The Role of Literacy Types in Societal Development
Abstract
In the 21st century, the significance of various literacy types has become increasingly evident in individuals’ social lives. Literacy types, which are aimed to be acquired from primary school onward throughout formal education, are deliberately selected and emphasized in educational programs. Each country includes different types of literacies in its curriculum, and as curricula are updated, new literacy types emerge in response to evolving societal needs. In this context, the 2024 Turkish Language Curriculum published by the Turkish Ministry of National Education outlines ten target literacy competencies. This study aims to examine these literacies—namely information, digital, financial, visual, cultural, citizenship, data, sustainability, artistic, and systems literacy—as presented in the 2024 Turkish Language Curriculum, and to identify their potential social impact. In line with this aim, findings were obtained for each grade level (5th, 6th, 7th, and 8th). The inclusion of literacy types in the curriculum and the selection of intended literacies were evaluated to derive implications for the Turkish education system. Among these, sustainability, financial, and digital literacy types are directly aligned with Türkiye’s national development plans. Additionally, the learning outcomes of each literacy competency were analyzed, and the internal coherence of the curriculum was evaluated through its dimensions of awareness, functionality, and agency. This research adopted a qualitative methodology, specifically a case study design. Documents were used as the data collection tool. The data were analyzed using content analysis within the framework of themes and categories, and suggestions were presented based on the results.
Keywords
References
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