دوره 26، شماره 2 - ( 6-1399 )
دوره 26 شماره 2 صفحات 281-244 |
برگشت به فهرست نسخه ها
دانشگاه تبریز ، taghipour@tabrizu.ac.ir
چکیده: (3539 مشاهده)
هدف: پژوهش حاضر در راستای چگونگی پشتیبانی کتابخانه‌های عمومی ایران از یادگیری مادامالعمر به ارائۀ چهارچوبی متشکل از چشم‌انداز، مأموریت، ارزش‌ها، و راهبردها، و همچنین اعتباریابی آن می‌پردازد.
روش: روش پژوهش مورداستفاده در این مطالعه از نوع پژوهش ترکیبی بود. بدین منظور، در ابتدا از تحلیل محتوای استقرایی به‌منظور ارائۀ چهارچوبی برای پشتیبانی کتابخانه‌های عمومی ایران از یادگیری مادامالعمر استفاده شد. جامعۀ این بخش پژوهش شامل کلیۀ مقالات مرتبط نمایه‌شده در سالهای 1980 تا 2019 در پایگاه‌های اطلاعاتی مختلف، و همچنین اسناد، برنامههای راهبردی، و وبگاه کتابخانه‌های عمومی کشورهای مختلف دنیا بود که 71 منبع به‌صورت هدفمند انتخاب و مورد تحلیل قرار گرفت. در بخش دوم پژوهش، برای اعتباریابی چهارچوب پیشنهادی از روش تحقیق پیمایش اینترنتی استفاده شد. جامعۀ آماری این بخش، شامل کلیۀ متخصصان حوزۀ علوم تربیتی و علم اطلاعات و دانش‌شناسی می‌شد که دارای تجارب علمی یا حرفه‌ای مرتبط بودند. از این جامعۀ آماری، 18 نفر به‌شکل هدفمند به‌عنوان نمونۀ پژوهش انتخاب شدند. برای گردآوری داده‌ها، از پرسش‌نامۀ ارزیابی محقق‌ساخته استفاده شد. روایی پرسش‌نامۀ ارزیابی با استفاده از نظرِ پنج متخصص این حوزه بررسی و تأیید شد. همچنین، به‌منظور تعیین پایایی پرسش‌نامه از روش توافق بین ارزیابان استفاده شد که مقدار آن 0.86 محاسبه شد. داده‌های گردآوری‌شده با استفاده از میانه و آزمون علامت تجزیه‌وتحلیل شدند.
یافته‌ها: با بهره‌گیری از یافته‌های حاصل از تجارب جهانی و با در نظر گرفتن چشم‌انداز کتابخانۀ عمومی ایران، چهارچوبی متشکل از چشم‌انداز، مأموریت، ارزش‌ها، و راهبردها برای پشتیبانی کتابخانه‌های عمومی ایران از یادگیری مادامالعمر ارائه شد. در نهایت، نتایج ارزیابی متخصصان نشان داد که چهارچوب پیشنهادی جامع و کامل بوده و برای تحقق یادگیری مادامالعمر در کتابخانه‌های عمومی ایران مناسب است.
اصالت/ارزش: با وجودِ تأکید اسناد بالادستی بر نقش کتابخانه‌های عمومی در تحقق یادگیری مادامالعمر، راهنمای عملی برای پشتیبانی کتابخانه‌های عمومی ایران از یادگیری مادامالعمر وجود ندارد؛ لذا پژوهش حاضر با ارائۀ چهارچوبی به رفع خلأ موجود می‌پردازد. چهارچوب حاصل از این پژوهش می‌تواند به کتابخانه‌های عمومی ایران کمک کند تا به سهم خود نقش مؤثرتری در ساختن جامعۀ یادگیرندگان مادامالعمر ایفا کنند.
روش: روش پژوهش مورداستفاده در این مطالعه از نوع پژوهش ترکیبی بود. بدین منظور، در ابتدا از تحلیل محتوای استقرایی به‌منظور ارائۀ چهارچوبی برای پشتیبانی کتابخانه‌های عمومی ایران از یادگیری مادامالعمر استفاده شد. جامعۀ این بخش پژوهش شامل کلیۀ مقالات مرتبط نمایه‌شده در سالهای 1980 تا 2019 در پایگاه‌های اطلاعاتی مختلف، و همچنین اسناد، برنامههای راهبردی، و وبگاه کتابخانه‌های عمومی کشورهای مختلف دنیا بود که 71 منبع به‌صورت هدفمند انتخاب و مورد تحلیل قرار گرفت. در بخش دوم پژوهش، برای اعتباریابی چهارچوب پیشنهادی از روش تحقیق پیمایش اینترنتی استفاده شد. جامعۀ آماری این بخش، شامل کلیۀ متخصصان حوزۀ علوم تربیتی و علم اطلاعات و دانش‌شناسی می‌شد که دارای تجارب علمی یا حرفه‌ای مرتبط بودند. از این جامعۀ آماری، 18 نفر به‌شکل هدفمند به‌عنوان نمونۀ پژوهش انتخاب شدند. برای گردآوری داده‌ها، از پرسش‌نامۀ ارزیابی محقق‌ساخته استفاده شد. روایی پرسش‌نامۀ ارزیابی با استفاده از نظرِ پنج متخصص این حوزه بررسی و تأیید شد. همچنین، به‌منظور تعیین پایایی پرسش‌نامه از روش توافق بین ارزیابان استفاده شد که مقدار آن 0.86 محاسبه شد. داده‌های گردآوری‌شده با استفاده از میانه و آزمون علامت تجزیه‌وتحلیل شدند.
یافته‌ها: با بهره‌گیری از یافته‌های حاصل از تجارب جهانی و با در نظر گرفتن چشم‌انداز کتابخانۀ عمومی ایران، چهارچوبی متشکل از چشم‌انداز، مأموریت، ارزش‌ها، و راهبردها برای پشتیبانی کتابخانه‌های عمومی ایران از یادگیری مادامالعمر ارائه شد. در نهایت، نتایج ارزیابی متخصصان نشان داد که چهارچوب پیشنهادی جامع و کامل بوده و برای تحقق یادگیری مادامالعمر در کتابخانه‌های عمومی ایران مناسب است.
اصالت/ارزش: با وجودِ تأکید اسناد بالادستی بر نقش کتابخانه‌های عمومی در تحقق یادگیری مادامالعمر، راهنمای عملی برای پشتیبانی کتابخانه‌های عمومی ایران از یادگیری مادامالعمر وجود ندارد؛ لذا پژوهش حاضر با ارائۀ چهارچوبی به رفع خلأ موجود می‌پردازد. چهارچوب حاصل از این پژوهش می‌تواند به کتابخانه‌های عمومی ایران کمک کند تا به سهم خود نقش مؤثرتری در ساختن جامعۀ یادگیرندگان مادامالعمر ایفا کنند.
نوع مطالعه: كيفي |
موضوع مقاله:
مطالعات كيفي
دریافت: 1398/9/20 | پذیرش: 1399/2/16 | انتشار: 1399/6/10
دریافت: 1398/9/20 | پذیرش: 1399/2/16 | انتشار: 1399/6/10
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