A comparison of media literacy textbooks taught in Türkiye and the USA in terms of format and content

This study aims to compare the media literacy textbooks taught in Türkiye and the USA in terms of form and content and to evaluate the visuals of the media literacy textbook taught in secondary schools in Türkiye in line with teachers' opinions. In this sense, the 8th-grade media literacy textbook, which has been taught as an elective course in secondary schools in Türkiye since 2018, and the media literacy textbooks taught in 7th and 8th grades in the USA were compared, and teachers' opinions about the media literacy textbook taught in secondary schools in Türkiye were also examined. The research employed a qualitative design. The media literacy textbooks taught in Türkiye and the USA were analysed descriptively in terms of form and content based on the Evaluation Criteria for Textbooks and Educational Tools of the Board of Education of the Ministry of National Education using a document analysis design. In addition, the data obtained using a semi-structured interview form for teachers' opinions about the media literacy textbook taught in Türkiye were analysed using the content analysis method. According to the study results, it was determined that the content and visual elements of media literacy textbooks differed in parallel with the generally accepted educational approaches and the political and social needs in both countries. While the media literacy textbook in the USA had rich subject content, the media literacy textbook in Türkiye had more visual diversity. When the teachers' opinions about the media literacy textbook used in Türkiye were analysed, teachers stated that the visuals and texts were compatible and the visuals were consistent and effective. However, they stated that the types of visuals should be diversified.