An analysis of the activities in Turkish language and literature textbooks in terms of digital literacy

The aim of this study is to reveal the relationship between the activities included in Turkish language and literature textbooks and digital literacy. This study employed a qualitative research method, and the data were collected through document analysis. The material of the study consists of a total of 748 activities categorized as pre-lesson, during-lesson, and post-lesson activities from the 2024-2025 academic year Turkish language and literature textbooks for grades 9-12. The Digital Literacy Content Assessment Form prepared by Gülsoy (2023) based on UNESCO's global digital literacy framework was used as a data collection tool in the research. The data were analyzed using the descriptive analysis technique, which is one of the data analysis techniques of qualitative research. The study found that activities related to digital literacy are included in Turkish Language and Literature textbooks at certain rates at each grade level. Among these, the 9th-grade textbook had the highest percentage of digital literacy-related activities, while the 12th-grade textbook had the lowest percentage. Analyzing the distribution of these activities across the four basic language skills, it was observed that listening had the highest percentage, whereas speaking had the lowest. Regarding digital literacy competency domains, the most represented domain was information and data literacy, while the domain of career-related competencies was not addressed at all. Based on these findings, comparisons with similar studies were made, and recommendations were provided