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New Generation , New Media and Media Literacy : A V iew from Turkey

This presentation discusses the media usage habits of children in Turkey, focusing on media literacy education, EU Kids Online Survey results, and the findings of the MEDCOM Project.

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New Generation , New Media and Media Literacy : A V iew from Turkey

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  1. New Generation, New Mediaand Media Literacy: A ViewfromTurkey Assoc. Prof. Dr. Tuğba ASRAK HASDEMİR Gazi University Faculty of Communication VIII International Media Conference Balatonalmadi-2015

  2. A discussion on the challenging conditions affectedchildren’s communication rights in Turkey as in the World… Inthepresentation, wemainlydealwith, • Media usage habits of children in comparativemanner • Thestory of medialiteracyeducation in Turkey

  3. Three studies on the media usage habits of children • The EU Kids Online Survey results at the international level, • at the national level, the Turkish Statistics Institute’s official 2013 results of a survey among16-74 year olds • at the local level, the findings of the MEDCOM (Media in Comparison) Project conducted in the capital city of Turkey, Ankara

  4. Turkish Statistical Institute conducted an important survey titled “Information and Communication Technology (ICT) Usage Survey in Households and Individuals, 2004-2014”. The percentage of individuals using computer at the age between 16-24 is 70,3% (79,6% for male, 61% for female). This is the highest percentage throughout all ages groups (16-74) in the survey

  5. When we compare the numbers of computer users aged 16-24 in the year 2004 and 2014 the percentage of the users become doubled in years. 32% of child and youth use computer in 2004 whereas this percentage is 70,3% in 2014.

  6. One of the remarkable point is related with the digital gap between generations (with the data of 2014): The percentage of individuals using computer • at the age between 16-24 is 70,3% (79,6% for male, 61% for female); • at the age between 25-34 is 63,3 (71,3% for male, 55,3% for female), • at the age between 35-44 is 51% (61,9% for male, 44% for female)

  7. at the age between 45-54 is 30,6% (40,5% for male, 20,6% for female) • at the age between 55-64 is 15,4% (21,9% for male, 9,1% for female) • at the age between 65-74 is only 5% (8,8% for male, 1,8% for female)

  8. Acces to the internet Percentage of childrenandyouthaccessedto Internet in 2014 is nearlythreetimesmorethanthat of 2004. • In 2004 thispercentage is 26.6%; • In 2014 thepercentagebecame 73%

  9. Media in ComparisonMEDCOM Project • MEDCOM Project (2013) aims at exploring and understanding the position of young audiences in the secondary schools, in the diverse forms of the media settings, from traditional to new media. • The sample of the children educating at the 5th to 8th grades are chosen randomly; 1821 students were questioned.

  10. According to data of MEDCOM, important number of students have computer and internet connectio • 69,7% of the students have desktop computer; • 71,3% of them have notebook; • 88,2% of the students have internet connection. • According to data of MEDCOM, important number of students have computer and internet connection: • 69,7% of the students have desktop computer; • 71,3% of them have notebook; • 88,2% of the students have internet connection.

  11. Most of the students connect to internet (89%) in total, the usage rate of other medium is as follows: • 84% for television, 61% for published books, 44% for cinema; 30% for newpaper, only 26% for radio; • As the grade of the class become higher, the percentage of students using internet increases while the proportion of students reading newspaper and book is decreased.

  12. Most of the students (94%) reported that they use internet to make their homework, and in sequence, to listen music (87,3%), to play computer games (82%), to share information (32,4), to read news (31,4%) and other purposes (8,2%). As the grade of the class become higher, the percentage of students using internet to listen music and watch film relatively increases while the proportion of students playing computer game is decreased.

  13. Social Media andChildren Forthe 5th, 6th and 7th grades, thepercentage of thestudentshavingtheaccountwith her/his ownnames is as followsrespectively: 78,8%; 81,3%; 80%; 82,9 In total 81% of thestudentshave an accountwiththeirnames. It is importanttonotethatimportantportion of thestudentshavetheaccountwiththeir name as well as having an acountwith a nickname. Only 10% of thestudentshavenoaccount.

  14. It can be concluded that children and youth become more interested with new media in Turkey in years. • But there are certain problems beside «classical problems» such as digital divide.

  15. The literacy skills of children and youth are very important along with their access to computer and internet. • Only «access» does not solve the problem. There is a «literacy divide» such as technical skills, information skills etc. To overcome difficulties stemming from literacy divide, children and youth should gain basic digital skills at home and especially in their school.

  16. EU Kids Online Survey-2011 Four categories specifyingthe countries position by regarding the children’s internet usage and the risks they encountered: • lower use-lower risk, • lower use-some risk, • higher use-some risk and lastly, • higher use-higher risk

  17. Turkey is among “loweruse-some risk” countrieslikeIreland, Portugal, Spain. ItmeansthatTurkey, likeothercountriesare in thiscategory, has «thelowest internet usage», althoughtherearesomeexcessiveuse of the internet andsomeproblemswithuser-generatedcontent

  18. In the survey, it is reported that “half of the children in Turkey can change privacy settings in Facebook while in Europe 77% can do it”. This means that these children in Turkey «generally leave their privacy settings on default values»

  19. EU Kids Online team also underlined the importance of school curriculum to provide safer new media environment for child and youth. They recommended to” “[i]ntegrate online safety awareness and digital skills across the curriculum”

  20. The interest in media literacy education has been developing in the U.S. and Europe since at least the first quarter of the 20th century. Someimportantnetworksandstudies: • IAMCR-Media EducationResearchSectionandotherrelatedsections, • ECREA-Temporary Working Group: Children, Youth and Mediaandothers, • DIMLE-TheDigital International Media LiteracyeBook Project

  21. Brief history of media literacy course in Turkey In “The Platform to Stop Violence” established in 2004, The Radio and Television Supreme Council (RTSC) suggested for the first time that the media literacy course should be included in the curriculum of the elementary schools.

  22. For this purpose, the Council contacted with the Ministry of National Education (MNE) “The Cooperation Protocol” between The Radio and Television Supreme Council and The Ministry of National Education on media literacy course

  23. The elective course on media literacy was added to the curriculum by the MNE, • The course was planned to be taught at the 6th, 7th or the 8th grades of primary schools. • Only for the 2006-2007 term, the course was advised to be taught at the 7th gradein five pilot schools.

  24. On 31 August 2006, “Syllabus for the Media Literacy Elective Course in the Elementary School” was accepted by the MNE-Board of Education. • According to the protocol, the MNE-BE has been obliged to determine who taught the course and which of the schools were appropriate for this course.

  25. Table 4. Number of students taking elective courses (5th-8th grades) and media literacy (6th-8th grades)

  26. Certain criticisms and recommendations • C:The source books has been prepared only with the notion of protecting the child from the media. • R: For a critical literacy , students should be informed about the organization and mechanism of media.

  27. C: The content of Teacher’s Handbook is not suitable for student-centered education. • R1:Different materials such as newspapers, radio and television news and the Internet can be used in this course. It is suitable forsupporting the students to participate actively in the course through observation and research. Also students should be encouraged to create their own media products as a part of the course.

  28. C: Time allocated to media literacy is not sufficient to elaborate issues augmented over the time in relation to media:The course duration is 40 minutes a week. • R1:Instead of one course, it can be taken for two or three years consecutively. • R2:As suggested by a member of RTSC, media literacy education is not limited to the students of primary schools, it can be part of preschool program.

  29. Units of the media literacy course (2007-2014) Television“Television” ve “Family, Child and TV” in two units (13 class hours, %39,5) Radioone unit (3 h., %8) Newspaper and Magazine one unit (3h. , %8) Internet one unit (approximately %14)

  30. With the decision of National Board of Education (23 May 2014) • Thecurriculum of themedialiteracycoursewasrenewedand • a student’sbookwasprepared • the students of the 7th or the 8th grades can elect this course,this course can be electedonly once during these years (before2014-2015 term, the media literacy course could be elected by the students at the 6th, the 7th or the 8th grades of primary schools)

  31. New titles of the units • Media as the medium of entertainment, • I ask question directed to media- Media as the medium to have information, • Let’s think about it-Media as the medium to have information, • My media- Media as the sphere of participation.

  32. When regarding units of student’s book which is taught in 2014-2015 education term, issues and practices related with traditional-old media as well as new media are distributed in all units. • It is seen that the last unit is especially reserved for handling issues and practices related with new media.

  33. Article 13/1 of the UN Convention on Rights of the Child (1989) declares the “right to freedom of expression” through any kind of “media of the child’s choice”, while article 17 emphasizes that “States Parties recognize the important function performed by the mass media and shall ensure that the child has access to information and material from a diversity of national and international sources”.

  34. Inthatrespect, • [New] Media Literacy Educationcan be an important means for donating childrenandyouthwithliteracyskills. • Raising awareness should be integral to critical new media literacy education. New media literacy can support children and youth to find certain methods toovercomeproblemsandinconveniences in newmediaenvironment.

  35.   Thanksforyourattention     tubahasdemir@gmail.com 

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