Visual literacy practices in secondary school Turkish textbooks

With technological developments and changes in literacy types, now the world is in a very different information age in the 21st century. Images are objects that we encounter in every area and every moment of our lives, so it is very important to understand. Visual literacy was discovered by John Debes and entered the literature for the first time. Perhaps it is an important learning area that has managed to survive from the days when the first people in the world existed. It is also important for future generations that such frequently encountered visuals have a place in education systems. Various definitions have been made on visual literacy for nearly 50 years. The points where the definitions intersect in a common idea is that the visual literacy processes are in a structure that includes a visual language, thinking and practice. This situation indicates that the visual literacy field is important at the point of receiving and producing the visual message. In this study, the studies covering the visual literacy processes in the 2018 MEB Turkish Course Curriculum and the 2020-2021 Academic Year MEB Secondary School Turkish Textbooks were examined. While examining the 2018 MEB Turkish Course Curriculum, the MEB Turkish Course Curriculums of the past years were also included in the study. With this, it is aimed to reveal the change of visual literacy studies over the years so this way, more useful criticisms can be made for 2018 MEB Turkish Course Curriculum. As a result of the research, it has been seen that visual literacy acquisitions and explanations are very few in the 2018 MEB Turkish Language Curriculum. It has been determined that this situation also affects the MEB Secondary School Turkish Textbooks. textbooks; were examined in two separate categories as activities and questions. The ratio of activities and questions covering visual literacy studies are included in the tables. As a result of the examinations, it was seen that the visual literacy activities and questions in the 2020-2021 Academic Year MEB Secondary School Turkish textbooks were insufficient. In addition, the analyzes in the MEB Secondary School Turkish textbooks were carried out in the context of the Revised Bloom Taxonomy. Most of the studies in the book address the lower levels of the revised Blomm taxonomy. Therefore, as a result of the study, various criticisms were brought to the dysfunctional visuals found in the MEB Secondary School Turkish Textbooks and various suggestions were made in terms of supporting future research.