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İnternet ve bilgisayarın medya ailesine dahil olması ile medya insan hayatına en çok etki eden faktörlerden en önemlisi haline almıştır. Bu etkinin çocuklar üzerinde daha fazla görüldüğü bilim insanlarının üzerinde birleştiği bir gerçektir. Bu durum tüm dünya da ve ülkemizde son yüzyılda ortaya atılan medya okuryazarlığı kavramının kabul görmesine ve eğitim sistemine dâhil edilmesine yol açmıştır. Ülkemizde medya okuryazarlığı kavramı ilk olarak 2003 yılında RTÜK tarafından dile getirilmiş, ileriki yıllarda bu kavramın önemi üzerinde sıklıkla durulmuş ve 2006 yılında örgün eğitim kurumlarının orta kısmında müstakil bir seçmeli ders şeklinde medya okuryazarlığı eğitiminin verilmesi kararlaştırılmıştır. Bilim insanları tarafından en çok tartışılan konunun ise bu eğitimin veriliş şekli olduğu görülmektedir. Ülkemiz de müstakil olarak medya okuryazarlığı eğitimi verilmesi anlayışı benimsenirken Amerika ve Avrupa da mevcut eğitim programlarının içinde verildiği görülmektedir. Bu eğitimin Türkçe, Sosyal Bilgiler gibi derslerin öğretim programları içeriğinde verilmesi gerektiği savunulan bir diğer fikirdir. Çalışmada 2015 yılında yayınlanan Türkçe Dersi Öğretim Programı 7. ve 8. Sınıf kazanımlarının medya okuryazarlığı eğitimine uygunluğu incelenmiş ve doküman incelemesi yöntemi kullanılmıştır. Elde edilen veriler grafikler ve tablolar şeklinde verilmiş ve verilerden hareketle yorumlar, çıkarımlar yapılmıştır. Bu çalışmanın temel amacı 2015 Türkçe Dersi Öğretim Programı genel amaçlarının ve 7-8. Sınıflara ait kazanımların medya okuryazarlığı eğitimine uygunluğunu belirleyerek bu iki ders arasında “ara disiplin”ler oluşturulmasına katkıda bulunmak ve mevcut durumdan yola çıkarak ülkemizde medya Okuryazarlığı eğitimin veriliş şeklinin tekrar gözden geçirilmesi gerektiğini vurgulamaktır. Araştırma sonucunda 2015 Türkçe Dersi Öğretim Programı 7. ve 8. Sınıf kazanımlarının medya okuryazarlığı temel becerileri ile %84 oranında ilişkilendirilebilir olduğu tespit edilmiştir. Elde edilen verilerden hareketle medya okuryazarlığı eğitimine yönelik çeşitli önerilerde bulunulmuştur.
With the integration of the Internet and the computer into the media family, the media has become the most important factors affecting human life. It is a fact that this effect is combined on scientists where it is more seen on children. This has led to the acceptance and integration of the concept of media literature that has been introduced in the last century throughout the world and in our country. The concept of media literature in our country was first expressed by RTÜK in 2003 and has been frequently focused on the importance of this concept in the coming years, and in 2006 it was agreed to provide media literature training in the form of a special elective course in the middle part of the educational institutions. The topic most discussed by scientists is the form of education. Our country also adopts the concept of providing media literature education, while America and Europe are also provided within the existing educational programs. This education is another supported idea that courses such as Turkish, Social Information should be given in the content of the teaching programs. The study was published in 2015 by the Turkish Teaching Programme 7 and 8. The suitability of class achievements to the media literature training has been studied and the method of document examination has been used. The data obtained were given in the form of graphs and tables and from the data were made comments and drawings. The main objective of this study is the general objectives of the 2015 Turkish Teaching Program and 7-8. It is to contribute to the creation of "power disciplines" between these two courses by determining the suitability of class achievements to the education of media literature and to emphasize that the form of teaching of media literature in our country should be reviewed again, starting from the current situation. The study results in the 2015 Turkish Teaching Programme 7 and 8. It has been found that class achievements can be linked to the basic skills of media literature by 84% . A number of recommendations were made for the training of media literature from the data obtained.
With the involvement of internet and computer to media family, media has become the most important factor that most influences human life. This effect is mostly seen on children which is a fact that scientists agree on. This situation causes the media literacy notion which has been put forward in our country and the world recently to be approved and included into the education system. Media literacy notion was first mentioned by Radio and Television Supreme Council in 2003, it was often dwelt on following years and it was decided to give media literacy education as an optional lesson in secondary education in formal training institutions in 2006. It is seen that how to give this education is the much-discussed issue by scientists. While the understanding that media literacy education should be given independently is adopted in our country, it is given in existing education program in America and Europe. Another idea which is defended is that this education should be given in such education programs as Turkish and Social Sciences. In this study, the convenience of learning outcomes of Turkish Education Curriculum Programs 7th and 8th Classes published in 2015 to media literacy has been analyzed and document review method has been used. Obtained data is given as graphics and tables and proceeding from data interpretations and inferences are made. The main aim of this study is to contribute to form interdisciplinary between to lessons by determining 2015 Turkish Lesson Curriculum general targets and learning outcomes of 7th and 8th Classes on the media literacy education convenience and to emphasize that the way of giving media literacy education should be reviewed based on existing situation. At the end of the study, it is determined that 2015 Turkish Lesson Teaching Program 7th and 8th Classes learning outcomes can be associated with media literacy basic skills at the rate of %84. With the obtained data, some suggestions have been put forward for media literacy education.
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