Abstract:

The aim of the study is to determine the status of digital literacy in Turkish education. From this point of view, 5, 6, 7 and 8th grade Turkish textbooks; It has been examined in terms of whether to include the concepts of digital literacy or not. In the internet age, digital literacy is of great importance. It is important that digital literacy, which is of great importance, takes its place in language teaching. Examining the concept of literacy in every aspect, especially in Turkish education, has brought the concept of digital literacy to the fore. Thus, the place of digital literacy, which has become the center of study, in Turkish education has been examined in terms of textbooks. Among the qualitative research methods, the study was carried out with the document analysis technique. First of all, the literature was scanned and after collecting information on the subject, the textbooks to be examined were determined. In order to examine the textbooks in terms of digital literacy, the "Unit of Analysis Words Associated with Digital Literacy" list was created. While creating the list, studies in the field were used. Afterwards, the textbooks were examined. As a result of the study, 192 texts and 1094 activities in Turkish textbooks were examined. 65 texts out of 192 texts; Out of 1094 activities, 182 activities included concepts directly related to digital literacy. It seems that the activities are numerically low in terms of reflecting digital literacy and are weak in developing digital literacy skills in terms of content. Although there are concepts that can be associated with digital literacy among the texts and activities in the books, it has been seen that there are few texts that deal directly with the subject.

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