Abstract:

The development of technology is a process that affects all areas of life and brings changes with it. Contemporary individuals adapting to this process are expected to have the ability to identify, produce and share the correct information using different technologies. The fulfillment of this expectation depends on the fact that individuals are a good digital reader. The process of acquiring digital literature skills can be achieved using qualified tools. As the basic tools used in this scope, it was necessary to reveal the qualities of the Turkish Teaching Program (2018) and the curriculum books prepared in the framework of the digital literary skills. This study, which aims to study the Turkish Teaching Program (2018) and the Turkish Teaching Books in the context of digital literary skills, is an illustrative quality study. The Turkish lesson teaching program (2018) and the 5, 6, 7 and 8 class Turkish lesson books taught in the public schools, prepared in accordance with this program, have been used as research material. The data obtained from these materials has been analyzed by imagistic analysis technique. According to the findings of the study, the achievements in the digital literary skills included in the Turkish Teaching Programme (2018) showed a balanced distribution according to class levels. It has also been found that there is no achievement in listening/seeing skills, while there are the most achievements in reading, writing and indirect speaking skills, respectively. When high school Turkish teaching books are studied, it is seen that the activities aimed at acquiring digital literature skills are included. The activities included in classes 5, 6 and 7 are considered sufficient in terms of quantity, while the 8th class Turkish curriculum has been found to have a lack in this regard. Also, in the lessons, there are events aimed at the most reading skills, while there are events aimed at the writing and speech skills respectively. While some speaking skills activities are indirectly related to digital reading skills, there is no activity related to listening/seeing skills. When the nature of the activities included in the curricula books was studied, it was seen that the achievements belonging to a class level above or below the class level he addressed in some events were transmitted. It is also believed that the activities do not drive students to be productive. The achievements of the program are expected to present digital environments not only for understanding and sharing, but as a production environment. The activities for digital literature skills related to language skills in the curriculum books must be given in accordance with the class level and more frequently. In the framework of this requirement, activities should be created in the quality that will provide students with productivity, especially in the digital environment.