Halk Kütüphanelerinin Toplumun Dijital Okuryazarlık Becerilerini Geliştirmedeki Rolü

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.

Anahtar Kelimeler:

Halk Kütüphaneleri, Dijital Okuryazarlık, Dijital Okuryazarlık Becerileri

The Role of Public Libraries’ in Developing Society's Digital Literacy Skills

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.

Keywords:

Public libraries, digital literacy, digital literacy skills,

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