Reader Rights and Primary School Students: An Awareness Study

Songül Küreci

Makale detayları

Reader Rights and Primary School Students: An Awareness Study

Yazarlar:

Songül Küreci

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.12 Issue 15, pp.41-70

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337549

pISSN:

2146-6467

Anahtar kelimeler:

Özet:

 In the process of cultivating a reading culture, aside from Pennacs 2019 work titled Like a Novel: On Books and Reading, which addresses reader rights, no research directly focusing on reader rights has been identified. When it comes to reading studies, it appears that the dimension highlighting reader rights is either overlooked or not explored in depth. This study aims to determine primary school students perceptions of reader rights, their sources of information about these rights, and the challenges they encounter, as they belong to a critical age group for developing a reading culture. The study employed a document analysis method, one of the qualitative research approaches. Conducted during the 20212022 academic year, it involved 158 voluntary fourth-grade students83 girls and 75 boysfrom five classes at a public school in the Aegean Region of Turkey. Data were collected using the Reader Rights Survey Form RRSF, consisting of personal information and open-ended questions, developed by the researchers. During the development phase of the RRSF, the researchers defined the problem statement and created a draft form, which was reviewed by two expertsone in Turkish language and the other in classroom education. A pilot study was conducted with four volunteer students who were not part of the main study sample. The implementation lasted for 3540 minutes. It was revealed that the questions were understandable and final adjustments have been made on the form. For data analysis, the descriptive analysis method, a qualitative data analysis technique, was utilized. Two researchers independently analyzed the data. Student responses were coded as RRSF S-1, S-2, etc., and themes were identified through these codes. The coding reliability was calculated using Miles and Hubermans 1994 formula Reliability  Agreement  Agreement  Disagreement, yielding 96 agreement between the researchers. Findings were presented in frequency tables, supplemented with direct quotations from student responses. Detailed explanations provided about all stages of the methodology, including research design, environment and participants, data collection tools, data collection process, and data analysis, have enhanced the validity of the study. The results revealed students perceptions of their rights, the sources from which they learned about these rights, and the issues they faced. It was found that 73.4 116 students were unaware of reader rights, while 26.6 42 students knew about a few rights. Among the 42 students who were aware, the most commonly expressed rights were: the right to read and not to read 11 responses, the right to read what one wishes 19, the right to read anywhere 25, the right to read anytime 18, the right to read aloud 15, and the right to remain silent about what they have read 2. Students often mentioned multiple rights, with the most commonly known being the right to read anywhere and anytime. The primary sources of information about reader rights were identified as teachers 17 mentions, followed by mothers 11, fathers 6, printed and visual media 6, and friends 2. Challenges students most frequently faced included not being allowed to read their preferred books, being questioned about their reading after finishing a book, restrictions on reading aloud, inability to read at their desired times, and pressure from adults adopting rigid attitudes toward reading. The findings indicate that students lack sufficient knowledge about their reader rights, require adult guidance and support to exercise these rights, and some hold misconceptions about their rights. Most students learned about their rights from their teachers, followed by their mothers. The most common challenges were restrictions on reading preferred books, being questioned post-reading, and limitations on reading aloud, coupled with coercion and strict attitudes by adults.

 In the process of cultivating a reading culture, aside from Pennacs 2019 work titled Like a Novel: On Books and Reading, which addresses reader rights, no research directly focusing on reader rights has been identified. When it comes to reading studies, it appears that the dimension highlighting reader rights is either overlooked or not explored in depth. This study aims to determine primary school students perceptions of reader rights, their sources of information about these rights, and the challenges they encounter, as they belong to a critical age group for developing a reading culture. The study employed a document analysis method, one of the qualitative research approaches. Conducted during the 20212022 academic year, it involved 158 voluntary fourth-grade students83 girls and 75 boysfrom five classes at a public school in the Aegean Region of Turkey. Data were collected using the Reader Rights Survey Form RRSF, consisting of personal information and open-ended questions, developed by the researchers. During the development phase of the RRSF, the researchers defined the problem statement and created a draft form, which was reviewed by two expertsone in Turkish language and the other in classroom education. A pilot study was conducted with four volunteer students who were not part of the main study sample. The implementation lasted for 3540 minutes. It was revealed that the questions were understandable and final adjustments have been made on the form. For data analysis, the descriptive analysis method, a qualitative data analysis technique, was utilized. Two researchers independently analyzed the data. Student responses were coded as RRSF S-1, S-2, etc., and themes were identified through these codes. The coding reliability was calculated using Miles and Hubermans 1994 formula Reliability  Agreement  Agreement  Disagreement, yielding 96 agreement between the researchers. Findings were presented in frequency tables, supplemented with direct quotations from student responses. Detailed explanations provided about all stages of the methodology, including research design, environment and participants, data collection tools, data collection process, and data analysis, have enhanced the validity of the study. The results revealed students perceptions of their rights, the sources from which they learned about these rights, and the issues they faced. It was found that 73.4 116 students were unaware of reader rights, while 26.6 42 students knew about a few rights. Among the 42 students who were aware, the most commonly expressed rights were: the right to read and not to read 11 responses, the right to read what one wishes 19, the right to read anywhere 25, the right to read anytime 18, the right to read aloud 15, and the right to remain silent about what they have read 2. Students often mentioned multiple rights, with the most commonly known being the right to read anywhere and anytime. The primary sources of information about reader rights were identified as teachers 17 mentions, followed by mothers 11, fathers 6, printed and visual media 6, and friends 2. Challenges students most frequently faced included not being allowed to read their preferred books, being questioned about their reading after finishing a book, restrictions on reading aloud, inability to read at their desired times, and pressure from adults adopting rigid attitudes toward reading. The findings indicate that students lack sufficient knowledge about their reader rights, require adult guidance and support to exercise these rights, and some hold misconceptions about their rights. Most students learned about their rights from their teachers, followed by their mothers. The most common challenges were restrictions on reading preferred books, being questioned post-reading, and limitations on reading aloud, coupled with coercion and strict attitudes by adults.

 In the process of cultivating a reading culture, aside from Pennacs 2019 work titled Like a Novel: On Books and Reading, which addresses reader rights, no research directly focusing on reader rights has been identified. When it comes to reading studies, it appears that the dimension highlighting reader rights is either overlooked or not explored in depth. This study aims to determine primary school students perceptions of reader rights, their sources of information about these rights, and the challenges they encounter, as they belong to a critical age group for developing a reading culture. The study employed a document analysis method, one of the qualitative research approaches. Conducted during the 20212022 academic year, it involved 158 voluntary fourth-grade students83 girls and 75 boysfrom five classes at a public school in the Aegean Region of Turkey. Data were collected using the Reader Rights Survey Form RRSF, consisting of personal information and open-ended questions, developed by the researchers. During the development phase of the RRSF, the researchers defined the problem statement and created a draft form, which was reviewed by two expertsone in Turkish language and the other in classroom education. A pilot study was conducted with four volunteer students who were not part of the main study sample. The implementation lasted for 3540 minutes. It was revealed that the questions were understandable and final adjustments have been made on the form. For data analysis, the descriptive analysis method, a qualitative data analysis technique, was utilized. Two researchers independently analyzed the data. Student responses were coded as RRSF S-1, S-2, etc., and themes were identified through these codes. The coding reliability was calculated using Miles and Hubermans 1994 formula Reliability  Agreement  Agreement  Disagreement, yielding 96 agreement between the researchers. Findings were presented in frequency tables, supplemented with direct quotations from student responses. Detailed explanations provided about all stages of the methodology, including research design, environment and participants, data collection tools, data collection process, and data analysis, have enhanced the validity of the study. The results revealed students perceptions of their rights, the sources from which they learned about these rights, and the issues they faced. It was found that 73.4 116 students were unaware of reader rights, while 26.6 42 students knew about a few rights. Among the 42 students who were aware, the most commonly expressed rights were: the right to read and not to read 11 responses, the right to read what one wishes 19, the right to read anywhere 25, the right to read anytime 18, the right to read aloud 15, and the right to remain silent about what they have read 2. Students often mentioned multiple rights, with the most commonly known being the right to read anywhere and anytime. The primary sources of information about reader rights were identified as teachers 17 mentions, followed by mothers 11, fathers 6, printed and visual media 6, and friends 2. Challenges students most frequently faced included not being allowed to read their preferred books, being questioned about their reading after finishing a book, restrictions on reading aloud, inability to read at their desired times, and pressure from adults adopting rigid attitudes toward reading. The findings indicate that students lack sufficient knowledge about their reader rights, require adult guidance and support to exercise these rights, and some hold misconceptions about their rights. Most students learned about their rights from their teachers, followed by their mothers. The most common challenges were restrictions on reading preferred books, being questioned post-reading, and limitations on reading aloud, coupled with coercion and strict attitudes by adults.

 Okuma kültürü edinme sürecinde okurun okur haklarına yönelik Pennacın 2019 ROMAN GİBİ Kitaplara ve Okumaya Dair eserinin dışında doğrudan okurun okur haklarını konu edinen bir araştırma bulunmamaktadır. Okuma araştırmaları söz konusu olduğunda ön plana çıkan veya merak edilen boyutun okurun haklarının olmadığı görülmektedir. Bu araştırma ile okuma kültürünün edinilmesinde en kritik yaş grubunda yer alan ilkokul öğrencilerinin okur haklarına ilişkin algılarının, okur haklarını öğrendiği kaynakların ve karşılaştıkları sorunların belirlenmesi amaçlanmıştır. Araştırma nitel araştırma yaklaşımlarından doküman incelemesi yöntemi uygulanarak gerçekleştirilmiştir. Araştırma 2021-2022 öğretim yılında Ege Bölgesinde bulunan bir devlet okulunda 4. sınıfta eğitim gören 5 şubeden 83ü kız 75 i erkek toplam 158 gönüllü öğrencinin katılımıyla gerçekleştirilmiştir. Veriler araştırmacılar tarafından geliştirilen kişisel bilgiler ile açık uçlu sorulardan oluşan Okur Hakları Anket Formundan OHAF elde edilmiştir. OHAFın geliştirilmesi sürecinde araştırmacılar tarafından problem durumunun tanımlanmasının ardından taslak form oluşturulmuştur. Oluşturulan taslak form için biri Türkçe ve diğeri sınıf eğitimi alanında 2 uzmandan görüş alınmıştır. Asıl uygulama öncesi, araştırmaya katılmayacak gönüllü olan dört öğrenciye ön uygulama gerçekleştirilmiştir. Uygulama 35-40 dakika sürmüştür. Soruların anlaşılır olduğu sonucuna ulaşılmış ve ankete son şekli verilmiştir. Araştırma verilerinin analizinde, nitel verilerin analizi yöntemlerinden betimsel analiz yöntemi uygulanılmıştır. Araştırma verilerinin analizi iki araştırmacı ile gerçekleştirilmiştir. Öncelikle öğrenci OHAF Ö1, Ö2 biçiminde kodlanmış, veriler çözümlenmiş ve kodlanarak temalara ulaşılmıştır. Araştırmacılar tarafından bağımsız olarak yapılan kodlamaların uygunluğu, Miles ve Hubermanın 1994 Güvenirlik GörüşbirliğiGörüş birliğiGörüş ayrılığı formülünden yararlanılarak hesaplanmıştır. Araştırmacıların kodlamalar arasındaki uyumu 96 olarak bulunmuştur. Bulgular sıklık tabloları ile sunulmuştur. Öğrencilerin görüşlerinden doğrudan alıntılar yapılmıştır. Araştırmanın yöntem bölümü başlığı altında, araştırma modeli, araştırma ortamı ve katılımcılar, veri toplama aracı, veri toplama süreci ve verilerin analizine kadar tüm basamaklardaki işleyişe yönelik yapılan ayrıntılı açıklamalar mevcut araştırmanın geçerliğini artırmıştır. Araştırma sonucunda, öğrencilerin haklarına ilişkin algıları ve öğrendiği kaynaklar ve karşılaştıkları sorunlar belirlenmiştir. Öğrencilerin  73,4 116ünün okur haklarını hiç bilmedikleri, 26,6 42sının okur haklarından bir kaçını bildiği tespit edilmiştir. Okur haklarına dair bilgileri olduğu tespit edilen 42 öğrencinin cevaplarında okuma ve okumama hakkı 11, istediğini okuma hakkı 19, istediği yerde 25 ve istediği zamanda okuma hakkı 18, yüksek sesle okuma hakkı 15, okudukları ile ilgili sessiz kalma hakkı 2 en çok ifade edilen okur haklarındandır. Öğrencilerin cevaplarında birden fazla okur hakkına yer verdikleri ve bu haklardan en fazla bilinenin istediği yerde, istediği zamanda okuma hakkı olduğu görülmüştür. Okur haklarını öğrenme kaynaklarında ilk sırada öğretmenin 17 ardından annenin 11, babanın 6, yazılı ve görsel basının 6, arkadaşın 2 olduğu tespit edilmiştir. Öğrencilerin en çok karşılaştıkları sorunların istedikleri kitapları okuyamamaları, kitap okuduktan sonra sorgulanmaları istedikleri zamanda okuyamamaları, sesli okuma yapmalarına getirilen sınırlamalar ve okuma konusunda yapılan zorlamalar ve yetişkinlerin takındığı katı tutumlar olduğu tespit edilmiştir. Araştırma sonucunda öğrencilerin okur haklarına ilişkin yeterli düzeyde bilgiye sahip olmadıkları, okur haklarını kullanabilmeleri için yetişkinlerin bu konudaki bilgi ve desteklerine ihtiyaçları oldukları, bazı öğrencilerin haklarına ilişkin yanlış algılamalar içinde oldukları, öğrencilerin çoğunluğunun haklarını öğretmenden daha sonra annelerinden öğrendiği, en çok karşılaştıkları sorunların ise istedikleri kitapları okuyamamaları, kitap okuduktan sonra sorgulanmaları istedikleri zamanda okuyamamaları, sesli okuma yapmalarına getirilen sınırlamalar ve okuma konusunda yapılan zorlamalar ve yetişkinlerin takındığı katı tutumlar olduğu sonucuna ulaşılmıştır.

Makale detayları

Reader Rights and Primary School Students: An Awareness Study

Yazarlar:

Songül Küreci

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.12 Issue 15, pp.41-70

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337549

pISSN:

2146-6467

Reading

reading culture

reader rights

primary schoolOkuma

okuma kültürü

okur hakları

ilkokul

Sayı

Makale detayları

Yazarlar: Songül Küreci

Yayıncı: Burdur Mehmet Akif Ersoy University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.12 Issue 15, pp.41-70

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001337549

pISSN: 2146-6467

Sayı

Yazarlar:

Songül Küreci

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.12 Issue 15, pp.41-70

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337549

pISSN:

2146-6467