Media Literacy
June 18, 2009 by admin
Category Media Literacy , Media Seminars
Media or mass media today, in almost every area. Education, economy and politics. Media-day does not pass, daily life, according to many relationship to the media, and even re-established in the media or organized. Everyone talks about the media. Intertwined with us every moment of the media. For this reason, it can be said that we live in a media revolution in the age of information (knowledge) or the information revolution and the media has informed us in no doubt.
Text, data, audio and video, these are every day, every moment and every place in us the reflection of the mass media we are exposed repeatedly. Some of the mass media (radio, TV, computer, books, newspapers, magazines, cameras, CDs, cassettes, video, camera, phone) is now başköşelerinde houses took place. These appear to be in our home fixtures. But this is not the mass media, such as other household items seats, TV, radio, carpet, computer, pressure cooker, do not put the phone in the same arena with a quilt. Why not? Because the multi-faceted mass media affects our lives, and even styles. Media us new values, habits and ideologies, or gives transfers. Unaffected by the media, and the media who claim to do Medialess no place in his life is almost impossible to find someone who does not. Especially in a globalized world of globalized media and media companies, given that it is not possible at all.
Despite this effect on the media, we live in perhaps the most problematic institution. For this reason, people, reading or listening to someone else does not believe how everything unconditionally, inquisitive attitude to the media reach about the same way, or approach the. Unsaid words, the image shown by a letter yazılmayanların can not help but first of all realize that the media can be set forth an ideology and worldview. Already a lot of up-mass that followed. Each wants to be / about / by / draw an accurate reading of a free media, perhaps the most important elements of society to ensure the progress and development. Here media literacy, a concept that plays an important role in the development of the individual in that direction.
Media culture is itself a powerful form of pedagogy and the impact of primary school age children and young people living in the most open periods in a media culture grew concerned, to be raised to the faculty of critical media literacy of young brains to win, can not be denied the benefits of society will contribute to future periods. The conditions under which media texts are produced and how it works again, it knows the distribution process, individuals will be able to read and analyze accordingly.
Education and the Media
Media Literacy, communication, science and education (pedagogy) is located at the intersection. For this reason, the relationship between education and the media need to look at.
There are two approach to education and media relations:
Using education as a tool to help first-media: articles in newspapers and magazines, radio and television speeches and published in the fields of general education programs, primary and secondary education, and particularly in the social classes (History, Geography, Civics, Turkish, and Sociology) exploitation. Contribute to education in this context are complementary media products.
Admitted to two-media examination of the table: In this approach, explored the sources of news, news from various sources are compared with each other, news, and investigated the mechanisms that make up the program, or the trends that shape their interests recognized and tried to gain a critical evaluation of the students (buns, 2006:2).
In this context, the Media Literacy Media Education was called previously. In 1979, a meeting organized by the International Film and TV Council defines media education as follows: "The purpose of media education in history and in every field of media in society, to investigate and evaluate the social impact" (buns, 2006:2). In this context, how the media works, how the generated messages, the students will be examined and discussed how distributed. Students recognize the difference between the real world and the world media showed an arc.
So the relationship between media and education, media, information and awareness about the educational institution (educational) methods and techniques are given. Or the media, education aid understanding more deeply and accurately.
A brief history of media literacy
İnceoğlu (2006:4), describes the beginning of the history of media literacy:
"The mass media of the 1930s and early 1940s studies in North America, Canadian researchers coined by Harold Lasswell'in still continued under the rule of the theory of hypodermic needles. According to this theory, people that inject a steady flow of media were seen as vulnerable individuals. Later, as the effect of different research interests, "the media's followers hailed as" the audience started to focus on. Uses and gratifications approach to mass media in the context of what he did to people, but what people did to the media, the media began investigating uses for what purposes. Media literacy also took part in a relationship with this approach, the same parallelism. Seeing the media as a weapon and bad for children and adolescents have been considered effective, then the bad effects of media literacy media korumalıydı them. "
Media Literacy in the 1930s, the media war against the manipulative nature of the media, anti-education. Media literacy in the West (Canada, Scotland, Australia, USA and some European countries later) before and immediately after it started as a social movement of civil governments in the adoption of a formal curriculum of elementary schools were included in a mandatory or an elective course. Therefore, since the beginning of media literacy, media education, against the adverse effects, particularly on the need to educate children şekillenmiştir.1
In fact, in the 1970s, the media, was used as an integral part of education, according to this class, read newspapers and magazines, TV and cinema viewed collectively, the school made radio broadcasting, newspaper, excluded from school walls. Therefore, in these years as a teacher of mass communication tools such as an educational tool to tutors directly, such as curriculum and textbook materials has helped. However, like all institutions since the late 1980s, this time with the media, media education as a means of determining the use of globalization as well as the need for protection from negative media appeared. Protect citizens against the adverse effects of the media, especially the children, information and awareness about the need for the media to announce the citizens of classical as well as mass media, computer, internet tools, such as the emergence of electronic mass media, new communication skills required to win. However, that is important to have these skills, but to implement them. In this context, emphasis on literacy, "access to the media, to have the necessary equipment to perform evaluation and criticism, contenting himself with the ability to receive messages only, such as new messages create active participation and includes about expressing" (Turkoglu, 2007:95).
What is Media Literacy?
Before media education media literacy (media education) used the concept of media education, secondary schools and the media ready to take the children to understand the media has the aim pursued. Television, film, video, radio, photography, popular music, printed material, books, comics, magazines, media and computer media or mass media, especially the education of the issues addressed were as follows: How do I use media texts? How do these texts produce meaning? Organized by established institutions, and how the media industries? Followed by the media-mass media products, technologies, and how the sense of institutions? Media education within the framework of these questions, the media yapıntılarının (artefacts) analysis and the systematic forces of production aims to develop critical and creative children. This is provided by the media and entertainment pleasure deepen understanding. Media training, to increase the quantity and diversity of media products that will contribute to demand and aims to provide a highly effective and critical media users (Bowker, 1991:1-2).
The concept of media education, more schools across the information and become conscious focus of the media in the education of children later audience genişletilince almaktayken introduces the concept of media education media literacy instead. Literacy, education and literacy had the concept of content with a wider audience or a wider social sectors have been able to engage, rather than because the literacy education materials printed only a limited written / printed / visual symbols effectively, efficiently, accurately and adequately understand, use and routing capability in question. Thus was born a context broad definitions of media literacy.
Media Literacy in general, with and without a written, utterly diverse topics in many different formats emitted by the mass media to reach them, analysis, evaluation and gain is defined as the ability to pass. Then, media literacy, mass media-conscious use of monitors to provide and contribute to the analysis. Monitors the implementation of media literacy more effectively live-audience participation opportunities are created. But media literacy is the ability to monitor-establish their audience, not only just the media analysis and evaluation, but also traces-mass of its own, if possible, alternative media, provides the opportunity to create messages. In this respect, "and be equipped to detect media messages in an appropriate time to gain the ability to produce the messages" (RTÜK, Media Literacy Project) becomes important. In this process, both its content and format of the media to reveal connections, is extremely significant in terms of the definition of media literacy. Emphasizes the meaning of the definition of Turkoglu: "Media literacy programs in the media that everything is fiction, the reality created by the media, media, business, social and political connections, presence, media messages, as the ideological, the media is closely related to the format and content of each vehicle's unique has warned that the path of an aesthetic form "(Turkoglu, 2007:95-96).
Media literacy is actually a general title and a very different designations on the subject in question. They are listed as follows:
-Information Literacy: Information Literacy
-Digital Literacy: Digital Literacy
-Computer Literacy: Computer Literacy
-Information Technology Literacy: Information Technology Literacy
-Electronic Literacy: Electronic Literacy
-Electronic Information Literacy: Electronic Information Literacy
Basic principles of media literacy
Turkoglu, the basic principles of media literacy has determined as follows:
1-The media depicted herein are fictitious: any mass media, as well as external reality, accurate, complete mirror. Take a reality in the media, a series of decisions, evaluation and filtering process takes place.
2-The media constructs reality: we live in the information and evaluations about media is provided hand, this fictional facts.
The creation of 3-Traces-mass analysis skills: Traces-mass, which took place in the media according to their social group, or solutions to internalize the meaning. Media literacy helps to analyze the formation of skills.
4-tecimselliğinin decipher the media: media ownership and market relations are decisive. Media literacy aims to provide awareness of these connections.
5-Establishment of Media messages on ideology and values: the values adopted by the media's editorial policy, where the generally accepted values of society are transmitted.
6 - the media have political and social connections: This creates links to agenda and affect social change.
7-media format and content are closely related: Each vehicle has its own narrative and creates different meanings in different expressions.
8-Each vehicle has its own aesthetic form: Rating inspiring styles of different tools have their own influence (Turkoglu, 2007:96-97).
Purposes of media literacy
Media Literacy, spent filter media perception and how the beliefs of, popular culture, showing how it affects how people can help shape and personal preferences. Critical thinking and problem-solving skills by providing information to citizens and to produce a conscious consuming.
Objectives:
Information given by one-mass media, information and promotions to ensure the public's awareness or consciousness,
2-educational, cultural, political, social and economic programs to emphasize the importance of media literacy,
3-Every citizen in the use of both formal and informal education, the media is entitled to have the knowledge and skills to the maximum extent is the principle.
In short:
1-pass filter of the media messages, the mind or consciousness,
2-the media to learn the structure and functioning,
3-fiction really separate,
4-consciously evaluate the content,
5-the media is to monitor critical.
Media Literacy Goals
1-democracy, promote civic awareness and political participation: Media literacy, the role and activities of citizens in the social order to further improve and democratize the democratic aims to increase awareness and political participation.
2-racial, class and gender discrimination and minimize the: products published in the media (including text, movies, news, etc.). The race, class and gender (gender) ayrımcılıklarını to identify and eliminate their targets.
3-Drug use and prevent violence: Media literacy, which is especially common among young children and aims to work to prevent drug use and violence.
Improve the level of 4-education: Media literacy, the course aims to take up teaching as an activity level of students' education.
5-Critical educate citizens: citizenship, rather than a passive, active citizens in media literacy training for individuals in the training of critical targets.
The Need for Media Literacy
Classical or more reading and writing skills emphasized in the traditional sense of literacy. Accordingly, the correct reading of a text, write a text according to the rules of grammar, the former two are based on the concept of literacy is essential. However, a very fast-paced technological advances in the past few decades, people of all ages revealed the need for retraining and lifelong learning concepts such as educational literature, this situation has started to meet. New technologies are widely used, many people in the area again, and continuing education of the media brought up the need. However, not only due to the nature of electronic media complex, but also the nature of a wide variety of media (ownership, monopolization, used as an ideological device, misinformation, etc.). All social sectors because of re-training required in this changing structure and functions of the media.
In terms of children and young people, for example, how to use internet, how to design web pages need to be done on issues such as media literacy has shown itself very strongly.
Rapid change agendas through the media and the media from time to time, new knowledge, techniques and technologies that require the rapid adaptation. Consequently, the media to be literate, it can provide rapid exchange grip. Efficient and accurate access to the media, media messages, and most importantly, to evaluate correctly their own posts, and even create media, media literacy are required.
Media Literacy in Turkey (Education)
Leave our country, media literacy education, and publications on the subject of academic discussion, even very new. Turkey's first large-scale academic meetings related to media literacy in 2005 (Marmara University) yapılabilmiştir. After this meeting, both academic and topics to be discussed extensively in the media and civil society organizations, and finally, the state initiated (MEB) has shown interest in the subject.
Ministry of Education (BOE), and as a result of joint work RTÜK Media Literacy course in 2006-2007 academic year as a pilot study started in some schools and primary schools, this course of the next academic period, 6, 7 and 8 put into classes as electives. Both texts prepared by the institution as a partner, who teaches primary school teachers in these services sunulmuştur.2 appeared numerous problems related to this course, however, put into the curriculum:
There is no first-Media Literacy course textbook. This has been a major obstacle for the teachers and students.
2-course mandatory, not optional. Many students did not choose the this course. Course curriculum, lack of credit, reduced interest towards the course.
3-course, be treated with due note of the report card so generally ignored.
4-course, teachers often passed through dry narration.
Instead of five-course graduates of the Faculty of Communication, received little in-service training is provided by social studies teachers can not be effective.
6-Course, the student rather than a protectionist and conservative attitude of informative and awareness.
Recommendations
1-Media Literacy campaign: Almost everyone in Turkey (also including media professionals, and professionals), the media must be literate, primarily because TV, radio, computers, newspapers, magazines, telephone, internet and many other mass communication media, a very important place in our lives covers.
2-Required courses: Turkish media literacy elective, not mandatory should be a lesson to the end and it becomes oper high school, teachers have received pedagogical formation courses should not only originated the Faculty of Communication.
3-in universities taught: Media Literacy should be taught in the universities by supporting educational formation.
Supporting 4-Media Literacy: Media Literacy course the media and relevant organizations to support the (newspaper associations, TV broadcasters, etc.). Participate.
To promote research into 5-State: The State of Media Literacy research, especially research universities should encourage and support.
6-trainer materials: State and private organizations, public media literacy trainer for books, CDs, films, TV programs, magazines and brochures prepare.
Result
The question is: Do not have a conscious media consumers or will you? If you are an informed consumer of media, then you okuryazarısınız media. But the way the media will use and evaluate the basic knowledge and awareness, lack the skills and abilities, then you have to be media literate. The higher the state of media literacy, media generated to distinguish between fiction and reality in which we live, the higher the skill and able. Alienation caused by the manipulation of the media and media literacy to protect ourselves we must.
European Media Literacy Center (European Centre for Media Literacy) include media literacy should aim to:
-Media, ideas, information, and was founded in order to convey the news to understand another's perspective,
Understand the specific techniques used to create emotional impact,
-Effects of these techniques to distinguish between intended and doğurdukları,
-Media works for the benefit of some persons, to understand some of the marginalized,
-Who benefited from the media, who, why ask questions and find answers to excluded,
-An alternative to search for information and entertainment sources,
Use for their own benefit and pleasure-media,
-To be active rather than passive,
Prepare for a new learning culture-the digital literacy.
To prevent children and young people, especially the media to become passive alımlayıcıları their own media, or even should be encouraged to establish alternative media structures. To establish radio studio, photographing, camera use, preparation of news, such as the experience of producing web page, you must first encourage children and young people to produce their own media. Today, the ideological manipulation of the media, and a part of the culture industry (institution) becomes, can bring about escape from the media. But the real issue, not away from, olumsuzluğuyla yüzleşebilmektir all kinds of media. One of those tools that will also provide you media literacy.
RESOURCES
Bowker, J. (1991). Secondary Media Education. A Curriculum Statement, London: British Film Institute Education Department.
İnceoğlu, Y. (2006). "The right to read the media", Media Literacy, 23 to 25 May 2005 organized by the Marmara University I. Proceedings International Conference on Media Literacy.
RTÜK, Media Literacy Project, www.rtuk.org.tr
Board of Education and the Republic of Turkey Ministry of National Education Radio and Television Üstkurulu, Elementary Media Literacy Curriculum and Guidance, Ankara, 2007.
Üstkurulu TC Radio and Television, Media Literacy Primary Teacher Course Handbook, Ankara, 2007.
Mace, H. (2006). "Media Training: Media Analysis" Nurçay Turkoglu (ed.), Media Literacy, 23 to 25 May 2005 organized by the Marmara University I. Proceedings International Conference on Media Literacy.
Turkoglu, N. (2007). Communication Science Cultural Studies Social Communication. Definitions, Concepts, Debates, Istanbul: Kalemus broadcasts.
Vigilant, M. (1937). The new instruments of the school course Newspaper, Istanbul, Turkey: Government Printing Office, second edition, Gazi University Faculty of Communication, 2007.
Information: Associate Professor at Gazi University Faculty of Communication. Dr. Kemal Inal on 3 May 2008 the "media literacy" seminar.
