ÖZET Bu araştırma, tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönte... more ÖZET Bu araştırma, tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönteminin kullanıldığı geleneksel öğretim ve problem çözme yöntemlerinin öğrencilerin erişi düzeyine, kalıcılığa ve derse karşı tutuma etkisini saptamak amacıyla ...
ÖZET Bu araştırma, tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönte... more ÖZET Bu araştırma, tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönteminin kullanıldığı geleneksel öğretim ve problem çözme yöntemlerinin öğrencilerin erişi düzeyine, kalıcılığa ve derse karşı tutuma etkisini saptamak amacıyla ...
UNESCO has provided important contributions in the attracting attention to and the development of... more UNESCO has provided important contributions in the attracting attention to and the development of media literacy education through its conference, symposium, seminar, research and publications which it organized and supported. The efforts moved into the international arena with Grunwald Declaration on Media Education in 1982 came to a head with “Paris Agenda or 12 Recommendations for Media Education” in 2007. UNESCO continues to organize and support activities related to media literacy. In this study, the investigation of activities was aimed. Document analysis method has been applied and, the individual studies supported by UNESCO and the institutional studies organized by UNESCO have been examined. In fact, the latter has been more carefully considered to reveal its view on media literacy education. As a result of this investigation, it has been exposed that UNESCO had a systematic approach to media literacy education. The approach has been analyzed under the specific headings: “concept of media literacy”, “media literacy education” and “the guidelines on media literacy education (curriculum, teacher training, research and international cooperation)”. Especially the guidelines has provided important clues for states about how to process on media literacy education. In conclusion, either policy makers or researchers should know that UNESCO, as an actor, must be followed carefully for development of media literacy education.
Media literacy is the ability to access, analyze, evaluate and communicate messages in a variety ... more Media literacy is the ability to access, analyze, evaluate and communicate messages in a variety of forms. Media literacy has received widespread attention within the past thirty years in the world. Recently, important studies has also been realized about media literacy education with the cooperation of RTUK (Radio and Television Supreme Council) with MEB (Ministry of National Education) in Turkey. Elective media literacy course started to be taught in elementary education at 6th, 7th and 8th grades. Media literacy course should be given as new course in the secondary education so that it can be developed more effectively in Turkey. It should be integrated to curriculums as a “sub-discipline” or a “skill” in the elementary education.
The aim of this study is to examine and to evaluate the Curriculum of Elective Media Literacy Cou... more The aim of this study is to examine and to evaluate the Curriculum of Elective Media Literacy Course. Media literacy as elective course, review of the literature, needs analysis of individual and society, and internal consistency of the curriculum was determined as basic criteria in the evaluation based on stages of curriculum development. As a result of the examination and the evaluation it could be said that the scope and effectiveness of media literacy education decreased since it was elective course. Literature of media literacy hasn’t been investigated enough/thoroughly on the curriculum development process. Furthermore, it’s hardly to say that needs analysis of individual and society on media literacy education is sufficent. The curriculum has internal consistency in itself, but not in media literacy. All evaluations have been revealed that works of media literacy education must be dealt with again in Turkey.
ÖZET Bu araştırma, tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönte... more ÖZET Bu araştırma, tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönteminin kullanıldığı geleneksel öğretim ve problem çözme yöntemlerinin öğrencilerin erişi düzeyine, kalıcılığa ve derse karşı tutuma etkisini saptamak amacıyla ...
ÖZET Bu araştırma, tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönte... more ÖZET Bu araştırma, tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönteminin kullanıldığı geleneksel öğretim ve problem çözme yöntemlerinin öğrencilerin erişi düzeyine, kalıcılığa ve derse karşı tutuma etkisini saptamak amacıyla ...
UNESCO has provided important contributions in the attracting attention to and the development of... more UNESCO has provided important contributions in the attracting attention to and the development of media literacy education through its conference, symposium, seminar, research and publications which it organized and supported. The efforts moved into the international arena with Grunwald Declaration on Media Education in 1982 came to a head with “Paris Agenda or 12 Recommendations for Media Education” in 2007. UNESCO continues to organize and support activities related to media literacy. In this study, the investigation of activities was aimed. Document analysis method has been applied and, the individual studies supported by UNESCO and the institutional studies organized by UNESCO have been examined. In fact, the latter has been more carefully considered to reveal its view on media literacy education. As a result of this investigation, it has been exposed that UNESCO had a systematic approach to media literacy education. The approach has been analyzed under the specific headings: “concept of media literacy”, “media literacy education” and “the guidelines on media literacy education (curriculum, teacher training, research and international cooperation)”. Especially the guidelines has provided important clues for states about how to process on media literacy education. In conclusion, either policy makers or researchers should know that UNESCO, as an actor, must be followed carefully for development of media literacy education.
Media literacy is the ability to access, analyze, evaluate and communicate messages in a variety ... more Media literacy is the ability to access, analyze, evaluate and communicate messages in a variety of forms. Media literacy has received widespread attention within the past thirty years in the world. Recently, important studies has also been realized about media literacy education with the cooperation of RTUK (Radio and Television Supreme Council) with MEB (Ministry of National Education) in Turkey. Elective media literacy course started to be taught in elementary education at 6th, 7th and 8th grades. Media literacy course should be given as new course in the secondary education so that it can be developed more effectively in Turkey. It should be integrated to curriculums as a “sub-discipline” or a “skill” in the elementary education.
The aim of this study is to examine and to evaluate the Curriculum of Elective Media Literacy Cou... more The aim of this study is to examine and to evaluate the Curriculum of Elective Media Literacy Course. Media literacy as elective course, review of the literature, needs analysis of individual and society, and internal consistency of the curriculum was determined as basic criteria in the evaluation based on stages of curriculum development. As a result of the examination and the evaluation it could be said that the scope and effectiveness of media literacy education decreased since it was elective course. Literature of media literacy hasn’t been investigated enough/thoroughly on the curriculum development process. Furthermore, it’s hardly to say that needs analysis of individual and society on media literacy education is sufficent. The curriculum has internal consistency in itself, but not in media literacy. All evaluations have been revealed that works of media literacy education must be dealt with again in Turkey.
Uploads
Papers by Adnan Altun
education through its conference, symposium, seminar, research and publications which it organized and supported. The
efforts moved into the international arena with Grunwald Declaration on Media Education in 1982 came to a head with
“Paris Agenda or 12 Recommendations for Media Education” in 2007. UNESCO continues to organize and support
activities related to media literacy. In this study, the investigation of activities was aimed. Document analysis method has
been applied and, the individual studies supported by UNESCO and the institutional studies organized by UNESCO have
been examined. In fact, the latter has been more carefully considered to reveal its view on media literacy education. As a
result of this investigation, it has been exposed that UNESCO had a systematic approach to media literacy education. The
approach has been analyzed under the specific headings: “concept of media literacy”, “media literacy education” and “the
guidelines on media literacy education (curriculum, teacher training, research and international cooperation)”. Especially
the guidelines has provided important clues for states about how to process on media literacy education. In conclusion,
either policy makers or researchers should know that UNESCO, as an actor, must be followed carefully for development of
media literacy education.
education through its conference, symposium, seminar, research and publications which it organized and supported. The
efforts moved into the international arena with Grunwald Declaration on Media Education in 1982 came to a head with
“Paris Agenda or 12 Recommendations for Media Education” in 2007. UNESCO continues to organize and support
activities related to media literacy. In this study, the investigation of activities was aimed. Document analysis method has
been applied and, the individual studies supported by UNESCO and the institutional studies organized by UNESCO have
been examined. In fact, the latter has been more carefully considered to reveal its view on media literacy education. As a
result of this investigation, it has been exposed that UNESCO had a systematic approach to media literacy education. The
approach has been analyzed under the specific headings: “concept of media literacy”, “media literacy education” and “the
guidelines on media literacy education (curriculum, teacher training, research and international cooperation)”. Especially
the guidelines has provided important clues for states about how to process on media literacy education. In conclusion,
either policy makers or researchers should know that UNESCO, as an actor, must be followed carefully for development of
media literacy education.