Abstract:

The aim of this study it is to understand how digital literacy, which is one of the 21st century literacy types, is perceived by the students (undergraduate and graduate) and academicians studying in the Department of Turkish Education. First of all, in the research, the dimensions determined in the literature related to digital literacy were discussed by drawing the framework of new literacy researches. After mentioning the relationship between mother tongue and digital literacy, the methods and findings of the research are given. The research question was determined as what are the perspectives of undergraduate and graduate students and academicians studying in Turkish Education departments on digital literacy and how are their self-efficacy in this subject. Phenomenology, one of the qualitative research designs, was used in the study. The data were collected by interview method and analyzed according to the descriptive analysis approach. As a result of the findings obtained undergraduate students see the subject more as reading and writing from the internet, they deal with digital literacy in terms of educational technology content rather than the context of Turkish lesson; students studying at the graduate level associate the subject with literacy, accessing information, sharing it, using social media and also with the field of media literacy; Some conclusions have been reached such as that academics think that the boundaries of digital literacy and its framework in the context of its lessons are ambiguous, that they perceive distance education and digital literacy very close to each other, and that some of them feel inadequate in functional skills. Considering that people's lives and ways of thinking are changed moment by moment with technology, it has been concluded that the framework of digital literacy in mother tongue lessons should be drawn and studies on this issue should be increased and accelerated in order to acquire this skill.

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