Post on 31-Dec-2015
10th Meeting of Mediterranean Network Regulatory Authorities
02-03 October 2008
PRESENTATION
ON MEDIA LITERACY
WHITIN MEDITERRANEAN CONTEXT
BY
TURKİSH RADIO AND TELEVISION SUPREME COUNCIL
(RTÜK)
What is Media Study, Media Education and Media Literacy?
Media teachers today use the terms "media education," "media study," and "media literacy" almostinterchangeably.
Definition of Media Education by
UNESCO By media education, we mean the study, the teaching and learning process of the modern means of communication and expression considered as part of a specific and autonomous field of knowledge within the pedagogical theory and experience… »
1973, International Council for Cinema and Television (ICCT)
Definition by the European Commission
Media literacy (is) the ability to access, analyse and evaluate the power of images, sounds and messages which we are now being confronted with on a daily basis and are an important part of our contemporary culture as well as to communicate competently in media available on a personal basis.
10/2006
Media Literacy Definition by the Council of Europe (CoE)
“the competent use of tools providing access to information, the development of critical analysis of content and the appropriation of communication skills to foster citizenship and creativity, and training initiatives for children and their educators in order for them to use information and communication technologies and services in a positive and responsible manner” (*)
(*) Recommendation Rec(2006)12 of the Committee of Ministers to Member States on empowering children in the new information and communications environment 27 September 2006
Media Literacy Definition by Supreme Council
Media literacy (is) the ability to access, analyse, evaluate and transmit the messages in the printed and non printed format (tv, video, cinema, advertisement, internet ) which present big variety.
The Correlation Between Media Education and Media Literacy
Media education and media literacy are linked in educational process. Media education is a process and media literacy is the final purpose of media education.
Media Literacy in the World
Since 30 years media literacy is being discussed throughout the world
The media literacy education has taken place in the USA during the 70’s. In Europe media literacy education has expanded during the 80’s.
Media Literacy in the World
In the developed countries media literacy is being thought as a lesson in the schools and has been introduced into the curriculum as an integral part of the program (USA, UK, France) or in some country like Canada media literacy notion is given through several lessons.
The content of the lesson is based on practice and it promotes the students’ ability of critical and creative thinking, and render them active in a participatory way.
Audio-visual Media in Turkey ● Television : 23 national, 16 regional, 7 public, 212 local● Radio : 35 national, 99 regional, 948 local● Satellite : 102 tv, 50 radio channels● Cable : 70 tv channels● Digital : 2 digital platforms
In total presently together with cable and satellite there are approximately 1300 broadcasters in Turkey.
At present there are 2 digital platforms operating in Turkey. They give numerous channel packages, movie channels, pay-per-view channels, interactive services.
Some Research Results by RTÜK
Recent researches show that adults
watch 5 hours, young viewers 3.5 hours tv per day.
In other words, children spent approx. 1500 hours watching TV (900 hours in school) yearly.
82 % of the children decide themselves what to watch and how long to watch TV programs
The Importance of Media Literacy in Turkey
It insures a larger control of harmful content.
Understanding and evaluating by the public, particularly children and young people, the distinction between real world and virtual world created by the media and analyzing the messages.
The more literate citizens are the less affected ones by the media
The General Purpose of Media Literacy Project
in the short term;
is to help people access, understand and create all forms of media
in the long term;is to help produce informed consumers and active citizens in democratic society
Targeted Society by the Project
providing awareness raising in society, providing literate individuals with the
ability of understanding and analyzing media messages accurately,
providing sensible society for their environments,
providing awareness for individuals for public issues,
providing individuals equipped with the knowledge who can criticize the media.
4 Main Actors of the Project
Children, youngsters (students) Parents Media Literacy Teachers Media Professionals
Some Demographic Figures about children, youngster,
student
Turkish population is 70.586.256 in 2007. Children and youngster between 0-19
years old are 26 million. Approximately 14 million children are in
the primary schools. Media literacy lesson is given to the 12 -
15 years old secondary school children of which RTÜK gives utmost importance.
RTÜK has initiated the examination to the experts and educators views regarding the negative effects of mass media upon children and youngsters and the occurrence of violent acts in schools.
Parents and adults
Research has shown that parents and adults can prevent children from experiencing unwanted effects of TV by talking with youngsters.
17 million of total population is over 35 years old Education level of this group:
70 % (12 million around) graduated from primary schools,
9 % (1.5 million around) graduated from secondary schools,
11 % (2 million around) graduated from high schools,
10 % (1.7 million around) graduated from universities.
Media Literacy Teachers
Total numbers of Media Literacy Education teachers in Turkey is 12.153
Branches of Media Literacy Teachers: social science teachers, (6.111) Turkish Literacy teachers (2.730) Class-room teachers (1.153) Teachers from different branches (2.159)
Media Professionals
RTÜK attaches utmost importance to the education of media professionals, For this purpose, RTÜK is envisaging to organize education courses for this group, RTÜK reminds media professionals their responsibility in different arena.
The Process of media literacy in Turkey
After the examination of the experts and educators views regarding the negative effects of mass media upon children and youngsters, RTÜK together with the Ministry of National Education have recommended the insertion of media literacylessons into schools program within the context of “Prevention of Violence Platform” composed of the representative of public institutions, NGOs and universities.
The Process of media literacy in Turkey
This recommendation has been largely accepted and has been put in the reports of Media Sub-Committee as well as in the Action Plan.
Supreme Council has examined the results of research programs in the various countries
In 2006 RTÜK has developed research program on “the habit of watching TV by primary school students”
The Process of media literacy in Turkey
On October 21, 2004 an exchange of views took place in “The International Media Literacy” Panel convened by RTÜK, Ministry of National Education and Council of Europe in Ankara as an introductory event.
By this event teachers, lecturers from universities and other stakeholders of media literacy such as relevant NGO’s have come together and discussed the issue.
The Process of media literacy in Turkey
After that, a Commission has been set up composed ofthe representatives of experts of RTÜK and academicians from Ankara, Gazi and Selçuk Universities. At the end of this Commission work “Media Literacy Lesson Program and Teacher’s Guidance” have been prepared.
Later on, “a Protocol of cooperation on the introduction of Media Literacy lesson in the schools” has been signedbetween RTÜK and Ministry of National Education. In this protocol the responsibilities and functions of these two organizations have been underlined.
Practices of Media Literacy in Turkey
Initiated by Radio and Television Supreme Council, Regulatory Authority in Broadcasting Sector together with the Ministry of National Education in the Academic Year of 2006-2007,
Started as a pilot project in 5 secondary schools in different 5 provinces of Turkey,
At the beginning only 7th class students, Enlarged whole country in the Academic
Year of 2008-2009 in secondary schools in 6-7 and 8th classes as a selective lesson.
Media Literacy Lesson in the Academic Year of 2007-2008 and
2008-2009 2007- 2008 6. class 153,103 students7. class 163.657 students8. class 71.371 students, totally 388.131 students
selected media literacy lessons103 teachers educated in- house program of
teachers’ education.RTÜK prepared an “introduction film for media
literacy”
2008 – 20091.5 million students will select media literacy lesson in 34.000 schools.
The content of the Media Literacy lesson
Introduction of Communication (communication, comm. process and means of comm.)
Mass media (relations between communication and mass media)
Media (media functions, economic aspect of media, media and ethic, concept of media literacy, purpose and importance)
Television (TV broadcasting in Turkey, type of TV programs) Family, children and television (habit of tv watching, harmful
effect of TV programs, analyze of TV programs, smart sign system)
Radio (harmful effect of radio programs, types of radio programs, analyze radio programs)
Newspaper and Magazine (principal concept related newspaper, news, photograph importance comparisons, prepare newspaper, magazine types and functions)
Internet (functions and nature of internet, issues to be careful when using internet )
Students’ Benefits from Media Literacy Education
Values Respect to privacy, Esthetical Sensitivity, Honesty, Ethical rules loyalty, Respect for differences, Sensitivity for cultural heritage, Family loyalty, Approaching to Science, Solidarity.
Students’ Benefit by Media Literacy Education
Fundamental Skills Observation, Research, Creative thinking, Critical thinking, Communication, Using information technologies, Taking initiative, Using mother tongue efficiently, Social and cultural participation.
Other Projects Complementary to Media Literacy
Smart Signs (Symbol System), Ethical Standards, RTÜK Child Web Site www.rtukcocuk.org.tr
including traditional children games as well,
Media Literacy Web Portal for Adults, Students, Media Literacy Teachers and Media Professionals,
Guidelines for Children on Internet Safety and Security,
RTÜK Call Centre, Audience Agent in Broadcasting Channels,
What can be done for Media Literacy within the
Mediterranean Context
There is need for international and Mediterranean cooperation and exchange of views in order to obtain success in the M. L.
A web may be established for this purpose Countries should proceed the research
individually or together and share its results amongst them,
Due to the transnational nature of broadcasting (message) common understanding, method, tools and common efforts should be developed.