ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
Course Introduction and Application Information
| Course Code: | UNI313 | ||||
| Course Name: | Media Literacy | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Dr. Öğr. Üy. OYA HACER ADIGÜZEL | ||||
| Course Lecturer(s): | Dr. Oya Hacer Adıgüzel | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | The media literacy course aims to provide students with a foundation to understand key concepts in the media field, analyze media content from a critical perspective, use media consciously, and recognize media manipulation. |
| Course Content: | The aim is to examine the social, economic, ideological, and cultural dimensions of media, thereby transforming students into conscious, participatory, and critical media viewers/readers/listeners. In this regard, it is essential to equip students with the ability to critically evaluate how different representation forms are present in media products. |
Learning Outcomes
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The students who have succeeded in this course;
1) Upon successful completion of this course students; 1. Knows the position and functions of the media in modern society. 2. Understands the differences between media, media education, media studies, and media literacy, as well as their interrelations. 3. Is aware of the key discussions related to media literacy education. 4. Recognizes the opportunities and challenges of the media and digital world. 5. Accesses, comprehends, and utilizes accurate and up-to-date information from various sources in their professional life. 6. Benefits from the positive services of the media and avoids negative services. 7. Uses the media while preserving personal and institutional reputation. 8. Utilizes the media with an awareness of legal and ethical boundaries. 9. Knows the opportunities and challenges of the media and digital world. 10. Uses qualitative communication skills at individual, institutional, and mass communication levels. 11. Utilizes the ability to express oneself in the media, including digital environments. 1) Student Learning Outcomes Upon successful completion of this course, students will be able to: Define the position and functions of media within modern society. Differentiate between the concepts of media, media education, media studies, and media literacy, while understanding their interconnections. Demonstrate awareness of the fundamental debates surrounding media literacy education. Recognize the opportunities and challenges presented by media and the digital world. Access, comprehend, and utilize accurate and up-to-date information from various sources to meet their professional needs. Leverage the positive aspects of media services while effectively avoiding their negative impacts. Engage with media in a manner that protects both personal and institutional reputation. Utilize media with a clear awareness of legal and ethical boundaries. Analyze the affordances and limitations inherent in media and digital environments. Employ high-quality communication skills at the individual, institutional, and mass communication levels. Apply self-expression skills across all media platforms, including digital environments. 1) able to develop an awareness of the impact of the media on the individual and society 2) The Media Literacy course: Is not merely an "information-based course" but a lifelong journey of conscious education. Through the awareness gained in this course, students will transform into: More conscious media consumers, More productive digital citizens, More responsible social actors. Learning Competencies: Fundamentals of Communication Upon completing this module, the student will: Define the concept of communication. Identify the fundamental characteristics of communication. Comprehend the various functions of communication. Explain the constituent elements of the communication process. Identify core communication components (sender, receiver, message, etc.). Analyze the operational flow of the communication process. 2) develop critical thinking skill that enables audiences to develop independent judgments about media content. 3) The cultivation of an enhanced enjoyment, understanding, and appreciation of media content 3) Identify the fundamental concepts and components related to media and mass communication tools. Analyze the social, economic, and historical roles of mass communication tools. Comprehend the definition, characteristics, and functions of mass communication. Distinguish between traditional and digital media types. 4) Define the concepts of "literacy" and "being literate". Identify the differences between basic reading-writing skills and the broader concept of literacy. Comprehend the various types of literacy. Understand the significance of visual literacy. Comprehend the characteristics of literacy in the 21st century. Define the concept of Media Literacy and demonstrate knowledge of its synonyms and derivatives. 5) Understand the relationship between media and education. Demonstrate knowledge of critical media literacy. Demonstrate knowledge of the protectionist approach. Gain insight into the inoculative approach. Comprehend the various models of media education. 6) Gain knowledge of the established principles regarding Media Literacy. Comprehend Len Masterman’s "Eighteen Principles of Media Education". Comprehend Patricia Aufderheide’s "Eight Principles of Media Education". Comprehend Cyndy Scheibe and Faith Rogow’s "Twelve Principles of Media Education". Gain knowledge of Renee Hobbs and the "Seven Great Debates in the Media Literacy Movement 7) Gain knowledge about the models developed in the field of Media Literacy. Better comprehend the significance of Media Literacy. Gain knowledge about the philosophy of Media Literacy (MOM). Better comprehend the benefits of Media Literacy education. 8) Demonstrate knowledge of liberal-pluralist and critical approaches and theories in media studies. Comprehend the concept of "effect" in media studies. Understand how the media operates, the forces that shape it, and the ideologies it reflects. Develop the ability to evaluate media content in a more conscious and inquisitive manner. 9) Gain knowledge of the significant factors that determine the success of Media Literacy education in a country. Identify the various approaches displayed in Media Literacy education within schools across different countries. Recognize the leading organizations of various countries involved in Media Literacy education. 10) Identify the conditions that make Media Literacy Education necessary in Turkey. Gain knowledge about the process of Media Literacy Education in Turkey. Comprehend the concept of New Media Literacy. 11) Define the concept of a "right." Comprehend Digital Rights. Comprehend digital responsibilities. Comprehend the concept of Digital Citizenship. 12) Define the concept of ethics. Recognize the concept of Digital Ethics. Understand the concept of disinformation. Understand the concept of verification and its practical applications. 13) Comprehend how digital content is produced and understand the impact of Artificial Intelligence (AI) and algorithms on the media landscape. 14) Upon completion of this curriculum, the student will be able to: Deconstruct Media Construction: Recognize and explain that all media messages are carefully constructed representations of reality rather than direct reflections of it. Master Algorithmic & AI Literacy: Professionally apply "verification" methods to evaluate content shaped by Artificial Intelligence and algorithms, filtering information through the lenses of disinformation and ethical standards. Internalize Digital Citizenship: Embody an ethical digital presence by internalizing the concepts of digital rights, responsibilities, and privacy to protect both individual and institutional reputations. Analyze Pedagogical Models: Evaluate the core principles of media literacy education (such as the models of Masterman, Hobbs, etc.) and apply these frameworks within diverse cultural and social contexts, including the specific case of Turkey. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Why the Media Literacy Course? Communication and Fundamental Concepts of Communication | 1. Nurdan Öncel Taşkıran (2007). Medya Okuryazarlığına Giriş. İstanbul: Beta Yayınları 2. Nurçay Türkoğlu (2011). Medya Okuryazarlığı, İstanbul: Parşömen Yayıncılık, 3. Kemal İnal (2009). Medya Okuryazarlığı-Elkitabı. Ankara: Ütopya Yayınevi 4. William James Potter(2005) Media Literacy. London, Sage Publication, 5. Gülseren Şendur Atabek - Ümit Atabek (2007). Medya Metinlerini Çözümlemek, Ankara: Siyasal Kitabevi Yayınları. 6. Nilüfer Sezer &Nuray Sert Yılmaz (Der), Medya Okuryazarlığı Üzerine.., Konya, Eğitim Yayınevi, 2019. 7. Abdurrahman Şahin, Eleştirel Medya Okuryazarlığı, Ankara, Anı Yayıncılık, 2014, Genişletilmiş 2.Baskı. 8. İbrahim E. Bilici, Medya Okuryazarlığı Ve Eğitimi, İstanbul, Nobel Yayıncılık, 2014. |
| 1) | Why the Media Literacy Course? Communication and Fundamental Concepts of Communication | 1. Nurdan Öncel Taşkıran (2007). Medya Okuryazarlığına Giriş. İstanbul: Beta Yayınları 2. Nurçay Türkoğlu (2011). Medya Okuryazarlığı, İstanbul: Parşömen Yayıncılık, 3. Kemal İnal (2009). Medya Okuryazarlığı-Elkitabı. Ankara: Ütopya Yayınevi 4. William James Potter(2005) Media Literacy. London, Sage Publication, 5. Gülseren Şendur Atabek - Ümit Atabek (2007). Medya Metinlerini Çözümlemek, Ankara: Siyasal Kitabevi Yayınları. 6. Nilüfer Sezer &Nuray Sert Yılmaz (Der), Medya Okuryazarlığı Üzerine.., Konya, Eğitim Yayınevi, 2019. 7. Abdurrahman Şahin, Eleştirel Medya Okuryazarlığı, Ankara, Anı Yayıncılık, 2014, Genişletilmiş 2.Baskı. 8. İbrahim E. Bilici, Medya Okuryazarlığı Ve Eğitimi, İstanbul, Nobel Yayıncılık, 2014. |
| 1) | Media and Communication | |
| 2) | Mass Communication, Mass Communication Studies, and Media | 1. Nurdan Öncel Taşkıran (2007). Medya Okuryazarlığına Giriş. İstanbul: Beta Yayınları 2. Nurçay Türkoğlu (2011). Medya Okuryazarlığı, İstanbul: Parşömen Yayıncılık, 3. Kemal İnal (2009). Medya Okuryazarlığı-Elkitabı. Ankara: Ütopya Yayınevi 4. William James Potter(2005) Media Literacy. London, Sage Publication, 5. Gülseren Şendur Atabek - Ümit Atabek (2007). Medya Metinlerini Çözümlemek, Ankara: Siyasal Kitabevi Yayınları. 6. Nilüfer Sezer &Nuray Sert Yılmaz (Der), Medya Okuryazarlığı Üzerine.., Konya, Eğitim Yayınevi, 2019. 7. Abdurrahman Şahin, Eleştirel Medya Okuryazarlığı, Ankara, Anı Yayıncılık, 2014, Genişletilmiş 2.Baskı. 8. İbrahim E. Bilici, Medya Okuryazarlığı Ve Eğitimi, İstanbul, Nobel Yayıncılık, 2014. |
| 2) | Media Education and Media Studies | |
| 2) | Mass Communication, Mass Communication Studies, and Media | 1. Nurdan Öncel Taşkıran (2007). Medya Okuryazarlığına Giriş. İstanbul: Beta Yayınları 2. Nurçay Türkoğlu (2011). Medya Okuryazarlığı, İstanbul: Parşömen Yayıncılık, 3. Kemal İnal (2009). Medya Okuryazarlığı-Elkitabı. Ankara: Ütopya Yayınevi 4. William James Potter(2005) Media Literacy. London, Sage Publication, 5. Gülseren Şendur Atabek - Ümit Atabek (2007). Medya Metinlerini Çözümlemek, Ankara: Siyasal Kitabevi Yayınları. 6. Nilüfer Sezer &Nuray Sert Yılmaz (Der), Medya Okuryazarlığı Üzerine.., Konya, Eğitim Yayınevi, 2019. 7. Abdurrahman Şahin, Eleştirel Medya Okuryazarlığı, Ankara, Anı Yayıncılık, 2014, Genişletilmiş 2.Baskı. 8. İbrahim E. Bilici, Medya Okuryazarlığı Ve Eğitimi, İstanbul, Nobel Yayıncılık, 2014. |
| 3) | Basic Concepts, Literacy, Media Literacy | |
| 4) | Overview of Media Literacy | |
| 5) | Approaches to Media Literacy | |
| 6) | Principles of Media Literacy Education | |
| 7) | Models of Media Literacy | |
| 8) | Midterm Exam | |
| 9) | A Critical Approach to the Media | |
| 10) | Active Audience & Theories and Approaches | |
| 11) | Media Literacy Education and Practices Around the World | |
| 12) | Media Literacy Education and Practices in Turkey | |
| 13) | Digital Rights and Responsibilities | |
| 14) | Digital Ethics, Misinformation, and Fact-Checking Practices |
Sources
| Course Notes / Textbooks: | Ders Notları 1. Nurdan Öncel Taşkıran (2007). Medya Okuryazarlığına Giriş. İstanbul: Beta Yayınları 2. Nurçay Türkoğlu (2011). Medya Okuryazarlığı, İstanbul: Parşömen Yayıncılık, 3. Kemal İnal (2009). Medya Okuryazarlığı-Elkitabı. Ankara: Ütopya Yayınevi 4. William James Potter(2005) Media Literacy. London, Sage Publication, 5. Gülseren Şendur Atabek - Ümit Atabek (2007). Medya Metinlerini Çözümlemek, Ankara: Siyasal Kitabevi Yayınları. 6. Nilüfer Sezer &Nuray Sert Yılmaz (Der), Medya Okuryazarlığı Üzerine.., Konya, Eğitim Yayınevi, 2019. 7. Abdurrahman Şahin, Eleştirel Medya Okuryazarlığı, Ankara, Anı Yayıncılık, 2014, Genişletilmiş 2.Baskı. 8. İbrahim E. Bilici, Medya Okuryazarlığı Ve Eğitimi, İstanbul, Nobel Yayıncılık, 2014. handouts |
| References: | 1. Nurdan Öncel Taşkıran (2007). Medya Okuryazarlığına Giriş. İstanbul: Beta Yayınları 2. Nurçay Türkoğlu (2011). Medya Okuryazarlığı, İstanbul: Parşömen Yayıncılık, 3. Kemal İnal (2009). Medya Okuryazarlığı-Elkitabı. Ankara: Ütopya Yayınevi 4. William James Potter(2005) Media Literacy. London, Sage Publication, 5. Gülseren Şendur Atabek - Ümit Atabek (2007). Medya Metinlerini Çözümlemek, Ankara: Siyasal Kitabevi Yayınları. 6. Nilüfer Sezer &Nuray Sert Yılmaz (Der), Medya Okuryazarlığı Üzerine.., Konya, Eğitim Yayınevi, 2019. 7. Abdurrahman Şahin, Eleştirel Medya Okuryazarlığı, Ankara, Anı Yayıncılık, 2014, Genişletilmiş 2.Baskı. 8. İbrahim E. Bilici, Medya Okuryazarlığı Ve Eğitimi, İstanbul, Nobel Yayıncılık, 2014. |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
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1 |
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3 |
3 |
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8 |
9 |
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12 |
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| Program Outcomes |
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution |
Assessment & Grading
| Değerlendirme Yöntemleri ve Kriterleri | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 40 |
| Project | 1 | % 60 |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 15 | 30 |
| Project | 6 | 30 |
| Homework Assignments | 4 | 20 |
| Midterms | 1 | 1 |
| Final | 1 | 1 |
| Total Workload | 124 | |