Media and Information Literacy in the Curriculum: Changes and Challenges from the Turkish Case

TitleMedia and Information Literacy in the Curriculum: Changes and Challenges from the Turkish Case
Publication TypeConference Paper
Author(s)Hasdemir, T. A.
Affiliation (1st Author)Gazi University Faculty of Communication
Section or WGMedia Education Research Section
DateWed 26 June
Slot CodeMERW2a
Slot Code (Keyword)MERW2a
Time of Session11:00-12:30
Session TitleTensions in the Curriculum: regional perspectives
Submission ID7110

Media literacy education as a point of intersection of the various disciplines in social sciences has come to the fore in the U.S and Europe since the first quarter of the 20th century. Developments related with media literacy have gathered pace with the heightened interest of using television in the classroom in the US in the 1960s and of introducing media studies in Canada, England and other European countries in late 1970s. Although there were some efforts dated back to 1940s, to employ certain media including the printed forms as instruments in the education, the issue of media literacy has appeared on the agenda since the beginning of 2000s in Turkey. The interest in the adaptation to the European Union and global developments in communication networks and practices could be some major factors invoked enthusiasms for studying and educating media literacy in the Turkish case. The demand for media literacy education has emerged in the first part of 2000s. In accordance with the protocol signed by the Radio and Television Supreme Council and the Ministry of Education, first of all, a pilot media literacy course was formed and included into primary school curriculum as an elective course in the 2006-2007 educational year. And then, the media literacy course, as an elective course, has been educated countrywide since the 2007-2008 educational year. Beside this course, there are some courses in which literacy issues including the digital literacy are taught, e.g. the course titled “Literacy Skills”, “Technology and Design”. Also some units of Social Sciences course and Turkish course are reserved for “information and media literacy”. Also “Fatih Project” concerning primary and secondary education in Turkey, aims at providing “effective usage of the ICT in teaching programme”. This process requires teachers and students acquainted with media and digital literacy. This presentation aims at elaborating the main points of the policy and applications related with the media literacy course as well as the related courses and topics in the primary schools in Turkey. To this end, it will comparatively touch upon discussions on the information and media literacy education at the local as well as global levels. In relation to Turkey, the objectives, outlines of the media literacy course as well as first term implementations of Fatih Project which has an important target as employing the ICT in the teaching programme, which provides availabilities for effective information and media literacy education, will be analyzed. At this sequence the special interview with the authorities of MoNE and the recent data collected by MoNE on the media literacy education will provide valuable information for elaborating the formal prospect as well as recent implementations related with information and media literacy overall the country. Based on the findings and the information, the last part of the presentation is reserved for the evaluation of the first term results of the media literacy course and certain recommendations will be made for a critical media literacy education in Turkey.

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