Çeviri
BibTex RIS Kaynak Göster

CURRENT DEVELOPMENT TRENDS of MEDIA LITERACY in EUROPEAN UNION COUNTRIES

Yıl 2018, Cilt: 11 Sayı: 4, 333 - 348, 30.12.2018

Öz

The study deals with an investigation into the
processes and projects related to the development of media education and media
literacy in the countries of the European Union. The study asseses media
education activities in individual EU Member States in terms of various
initiatives and projects and their primary focus. The aim of the study is to
identify areas of media education and literacy to which European countries
devote most attention. The authors aim to summarize and compare projects that
give significantly contributed to media education development throught their
activities towards media education of citizens and improving media literacy in
the EU. The text also focuses on extracurricular, non-formal education
concentrated around activities and projects outside of the formal education
system; those are mainly implemented by companies and non-profit organizations
in order to involve selected groups of the population. In the text, the authors
analyse secondary data and results of published researches and theoretical
studies on the given topic. The introduction provides a brief description of
formal, non-formal and informal education in terms of their goals and
differences. The authors then characterise the areas of media education by
categorising individual types of literacy (including media literacy, literacy
involving critical analysis of media content, digital and information literacy,
film literacy, news and reading literacy, Internet literacy and online safety,
digital game literacy and media communication literacy) existing initiatives in
the EU countries are provided as examples in the identified areas and
literacies. The given information is used to create a summary of the current
media education activities and the dominant focal points of non-formal
education initiatives in individul EU countries. The study thus offers an
overview of the types of literacies and organisations actively contributing to
the formation of a media literate EU population

Kaynakça

  • Andriopoulou,I. Ve Papadimitriou,S.,Kourtie,E. (2104), “Media and Information Literacy Policies in Greece (2013),” httpt://ppemi.ens-cachan.fr/data/media/colloque1400528/rapports/Greece pdf,1,09,2017. Aroldi, P.Ve Muruu, M.F. (2104), “Media and Information Literacy Policies in Italy”, httpt:// ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Italy pdf,1,09,2017. Brikse,I. Ve Freibergs,V.,Spurava,G. (2014), “Media and Information Literacy Policies in Latvia (2013)”, httpt://ppemi.ens-cachan.fr/data/media/colloque1400528/rapports/Latvia pdf,1,09,2017. Buckingham, David (2003).Media Education: Literacy, Learning and Contemporary Culture, Cambridge: Polity Press. Drotner, K (2014),Media and Information Literacy Policies in Denmark (2013)”, httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Denmark pdf,1,09,2017. Frau-Meigs, D. (2014),“MIL policies in Europe”,http://ppemi.ens-cachan.fr/lib/exe/fetch.php/colloque140528/ presentation_unesco_session_6pdf,12.10.2017. Frau-Meigs.Ve Loico,M.,M,Boutin,P.(2014), “Media and Information Literacy Policies in France”, httpt:// ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/France pdf,1,09,2017. Galık, S. Ve Galikova, Tolnavia.(2015), “ Influence on the Internet on the Cognitive Abilities of Man. Phenomenological and Hermeneutical Approach”,In Communication Today, 6 ( 1):s.4-15. Kagınova, V.(2012), “Terminologicke problemy medialnej vychovy”, In Communication Today,3 (2):s,24-39. Kammerl, R.Ve Hasebrink, U. (2014), “Media and Information Literacy Policies in Germany (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Germany pdf,1,09,2017. Kanızaj,I.Ve Car,V.,Kralj,L.“(2014), “Media and Information Literacy Policies in Croaita (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Croatia pdf,1,09,2017. Kotilainens, S.Ve Kupiainen, R. (2014), “Media and Information Literacy Policies in Greece (2013)” , httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Greece pdf,1,09,2017. McDougall, J. (2014), “Media and Information Literacy Policies in United Kingdom (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/United Kingdom pdf,1,09,2017. McGonagle, T.Ve Schumacher, N. (2014), “Media and Information Literacy Policies in Netherlands (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Netherlands pdf,1,09,2017 O’neill, B. (2014), “Media and Information Literacy Policies in Ireland (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Ireland pdf,1,09,2017. Petranova, D.Ve Burianova, L. (2014), “Potential of Digital Techonologies Use in the Formal Pre-Primary Education”, In European Journal of Science and Theology, 10 (1),s.263-276. Petranova, D.Ve Hossova, M(2016), “Critical Thinking as a Key Competency” Ed.Chen L, 3rd International Conference on Applied Social Science Research,Atlantis Press,s.244-248.http://www.atlantis-press.com/php/pub.php,9.29.2016. Petronavo, D. (2011), “Rozvija medialna vychova v skolach kriticke kompetencie ziakov ?”,Communication Today, 2, (1),s.66-83. Stanila, C.Ve Fotiade, N. (2014), “Media and Information Literacy Policies in Romania (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Romania pdf,1,09,2017. Stastna, L.Ve Wolak, R.Jırak, J. (2014), “Media and Information Literacy Policies in Czech Republic (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Czech pdf,1,09,2017. Supsakova, B.(2014), “Media Education of Children and youth a aPath to Media Literacy”,Communication Today,7 (1),s.32-51. Vrabec, N. (2014), Strategize rozvoja medialnej gramotnosti v europskych. Trnava, FMK, UCM.

AVRUPA BİRLİĞİ ÜLKELERİNDE MEDYA OKURYAZARLIĞINA YÖNELİK GÜNCEL EĞİLİMLER

Yıl 2018, Cilt: 11 Sayı: 4, 333 - 348, 30.12.2018

Öz

Bu
çalışma, Avrupa Birliği ülkelerinde medya eğitiminin geliştirilmesi, medya
okuryazarlığına ilişkin süreçler ve projeler hakkında yapılan araştırmalarla
ilgilidir. Çalışma, Avrupa Birliği’ne üye devletlerdeki medya eğitim
faaliyetlerini çeşitli girişimler, projeler ve birincil odak noktaları
açısından değerlendirmektedir. Çalışmanın amacı, Avrupa ülkelerinin en fazla
dikkat gösterdikleri medya eğitimi ve okuryazarlık alanlarını belirlemektir.
Yazarlar, Avrupa Birliği ülkelerindeki vatandaşların medya eğitimine yönelik
faaliyetlerini ve AB'deki medya okuryazarlığının arttırılması için medya
eğitiminin gelişimine önemli katkılar sağlayan projeleri özetlemeyi ve
karşılaştırmayı amaçlamaktadır. Çalışma ayrıca, örgün eğitim sisteminin dışında
çoğunlukla, nüfusun belirli gruplarını kapsamak amacı ile şirketler ve kâr
amacı gütmeyen kuruluşlar tarafından uygulanan faaliyetler ve projelerin yer
aldığı ders dışı eğitim üzerine de yoğunlaşmaktadır. Çalışmada, verilen konuyla
ilgili yayınlanmış araştırmaların ve teorik çalışmaların ikincil verilerini ve
sonuçlarını analiz edilmektedir. Giriş, örgün ve okul dışı eğitimin amaçları ve
farklılıkları açısından kısa bir özet sunmaktadır. Daha sonra, bireysel okuma
yazma türleri (medya okuryazarlığı, medya içeriğinin eleştirel analizini içeren
okuryazarlık, medya ve bilgi okuryazarlığı, film okuryazarlığı, haber
okuryazarlığı, internet okuryazarlığı, çevrimiçi güvenlik, dijital oyun
okuryazarlığı) kategorize edilerek medya eğitim alanları belirlenmektedir.
Tanımlanan alanlarda ve okuryazarlık türlerinde AB ülkelerindeki mevcut
girişimler, örnek olarak verilmektedir. Verilen bilgiler, mevcut medya eğitim
faaliyetlerinin bir özetini oluşturmak ve AB ülkelerindeki okul dışı eğitim
girişimlerinin baskın odak noktalarını saptamak için kullanılmıştır. Çalışma,
böylece AB nüfusunun
medya
okuryazarlığı oluşumuna aktif olarak katkıda bulunan okuryazarlık ve
organizasyon türlerine genel bir bakış sunar.

Kaynakça

  • Andriopoulou,I. Ve Papadimitriou,S.,Kourtie,E. (2104), “Media and Information Literacy Policies in Greece (2013),” httpt://ppemi.ens-cachan.fr/data/media/colloque1400528/rapports/Greece pdf,1,09,2017. Aroldi, P.Ve Muruu, M.F. (2104), “Media and Information Literacy Policies in Italy”, httpt:// ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Italy pdf,1,09,2017. Brikse,I. Ve Freibergs,V.,Spurava,G. (2014), “Media and Information Literacy Policies in Latvia (2013)”, httpt://ppemi.ens-cachan.fr/data/media/colloque1400528/rapports/Latvia pdf,1,09,2017. Buckingham, David (2003).Media Education: Literacy, Learning and Contemporary Culture, Cambridge: Polity Press. Drotner, K (2014),Media and Information Literacy Policies in Denmark (2013)”, httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Denmark pdf,1,09,2017. Frau-Meigs, D. (2014),“MIL policies in Europe”,http://ppemi.ens-cachan.fr/lib/exe/fetch.php/colloque140528/ presentation_unesco_session_6pdf,12.10.2017. Frau-Meigs.Ve Loico,M.,M,Boutin,P.(2014), “Media and Information Literacy Policies in France”, httpt:// ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/France pdf,1,09,2017. Galık, S. Ve Galikova, Tolnavia.(2015), “ Influence on the Internet on the Cognitive Abilities of Man. Phenomenological and Hermeneutical Approach”,In Communication Today, 6 ( 1):s.4-15. Kagınova, V.(2012), “Terminologicke problemy medialnej vychovy”, In Communication Today,3 (2):s,24-39. Kammerl, R.Ve Hasebrink, U. (2014), “Media and Information Literacy Policies in Germany (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Germany pdf,1,09,2017. Kanızaj,I.Ve Car,V.,Kralj,L.“(2014), “Media and Information Literacy Policies in Croaita (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Croatia pdf,1,09,2017. Kotilainens, S.Ve Kupiainen, R. (2014), “Media and Information Literacy Policies in Greece (2013)” , httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Greece pdf,1,09,2017. McDougall, J. (2014), “Media and Information Literacy Policies in United Kingdom (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/United Kingdom pdf,1,09,2017. McGonagle, T.Ve Schumacher, N. (2014), “Media and Information Literacy Policies in Netherlands (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Netherlands pdf,1,09,2017 O’neill, B. (2014), “Media and Information Literacy Policies in Ireland (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Ireland pdf,1,09,2017. Petranova, D.Ve Burianova, L. (2014), “Potential of Digital Techonologies Use in the Formal Pre-Primary Education”, In European Journal of Science and Theology, 10 (1),s.263-276. Petranova, D.Ve Hossova, M(2016), “Critical Thinking as a Key Competency” Ed.Chen L, 3rd International Conference on Applied Social Science Research,Atlantis Press,s.244-248.http://www.atlantis-press.com/php/pub.php,9.29.2016. Petronavo, D. (2011), “Rozvija medialna vychova v skolach kriticke kompetencie ziakov ?”,Communication Today, 2, (1),s.66-83. Stanila, C.Ve Fotiade, N. (2014), “Media and Information Literacy Policies in Romania (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Romania pdf,1,09,2017. Stastna, L.Ve Wolak, R.Jırak, J. (2014), “Media and Information Literacy Policies in Czech Republic (2013),” httpt://ppemi. ens-cachan. fr/data/media/colloque1400528/rapports/Czech pdf,1,09,2017. Supsakova, B.(2014), “Media Education of Children and youth a aPath to Media Literacy”,Communication Today,7 (1),s.32-51. Vrabec, N. (2014), Strategize rozvoja medialnej gramotnosti v europskych. Trnava, FMK, UCM.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Seher Şeylan

Yayımlanma Tarihi 30 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 11 Sayı: 4

Kaynak Göster

APA Şeylan, S. (2018). AVRUPA BİRLİĞİ ÜLKELERİNDE MEDYA OKURYAZARLIĞINA YÖNELİK GÜNCEL EĞİLİMLER. Uşak Üniversitesi Sosyal Bilimler Dergisi, 11(4), 333-348.

Adres: Uşak Üniversitesi Sosyal Bilimler Enstitüsü
Telefon: 0276 221 21 60 Faks :0276 221 21 61
E-posta: sosyaldergi@usak.edu.tr