ÖĞRETMEN ADAYLARININ ÇOK KATMANLI OKURYAZARLIK DÜZEYLERİNİN İNCELENMESİ

Günümüzde bireyler basılı kitapların yanında e-kitap, etkileşimli kitap, video, facebook, twitter gibi sanal âlemde mevcut materyallerle etkileşim içerisindedir. Bu süreçte yazılı, görsel, işitsel, mekânsal unsurları içeren çok katmanlı metinlerle karşı karşıya kalarak anlam oluşturmakta ve bu unsurları kullanarak kendini ifade etmektedir. Çağımızda çok katmanlı okuryazarlık becerisinin kazandırılması oldukça önemli hale gelmiştir. Bu araştırmanın amacı öğretmen adaylarının çok katmanlı okuryazarlık düzeylerini cinsiyet, sınıf düzeyi, anne eğitim durumu, baba eğitim durumu ve günlük internet kullanım süresine göre incelemektir. Araştırmanın örneklemini bir devlet üniversitesinin sınıf ve Türkçe öğretmenliği bölümünde öğrenim gören 345 bir, iki, üç ve dördüncü sınıf öğrencileri oluşturmaktadır. Öğretmen adaylarının çok katmanlı okuryazarlık düzeylerini belirlemek için Bulut, Ulu ve Kan (2015) tarafından geliştirilen "Çok Katmanlı Okuryazarlık Ölçeği" kullanılmıştır. Verilerin analizinde Mann Whitney U ve Kruskal Wallis Htesti kullanılmıştır. Yapılan Mann Whitney U-testi sonucunda öğretmen adaylarının çok katmanlı okuryazarlık düzeyinde cinsiyete göre çok katmanlı yapıyı kullanarak kendini ifade etme boyutunda anlamlı farka rastlanmıştır. Kruskal Wallis H-testi sonucunda ise sınıf düzeyi, anne ve baba eğitim durumuna göre çok katmanlı yapıda kullanılan içeriği anlamlandırma ve çok katmanlı yapıyı tercih etme alt boyutlarında, günlük internet kullanım süresine göre çok katmanlı yapıyı kullanarak kendini ifade etme boyutunda anlamlı bir fark belirlenmiştir. Araştırma sonuçları doğrultusunda bazı önerilerde bulunulmuştur

INVESTIGATION OF MULTIMODAL LITERACY LEVELS OF PRE-SERVICE TEACHERS

Today, besides printed books, individuals interact with existing materials in virtual world such as e-book, interactive book, video, facebook, twitter. In this process, it confronts with multimodal texts including written, visual, auditory, spatial elements and creates meaning and expresses itself by using these elements. It has become very important for us to acquire multimodal literacy skills in our time. In this research, multimodal literacy of pre-service teachers in terms of variables of gender, grade level, mother’s educational background, father’s educational background and daily internet usage time were examined. The sample of the research is composed of 345 pre-service teachers who are studying at the 1st, 2nd, 3th and 4th classes of elementary and Turkish teacher department studies teaching state university faculty of education. The multimodal literacy of pre-service teachers are assessed through the Multimodal Literacy Scale developed by Bulut, Ulu and Kan (2015). To analyze data, Mann Whitney U and Kruskal Wallis H-test was used. As a result of Mann Whitney U-test, a significant difference was defined in multimodal literay level pressing oneself using multimodal structure according to gender. As a result of Kruskal Wallis H-test a significant difference was defined in multimodal literacy level and interpretation of the contents presented in multimodal structure and preferring multimodal structures sub-dimensions according to grade level, mother’s and father’s educational background, in multimodal literay level and pressing oneself using multimodal structure according to daily internet usage time. Some suggestions have been made in the direction of the research results

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