MEDIA LITERACY RESEARCH AND A SURVEY ON UNIVERSITY STUDENTS

Author :  

Year-Number: 2019-25
Language : null
Konu :
Number of pages: 1671-1680
Mendeley EndNote Alıntı Yap

Abstract

Media literacy has been a widespread research topic among scholars in communication since the 1990s. The concept generally refers to a critical analysis process. It is common to define this idea as accessing, analyzing, evaluating, and creating new messages “.(Baran, 2004:50; Hobbs, 1998:16; Potter, 2005:22; Livingstone, 2004:4). Media Literacy is also defined as the ability to access, interpret, analyze, evaluate and transmit messages in a wide variety of formats such as television, video, cinema, advertising, and the Internet. In order to be able to recognize and receive relevant media messages and can be interpreted as active viewers, firstly education and then family structure, world view, economic situation, gender, age etc. are really important factors. In order to be aware of media literacy, critical media literacy trainings should be provided in all segments of society, especially children. Thus, society will be able to distinguish the line between the world shown by the media and the real world. Media literacy education includes cognitive processes used in critical thinking. Media workshops and curriculums emphasize moral values (defense, vaccination approach), distinctive response (critical audience), consumer revolution (Livingstone, 2004:3). Compared with European countries in Turkey's education received too late in the curriculum of Media Literacy course with following the correct media, analyzing the meaning of media messages is permeable to the mind and logic, is aimed to create an informed audience. Meaning is based on the media experiences (selective perception), the context in which they use the media (accommodation), and how and why they use the media (use and satisfaction). In this context, it is aimed to determine how Media Literacy is perceived by university students. In addition to this general purpose, raising awareness about media literacy is adopted as another goal.

Keywords

Abstract

Media literacy has been a widespread research topic among scholars in communication since the 1990s. The concept generally refers to a critical analysis process. It is common to define this idea as accessing, analyzing, evaluating, and creating new messages “.(Baran, 2004:50; Hobbs, 1998:16; Potter, 2005:22; Livingstone, 2004:4). Media Literacy is also defined as the ability to access, interpret, analyze, evaluate and transmit messages in a wide variety of formats such as television, video, cinema, advertising, and the Internet. In order to be able to recognize and receive relevant media messages and can be interpreted as active viewers, firstly education and then family structure, world view, economic situation, gender, age etc. are really important factors. In order to be aware of media literacy, critical media literacy trainings should be provided in all segments of society, especially children. Thus, society will be able to distinguish the line between the world shown by the media and the real world. Media literacy education includes cognitive processes used in critical thinking. Media workshops and curriculums emphasize moral values (defense, vaccination approach), distinctive response (critical audience), consumer revolution (Livingstone, 2004:3). Compared with European countries in Turkey's education received too late in the curriculum of Media Literacy course with following the correct media, analyzing the meaning of media messages is permeable to the mind and logic, is aimed to create an informed audience. Meaning is based on the media experiences (selective perception), the context in which they use the media (accommodation), and how and why they use the media (use and satisfaction). In this context, it is aimed to determine how Media Literacy is perceived by university students. In addition to this general purpose, raising awareness about media literacy is adopted as another goal.

Keywords


  • Adıgüzel, A. (2005). Avrupa birliğine uyum sürecinde öğretmen niteliklerinde yeni bir boyut:

  • Adıgüzel, A. (2005). Avrupa birliğine uyum sürecinde öğretmen niteliklerinde yeni bir boyut: Bilgiokur-yazarlığı. Milli Eğitim, Üç Aylık Eğitim ve Sosyal Bilimler Dergisi, 33 (167).

  • Aksu vd. (1993). Program Geliştirme Modeli. Ankara: MEB, Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı Yayınları -1.

  • Alver F. (2006) Medya Yetkinliğinin Kuramsal Temelleri, KİLAD Derg, 7, 9-26.

  • Aufderheide, P. (1993). “Media Literacy: A Report of The National Leadership Conference on Media Literacy.” Washington, DC, Aspen Institute.

  • Baker, F. (2000). “Media Literacy State Teaching Standarts.” [Online] Retrieved on 01-November– 2007, at URL: http://www.frankwbaker.com/state_lit.htm

  • Bawden, D. (2001). Information and digital literacies: A rewiew of concepts. Journal of Documentation, 7 ( 2), 218-59.

  • Bostancı, N. (2007). İlköğretim Medya Okuryazarlığı Dersi Öğretmen Kitabı. Ankara.

  • Brown, J. (1998). Media Literacy Perspectives. Journal of Communication, 48(1), 44-57.

  • Buckingham, D. (2003). Media education-literacy, learning and contemporary culture. Cambridge: Polity Press.

  • Çetinkaya, S. (2008). Bilinçli Medya Kullanıcıları Yaratma Sürecinde Medya Okuryazarlığının Önemi. Yayınlanmamış yüksek lisans tezi. Ankara Üniversitesi

  • Considine, D. (1999). Case FOR Media Literacy in Today's Schools. http://medialit.org/reading_room/article368.html adresinden 23.05.2008 tarihinde alınmıştır.

  • Considine, D. (2002). Media Literacy Across the Curriculum. http://www.media-literacy.net/media- lit.html adresinden 12.02.2007 tarihinde alınmıştır.

  • Çuhadaroğlu Çetin, Füsun vd. (2004). Şiddeti Önleme Platformu Medya ve Şiddet Alt Çalışma GrubuRaporu. 17.03.2009 tarihinde http://www.aile.gov.tr/images/icerik/20069659809/doc/SIDDETI_ONLEME_PLATFORMU_MEDYA_VE_SIDDET_CALISMA_GR UBU_RAPORU _05.DOC adresinden elde edilmiştir.

  • Demirel, Ö. (1992). Türkiye’de Program Geliştirme Modelleri. H.Ü. Eğitim Fakültesi Dergisi, Sayı 7, s. 27-43.

  • Domaille, K. ve Buckingham D. (2001) Youth Media Education Survey. UNESCO, 11.02.2009 tarihinde

  • Erden, M. (1998). Eğitimde Program Değerlendirme. Ankara: Anı Yayıncılık.

  • Ertürk, S. (1975). Eğitimde Program Geliştirme. Ankara: Yelkentepe Yayınları.

  • EU (Commission of The European Communities, 2007a). Report On The Results Of The PublıcConsultatıon On Medıa Lıteracy.http://ec.europa.eu/avpolicy/media_literacy/docs/report_on_ml_2007.pdf, adresinden 10.02.2009 tarihinde elde edilmiştir.

  • Frau-Meigs, D. (2006). Media Education: A Kit for Teachers, Students,Parents and Professionals. UNESCO, Paris, (http://unesdoc.unesco.org/images/0014/001492/149278e.pdf, 28.01.2009)

  • Gazi Üniversitesi (2009) Merkez Kütüphanesi Veri Tabanları, http://www.lib.gazi.edu.tr/yeni/vt.php adresinden 14.01.2009 tarihinde yararlanılmıştır.

  • Giddens, A. (2009). Sociology (6th Edition). Cambridge: Polity Press.

  • Gomez L., M., Gomez, K. (2007). Reading for Learning: Literacy supports for 21st century Work. Phi Delta Kappan

  • Gündüz, U. (2019). Medya Okuryazarlığı Eğitiminde Görselliğin Kullanımı: Dijital KahramanlarÇizgi Romanı, Yeni Medyada Çocuk ve İletişim, Edt: Ali Murat Kırık, Çizgi Kitabevi, Istanbul.

  • Hobbs, R. (1998). The seven great debates in the media literacy movement. (Çev. Melike TürkânBağlı) Journal of Communication, 48(1), 16-32. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, yıl: 2004, cilt: 37, sayı: 1, ss.122-140

  • İnceoğlu, Y. (2005). Medya okuryazarlığı: Neden gerekli? N. Türkoğlu ve M.Cilman Şimşek, (Eds.), Medya okuryazarlığı içinde (27-39), İstanbul: Kalemus Yayıncılık.

  • Kellner, D. (2010). Medya Gösterisi, Zeynep Paşalı (Translated by). Istanbul: Açılım Kitap. (Original Book Published in 2003).

  • Kubey, R. (2001). Media Literacy in the information age, Current Perspectives. New Jersey:Transaction Publishers. MAN (Media awareness.ca/english/teachers/media_education/index.cfm adresinden 30.01.2019 tarihinde elde edilmiştir.

  • Korkmaz, Ö., Yeşil, R. (2008). Media and Television Literacy of Candidate Teachers. 2ndInternational Computer and Instructional Technologies Symposium, 16-18 April 2008. Ege Üniversitesi.

  • Levin, D., Arafeh, S., Deniz, C. B. ve Gottesman, J. (2004). Navigating the children’s medialandscape: A parent’s and caregiver’s guide. American Institutes for Research, Washington, DC

  • Masterman, L. (2001). A Rationale for Media Education. Media Literacy in the Information Age:Information & Behavior. Ed. Robert Kubey. New Brunswick and London: Transaction Publishers. Mora, N. (2008). Medya ve Kültürel Kimlik. Uluslararası İnsan Bilimler Dergisi, 5(1), 1-14.

  • Ontario Ministry Of Education (2000). The Ontario Curriculum Grade 11 and 12. This publication is also available on the Ministry of Education’s website at http://edu.gov.on.ca.

  • Potter, William James (1998). Media Literacy. California: Sage Publications.

  • RTÜK Medya Okuryazarlığı Projesi, www.rtuk.org.tr. erişim tarihi: 01.06.2019. RTÜK

  • Solmaz, B, Yılmaz, A. Medya Okuryazarlığı Araştırması ve Selçuk Üniversitesi’nde Bir Uygulama. Selçuk İletişim Dergisi, 7, 3, 2012 sf: 55-61.

  • Thoman, E. ve Jolls, T. (2003). Literacy for the 21st century an overview & orientation guide to media literacy education. Center for Media Literacy

  • http://medyaoy.blogspot.com/ erişim tarihi: 07.07.2019

                                                                                                                                                                                                        
  • Article Statistics