Primary School Second Grade Teachers’ and Students’ Opinions on Media Literacy. Creencias sobre alfabetización mediática en profesores y estudiantes de Educación Primaria

Sur, Emine and Ünal, Emre and Iseries, Kamil Primary School Second Grade Teachers’ and Students’ Opinions on Media Literacy. Creencias sobre alfabetización mediática en profesores y estudiantes de Educación Primaria. Comunicar, 2014, vol. 21, n. 42, pp. 119-127. [Journal article (Paginated)]

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English abstract

As a result of this study, we see that teachers need in-service training for classes in media literacy; the media literacy lesson is adequate in terms of content but inadequate as an activity. Students indicated significant changes in their perceptions of media after taking this lesson. A «Media Literacy Level Scale» was applied in order to determine the media literacy levels of the students, and a «Media Literacy Attitude Scale» was used to measure the media literacy status of students. The information on students was obtained through the «Private Information Form» developed by the researchers. As a result of this research, a positive, low-level and significant relationship was found between the students’ attitude levels on media literacy lessons and their media literacy levels. The study’s conclusion is that there is no significant difference between the media literacy classes taken by the primary school second grade students and their attitudes on media literacy in the classroom and their media literacy levels. Also, no significant difference was found between the educational levels of the parents of these second graders and their attitudes on media literacy classes and their media literacy levels. However, there was a significant difference between the students’ daily newspaper reading habits and the frequency that these second graders listened to the radio and their attitudes on media literacy classes and media literacy levels.

Spanish abstract

Definir la situación y necesidades actuales de alfabetización mediática en el aula en un país con poca tradición en este ámbito como es Turquía es el objetivo de este trabajo, a través de una serie de entrevistas. Los resultados demuestran que los docentes necesitan formación en esta área, o que la enseñanza en alfabetización mediática es adecuada en términos de contenido pero inadecuada como actividad. Los estudiantes muestran cambios significativos en sus propias percepciones sobre los medios tras recibir clases de alfabetización mediática. Para evaluar el nivel de los estudiantes se aplicó una escala de alfabetización mediática y para determinar el estado de alfabetización se empleó la escala de actitud. La información se obtuvo a través de un formulario de información privado desarrollado por los investigadores. En las conclusiones, se halló una relación significativa, positiva y de bajo nivel entre los grados de actitud hacia los contenidos de la alfabetización mediática. La principal conclusión obtenida es que no existe una diferencia significativa entre los estudiantes que asisten a clases de alfabetización mediática en segundo grado de educación primaria y sus actitudes en el aula y su nivel de alfabetización. Asimismo, tampoco se aprecia una diferencia significativa entre el nivel educativo de los padres y sus actitudes. Sin embargo, sí se aprecia diferencias notables cuando existe hábito de lectura diaria de la prensa y la radio.

Item type: Journal article (Paginated)
Keywords: Media literacy, Primary School, teacher training, perceptions, scales, attitudes, educational levels,
Subjects: C. Users, literacy and reading.
Depositing user: Alex Ruiz
Date deposited: 10 Jan 2014 09:53
Last modified: 02 Oct 2014 12:29
URI: http://hdl.handle.net/10760/21085

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