Media, and Digital Skills in the Curriculum: Tracing Continuities - - PowerPoint PPT Presentation

Media Literacy, New Media, and Digital Skills in the Curriculum: Tracing Continuities and Discontinuities in Media Literacy Education at its 10th Anniversary-Turkey

• Prof. Dr. Tuğba ASRAK HASDEMİR
• Assist. Mehtap UYAR

Praha-ECREA 2016

• The history of media literacy

education goes back to the first half

• f the 20th century in the world.
• Nowadays we speak about new media

literacy, digital literacy, information literacy so on and so forth.

Different countries different experiences Germany

• Media education is

not considered as a special field

• Media literacy in

compulsory education is not must course yet

• Different

activities to include media literacy in different educational activity and to especially raise awareness on the implementation

• f ICT

Different countries different experiences Austria

• Media literacy is one of the important issues in

the Austrian educational system

• The new decree dated back 2001, aimed to

integrate traditional media with new media, especially the Internet, in a critical and analytical way.

• The number of applications that want to include

CD-ROM, school textbooks and new media in the list of school textbooks or as attachments to teaching retreats is increasing.

Different countries different experiences UNITED KINGDOM

• The UK has an important place in the global

development of media literacy due to a series of special mass communication courses offered as an

• ption for students aged 14-18 for more than 20

years.

• It means that there are UK teachers who are

very experienced in teaching mass communication for this age group, and there is a small broadcasting industry that serves by generating resources for this area.

UNITED KINGDOM Media Literacy in the Curriculum

• However, these lessons reach only 7% of

this age group, so the concept of media literacy, which is a right for everyone, seems far removed from the beginning of the school years.

• The followings related with the new media

come to mind in the English curriculum : e- mail, Internet, web sites, CD-ROM etc.

Different countries Different experiences FINLAND

• Since 2002, curriculum reform has strengthened

the role of media education in primary and secondary education.

• Media skills are expected to work both as a

recipient and as a message producer.

• The new 2002 curriculum also speaks of

technology and people.

FINLAND: Media Literacy in the Curriculum

• In terms of online resources to assist teachers

and students in media education, they have access to Finnish media institutions and the Finnish Broadcasting Company, the national publisher supporting the construction, distribution and monitoring of these materials.

• The Ministry of Education published a plan for

the construction of digital content for learning and teaching between 2003-2007.

Different countries Different experiences FRANCE

• Media education and media literacy were viewed

as a cultural activity and a course issue

• The entity CLEMI (the contact center between

news organs and education), which was largely created in 1982, was based on the will of innovative teachers, and more often associated with the press.

FRANCE Media Literacy in the Curriculum

• Through compulsory education, learners learn

topics such as power of vision, conveying meaning and discourse, influence of the media, networks in ICT and society, the rational and critical use of information resources, and finding, choosing and evaluating information.

• Teachers often use ICT, audiovisual and

multimedia products to improve content.

Different countries Different experiences Ireland

• Today, media

education is seen as a widespread and vivid application especially in primary school curricula.

• With the Action

Program in 1998, the government has equipped every school with

• computers. All

teachers are trained in computer skills.

IRELAND Media Literacy in the Curriculum The school curriculum incorporates media education into courses such as English, Social, Personal and Health Education, Information and Communication Technologies at various levels.

Different countries Different experiences HUNGARY

• Hungary launched a new theme with the title

"Culture of Moving Images and Media Education" in its new National Curriculum in 1996.

• The goal of creative media pedagogy is to improve

visual reading and writing skills as a means of understanding the image world and media around us.

HUNGARY Media Literacy in the Curriculum

• The use of electronic resources and

information technology in education brings about a significant change in the learning process.

• There are textbooks, readers, handbooks,

CDs, videos, and alike with different features of media studies.

Different countries Different experiences SLOVENIA

1996 is the year when media education officially took place in the Slovenian educational program.

There is a criticismThe computer literacy project was conducted by a group of scientists and practitioners, who do not have any theoretical training on ICT, selected by the Ministry of Education and Sports.

Different countries Different experiences CANADA

• The media literacy movement began in

1960 under the title'screen training‘.

• The meetings of CASE (Canadian

Association for Screen Education) was held in 1969, where media trainers from all

• ver the country came together in

Toronto, but there was a recession in the late 1970s.

MEDIA LITERACY IN CANADA

• The media literacy course was

included in the English Language Arts curriculum in 1999.

• Canada is the world's most advanced

country in media education, and the education in schools is very active.

MEDIA LITERACY IN CANADA

• Almost every classroom in Canada has internet

access.

• Teachers are having their lessons by using

technology.

• In addition to listening, understanding, writing,

watching, and creating their own communication skills, media literacy aims at providing the skills

• f evaluating media texts by capturing the critical

perspective of the intended learners.

Different countries Different experiences USA

• The history of education in America dates back to

1932.

• The greatest development in media literacy
• ccurred in 1990 when health educators alleged

that the images of alcohol and cigarettes, along with the violent and sexually explicit images on the screen, had a negative effect on the society, especially on children.

MEDIA LITERACY IN USA

• Media education in the United States is more

protective than critical, and the approach to media literacy is simply visual analysis.

• There is little room for media literacy in

America's schools to criticize politics and economic power balances. Instead, both governments, educators, and parents often support the protective media literacy model.

MEDIA LITERACY IN USA

• It is expressed that the characteristic structure
• f media education in America is integrated with

three approaches: protectionism, preparation (attainment of media communication and ability to produce messages), and pleasure from the media.

• Today, almost 50 states have media literacy in

their curriculum. Media literacy education is generally associated with the Language Arts, Social Studies, and Health Education program.

AN EXAMPLE FOR NEW MEDIA LITERACY

• Uruguay is the country where the new media is

clearly included in the media literacy curriculum.

• In Uruguay, students learn about media

technologies such as computers, video and photography by creating media products.

• Sometimes, students can also explore the process
• f building media texts to support their own text

creation process.

MEDIA LITERACY CURRICULUM IN TURKEY

• The concept of media literacy in Turkey began to

be discussed in 2000s.

• In accordance with the cooperation protocol

signed between the RTSC (Radio and Television Supreme Council) and the Ministry of National Education, the media literacy started as a pilot course in five primary schools in different regions in the 2006-2007 academic year.

• The course started to be taught as an elective

course throughout the country as of 2007-2008 academic year.

MEDIA LITERACY CURRICULUM IN TURKEY

Two phases of the course

• 1. Media

Literacy course between 2007-2014

• 2. Media Literacy course after 2014

Main course materials (2007-2014)

The kit on media literacy contained only Handbook and Guidebook for teachers, there was no student book. The reason explained by authorities of the RTSC: not accustom students to memorize, but to help them think freely and express themselves and to make the media literacy course different from

• ther classic courses.

Units of the course (2007-2014)

• Introduction to Communication

(communication, the process and content of communication, types of communication),

• Mass Communication (mass

communication, mass media, the relation between communication and mass communication),

Units of the course (2007-2014)

• Media (media, the main functions of

media, the economic aspect of media, media and ethics, the concept of media literacy, its purpose and significance),

• Television (television as an effective

mass medium, television broadcasting in Turkey, types of television programs),

Units of the course (2007-2014)

• Family, Child and Television (the

habit of watching television, the negative effects of television, the analysis of television programs, warning signs),

Units of the course (2007-2014)

• Newspaper and Magazine (principal notions

about newspaper, the importance and comparison of news and pictures in the newspaper, the application e.g. newspaper preparation, types of magazines and their characteristics),

• Internet (the features and functions of

the Internet, the points to be taken into account by the Internet users)

Units of the course (2007-2014)

Television %39,5 “Television” ve “Family, Child and TV” (two units-13 class hours) Radio %8 (one unit-3 h.) Newspaper and Magazine %8 (one unit-3h.) Internet approximately %14 (one units)

Media literacy curriculum in Turkey

• In the media literacy course program

(2007-2014), the course unit "Internet", on which the new media issue was handled and applications were performed, was conducted in the last weeks of the curriculum.

Some changes

With the decision of National Board of Education (23 May 2014), the curriculum and the program of the media literacy course was modified

New title of the units (2004-)

• Media as the medium of

entertainment,

• I ask question directed to media-

Media as the medium to have information,

New title of the units (2004-)

• Let’s think about it-Media as the

medium to have information,

• My media- Media as the sphere of

participation. Throughout the book, some practices related with the traditional as well as new media were seen.

Some researches on the media usage of children and youth Turkish Statistical Institute conducted an important survey titled “Information and Communication Technology (ICT) Usage Survey in Households and Individuals, 2004- 2014”.

Who has the highest score? Off course, children and youth. The percentage of individuals using computer at the age between 16-24 is 70,3% (79,6% for male, 61% for female).

According to the EU Kids Online Survey concerning internet usage of youth in 25 European countries including Turkey, nearly all the children between 9-16 years are online min. once a week (93%) more than half of the children (60%) are

• nline everyday.

A microlevel project on the issue

• MEDYAK Project (Media in

Comparison-MEDCOM) on the characteristics of the relation of children educated at the 5, 6, 7 and 8th grades in Ankara, the capital city.

• 69,7% of the students have desktop

computer;

• 71,3% of them have notebook;
• 88,2% of the students have internet

connection

What is to be done?

• Despite certain problems and

inconveniences, the media literacy course, as a whole, can provide

• pportunities for child to be critical

and to have information about new media.

• nly access does not solve the digital

divide: there is a literacy divide such as technical skills, knowledge skills so

• n and so forth. To overcome

difficulties stemming from literacy divide, children should gain basic digital skills at home and especially in their school.

At last but not least…

• In the use of the Internet, first of

all, acquiring skills in how accurate information can be obtained is of importance.

• By drawing attention to the risks and

dangers on the Internet, providing the measures that can be taken without creating «moral panic», it must be an integral part of the media literacy course.

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  Thanks for your attention    tubahasdemir@gmail.com mehtapgunes@mail.com 