A study on the vi̇sual li̇teracy of the ground school 2nd year pupi̇ls

When one elaborates the literacy education in Turkey, it is understood that the actual education is limited to the activities designed in the teacher's guidebooks, and do not go beyond a visual check of illustrations. It is considered that the visual literacy education that gains more importance in the recent years is less surfeited in Turkey compared to the other countries. This study aims at preparing a number of activities towards the ground school 2nd year visual reading and visual presentation gains within the framework of the 1-5 Years Turkish Language Classes Program, and improving the visual literacy of the pupils, and elaborating the results on the basis of the scientific criteria. In this context, a multiple choice test and 16 activities were designed and applied in line with the action research on the visual reading and visual presentation gains in the 2nd year classes. All the activities carried out within the scope of graduate thesis were processed and finalized by the researchers and specialists in terms of the curriculum, contents, student level, jargon and expression. The study comprises of four chapters, references and annexes. The first one is the conceptual frame. For the conceptual framework was studied what the reading and literacy, and visual perception and literacy are, and the historical development of the visual literacy in Turkey and the other countries were elaborated with the interrelation of the visual literacy with the media literacy being handled. The second chapter describes the purpose and importance of the study, and the problem sentence, working group data collection tools and data analysis. The study was implemented on the design of action research that is a qualitative method. However, a number of quantitative methods were also used. The sampling comprised of 10 female and 10 male students from the Class 2-C of the Sefaköy 100. Yıl Ground School in Küçükçekmece, Istanbul. The data collection tools include the attended observation, researcher diary, pupil diary, pupil product files, video records and document analysis. The third chapter presents the findings obtained through the visual reading and visual presentation activities, and the findings were delineated through the samples collected from the work papers of the pupils, and some data were processed, coded and categorized, whereupon the preliminary and final test results were compared to elaborate the development levels of the pupils, and the results were accordingly interpreted. The fourth chapter comprises of conclusions and suggestions. This chapter explains the findings on the visual literacy of the pupils within the context of the functionality and feedback of the implemented activities and action research, and a number of proposals were developed.