Özet:

In recent years, the concept of literature and around this concept has emerged a variety of literature towards many different disciplines. This concept, "have entered the educational system of many countries and has even become one of the main objectives of the educational system." In language and literature teaching, especially in relation to our subject of study in the United States, the student profile desired to be trained is shaped around the 21st century literature concept. This understanding focuses on the teaching of skills and multi-literature. In the teaching process, students are trying to gain all of these skills and multiple literature, and individuals are expected to be trained in accordance with these skills. It is necessary to follow the developments in the field of education and education, to identify the different countries’ educational approaches, similarities and differences. The aim of the study in this context is to determine the place of the types of media literature, visual literature and information literature in the language and literature courses in Turkey and the United States. The method of document examination was used in the collection of data. In this regard, the U.S. state of Indiana has studied the English language and literature course diagrams with the English language arts course guide. The data obtained is analyzed by the method of content analysis. The findings from the study can be said that in the United States, language and literary education is supported by courses aimed at the fields of language skills and multi-types of literature, for Turkey in this sense there is no such diversity for high school language and literature courses. Therefore, it should be stated that for language and literature education in Turkey, the necessary curricula, curriculum programs and curriculum books, visual literature, media literature and information literature should be more included in the educational process.

Özet:

In recent years, the concept of literacy and types literacybased on many different disciplines have emerged. This concept entered into the education system of many countries and even became one of the main aims of the education system. In language and literature education, especially in America related with our study subject, the student profile which is intended to be raised is shaped around the concept of 21st century literacy. This understanding has focused on skill education and multiple literacy. In the process of education, all these skills and multiple literacies are tried to be redounded to students and individuals are expected to be raised according to those skills.It is necessary to follow the developments in the field of education and to determine the educational approaches, similarities and differences of education in different countries. The aim of the study carried out in this context is to determine the locations of the media literacy, visual literacy and knowledge literacy types in language and literature lessons in Turkey and America. Document analysis method was used for data collection. Therefore, United States Indiana state english language arts lesson guide and Turkey language and literature course schedules were investigated. The obtained data were analyzed by content analysis method. According to the conclusions drawn from the study it can be stated that language and literature education in America is supported by lessons focusing on languıage skill fields and multiple literacy types while this variety is not present for highschool language-literature lessons in Turkey. Hence it should be expressed that the requirement of lesson charts, education programs and also visual literacy, media literacy and knowledge literacy in textbooks should be incorporated to the education process much more.

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