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Türkiye İstatistik Kurumu (2013). 06-15 yaş grubu çocuklarda bilişim teknolojileri kullanımı ve medya. http://www.tuik.gov.tr/ PreHaberBultenleri.do?id=15866 sayfasından erişilmiştir. Yamaç, A., & Ulusoy, M. (2016). The effect of digital storytelling in improving the third graders' writing skills. International Electronic Journal of Elementary Education, 9(1), 59-86. Vasudevan, L., Schultz, K., & Bateman, J. (2010). Rethinking composing in a digital age: Authoring literate identities through multimodal storytelling. Written Communication, 27(4), 442-468. Van Dijk, J. A. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4), 221-235. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University. Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice?. Australian Journal of Language and Literacy, 33(3), 211-239. Wollscheid, S., Sjaastad, J., Tømte, C., & Løver, N. (2016). The effect of pen and paper or tablet computer on early writing–a pilot study. Computers & Education, 98, 70-80. Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen (cil) and paper on primary school students' writing skills–A research review. Computers & Education, 95, 19-35. Zawilinski, L. (2012). An exploration of a collaborative blogging approach to literacy and learning: A mixed method study (Unpublished doctoral dissertation). University of Connecticut, Storrs. Sosyo-kültürel bir olgu olarak okuryazarlığın doğası düzenli ve sürekli olarak değişmektedir. Artan bilgi ve iletişim teknolojileri ile birlikte okuryazarlık basılı materyallere dayalı okuma ve içerik oluşturmadan çevrim içi okuma ve anlam oluşturmaya doğru kaymaktadır. Bu dönüşümlerle birlikte bilgi ve iletişim teknoloji kullanım oranları son yıllarda hızlı bir şekilde artmıştır. Günümüzde tam manasıyla okuryazar olabilmek için geleneksel basılı materyallere dayalı okuma yazma becerilerinin yanı sıra, yeni beceri, strateji, uygulama ve eğilimler gerekmektedir. Tüm bu gelişmeler ışığında günümüz okuryazarlığını açıklamak ve incelemek amacıyla son yıllardaki birçok bakış açısını içine alan küçük harflerle ve Büyük Harflerle yeni okuryazarlık kuramı doğmuştur. Bu araştırmanın amacı yeni okuryazarlık kuramsal bakış açısını gözden geçirmek, yeni okuryazarlık üzerine son araştırma eğilimleri hakkında bilgi vermek ve karar alıcılara, araştırmacılara ve öğretmenlere bazı öneriler getirmektir. Bu amaç doğrultusunda i) iki düzeyli yeni okuryazarlık kuramı incelenmiş, ii) son yıllardaki çevrim içi okuma ve yazma araştırmaları gözden geçirilmiş, iii) okuma yazma eğitiminde teknoloji entegrasyonu hakkında bilgi verilmiş, iv) dijital bölünme kavramı ele alınmış ve son olarak v) çeşitli araştırma ve uygulama önerileri getirilmiştir. |
