TY - JOUR T1 - Gençler İçin 21. Yüzyıl Becerileri ve Dijitalleşen Dünyanın Gereklilikleri: Yeni Okuryazarlıklar TT - Twenty-First Century Skills and The Requirements Of A Digitilized World For Youth: New Literacies AU - Posos Devrani, A. Elif PY - 2021 DA - August Y2 - 2021 JF - Gençlik Araştırmaları Dergisi JO - JYR PB - Gençlik ve Spor Bakanlığı WT - DergiPark SN - 2147-8473 SP - 5 EP - 24 VL - 9 IS - 24 LA - tr AB - Değişen dünyada toplumların geleceği konumundaki gençlerin ihtiyaç duydukları yetkinlikler, farklıdisiplinlerin alan yazınlarında sıklıkla 21. yüzyıl yetkinlikleri başlığı ile karşımıza çıkar. Bu yetkinliksetlerine dair farklı kurum ve kuruluşların yaptığı farklı çalışmalar bulunmaktadır. Ancak temelindetüm bu çalışmaların ana hatları birbiriyle benzeşmektedir. OECD’nin bilişsel alan, iletişimsel alan,etik/sosyal etki olarak ana kategorilerde değerlendirdiği bu yetkinlikler setinde, tüm kategorilerdedijitalleşmenin izdüşümü görünür. Öyle ki, dijitalleşmenin ve getirdiği yeni beceri ihtiyaçlarınınizdüşümlerinde yeni okuryazarlıklara ya da var olan okuryazarlıkların değişimine rastlanır: dijitalokuryazarlık ve yeni medya okuryazarlığı.Bu makale kapsamında OECD’nin 21. yüzyıl yetkinliklerinde dijitalleşmenin bir sonucu – vesürdürülebilir olması için bir koşul - olarak görülen yeni okuryazarlıkların tanımları tartışıldı.Bu konuda Avrupa kıtası özelinde yaklaşımlardan bahsedildikten sonra, Avrupa ülkeleri arasındaen güncel dizin olan 2019 - medya okuryazarlığı endeksinde ilk beş sırada yer alan Finlandiya,Danimarka, Estonya, Hollanda, İsveç incelendi. Sonuç olarak, Avrupa ülkeleri arasında medyaokuryazarlık becerilerinin iyileştirilmesi ve bu şekilde muhafaza edilebilmesi için, tek bir dersyerine birçok derse entegre edilen, eleştirel düşünme becerisini merkeze alan, küçük yaştan itibarenverilen, ancak sadece belli bir yaşla sınırlı tutulmayan süreklilik arz eden eğitim politikalarınınuygulandığı görüldü. KW - Yeni Medya Okuryazarlığı KW - Dijital İletişim KW - 21. Yüzyıl Becerileri KW - Dijital Okuryazarlık N2 - The skills required of individuals and societies in today’s changing world are frequently dubbed21st-century skills in the literature of different disciplines. Though different institutions andorganizations have conducted various studies on these skill sets, all of their outlines resemble eachother in principle. The OECD divides these skill sets into several main categories, namely, the cognitivedomain, communicative domain, and ethical/social impact; yet, the repercussions of digitalizationstand out in all categories. In the 21st-century, marked by digitalization, two important literacy standsout 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 aconsequence 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 MediaLiteracy Index 2019 (i.e., Finland, Denmark, Estonia, Netherlands, and Sweden), as it is held to bethe most up-to-day index by European countries. We observed that European countries implementdifferent education policies to improve and retain media literacy, including policies that areintegrated into a series of lessons as opposed to a single lesson, that revolve around critical thinkingskills, that are not limited to a particular age group, and that promote lifelong learning. 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