensers
  • Ankara YHT Gar Kütüphanesi Açıldı (2022, 4 Ağustos). https://basin.ktb.gov.tr/TR-326466/ankara-yht-gar-kutuphanesi-acildi.html
  • AVM Kütüphanesi Büyük İlgi Görüyor (2021, 15 Nisan). https://umraniye.bel.tr/tr/main/news/avm-kutuphanesi-buyuk-ilgi-goruyor/9140
  • Ayre, L. B. (2016). The impact of information technology on public libraries. Public Library Quarterly, 35(4), 355-361.
  • Bebek Kütüphaneleri Çalıstayı (2020, 7-8 Ekim). KYGM. https://kygm.ktb.gov.tr/Eklenti/72984,1-bebek-kutuphaneleri-calistayipdf.pdf?0
  • Bertot, J.C., Gorham, U., Jaeger, P.T. ve Taylor, N. G. (2012). Public libraries and the Internet 2012: key findings, recent trends, and future challenges. Public Library Quarterly, 31(4), 303-325.
  • Cihak, D. F., Wright, R., Smith, C. C., McMahon, D. ve Kraiss, K. (2015). Incorporating functional digital literacy skills as part of the curriculum for high school students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 50(2), 155–171.
  • Clark, L. ve Perry, K.A. (2015, Aralık). After access: libraries & digital empowerment. https://www.ala.org/advocacy/sites/ala.org.advocacy/files/content/ALA%20DI%20After%20Access_final_12%2017%2015.pdf
  • Clark, L. ve Visser, M. (2011). Digital literacy takes center stage. In The Transforming Public Library Infrastructure, 6, 38–41.
  • Cooke, L. (2019, Haziran). IFLA guidelines on public Internet access in libraries. https://www.ifla.org/wp-content/uploads/2019/05/assets/faife/statements/guidelines-on-public-internet-access.pdf
  • Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library Technology Reports, October, 15-19.
  • Çakmak, T. (2018). Dijitalleşmenin Halk Kütüphanelerine Yansımaları. H. Odabaş ve M. A. Akkaya (Ed.). Halk Kütüphaneleri: Geçmişten Geleceğe Yönelimler ve Yeni Roller (ss. 451-466) içinde Hiperyayın.
  • Digital Literacy, Libraries, and Public Policy (2013, Ocak). https://alair.ala.org/bitstream/handle/11213/16261/2012_OITP_digilitreport_1_22_13_Marijke%20Visser.pdf?sequence=1&isAllowed=y
  • Digital Literacy Programs (2022, Ağustos). Richmond Public Library. https://www.yourlibrary.ca/launchpad-program/
  • Embedding digital literacy as a graduate attribute at Leeds Beckett University (2014, Kasım). https://teachlearn.leedsbeckett.ac.uk/-/media/files/clt/clt_beckett_embedding_digital_literacy_icons.pdf
  • Ergün, C. (2021). Kütüphanelerde itibar yönetimi: paydaş temelli bir model önerisi. HiperYayın.
  • Eshet-Alkalai, Y. (2004, Ocak). Digital literacy. https://www.researchgate.net/publication/250721430_Digital_Literacy_A_Conceptual_Fr amework_for_Survival_Skills_in_the_Digital_Era
  • European Commission (2000, 23-24 Mart). eEurope: an information society for all: communication on a commission initiative for the special European Council of Lisbon, 23 and 24 March, https://www.w3.org/WAI/References/eEurope
  • Garmer, A. K. (2014, October). Rising to the challenge: re‐envisioning public libraries. https://csreports.aspeninstitute.org/documents/AspenLibrariesReport.pdf
  • Gilster, P. (1997). Digital literacy. John Wiley & Sons,
  • Gubbin, B. ve Koontz, C. (2010). Ifla public library service guidelines. De Gruyter.
  • Gui, M. (2007). Formal and substantial Internet information skills: The role of socio-demographic differences on the possession of different components of digital literacy. First Monday, 12(9), 1.
  • Hague, C. ve Payton, S. (2010). Digital literacy across the curriculum. http://www.nfer.ac.uk/publications/FUTL06/FUTL06.pdf
  • Halk Kütüphaneleri Yönetmeliği (2012, 11 Ocak). https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=15780&MevzuatTur=7&MevzuatTertip=5
  • Hartnett, M., Butler, P., Mentis, M., Carvalho, L. ve Kearney, A. (2020, Ağustos). Public libraries and digital inclusion research report. https://www.researchgate.net/publication/350075500_Public_Libraries_and_Digital_Inclusion_Research_Report
  • Helsper, E. (2008, Ekim). Digital inclusion. http://eprints.lse.ac.uk/26938/1/__libfile_REPOSITORY_Content_Helsper,%20E_Digital%20inclusion_Helsper_Digital%20inclusion_2013.pdf
  • Heseltine, R. (2020). Toward a new understanding of the purpose and practice of public libraries in the twenty-first century. Public Library Quarterly, 39(1), 2–16.
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  • Karadeniz, Ş. ve Yılmaz, B. (2020). Türkiye’deki halk kütüphaneleri için ulusal strateji ve eylem planı geliştirme süreci: Durum değerlendirmesi ve bir model önerisi. Bilgi Dünyası, 21(2), 299-349.
  • Kütüphane hizmet esasları (2012, 24 Temmuz). KYGM. http://www.kygm.gov.tr/Eklenti/4832,khgenelge-17.pdf?0
  • 2. Halk Kütüphaneciliği Sempozyumu.(2012, 9-12 Mayıs). KYGM. https://kygm.ktb.gov.tr/TR-45609/2-halk-kutuphaneciligi-sempozyumu-9-12-mayis-2012-tarihleri-arasinda-bodrumda-gerceklestirilmistir.html
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The Role of Public Libraries’ in Developing Society's Digital Literacy Skills

Yıl 2022, Cilt: 36 Sayı: 4, 395 - 422, 30.12.2022
https://doi.org/10.24146/tk.1087448

Öz

Purpose: The aim of this study is to explain the role of public libraries in the development of society's digital literacy skills based on the literature; to identify the studies carried out by the provincial public libraries in Turkey for this purpose and to raise awareness on this issue.
Method: A survey was created as the data collection tool for this study. In the survey, 18 questions (some of them being multiple choice) were prompted to the public library managers of 81 provinces in Turkey. Then, the answers given to this survey were analysed using the SPSS software.
Findings: As a result of the research, it was seen that out of the ninety-four digital literacy trainings of twenty different types organized by the provincial public libraries in the last twelve months (between 11.02.2022 and 05.03.2022), 31.9% of them were formal training, 17.06% were individual training, 47.8% (n=45) were informal trainings, and 3.1% were online individual trainings. When the distribution of the trainings given across the regions is examined, it has been revealed that the official digital literacy trainings given by the provincial public libraries in the Mediterranean Region are the highest, with 62.5%. In the same type of training, this region is followed by the provincial public libraries in the Aegean Region with 25%. Eastern Anatolia Region, Black Sea Region, and Southeast Anatolia Region answered this question as “not provided.” When whether there is a connection between the number of Information and Document Management (IDM) graduates and the number of digital literacy trainings is examined, it was found that 58.5% of the ninety-four trainings given by provincial public libraries were conducted with four or more IDM graduates. In the research, the multiple-choice question asked on who provides digital literacy education was answered as follows; 55.6% library staff, 18.8% library volunteers, 11.3% non-governmental organizations, 8.4% public volunteers, and 5.6% regional cooperation organizations’ (association and consortium trainers) personnel. Provincial public libraries did not specify any option as the “most important” issue regarding the restrictions they face in offering digital literacy education. This is an important indicator that provincial public libraries can easily provide digital literacy training and services.
Conclusion: It has been discovered that the provincial public libraries in Turkey provide some digital literacy trainings; although they are not sufficient in number, they plan to increase the number of these trainings, and the libraries that cannot provide such trainings in digital literacy are already planning to offer them. As a result of the research, it has also been revealed that the technological infrastructure of the provincial public libraries is sufficient. Still, they will provide stronger services to society in digital literacy only in line with a planned policy. Finally, it is thought by the researcher that it would be beneficial to the literature to carry out a similar study in the future to cover all public libraries in Turkey.
Originality: This study gains authenticity in revealing the evaluations and approaches of provincial public library administrators.

Kaynakça

  • Al, U. ve Soydal, İ. (2014). Kütüphan-e Türkiye projesi: Halk kütüphanesi kullanım araştırması. Türk Kütüphaneciliği, 28(3), 288-307.
  • Alexander, B., Adams, B. S., Cummins, M. ve New Media Consortium. (2016, Ekim). Digital literacy: an NMC Horizon Project strategic brief. http://files.eric.ed.gov/fulltext/ED593900.pdf
  • American Library Association. (1989, 10 Ocak). Presidential committee on information literacy: final report. American Library Association. https://www.ala.org/acrl/publications/whitepapers/presidential
  • American Library Associaton. (2018, 23 Ocak). Fostering creative community connections. American Library Association. https://www.ala.org/pla/initiatives/shortstorydispensers
  • Ankara YHT Gar Kütüphanesi Açıldı (2022, 4 Ağustos). https://basin.ktb.gov.tr/TR-326466/ankara-yht-gar-kutuphanesi-acildi.html
  • AVM Kütüphanesi Büyük İlgi Görüyor (2021, 15 Nisan). https://umraniye.bel.tr/tr/main/news/avm-kutuphanesi-buyuk-ilgi-goruyor/9140
  • Ayre, L. B. (2016). The impact of information technology on public libraries. Public Library Quarterly, 35(4), 355-361.
  • Bebek Kütüphaneleri Çalıstayı (2020, 7-8 Ekim). KYGM. https://kygm.ktb.gov.tr/Eklenti/72984,1-bebek-kutuphaneleri-calistayipdf.pdf?0
  • Bertot, J.C., Gorham, U., Jaeger, P.T. ve Taylor, N. G. (2012). Public libraries and the Internet 2012: key findings, recent trends, and future challenges. Public Library Quarterly, 31(4), 303-325.
  • Cihak, D. F., Wright, R., Smith, C. C., McMahon, D. ve Kraiss, K. (2015). Incorporating functional digital literacy skills as part of the curriculum for high school students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 50(2), 155–171.
  • Clark, L. ve Perry, K.A. (2015, Aralık). After access: libraries & digital empowerment. https://www.ala.org/advocacy/sites/ala.org.advocacy/files/content/ALA%20DI%20After%20Access_final_12%2017%2015.pdf
  • Clark, L. ve Visser, M. (2011). Digital literacy takes center stage. In The Transforming Public Library Infrastructure, 6, 38–41.
  • Cooke, L. (2019, Haziran). IFLA guidelines on public Internet access in libraries. https://www.ifla.org/wp-content/uploads/2019/05/assets/faife/statements/guidelines-on-public-internet-access.pdf
  • Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library Technology Reports, October, 15-19.
  • Çakmak, T. (2018). Dijitalleşmenin Halk Kütüphanelerine Yansımaları. H. Odabaş ve M. A. Akkaya (Ed.). Halk Kütüphaneleri: Geçmişten Geleceğe Yönelimler ve Yeni Roller (ss. 451-466) içinde Hiperyayın.
  • Digital Literacy, Libraries, and Public Policy (2013, Ocak). https://alair.ala.org/bitstream/handle/11213/16261/2012_OITP_digilitreport_1_22_13_Marijke%20Visser.pdf?sequence=1&isAllowed=y
  • Digital Literacy Programs (2022, Ağustos). Richmond Public Library. https://www.yourlibrary.ca/launchpad-program/
  • Embedding digital literacy as a graduate attribute at Leeds Beckett University (2014, Kasım). https://teachlearn.leedsbeckett.ac.uk/-/media/files/clt/clt_beckett_embedding_digital_literacy_icons.pdf
  • Ergün, C. (2021). Kütüphanelerde itibar yönetimi: paydaş temelli bir model önerisi. HiperYayın.
  • Eshet-Alkalai, Y. (2004, Ocak). Digital literacy. https://www.researchgate.net/publication/250721430_Digital_Literacy_A_Conceptual_Fr amework_for_Survival_Skills_in_the_Digital_Era
  • European Commission (2000, 23-24 Mart). eEurope: an information society for all: communication on a commission initiative for the special European Council of Lisbon, 23 and 24 March, https://www.w3.org/WAI/References/eEurope
  • Garmer, A. K. (2014, October). Rising to the challenge: re‐envisioning public libraries. https://csreports.aspeninstitute.org/documents/AspenLibrariesReport.pdf
  • Gilster, P. (1997). Digital literacy. John Wiley & Sons,
  • Gubbin, B. ve Koontz, C. (2010). Ifla public library service guidelines. De Gruyter.
  • Gui, M. (2007). Formal and substantial Internet information skills: The role of socio-demographic differences on the possession of different components of digital literacy. First Monday, 12(9), 1.
  • Hague, C. ve Payton, S. (2010). Digital literacy across the curriculum. http://www.nfer.ac.uk/publications/FUTL06/FUTL06.pdf
  • Halk Kütüphaneleri Yönetmeliği (2012, 11 Ocak). https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=15780&MevzuatTur=7&MevzuatTertip=5
  • Hartnett, M., Butler, P., Mentis, M., Carvalho, L. ve Kearney, A. (2020, Ağustos). Public libraries and digital inclusion research report. https://www.researchgate.net/publication/350075500_Public_Libraries_and_Digital_Inclusion_Research_Report
  • Helsper, E. (2008, Ekim). Digital inclusion. http://eprints.lse.ac.uk/26938/1/__libfile_REPOSITORY_Content_Helsper,%20E_Digital%20inclusion_Helsper_Digital%20inclusion_2013.pdf
  • Heseltine, R. (2020). Toward a new understanding of the purpose and practice of public libraries in the twenty-first century. Public Library Quarterly, 39(1), 2–16.
  • Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute.
  • Holt, L. E. ve Holt, G. E. (2010). Public library services for the poor. ALA Editions.
  • Huysmans, F. ve Oomes, M. (2013). Measuring the public library’s societal value. International Federation of Library Associations and Institutions, 39(2) 168–177.
  • Information Policy & Access Center (2015). Public libraries & digital literacy. https://slidelegend.com/queue/digital-literacy-digital-inclusion-survey-university-of-maryland_59bcf0071723dd77e80120c2.html
  • 2. Halk Kütüphaneciliği Sempozyumu.(2012, 9-12 Mayıs). KYGM. https://kygm.ktb.gov.tr/TR-45609/2-halk-kutuphaneciligi-sempozyumu-9-12-mayis-2012-tarihleri-arasinda-bodrumda-gerceklestirilmistir.html
  • İstasyon Lojmanının Halk Kütüphanesine Dönüşümü Projesi (2018, 15 Mart). KYGM. https://kygm.ktb.gov.tr/Eklenti/101995,kygmrapor3yhtkutwebpdf.pdf?0
  • Jaeger, P.T, Bertot, J. C., Thompson, K. M., Katz, S.M. ve DeCoster, E. J. (2012). The intersection of public policy and public access: digital divides, digital literacy, digital inclusion, and public libraries. Public Library Quarterly, 31, 1-21.
  • Jaeger, P. T., Subramaniam, N., Jones, C. B. ve J. C. Bertot. (2011). Diversity and LIS education. Journal of Education for Library and Information Science, 52, 166-183.
  • Jenkins, H., Purushotma, R., Clinton, K., Weigel, M. ve Robison, A. J. (2006). Confronting the challenges of participatory culture. https://files.eric.ed.gov/fulltext/ED536086.pdf
  • JISC (2014, 7 October). Developing digital literacies. http://web.archive.org/web/20141010132612/http://www.jiscinfonet.ac.uk/infokits/digital-literacies/
  • Karadeniz, Ş. ve Yılmaz, B. (2009). Türkiye'de Halk Kütüphanecilerinin Hizmet İçi Eğitim Gereksinimleri. Bilgi Dünyası, 23(1), 52-82.
  • Karadeniz, Ş. ve Yılmaz, B. (2020). Türkiye’deki halk kütüphaneleri için ulusal strateji ve eylem planı geliştirme süreci: Durum değerlendirmesi ve bir model önerisi. Bilgi Dünyası, 21(2), 299-349.
  • Kütüphane hizmet esasları (2012, 24 Temmuz). KYGM. http://www.kygm.gov.tr/Eklenti/4832,khgenelge-17.pdf?0
  • 2. Halk Kütüphaneciliği Sempozyumu.(2012, 9-12 Mayıs). KYGM. https://kygm.ktb.gov.tr/TR-45609/2-halk-kutuphaneciligi-sempozyumu-9-12-mayis-2012-tarihleri-arasinda-bodrumda-gerceklestirilmistir.html
  • 3. Halk Kütüphaneciliği Sempozyumu.(2013, 8-10 Mayıs). KYGM. http://www.kygm.gov.tr/TR,47801/3-halk-kutuphaneciligi-sempozyumu.html
  • Lankshear, C. ve Knobel, M. (2011). New literacies: everyday practices and social learning. Open University Press.
  • Manjarrez, C. A., Schoembs, K. ve Institute of Museum and Library Services. (2011, Haziran). Who’s in the queue? A demographic analysis of public access computer users and uses in U.S. public libraries. Research Brief Number 4. Institute of Museum and Library Services. https://files.eric.ed.gov/fulltext/ED521182.pdf
  • Martzoukou, K. (2020). Re-establishing values, constructing new missions: the value of the modern library in the development of digital and ınformation literacy in public life. Patricia A. Demers, Toni Samek (Ed.). Minds alive: libraries and archives now (ss. 63-84) içinde. University Of Toronto Press.
  • McKrell, L. (2014). Spreading the word: how public libraries are helping to extend digital inclusion. Library & Information Research, 38(117), 77–84.
  • McShane, I. (2011). Public libraries, digital literacy and participatory culture. Discourse: Studies in the Cultural Politics of Education, 32(3), 383–397.
  • Ng, W. (2012). Empowering scıentıfıc literacy through digital literacy and multiliteracies. Nova Science Publishers.
  • Norwegian Ministry of Culture (2010, Mart). Libraries: knowledge commons, meeting place and cultural arena in a digital age. https://bibliotheksportal.de/wp-content/uploads/2017/10/Libraries-Knowledge-Commons-Meeting-Place-and-Cultural-Arena-in-a-Digital-Age.-Report-no-23-2008-2009-to-the-Storting.pdf
  • OCLC (2012). State library guidebook: support for digital literacy in public libraries. https://www.webjunction.org/content/dam/WebJunction/Documents/webJunction/DLG_AppendixB_v2.pdf
  • Passey, D., Shonfeld, M., Appleby, Judge, M., Saito, T. ve Smits, A. (2018). Digital agency: empowering equity in and through education. Tech Know Learn, 23, 425–439.
  • Pool, C. R. (1997). A new digital literacy. Educational Leadership, 55(3), 6.
  • Rosa, K.S. (Ed.) (2015, Nisan). The state of america’s libraries 2015: a report from the ALA https://www.ala.org/news/sites/ala.org.news/files/content/0415_StateAmLib_0.pdf
  • Sey, A., Coward, C., Rothschild, C., Clark, M. ve Koepke, L. (2013). Public libraries connecting people for development: Findings from the Global Impact Study. Technology & Social Change Group, University of Washington Information School.
  • State Library Guidebook: Support for Digital Literacy in Public Libraries (2018, 10 Nisan). https://documents.pub/document/state-library-guidebook-support-for-digital-literacy-library-guidebook-support.html?page=1
  • Thiele, J. (2016). Information Access in rural areas of the United States: the public library’s role in the digital divide and the implications of differing state funding models. [Yayınlanmamış Doktora Tezi]. The University of Wisconsin-Milwaukee.
  • Tünde, L. M. (2016). Digitális írástudás fejlesztése a könyvtárakban. (Hungarian). Tudomanyos Es Muszaki Tajekoztatas, 63(2), 65–72.
  • Ukwoma, S. C., Iwundu, N. E. ve Iwundu, I. E. (2016). Digital literacy skills possessed by students of UNN, implications for effective learning and performance : A study of the MTN Universities Connect Library. New Library World, 117(11/12), 702–720.
  • UNESCO (2017, Eylül). Digital skills for life and work. UNESCO Publishing. http://unesdoc.unesco.org/images/0025/002590/259013e.pdf
  • 3. Halk Kütüphaneciliği Sempozyumu. (2013, 8-10 Mayıs). KYGM. http://www.kygm.gov.tr/TR,47801/3-halk-kutuphaneciligi-sempozyumu.html
  • Van Dijk, J. A. (2005). The deepening divide: ınequality in the ınformation age.Thousand Oaks: Sage.
  • Vieru, D., Bourdeau, S., Bernier, A. ve Yapo, S. (2015, Ocak). Digital Competence. https://r-libre.teluq.ca/571/1/Vieru%20et%20al%20HICSS%202015.pdf
  • Visser, M. (2013). Digital literacy and public policy through the library lens. Maine Policy Review, 22(1), 104-113.
  • Yılmaz, B. ve Cevher, N. (2015). Future of public libraries: Opinions of public librarians in Turkey. IFLA Journal, 41(4), 336-352.
  • Yılmaz, B. (2021). Okuma kültürünü geliştirmede çocuk kütüphanelerinin dijital hizmetleri. M. Karagözoğlu Aslıyüksek (Ed.). Okuma Kültürü ve Kütüphaneler içinde (ss.284-302). İstanbul: Hiperyayın.
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Kütüphane ve Bilgi Çalışmaları
Bölüm Araştırma Makaleleri
Yazarlar

Canan Ergün 0000-0002-6687-3870

Sinan Güneş 0000-0002-5095-9098

Yayımlanma Tarihi 30 Aralık 2022
Gönderilme Tarihi 14 Mart 2022
Kabul Tarihi 15 Kasım 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 36 Sayı: 4

Kaynak Göster

APA Ergün, C., & Güneş, S. (2022). Halk Kütüphanelerinin Toplumun Dijital Okuryazarlık Becerilerini Geliştirmedeki Rolü. Türk Kütüphaneciliği, 36(4), 395-422. https://doi.org/10.24146/tk.1087448

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