Examining Media Literacy Perceptions of Preservice Social Studies Teachers in Turkey

Abstract

The most commonly used definition of media literacy is the capacity to access, analyze, evaluate and generate information for specific implications. Media literacy helps individuals to critically analyze media forms, question media influences and uses, utilize media intentionally, and produce alternative media. The purpose of this study is to investigate how preservice social studies teachers perceive media literacy. In order to do this, the Media Literacy Perception Scale (MLPS) was administered, and a descriptive survey approach was used for the research. A total of one thousand social studies education students from seven different regions of Turkey were randomly selected for the sample, ranging from students enrolled in the first, second, third, and fourth years at seven different state universities. A proportional stratified sampling technique was employed in the study. The dependent variable in this research is the media literacy perceptions of preservice social studies teachers, and the independent variable is a variety of demographic characteristics.
 In order to examine and interpret the gathered research data, One-Way Anova and t-test analyses were performed. Based on the findings of the research, the participant students majoring in social studies education often showed high levels of perceptions of media literacy on both the scale and sub-dimensions. According to the research, a number of variables, including the amount of time spent watching TV, the amount of time spent online, and the region of residency, significantly affect students’ media literacy perceptions. The findings suggest that future students of these preservice teachers will benefit from their teachers’ increased media literacy skills.