Okuryazarlık, daha çok genç ve yetişkinler için kullanılan bir kavramdır. Genel olarak bir dildeki işaretleri okuma, yazma ve anlama becerilerini içermektedir. Eskiden sadece adını okuyup yazabilene ve imzasını atabilene okuryazar deniliyordu. Zamanla bu sınırlı anlayış değişmiş, temel, orta ve üst düzey okuryazarlık becerileri gündeme gelmiştir. Ardından işlevsel okuryazarlıkla birlikte sadece okuma ve yazma değil, bunları günlük yaşamda kullanma, bireyin sosyal, ekonomik, yurttaşlık görev ve rollerine hazırlanmasının yolu olarak görülmüştür. Dünyamızda okumaz yazmazlık sorununu çözmek için çeşitli okuryazarlık yaklaşımları uygulanmaktadır. Bunlar geleneksel, işlevsel, bilinçlendirici, bütünleşik, durumsal, yansıtıcı, aile ve beslenme okuryazarlığı gibi sıralanmaktadır. Geleneksel okuryazarlık yaklaşımı dünyamızda 1900-1965 yılları arasında uygulanmıştır. İşlevsel okuryazarlık yaklaşımına geçiş 1965 yıllarından sonra aşamalı olarak gerçekleşmiştir. Ardından bilinçlendirici okuryazarlık gündeme gelmiştir. Günümüzde çoğu ülkede çoklu ve çeşitli okuryazarlık yaklaşımı uygulanmaktadır. Bu yaklaşımlara dayalı çok sayıda kampanya ve kurs yapılmıştır. Ancak bunlar sorunun köklü bir çözümü için yeterli olmamıştır. 2020’li yıllara girdiğimiz şu günlerde bile halen dünyamızda 15 ve daha yukarı yaşlarda 745 milyon, ülkemizde ise 2 milyon civarında okumaz yazmaz vardır. Bu durum yeni bir okuryazarlık anlayışı olan kapsayıcı okuryazarlığı gündeme getirmiştir. Dileğimiz bu yaklaşımla okuryazar bir dünyaya ulaşılmasıdır.
Reading is a concept that is more used for young people and adults. In general, the signs in a language include the ability to read, write and understand. In the past, it was called a reader who could only read and write his name and sign it. Over time, this limited understanding has changed, the basic, middle and higher level literary skills have emerged. Then, along with functional literature, it was seen as a way not only to read and write, but to use them in everyday life, to prepare the individual for social, economic, citizenship tasks and roles. In our world, there are various approaches of literature to solve the problem of reading. These are classified as traditional, functional, awareness, integrated, situational, reflective, family and nutritional literature. The traditional approach of literature was applied in our world between the 1900-1965 years. The transition to the functional reading approach has occurred gradually after the 1965s. Then the awareness of awareness came up. Nowadays, many of the countries use multiple and diverse readership approaches. A lot of campaigns and courses have been conducted on the basis of these approaches. But this was not enough for a root solution to the problem. Even in these days we enter the 2020 years, there are still 745 million people in our world who are 15 and older, and about 2 million people in our country who do not read. This situation has brought to the agenda a new comprehensive literary understanding. We want to reach a world of readers with this approach.
Literacy is a concept used mostly for young and adults. Generally, it includes reading, writing and understanding skills of signs in a language. In the past, only those who could read and write their name and sign was called literate. Over time, this limited understanding changed and basic, intermediate and high level literacy skills came to the agenda. Then, along with functional literacy, not only reading and writing, but using them in daily life was seen as a way of preparing individuals for their social, economic and civic duties and roles. In our world, various literacy approaches are applied to solve the problem of illiteracy. These are traditional, functional, awareness-raising, integrated, situational, reflective, family and nutrition literacy. Traditional literacy approach has been applied in our world between 1900-1965. The transition to a functional literacy approach took place gradually after 1965. Then, awareness-raising literacy came to the fore. Nowadays, in many countries, multiple and various literacy approaches are applied. There are many campaigns and courses based on these approaches. However, these were not sufficient for a radical solution to the problem. Even in these days when we entered the 2020s, there are still 745 million people in the world at the age of 15 and over, and 2 million in our country are illiterate. This has brought to the agenda a new literacy approach, inclusive literacy. Our wish is to reach a literate world with this approach.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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