PERCEPTIONS OF TURKISH ACADEMICIANS ON MEDIA LITERACY ASSESSMENT IN HIGHER EDUCATION IN TURKEY

Öz

Bu betimsel çalışmanın amacı, Türk akademisyenlerin medya okuryazarlığı çıktıları, değerlendirmesi, medya okuryazarlığı eğitiminin zorluklarına ilişkin algılarını ve yükseköğretimde bu zorlukların üstesinden gelmek için sundukları önerilerini araştırmaktır. Araştırmanın verileri, Türkiye’nin yedi coğrafi bölgesindeki üniversitelerde çalışan 41 Türk akademisyenden toplanmıştır. Veri toplamak için Schilder (2014) tarafından geliştirilen “Medya Okuryazarlığı Değerlendirme Anketi” kullanılmıştır. Bu çalışmada, medya ve teknoloji ve medya okuryazarlığı eğitimi ile ilgilendiği için, iletişim fakültesinde ve eğitim fakültesi bölümlerinden de İngilizce Öğretmenliği, Bilgisayar Eğitimi ve Öğretim Teknolojileri alanlarında uzmanlığa sahip akademisyenler yer almıştır. Araştırmanın sonuçları, biçimlendirici değerlendirmenin öne çıkan değerlendirme yöntemlerinden biri olduğunu ortaya koymaktadır ancak akademisyenlerin kullandığı çoğu değerlendirme yönteminin de zaman alıcı veya geliştirmesi karmaşık olduğu belirlenmiştir. Araştırma sonuçları ayrıca, akademisyenlerin öğrencilerin medya okuryazarlığını değerlendirmek için verdikleri yanıtları nasıl yorumlayacaklarından emin olmadıklarını ve eğiticilerin yetersiz eğitimini, sonuçları değerlendirmede bir zorluk olarak tanımladıklarını göstermektedir. Araştırmada elde edilen sonuçlar, medya okuryazarlığı öğrenme çıktılarının yöneticiler tarafından değil, alandaki tüm paydaşların fikir birliği ile belirlenmesi gerektiğini ortaya koymaktadır. Araştırma sonuçları ayrıca, öğrencilerin küreselleşen dünyada eleştirel olarak özerk vatandaşlar olabilmeleri için medya okuryazarlığı eğitiminde eleştirel okuryazarlık ve pedagojinin dikkate alınması gerektiğini ortaya çıkarmaktadır.

Anahtar Kelimeler

• Medya okuryazarlığı
• medya okuryazarlığı eğitimi
• değerlendirme
• eleştirel pedagoji
• yükseköğretim

TÜRK AKADEMİSYENLERİN TÜRKİYE'DE YÜKSEKÖĞRETİMDE MEDYA OKURYAZARLIĞI DEĞERLENDİRMESİNE İLİŞKİN ALGILARI

Öz

This descriptive study investigates Turkish academicians' perceptions of the media literacy outcomes, assessment, and challenges of media literacy education, and their recommendations to overcome these challenges in higher education. Data were collected from 41 Turkish academicians working at Turkish universities from seven geographic regions. Data were collected via the "Media Literacy Assessment Questionnaire" which was developed by Schilder (2014). Participants were academicians with subject-area specialisation in English Language Teaching, Computer Education and Instructional Technology in the education faculty, and academicians with subject-area specialisation in the departments of communication faculty as these academicians were interested in media and technology and media literacy education. Results of the study reveal that formative assessment was a prominent assessment method; however, most assessment methods that the academicians used were also identified as time-consuming or complex to develop. Results also show that academicians were unsure about how to interpret students' responses to assess their media literacy and identified teachers' insufficient training as a challenge in assessing outcomes. Based on the data results obtained from this study, specifying learning outcomes beforehand shouldn't be accomplished by the force of administration, but should be determined by the consensus among all parties in the field. Results also reveal that critical literacy and pedagogy should be taken into account in media literacy education so that learners can become critically autonomous citizens in this globalised world.

Anahtar Kelimeler

• Media literacy
• media literacy education
• assessment
• critical pedagogy
• higher education

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