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Media Literacy: A Conceptual Analysis

Year 2020, Volume: 2 Issue: 2, 89 - 102, 31.12.2020

Abstract

There is a lot of information in the literature about media literacy. Since the concept of media has a different meaning for many people, there may be different opinions about this concept. Many definitions have been made about media literacy. However, there are still some uncertainties regarding the concept of media literacy. In addition, after the 2000s, it is observed that media literacy education has increased in a similar way due to the increasing interest of people in the academic field. Considering this process that continues until today, there is an accumulation of media literacy education.
The aim of this study, which is designed as conceptual analysis, is to determine the basic elements that make up the concept of media literacy by analyzing various definitions, models, usage areas and other literacy concepts related to media literacy. Thus, the concept of media literacy will be presented in general terms. From this point of view, it is thought that the study will contribute to the literature.

References

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  • Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80-97.
  • Ashrafzadeh, A., & Sayadian, S. (2015). University instructors’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62-73.
  • Avan, Ç., Gülgün, C., Yılmaz, A., & Doğanay, K. (2019). STEM eğitiminde okul dişi öğrenme ortamları: Kastamonu Bilim Kampı. Journal of STEAM Education, 2(1), 39-51.
  • Bawden, D. (2001). Information and digital literacies: A review of concepts. Journal of Documentation, 57(2), 218-259.
  • Badke, W. (2010). Foundations of information literacy: Learning from Paul Zurkowski. Online 34(1), 48-50.
  • Brito, R., Dias, P., & Oliveira, G. (2018). Young children, digital media and smart toys: How perceptions shape adoption and domestication. British Journal of Educational Technology, 49(5), 807-820. Retrieved from. Dec 20, 2020. https://doi.org/10.1111/bjet.12655.
  • Bundy, A. (2004). Australian and New Zealand information literacy framework: Principles, standards and practice (2nd ed.). Adelaide: Australian and New Zealand Institute for Information Literacy.
  • Carter, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121(5), 321-329. Retrieved from. Dec 20, 2020. https://doi.org/10.1108/ILS-04-2020-0114.
  • Castells, M. (2013). Communication power. OUP Oxford.
  • Chen, D.T., Wu, J., & Wang, Y.M. (2011). Unpacking new media literacy. Journal on Systemics, Cybernetics and Informatics, 9(2), 84-88.
  • Curzon, S. C. (1995). Information competencies final report: A report submitted to Commission on Learning Resources and Instructional Technology Work Group on Information Competence CLRIT Task 6.1. 29.
  • Destebaşı, F. (2016). Yeni okuryazarlıklar: tanımı, kapsamı ve teorik ilkeleri. Turkish Studies, International Periodical for the Languages, Literature and History of Turkish or Turkic, 895-910.
  • Dinç, H. (2018). Su okuryazarlığı eğitiminin gerekliliği ve etki gücü üzerine bir deneme. Anadolu Öğretmen Dergisi, 2(2), 169-176.
  • Erdem, M.N. (2014). A Digital Advertising Literacy Education Model Proposal in The Context of Consumption-Based Consciousness Industry and Advertising. Ph.D. Thesis. Kocaeli University, Institute of Social Sciences, Communication Sciences Department Kocaeli.
  • Horton, F. W. (2008). Understanding information literacy: A primer. Paris: UNESCO.
  • Hasse, C. (2017). Technological literacy for teachers. Oxford Review of Education, 43(3), 365-378, Doi: 10.1080/03054985.2017.1305057
  • International Technology and Engineering Educators Association (ITEEA), (2017). Technology and engineering teacher. Reston, Va: Author.
  • Kaiper-Marquez, A., Wolfe, E., Clymer, C. et al. (2020). On the fly: Adapting quickly to emergency remote instruction in a family literacy programme. International Review of Education, 1-23. https://doi.org/10.1007/s11159-020-09861-y
  • Karatekin, K., & Yılmaz, A. (2019). Çevre okuryazarlığı. Aksoy, B., Akbaba, B. ve Kılcan, B. (Eds.), Sosyal bilgilerde beceri eğitimi içinde (s. 25-52). Ankara: Pegem Akademi Yayıncılık.
  • Kurbanoğlu, S. S. (2010). Bilgi Okuryazarlığı: Kavramsal Bir Analiz. Türk Kütüphaneciliği 24(4), 723-747.
  • Milli Eğitim Bakanlığı [MEB]. (2007). İlköğretim medya okuryazarlığı dersi: Öğretim programı ve kılavuzu. Ankara: Devlet Kitapları Müdürlüğü.
  • Önal, İ. (2010). Tarihsel değişim sürecinde yaşam boyu öğrenme ve okuryazarlık. Bilgi Dünyası, 101- 121.
  • Pugh, K. L., Liu, L., & Wang, P. (2018). Technology integration in a K-12 frontier district. In E. Langran & J. Borup (Eds.). Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 2117-2122). Washington, D.C. United States: Association for the Advancement of Computing in Education (AACE).
  • Radio Television Supreme Council (RTÜK), (2020). Symbols and their meanings, Retrieved from. Dec 20, 2020. https://www.rtukisaretler.gov.tr/AIsaretlerPublic/content?id=2&mid=4
  • Snavely, L. & Cooper, N. (1997). The information literacy debate. The Journal of Academic Librarianship, 23(1), 9-13
  • Ursavaş, N., & Aytar, A. (2018). Okul öncesi öğrencilerin su farkındalığı ve su okuryazarlıklarındaki gelişimin incelenmesi: Proje tabanlı bir araştırma. İnformal Ortamlarda Araştırmalar Dergisi, 3(1), 19-45.
  • Yanarateş, E., (2020). An Overall Evaluation of The Covid-19 Pandemic. Social Scientific Centered Issues, 2(1), 24-33.
  • Yanarateş, E., & Yılmaz, A. (2020). Öğretmen Adaylarının “Çevre Duyarlılığı” Kavramına Yönelik Metaforik Algıları. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40(3), 1059-1089.
  • Yılmaz, A. (2021). The Effect of Technology Integration in Education on Prospective Teachers' Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements. Participatory Educational Research, 8(2), 163-199. http://dx.doi.org/10.17275/per.21.35.8.2
  • Yılmaz, A., Ayyıldız, P., & Baltacı, H. S. (2020). Speak Now or Forever Hold Your Peace: Turkish Academics’ Self-efficacy Beliefs in their Spoken English. International Journal of Progressive Education, 16(6), 325-343. https://doi.org/10.29329/ijpe.2020.280.20
  • Yılmaz, A., & Yanarateş, E. (2020). Determination of Metaphorical Perceptions of Prospective Teachers on the Concept of “Water Pollution” Through Triangulation. Kastamonu Education Journal, 28(3), 1500-1528. https://doi.org/10.24106/kefdergi.722554.
  • Zurkowski, P. G. (1974). The information service environment: relationships and priorities. (Report ED 100391). Washington DC: National Commission on Libraries and Information Science.
Year 2020, Volume: 2 Issue: 2, 89 - 102, 31.12.2020

Abstract

References

  • Akgül, M. (2015). İnternet, Yeni Medya ve Özgürlükler. Yeni Medya Çalışmaları (s. XIV). İstanbul: Alternatif Bilişim Derneği.
  • Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80-97.
  • Ashrafzadeh, A., & Sayadian, S. (2015). University instructors’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62-73.
  • Avan, Ç., Gülgün, C., Yılmaz, A., & Doğanay, K. (2019). STEM eğitiminde okul dişi öğrenme ortamları: Kastamonu Bilim Kampı. Journal of STEAM Education, 2(1), 39-51.
  • Bawden, D. (2001). Information and digital literacies: A review of concepts. Journal of Documentation, 57(2), 218-259.
  • Badke, W. (2010). Foundations of information literacy: Learning from Paul Zurkowski. Online 34(1), 48-50.
  • Brito, R., Dias, P., & Oliveira, G. (2018). Young children, digital media and smart toys: How perceptions shape adoption and domestication. British Journal of Educational Technology, 49(5), 807-820. Retrieved from. Dec 20, 2020. https://doi.org/10.1111/bjet.12655.
  • Bundy, A. (2004). Australian and New Zealand information literacy framework: Principles, standards and practice (2nd ed.). Adelaide: Australian and New Zealand Institute for Information Literacy.
  • Carter, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121(5), 321-329. Retrieved from. Dec 20, 2020. https://doi.org/10.1108/ILS-04-2020-0114.
  • Castells, M. (2013). Communication power. OUP Oxford.
  • Chen, D.T., Wu, J., & Wang, Y.M. (2011). Unpacking new media literacy. Journal on Systemics, Cybernetics and Informatics, 9(2), 84-88.
  • Curzon, S. C. (1995). Information competencies final report: A report submitted to Commission on Learning Resources and Instructional Technology Work Group on Information Competence CLRIT Task 6.1. 29.
  • Destebaşı, F. (2016). Yeni okuryazarlıklar: tanımı, kapsamı ve teorik ilkeleri. Turkish Studies, International Periodical for the Languages, Literature and History of Turkish or Turkic, 895-910.
  • Dinç, H. (2018). Su okuryazarlığı eğitiminin gerekliliği ve etki gücü üzerine bir deneme. Anadolu Öğretmen Dergisi, 2(2), 169-176.
  • Erdem, M.N. (2014). A Digital Advertising Literacy Education Model Proposal in The Context of Consumption-Based Consciousness Industry and Advertising. Ph.D. Thesis. Kocaeli University, Institute of Social Sciences, Communication Sciences Department Kocaeli.
  • Horton, F. W. (2008). Understanding information literacy: A primer. Paris: UNESCO.
  • Hasse, C. (2017). Technological literacy for teachers. Oxford Review of Education, 43(3), 365-378, Doi: 10.1080/03054985.2017.1305057
  • International Technology and Engineering Educators Association (ITEEA), (2017). Technology and engineering teacher. Reston, Va: Author.
  • Kaiper-Marquez, A., Wolfe, E., Clymer, C. et al. (2020). On the fly: Adapting quickly to emergency remote instruction in a family literacy programme. International Review of Education, 1-23. https://doi.org/10.1007/s11159-020-09861-y
  • Karatekin, K., & Yılmaz, A. (2019). Çevre okuryazarlığı. Aksoy, B., Akbaba, B. ve Kılcan, B. (Eds.), Sosyal bilgilerde beceri eğitimi içinde (s. 25-52). Ankara: Pegem Akademi Yayıncılık.
  • Kurbanoğlu, S. S. (2010). Bilgi Okuryazarlığı: Kavramsal Bir Analiz. Türk Kütüphaneciliği 24(4), 723-747.
  • Milli Eğitim Bakanlığı [MEB]. (2007). İlköğretim medya okuryazarlığı dersi: Öğretim programı ve kılavuzu. Ankara: Devlet Kitapları Müdürlüğü.
  • Önal, İ. (2010). Tarihsel değişim sürecinde yaşam boyu öğrenme ve okuryazarlık. Bilgi Dünyası, 101- 121.
  • Pugh, K. L., Liu, L., & Wang, P. (2018). Technology integration in a K-12 frontier district. In E. Langran & J. Borup (Eds.). Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 2117-2122). Washington, D.C. United States: Association for the Advancement of Computing in Education (AACE).
  • Radio Television Supreme Council (RTÜK), (2020). Symbols and their meanings, Retrieved from. Dec 20, 2020. https://www.rtukisaretler.gov.tr/AIsaretlerPublic/content?id=2&mid=4
  • Snavely, L. & Cooper, N. (1997). The information literacy debate. The Journal of Academic Librarianship, 23(1), 9-13
  • Ursavaş, N., & Aytar, A. (2018). Okul öncesi öğrencilerin su farkındalığı ve su okuryazarlıklarındaki gelişimin incelenmesi: Proje tabanlı bir araştırma. İnformal Ortamlarda Araştırmalar Dergisi, 3(1), 19-45.
  • Yanarateş, E., (2020). An Overall Evaluation of The Covid-19 Pandemic. Social Scientific Centered Issues, 2(1), 24-33.
  • Yanarateş, E., & Yılmaz, A. (2020). Öğretmen Adaylarının “Çevre Duyarlılığı” Kavramına Yönelik Metaforik Algıları. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40(3), 1059-1089.
  • Yılmaz, A. (2021). The Effect of Technology Integration in Education on Prospective Teachers' Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements. Participatory Educational Research, 8(2), 163-199. http://dx.doi.org/10.17275/per.21.35.8.2
  • Yılmaz, A., Ayyıldız, P., & Baltacı, H. S. (2020). Speak Now or Forever Hold Your Peace: Turkish Academics’ Self-efficacy Beliefs in their Spoken English. International Journal of Progressive Education, 16(6), 325-343. https://doi.org/10.29329/ijpe.2020.280.20
  • Yılmaz, A., & Yanarateş, E. (2020). Determination of Metaphorical Perceptions of Prospective Teachers on the Concept of “Water Pollution” Through Triangulation. Kastamonu Education Journal, 28(3), 1500-1528. https://doi.org/10.24106/kefdergi.722554.
  • Zurkowski, P. G. (1974). The information service environment: relationships and priorities. (Report ED 100391). Washington DC: National Commission on Libraries and Information Science.
There are 33 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Erkan Yanarateş 0000-0003-1378-5284

Publication Date December 31, 2020
Submission Date December 24, 2020
Acceptance Date December 28, 2020
Published in Issue Year 2020 Volume: 2 Issue: 2

Cite

APA Yanarateş, E. (2020). Media Literacy: A Conceptual Analysis. Social Scientific Centered Issues, 2(2), 89-102.

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