Reading Culture

Öz-Öğrenmenin temelini oluşturan okuma becerisi, eğitim-öğretim sürecinde bilgiye ulaşmanın aracı olma temel işlevinin yanı sıra keyif verici entelektüel bir etkinliktir. Bu etkinliğin özellikle öğretmen adaylarında bir kültüre dönüşmesi son derece önemlidir. Nicel araştırma yöntemlerinden tarama yöntemi ile gerçekleştirilen bu araştırmada, öğretmen adaylarının okuma kültürü düzeyleri ve bu düzeyin okunan bölüm, sınıf ve cinsiyet değişkenine göre farklılaşıp farklılaşmadığı tespit edilmiştir. Araştırma verileri Türkel, Özdemir ve Akbulut (2017) tarafından geliştirilen "Okuma Kültürü Ölçeği" ile elde edilmiş, veriler SPSS 22 programı ile analiz edilmiştir. Analiz neticesinde öğrencilerin bireysel gelişim okuma ilişkisi, temel okuma becerisi ve kitap seçimi ortalaması yüksek, görsel okuma ortalaması orta olarak saptanmıştır. Bölüme göre bireysel gelişim okuma ilişkisi, temel okuma becerisi, görsel okuma durumlarında farklılık saptanırken kitap seçiminde bir farklılık olmadığı belirlenmiştir. Öğretmen adaylarının sınıf düzeyine göre okuma kültürlerinde anlamlı bir farklılık bulunmadığı görülmüştür. Cinsiyet değişkenine göre ise kadın öğrencilerin bireysel gelişim okuma ilişkisi, temel okuma becerisi ve kitap seçimi puanları, erkeklerin puanlarından; erkek öğrencilerin görsel okuma puanları ise kadın öğrencilerin görsel okuma puanlarından yüksek bulunmuştur. Anahtar Kelimeler: okuma kültürü, öğretmen adayı, eğitim fakültesi. Abstract-The reading skill that forms the basis of learning is a joyful intellectual activity, as well as a basic function of being instrumental in achieving knowledge in the educational process. In this research conducted by the screening method of quantitative research methods, it was determined that the prospective teachers' reading culture levels differed according to the reading level, class and gender variable. The research data were obtained with the "Reading Culture Scale" developed by Türkel, Özdemir and Akbulut (2017) and the data were analyzed with the SPSS 22 program. At the end of the analysis, students' individual development reading relationship, basic reading skills and book selection averages were high and visual reading averages were medium. According to section variable there was a difference in the individual development reading relation, basic reading ability, visual reading situations. However, there was no difference in the book selection. It was seen that there was no significant difference in reading cultures according to the grade level of the teacher candidates. According to gender variables, female students' individual development reading relationship, basic reading skills and book selection scores higher than male scores; while male students 'visual reading scores were higher than female students' visual reading scores.

This study was designed for learning the patterns of utilization of the children's sections of public libraries and understanding the functions and social elements that library users find in or bring to these sections. The study was designed as a qualitative case study for examining three public libraries (Erzincan, Essen & Niğde). Data were collected using semi-structured interviews with 72 children and 43 adults in 3 weeks of observation period. Findings for each of three libraries are given under the headings of quality of spaces for children, social climate, and overall picture of activities for children as the "within-case". As to the "across-case" are reached the themes; preschool children, a place like a bookstore, a place like a playground, and reading as a sub-skill for academic success. Considering the functions of libraries in years, it is necessary to involve experts, writers, teachers, and parents in the process as well.

School library is desirable because it provides a wide range of reading and multimedia resources. The essence is to support teaching and learning, fostering reading culture and lifelong learning. The rural chools and the children are part of this proposition. It also behooves on the rural
dwellers to participate and contribute in community development to ensure learning and literacy sustainability. This study examines the rural school libraries with regards to participatory rural appraisal for community driven development. It is a qualitative study that involved physical assessment of rural schools with community based monitors. Techniques for data collection were focus group discussion, key informant interview and discussions in community groups. It was
discovered that out of twelve government primary and secondary schools that only two has small spaces created for library. The participatory approach devised means of community contribution
which created result in book donations. These were distributed to all the rural schools in the community. It was recommended that duty bearers and school board should provide library facilities in the rural schools just as in urban schools. Communities should also drive their own
development to promote literacy for their children and sustainability