Konservatuar öğrencilerinin bilgi ihtiyaçlarının tespiti ve bilgi kaynaklarını kullanabilme becerileri : Sakarya Üniversitesi örneği

Abstract

Bilgi patlamasl sonraSI, bilgi miktanndaki artl~ hlzlanml~, bilginin onemi artml~, bilgiye eri~imonem kazanml~ ve i1giler bilgiye yonelmi~tir. Toplumlar bilgiye verdikleri onem ve bilgiye yapllanyatlnmlarla bilgi toplumu olma yolunda yol almaktadlr. Toplumlann bilgi toplumu olmalannda,bilgi Oretim, bilgi tOketim ve problem <;ozmede bilginin kullanlm dOzeylerine bakllmaktadlr. Bilgitoplumunda egitim paradigmalan degi~mi~ ve teknolojik geli~meler sonucunda ogretimyontemleri de degi~meye ba~laml~tlr. Geleneksel "ogretme" yakla~lml 21. yOzYllda yerini"ogrenmeyi ogrenme" anlaYI~lna blrakml~tlr. Ogrenci/ogrenen, artlk ogretilmeyi bekleyen,paketlenmi~ bilgiyi alan degil, ogrenmede etkin, kendi ogrenme sorumlugunu alan, ara~tlnci vebilgiyi ke~fedendir. Ogrenme sOrecinde ders kitaplannl ana kaynak kabul eden anlaYI~ln yerinigorsel, i~itsel ve yazlll <;ok <;e~itli kaynaklara blrakml~tlr. Egitim sOreci okul egitimiyle Slnlrllkalmamakta, ya~am boyu ogrenme gereksinimi ortaya <;Ikmaktadlr. Son on yllda bilgimiktanndaki artl~ ve teknolojik geli~melerle beraber <;e~itlilik gosterdigini ve okuryazarlJgln"beceri tabanll" bir karakter kazandlglnl, bilgi gereksinimini fark etme, bilginin yerini belirleme,bilgiye ula~ma, arama stratejilerini olu~turma, bilgiyi analiz etme, yorumlama, degerlendirme,iletme, problem gozme becerilerine sahip olma, kaynaga dayall egitim, ya~am boyu ogrenme,ogrenen toplum, sOrekli egitim, egitim mOfredatlna yonelik reformlar ve demokratikle~me ve telifhaklanna saygl gibi konulan i<;ermektedir.Sakarya Oniversitesi Devlet Konservatuar ogrencileri Ozerinde yOrOtOlen bu ara~tlrmadan eldeedilen bulgular kOtOphane olanaklannln ve aldlklan egitimin bilgi eri~im beceri dOzeyleriningeli~mesine olanak vermedigini ve ogrencilerin bilgi eri~imi ve bilgi kaynaklannl kullanmakonulannda egitim almaya istekli olduklannl gostermektedir.Anahtar

In line with the knowledge explosion, the expansion in the amount of knowledge becomes ofgreat importance while acess to knowledge gains importance and increasing attention isfocused thereon. The societies make progress to be a society of knowledgelinformation due toemphasis they place on knowledge and investments made in information. The levels ofknowledge production, information consumption anduse of information in problem solving areconsidered in creation of a society of information(knowledge), in the society of knowledge theeducational paradigms are changed and as a result of technological developments, theteaching techniques have tended to change. In the 21 st century the traditional (conventional)approach of "teaching" has been placed by the concept of "learning to learn". TheStudent/Learner is no longer one who waits for being learned, who receives the packagodknowledge instead is one who is active in learning assumes his/her responsibility for learning,and who is researcher and Explorer of knowledge. In the process of learning, the conceptbased on textbooks as principal (primary) source is changed to a variety of sourcescontributed audio-visual , and written aids. The educational process is not limited to schooleducation and it appears that need for learning covers the life time. Due to increase in amountof knowledge and technological development over the last decacade, the need for learningcovers such topics as diversity, the "skill-based" character of literacy, recognisition of need forinformation, localisation of information source, access to knowledge, formulation of searchstrategies , analysis of knowledge, interpretation, evaluation, communication, possession ofproblem solving skills, source-based training, life time learning, the learning society, continuingtraining, reforms towards curriculum, democratisations, and respect for copyright.Findings from the research conducted on State Conservatory Students of Sakarya Universityindicate that the library facilities and the education received do not allow for development ofskills to receive training knowledge while indicating that the students are willing to access toknOWledge and to use sources of information effectively.