İngilizce Öğretim Programlarında Medya Okuryazarlığı Becerilerine Yönelik Bir İnceleme

Yıl 2024, Cilt: 3 Sayı: 2, 34 - 47, 31.10.2024

Rümeysa Tuna Gündoğdu , Esin Hazar

Öz

İngilizce öğretim programında medya okuryazarlığı becerilerine ne düzeyde yer verildiğini ve programda yer alan becerilerin hangi medya okuryazarlığı beceri boyutunu vurguladığını belirlemektir. Çalışmada nitel araştırma yöntemlerinden doküman inceleme yöntemi kullanılmıştır. 2018 yılında uygulamaya konan ilkokul, ortaokul ve lise İngilizce Öğretim Programı kazanımları tüm sınıf düzeylerinde medya okuryazarlığı becerileri erişim, çözümleme, üretim ve değerlendirme alt boyutlarına ve standart ölçütlere göre incelenerek ifadenin dokümanda var olma durumuna göre var ya da yok tekniği ile verilere var için (1) ve yok için (0) değerleri verilerek analiz edilmiştir. Kodlayıcılar arasında uyuşma ve güvenilirliğin sağlanması için Cohen’s Kappa istatistiği kullanılmıştır. İlkokul düzeyi öğretim programında medya okuryazarlığı becerilerine vurgu yapan kazanıma rastlanmamıştır. Ortaokul İngilizce Dersi Öğretim programında medya okuryazarlığının farklı boyutlarında toplam on beş kazanımla ilişkilendirme yapılmıştır. Ortaokul 5. sınıf düzeyinde medya okuryazarlığının sadece erişim boyutunda kazanım olduğu; 6. sınıf düzeyinde medya okuryazarlığının hiçbir boyutuna yönelik kazanım olmadığı görülmüştür. 7. sınıf düzeyinde sadece üretme boyutunda; 8. Sınıf düzeyinde ise erişim, çözümleme ve üretme boyutlarında toplam yedi kazanıma yer verildiği görülmektedir. Ortaokul düzeyinde en çok üretme ve erişim becerilerine yönelik kazanımlara yer verildiği; değerlendirme becerisinin kazanımlarda vurgulanmadığı görülmektedir. Lise kademesinde genel olarak medya okuryazarlığının her boyutunda kazanımlar olduğu görülmektedir. Toplamda lise düzeyinde 44 kazanım medya okuryazarlığı becerileri ile ilişkilendirilmiştir. En fazla vurgu yapılan becerinin üretme ve en az ilişkili kazanımın değerlendirme becerisi ile ilgili olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Medya okuryazarlığı, İngilizce öğretim programı, doküman analizi

A Study on Media Literacy Skills in English Curriculum

Öz

The purpose of this research is to determine at what media literacy skills are included in the English curriculum and which media literacy skill dimension is emphasized by the curriculum outcomes. Document analysis method, one of the qualitative research methods, was used in the study. The outcomes of the primary, secondary, and high school English curricula implemented in 2018 was analyzed in accordance with the standard criteria at all grade levels and the sub-dimensions of access, analysis, production, and evaluation of media literacy skills. The data were analyzed using the present tor absent technique, giving the values (1) for present and (0) for absent, depending on whether the specified expression in the document was present or absent. The coders were checked for agreement and reliability using Cohen's Kappa statistics. The primary school level curriculum does not include any outcomes that emphasize media literacy skills. The Middle School English Language Curriculum has been linked to a total of fifteen outcomes in various aspects of media literacy. At the middle school 5th grade level, media literacy is only attained in terms of access; at the 6th grade level, there is no outcome in any dimension of media literacy. Only in the production dimension at the 7th grade level; at the 8th grade level, a total of seven outcomes are included in the dimensions of access, analysis, and production. The acquisitions for production and access skills are mostly included at the middle school level; however, the evaluation skill is not emphasized in the outcomes. Outcomes in all dimensions of media literacy in general can be seen at the high school level. In total, 44 outcomes at the high school level were associated with media literacy skills. It was concluded that the skill that was emphasized the most was related to the skill of production and the least related otcome was the skill of evaluation.

Anahtar Kelimeler

Media literacy, English curriculum, document analysis

Kaynakça

• Aufderheide, P. (1993). Media literacy: A report of the national leadership conference on media literacy (ED365294). ERIC. https://files.eric.ed.gov/fulltext/ED365294.pdf
• Avrupa Konseyi. (2015). Education for change, change for education. Council of Europe. https://www.coe.int/t/dg4/education/pestalozzi/Source/Documentation/T21/FinalManifesto_En.pdf
• Blackman, N. J. M.,&Koval, J. J. (2000). Interval estimation for Cohen's kappa as a measure of agreement. Statistics in Medicine, 19(5), 723-741.
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40.
• Buckingham, D. (1991). The Media StudiesBook: A Guide for Teachers. Lusted, D. (ed.), Teaching about the media (s. 12-35). Routledge.
• Buckingham, D., Banaji, S., Carr, D., Cranmer, S., Willett, R. (2005). The media literacy of children and young people: A review of the research literature. Ofcom. https://discovery.ucl.ac.uk/id/eprint/10000145/1/Buckinghammedialiteracy.pdf
• Burn, A.,&Leach, J. (2004). The impact of ICT on literacy education. Andrews, Richard (ed.), ICT and moving image literacy in English (s. 173-179).Routledge
• Cannon, M., Connolly, S., & Parry, R. (2022). Media literacy, curriculum and the rights of the child. Discourse: Studies in the Cultural Politics of Education, 43(2), 322-334.
• Celot, P. (2009). Study on assessment criteria for media literacy levels: A Comprehensive view of the concept of media literacy and an understanding of how media literacy levels in Europe should be assessed:Final Report. European Commission. https://ec.europa.eu/assets/eac/culture/library/studies/literacy-criteria-report_en.pdf
• Chang, C. S., Liu, E. Z. F., Lee, C. Y., Chen, N. S., Hu, D. C., & Lin, C. H. (2011). Developing and validating a media literacy self-evaluation scale (MLSS) for elementary school students. Turkish Online Journal of Educational Technology-TOJET, 10(2), 63-71.
• Cheung, C. K. (2001). The use of popular culture as a stimulus to motivate secondary students' english learning in Hong Kong, ELT Journal, 55(1), 52-58.
• Cheung, C.,& Chau, C. (2017). Implementing media literacy education in the junior secondary English curriculum in Hong Kong: Reasons and limitations. International Journal of Media and Information Literacy, 2(2), 61-67.
• Collins, J., Doyon, D., McAuley, C., & Quijada, A. I. (2010). Reading, writing, and deconstructing: Media literacy as part of the school curriculum. In Bringing schools into the 21st century (s. 159-185). Springer Netherlands.
• Corbin, J.,& Strauss, A. (2008). Basics of qualitative research: techniques and procedures for developing grounded theory (3. baskı). Sage
• Craft, S.,Maksl, A. M., & Ashley, S. D. (2013). Measuring news media literacy: How knowledge and motivations combine to create news-literate teens. http://hdl.handle.net/10355/34713
• Çelebi, M., & Altuncu, N. (2019). 21. yüzyıl becerilerinin İngilizce öğretim programındaki yeri. 6. Uluslararası Multidisipliner Çalışmaları Kongresi. 231-244. Gaziantep
• De Abreu, B. S., & Mihailidis, P. (2013). Media literacy education in action: Theoretical and pedagogical perspectives. Routledge.
• De Jesus, I. Q., & Hubbard, J. (2021). Media literacy for elementary education students: Inquiry into fake news. The Social Studies, 112(3), 136-145.
• Devrani, A. E. P. (2021). Gençler için 21. yüzyıl becerileri ve dijitalleşen dünyanın gereklilikleri: Yeni okuryazarlıklar. Gençlik Araştırmaları Dergisi, 9(24), 5-24.
• Dvorghets, O. S., & Shaturnaya, Y. A. (2015). Developing students’ media literacy in the English language teaching context. Procedia-Social and Behavioral Sciences, 200, 192-198.
• Goodwyn, A. (1992). English teaching and media education. Open University Press.
• Grizzle, A., Moore, P., Dezuanni, M., Asthana, S., Wilson, C., Banda, F., & Onumah, C. (2014). Media and information literacy: policy and strategy guidelines. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000225606
• Hallaq, T. (2016). Evaluating online media literacy in higher education: Validity and reliability of the Digital Online Media Literacy Assessment. Journal of Media Literacy Education, 8(1), 62–84.
• Hazar, E. (2018). Digital competence in primary education: The case of Turkish language, mathematics and personal and social development courses. International Online Journal of Education and Teaching, 5(2),443–458. https://iojet.org/index.php/IOJET/article/ view/322.
• Hazar, E. (2019). A comparison between European Digital Competence Framework and the Turkish ICT curriculum. Universal Journal of Educational Research, 7(4), 954–962.
• Hobbs, R., &Jensen, A. (2009). The past, present, and future of media literacy education. Journal of Media Literacy Education, 1(1), 1-11.
• Karaman, M. K., & Karataş, A. (2009). Öğretmen adaylarının medya okuryazarlık düzeyleri. İlköğretim online, 8(3), 798-808.
• Lehotska, N., Tomaš, Z., & Vojtkulakova, M. (2022). Addressing media literacy through an international virtual exchange: A report of one ESL-EFL collaboration. TESL-EJ, 25(4), 1-15.
• Lewis, J., & Jhally, S. (1998). The struggle over media literacy. Journal of Communication, 48(1), 109-120.
• Li, X., & Yang, H. (2023, January). Efficacy of usage of learning app on new media literacy of prospective rural chinese language teachers in the post era of COVID-19. 2nd International Conference on Internet, Education and Information Technology, 100, p. 309.
• Livingstone, S. (2003). The changing nature and uses of media literacy. (Electronic Media@LSE Working paper No. 4). London School of Economics and Political Science.
• McComas WF (2014) 21st century skills. McComad WF (ed.), The Language of Science Education. An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning (s. 1–2).Brill Sense.
• McDougall, J., Zezulkova, M., Van Driel, B., & Sternadel, D. (2018). Teaching media literacy in Europe: Evidence of effective school practices in primary and secondary education, NESET II report, Publications Office of the European Union. https://nesetweb.eu/en/resources/library/teaching-media-literacy-in-europe-evidence-of-effective-school-practices-in-primary-and-secondary-education/
• MEB, (2013). Ortaokul ve İmam Hatip Ortaokulu Medya Okuryazarlığı Dersi Öğretim Programı, MEB Yayınları
• Neiva Montaño, H. K. (2021). Developing oral interaction skills in foreign language learners through media literacy. Colombian Applied Linguistics Journal, 23(1), 3-16. https://doi.org/10.14483/22487085.13373 Nordic Policy Centre. (2020, Aralık). Media literacy education in Finland. https://www.nordicpolicycentre.org.au/media_literacy_education_in_finland
• Özmen, E. (2020). İngilizce öğreniminde öğrenci taraflı özeleştiri: DEÜ yabancı diller yüksekokulu örneği. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (50), 86-104.
• Paker, T. (2012). Türkiye’de neden yabancı dil (İngilizce) Öğretemiyoruz Ve Neden Öğrencilerimiz İletişim Kurabilecek Düzeyde İngilizce Öğrenemiyor? Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 89-94.
• Park, H., Kim, H. S., & Park, H. W. (2020). A scientometric study of digital literacy, ICT literacy, information literacy, and media literacy. Journal of Data and Information Science, 6(2), 116-138.
• Partnership for 21st Century Skills. (2009). P21 framework definitions. http://www.p21.org/our-work/p21-framework
• Pérez-Escoda, A.,García-Ruiz, R., &AguadedGómez, J. I. (2016). International dimensions of media literacy in a connected world. Applied Technologies and Innovations, 12(2),| 95-106. http://dx.doi.org/10.15208/ati.2016.08
• Potter, J.W. (2014). Media literacy (7. baskı). SAGE.
• Potter, W. J. (2004). Theory of media literacy: A cognitive approach. Sage Publications.
• Ptaszek, G. (2019). The International Encyclopedia of Media Literacy. Hobbs, R., Mihailidis, P. (Eds.), Media literacy outcomes, measurement (s 1-12). JohnWiley & Sons.
• Radyo ve Televizyon Üst Kurulu, [RTÜK] (2016, Ekim). Neden Medya Okuryazarlığı Dersi? https://www.medyaokuryazarligi.gov.tr/menu_goster.php?Guid=28EBFC17-C87B-451B-A78C-6C3CF5821D6B&MenuId=2
• RobbGrieco, M. (2014). Why history matters for media literacy education. Journal of Media Literacy Education, 6(2), 3-20.
• Saavedra, A., & Opfer, V. (2012). Teaching and Learning 21st Century Skills: Lessons from the Learning Sciences. A Global Cities Education Network Report, New York: Asia Society. http://asiasociety.org/files/rand-0512report.pdf
• Scharrer, E., & Zhou, Y. (2022). Media literacy and communication. In Oxford Research Encyclopedia of Communication.
• Share, J. (2009). Rethinking Childhood series 41. J. L. Kincheloe ve G. Cannella (Eds.), Media literacy is elementary: Teaching youth to critically read and create media. Peter Lang.
• Şahin, K. (2018, Aralık). Türkiye'de yabancı dil öğretimi, sorunlar ve çözüm yolları (Bildiri). X. National Teacher Symposium, İstanbul, Türkiye.
• Torabi, N., & Ferdosipour, A. (2020). The study of the effectiveness of media literacy education on the development of creative thinking of students. New Trends and Issues Proceedings on Humanities and Social Sciences, 7(3), 90-99.
• Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley&Sons.
• Turiman, P.,Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science processs kills. Procedia-Social and Behavioral Sciences, 59, 110-116.
• United Nations Educational, Scientific and Cultural Organization. [UNESCO] (2013). Global media and information literacy assessment framework: Country readiness and competencies. http://unesdoc.unesco.org/images/0022/002246/ 224655e.pdf
• Wach, E. & Wolcott, S. (2013). Learning about qualitative document analysis. IDS Practice Paper In Brief 13. IDS.
• Weninger, C. (2018). From language skills to literacy: Broadening the scope of English language education through media literacy. Routledge.
• Wilson, C. (2008, January 11). The media and the message: Media literacy as life skill in Canada. Edutopia.