Media literacy: perspectives from elementary school children’s views

Sidekli, Sabri

doi:10.7813/2075-4124.2013/5-2/b.31

Cited by 5 publications

(5 citation statements)

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“…Suhonen (2009), Vitale, Armenakis andFeild (2008) argued that a large variety of data sources in a study using a mixed-method help the study findings be more valid. For Sidekli (2013), the results from a certain method could be used to support and explain another method. This process naturally makes it possible for the researcher to give further details about the research data.…”

Section: Methodsmentioning

confidence: 99%

Economic Literacy Levels of Social Studies Teacher Candidates

Akhan¹

2015

WJE

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The purpose of this study is to determine the levels of economic literacy -an important component of being a good citizen -among seniors studying at social studies teacher program which aims at cultivating good citizens and to find out its relationships in terms of various variables. The quantitative sample of the study was comprised of 726 senior teacher candidates studying at Social Studies Teacher Education Program of the universities from seven different regions in 2013-2014 academic year. The qualitative sample included 436 teacher candidates from the quantitative sample. An Economic Literacy Questionnaire was used to determine the economic literacy levels of teacher candidates and the questionnaire was made up of 3 sections as personal data form, economic literacy test and a student opinion form on the topics of economic literacy. The results from the study revealed that economic literacy levels of social studies teacher candidates were found to be moderate, which also seemed to be supported by the responses of teacher candidates. Based on the results, it is thought to be helpful to increase the number of economics classes in the undergraduate program in order to the increase the economic literacy levels of teacher candidates.

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Section: Methodsmentioning

confidence: 99%

Economic Literacy Levels of Social Studies Teacher Candidates

Akhan¹

2015

WJE

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“…Four of the analysed media literacy articles used a quantitative approach (Chang, Miao, Lee, Chen, Chiu, & Lee, 2014; Ashley, Maksl, & Craft, 2013;Espinoza, Penelo, & Raich, 2013;Mizuno, Narimatsu, Kishi, Kodama, Murashige, Yuji, & Kami, 2010). Two of the analysed articles used a mixed-method approach (Del-Moral & Villalustre, 2013;Sidekli, 2013). Five of the analysed media literacy articles were theoretical in nature and thus not so easily classified on a qualitative and quantitative scale (Andrist, Chepp, Dean, & Miller, 2014;Holladay & Coombs, 2014;Lin, Li, Deng, & Lee, 2013;Radigales, 2013;Tejedor & Pulido, 2012).…”

Section: Methods Used In the Analysed Researchmentioning

confidence: 99%

“…This variance can originate partly from the research topic and how closely media literacy is related to it. Articles closely related to media literacy focused on the development of the concept (Holladay & Coombs, 2013;Lin et al, 2013;Chu & Lee, 2014;Teurlings, 2010) or on measuring levels of media literacy (Ashley et al, 2013;Espinoza et al, 2013;Del-Moral & Villalustre, 2013;Sidekli, 2013;Chang et al, 2014). In all of these articles, the term media literacy was conceptualised thoroughly and with precision.…”

Section: Media Literacy As An Educational Outcomementioning

confidence: 99%

“…In a similar way, as Potter (2013) has noted, certain characteristics are added, changed or left out of the definitions. Sidekli (2013) illustrated this, noting that media literacy is a life skill for citizens and it focuses on access to, analysis of and evaluation of written and unwritten messages. Chu and Lee (2014) stated that in Hong Kong, "media literacy is defined as a life skill that enables young people to critically understand, analyse, use, and influence the media" (p. 130).…”

Section: Media Literaciesmentioning

confidence: 99%

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Behind the concepts of multiliteracies and media literacy in the renewed Finnish core curriculum: A systematic literature review of peer-reviewed research

Palsa¹,

Ruokamo²

2015

seminar

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Finnish basic education faces a significant change with the 2016 commissioning of the renewed core curriculum, which introduces a new transversal competence, termed multiliteracies—a concept closely related to media literacy. This systematic literature review examines the research literature on media literacy and multiliteracies, analysing and comparing the nature of knowledge constructed and the varying definitions of the two concepts. Previous review articles (Marten 2010; Potter 2010) found little consensus among scholars regarding the definition of media literacy. This review examines the research literature published in international peer-reviewed academic journals between 2010 and 2014 to investigate whether a mutual understanding of the concept has since been established. The article argues that significant differences exist between the concepts of media literacy and multiliteracies and, further, that Finnish core curriculum defines multiliteracies differently than the research literature defines the term. In line with previous research, this article finds no consensus on the definition of media literacy in the research literature. Based on the multifaceted nature of the concept, this article rejects attempts to establish a universal definition of media literacy and presents a theoretical framework for conceptualising media literacies based on their abstraction levels. The article aims to facilitate understanding of the concept and its operationalisation in research and practice and discusses future opportunities for research on media literacy and multiliteracies.

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“…As for the purposes of internet users in Turkey, creating a profile on SNSs takes the first place with 82.4% and the number of active SNS us ers increased at 14% (Kemp, 2017;TUIK, 2016). Creating profiles on SNSs is followed by sending messages, sharing photos, watching videos, reading news, info search about heal th, info about goods and s ervices, and listening to music (TUIK, 2016;Sidekli, 2013a;Sidekli, 2013b). Unlike the world, the mostly used SNS in Turkey is not Facebook but YouTube at 57%.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2018

INT J EDUC METHODOL

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The aim of this study investigate to the reasons why the usage of Social Network Sites (SNS) makes users happy. To this end, the study was conducted with as a qualitative research method. The phenomenological design, which is a qualitative research method, was utilized for determining why SNS usage cause happiness and having a better to understand of how SNS users describ e SNSs and what they feel about it. The study group was composed of 137 university students (60 males and 77 females) attending the Faculty of Education, Faculty of Science, Faculty of Literature, and Faculty of Economics and Administrative Sciences at a un iversity in the southwestern of Turkey. A structured, open-ended interview was used as the data collection instrument. The contributors were asked the question "Why does SNS usage cause happiness?" and their answers were retrieved. The answers were encoded and entered to the NVivo software to conduct analyses. Based on the most frequent answers of the participan ts, three different experts were consulted and seven themes were created accordingly. These seven themes include Need for Stroke, Self-Concealment, Ease of Interaction, Ease of Accessing and Disseminating Information, Ease of Shopping, Leisure Activity, an d Fear of Missing Out. Subcategories were also created for these seven themes. It was concluded that the theme of FoMO is nourished by all other the mes.

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Media literacy: perspectives from elementary school children’s views

Cited by 5 publications

References 0 publications

Economic Literacy Levels of Social Studies Teacher Candidates

Economic Literacy Levels of Social Studies Teacher Candidates

Behind the concepts of multiliteracies and media literacy in the renewed Finnish core curriculum: A systematic literature review of peer-reviewed research

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