Gençler İçin 21. Yüzyıl Becerileri ve Dijitalleşen Dünyanın Gereklilikleri: Yeni Okuryazarlıklar

Year 2021, Volume: 9 Issue: 24, 5 - 24, 31.08.2021

A. Elif Posos Devrani

Abstract

Değişen dünyada toplumların geleceği konumundaki gençlerin ihtiyaç duydukları yetkinlikler, farklı
disiplinlerin alan yazınlarında sıklıkla 21. yüzyıl yetkinlikleri başlığı ile karşımıza çıkar. Bu yetkinlik
setlerine dair farklı kurum ve kuruluşların yaptığı farklı çalışmalar bulunmaktadır. Ancak temelinde
tüm bu çalışmaların ana hatları birbiriyle benzeşmektedir. OECD’nin bilişsel alan, iletişimsel alan,
etik/sosyal etki olarak ana kategorilerde değerlendirdiği bu yetkinlikler setinde, tüm kategorilerde
dijitalleşmenin izdüşümü görünür. Öyle ki, dijitalleşmenin ve getirdiği yeni beceri ihtiyaçlarının
izdüşümlerinde yeni okuryazarlıklara ya da var olan okuryazarlıkların değişimine rastlanır: dijital
okuryazarlık ve yeni medya okuryazarlığı.
Bu makale kapsamında OECD’nin 21. yüzyıl yetkinliklerinde dijitalleşmenin bir sonucu – ve
sürdürülebilir olması için bir koşul - olarak görülen yeni okuryazarlıkların tanımları tartışıldı.
Bu konuda Avrupa kıtası özelinde yaklaşımlardan bahsedildikten sonra, Avrupa ülkeleri arasında
en güncel dizin olan 2019 - medya okuryazarlığı endeksinde ilk beş sırada yer alan Finlandiya,
Danimarka, Estonya, Hollanda, İsveç incelendi. Sonuç olarak, Avrupa ülkeleri arasında medya
okuryazarlık becerilerinin iyileştirilmesi ve bu şekilde muhafaza edilebilmesi için, tek bir ders
yerine birçok derse entegre edilen, eleştirel düşünme becerisini merkeze alan, küçük yaştan itibaren
verilen, ancak sadece belli bir yaşla sınırlı tutulmayan süreklilik arz eden eğitim politikalarının
uygulandığı görüldü.

Keywords

Yeni Medya Okuryazarlığı, Dijital İletişim, 21. Yüzyıl Becerileri, Dijital Okuryazarlık

Twenty-First Century Skills and The Requirements Of A Digitilized World For Youth: New Literacies

Abstract

The skills required of individuals and societies in today’s changing world are frequently dubbed
21st-century skills in the literature of different disciplines. Though different institutions and
organizations have conducted various studies on these skill sets, all of their outlines resemble each
other in principle. The OECD divides these skill sets into several main categories, namely, the cognitive
domain, communicative domain, and ethical/social impact; yet, the repercussions of digitalization
stand out in all categories. In the 21st-century, marked by digitalization, two important literacy stands
out when looking at the content of competencies: digital literacy and new media literacy.
This article discusses the definitions of new literacy, which are simultaneously regarded as a
consequence of digitalization in OECD’s 21st-century skills and as a condition for their sustainability.
After mentioning approaches specific to the Europe, we examined the top five countries in the Media
Literacy Index 2019 (i.e., Finland, Denmark, Estonia, Netherlands, and Sweden), as it is held to be
the most up-to-day index by European countries. We observed that European countries implement
different education policies to improve and retain media literacy, including policies that are
integrated into a series of lessons as opposed to a single lesson, that revolve around critical thinking
skills, that are not limited to a particular age group, and that promote lifelong learning.

Keywords

New Media Literacy, Digital Communication, 21st-Century Skills, Digital Literacy

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