Özet:

In this day and age, technological tools that enable interactive learning are more appealing to children, the internet being at the top at the top of the list. Replacing the 300 year old printed textbook, paper and pen-based school learning, the learning environments provided by technological tools have made it easier for people to access information and change the way learning takes place. Nowadays, the ever evolving and improving technological tools and the learning environments they provide have begun to offer rather meaningful and happy-layered texts instead of the basic and single-medium texts which were the sole objects of learning in the past. In news pieces watched or listed to on the media, when texts become multi-dimensional with the addition of sounds and images, the resulting messages become more effective. To understand such media texts, appropriate literacy skills should be acquired. Media literacy is the ability to access media messages, analyze them critically and create messages using media tools. For this reason, media literacy has to do with understanding communication resources and technologies, the codes used in them, the messages that are produced and the selection, interpretation and effects of these messages. To that end, this study was undertaken to educate individuals to help them become media literate who can think critically, communicate effectively, are active participants in society and know how to understand the world around them which is getting more and more complex. In this qualitative study, the descriptive analysis of the data collected through document analysis was done and media literacy activities in line with the interactive learning method were subsequently developed.

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