Contri̇buti̇on of medi̇a li̇teracy teachi̇ng materi̇al to medi̇a li̇teracy competenci̇es

Besides the positive effects, the media, which have been on the agenda for many years with more "negative" effects and the world is surrounded by its messages and tools, today. It is not possible to get rid of the media, in other words: it is impossible to not be exposed to the media, in our daily life. For this reason, there is a need for shield for every young or old individual -especially children- so that not be in a passive audience possition in the face of the media. Undoubtedly this shield is: "media literacy". Media literacy by its very basic definition; is a notion with educational dimension that includes the skills of access to media and messages which mediated by different formats and analyzing, critically evaluating and producing media content. Media literacy education in the world first started in the 1970s. On the other hand, in our country: Turkey, subject of "media literacy" has first come to the fore in the communication seminar on 20-21 February 2003 with the contributions of the Basın-Yayın ve Enformasyon Genel Müdürlüğü (General Directorate of Press and Information) and TRT (Turkey is the first, today's only media organization in charge of public publishing) in Ankara. Then, The "Media Literacy" course, which is the result of joint activities of the T.C. Millî Eğitim Bakanlığı (Turkey Republic's Ministry of National Education) and Radyo ve Televizyon Üst Kurulu (Turkey Republic's Radio and Television Supreme Council), has been added to the secondary school (6th, 7th, 8th grade) curriculum of primary education institutions since 2007-2008 academic year. Media Literacy course's the most important aim is to train students as media literate individuals. In this regard, as well as the curriculum, plan, and form of processing the course, the book of "Medya Okuryazarlığı Öğretim Materyeli/ Media Literacy Teaching Material" which used in media literacy course since 2014-2015 academic year, has a great role in reaching this primary goal and this is an indisputable fact that. By moving from this point, the purpose of this thesis is; to reveal the contribution of "Medya Okuryazarlığı Öğretim Materyali / Media Literacy Teaching Material"s - which also being the most important tool (book) of the course- to media literacy skills. For this reason, the content of this material was examined throught content analysis method by the framework of four media literacy theme skills (The ability to use media tools and environment and the ability to reach the right information/ The ability of media messages to correctly analyze and interpret the content/ The ability to produce media messages/ The ability to use media tools and environment with awareness of ethical and social values) which are identified as "media literacy skills" as a result of the literature search of media literacy. First, a coding guideline was created and the content of the "Medya Okuryazarlığı Öğretim Materyali/ Media Literacy Teaching Material" was examined and handled on the coding sheet as specified in the guideline. Thus, it has been determined; in which parts of the subject content have the media literacy skills that detect by result of the literature search. Then, in the findings section, the identified data was described and interpreted at the under each unit's main sections ("Kendimi Değerlendiriyorum/ I am Evaluating Myself" section where students in each unit test themselves was added theese main section of book) heading. İn conclusion, it turns out that the content of the Media Literacy Material contributes to media literacy skills (and beyond), so that the material directly serves the goal of the course: "making the students literate in the media". Key Words: Media, Traditional Media, New Media, Media Literacy, New Media Literacy, Media Literacy Course, Media Literacy Teaching Material