Renee Hobbs
Harrington School of
Communication and Media
University of Rhode Island USA
Sait Tuzel
University of Canakkale...
www.mediaeducationlab.com
University-school partnership program
Six-week pilot project designed to explore media
literacy pedagogy in the context of...
Quabiz Mohammad Veysel Ozturk Dave Hickman
1. Getting to Know You
2. Learning about Two Countries
3. Analyzing TV Shows that Feature High School
4. Discussing Curren...
American students have
only basic information
about Turkish history,
daily life and culture
Information sharing about
Turkey includes student-
curated images and links
American students lack
knowledge of Turkish
history, life and culture
As a result of popular
culture, Turkish students
have significant
information about
American culture
Students recognize how
values are
(mis) represented in
entertainment television
Students spontaneously
share images and
information
Feelings of social and
emotional connectedness
1. Getting to Know You
2. Learning about Two Countries
3. Analyzing TV Shows that Feature High School
4. Discussing Curren...
NEXT STEPS
• Interviews with teachers
• Close analysis of student participation
RELATIONAL DIMENSIONS OF INTERCULTURAL EXP...
ANALYSIS OF POPULAR CULTURE IN SCHOOL. Students can identify
cultural values in the (mis)representation of school in popul...
Renee Hobbs
Harrington School of
Communication and Media
University of Rhode Island USA
Sait Tuzel
University of Canakkale...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Sc...
Upcoming SlideShare
Loading in …5
×

The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools

1,422 views

Published on

To explore how video production and online social networking may promote global understanding, this paper presents a case study of a collaboration between middle-school students and teachers in Turkey and the United States working with researchers at the Media Education Lab. Teachers developed three lesson plans that enable students to share information about culture and values of their family and community, learn more about the history, cultural practices and social norms of these two cultures, and critically analyze popular entertainment media representations of culture and values. We examine teacher reflective writing about the construction of the project and student data including knowledge of Turkish and American culture, characteristics of the video and online content shared by students, and particular dimensions of online social interaction, including self-disclosure and questioning. This research contributes to advancing knowledge of best practices in the design, implementation and assessment of media literacy education programs designed to promote global education and cultural understanding.

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,422
On SlideShare
0
From Embeds
0
Number of Embeds
426
Actions
Shares
0
Downloads
10
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools

  1. 1. Renee Hobbs Harrington School of Communication and Media University of Rhode Island USA Sait Tuzel University of Canakkale Onsekiz Mart Canakkale TURKEY The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools International Association for Intercultural Communication Studies (IAICS) Conference August 1, 2014
  2. 2. www.mediaeducationlab.com
  3. 3. University-school partnership program Six-week pilot project designed to explore media literacy pedagogy in the context of global communication Subjects: Middle-school children ages 11 – 13 and their teachers • SAINT MARK’S SCHOOL – San Rafael CA USA • Gokkusagi MIDDLE SCHOOL, Canakkale, Turkey March – April 2014
  4. 4. Quabiz Mohammad Veysel Ozturk Dave Hickman
  5. 5. 1. Getting to Know You 2. Learning about Two Countries 3. Analyzing TV Shows that Feature High School 4. Discussing Current Events
  6. 6. American students have only basic information about Turkish history, daily life and culture
  7. 7. Information sharing about Turkey includes student- curated images and links
  8. 8. American students lack knowledge of Turkish history, life and culture
  9. 9. As a result of popular culture, Turkish students have significant information about American culture
  10. 10. Students recognize how values are (mis) represented in entertainment television
  11. 11. Students spontaneously share images and information
  12. 12. Feelings of social and emotional connectedness
  13. 13. 1. Getting to Know You 2. Learning about Two Countries 3. Analyzing TV Shows that Feature High School 4. Discussing Current Events
  14. 14. NEXT STEPS • Interviews with teachers • Close analysis of student participation RELATIONAL DIMENSIONS OF INTERCULTURAL EXPERIENCE • Challenges associated with establishing teacher partnership were managed by active participation of university faculty • Teachers perceived the work as relevant and valuable, although concerns about time were evident • Ning software was simple to use and provided the right balance of structure and freedom of expression • High levels of engagement and participation clearly evident among children because familiarity with digital media and popular culture serves as common ground
  15. 15. ANALYSIS OF POPULAR CULTURE IN SCHOOL. Students can identify cultural values in the (mis)representation of school in popular television programs. DISCUSSING CURRENT EVENTS IN SCHOOL. Turkish students are not comfortable talking about the current political situation in their country. Some topics commonly discussed in the U.S. (i.e., gay marriage) are unfamiliar to Turkish teens. MEDIA LITERACY SUPPORTS CULTURAL KNOWLEDGE. For adolescents, the asymmetrical knowledge gap between Turkish and U.S. students can be somewhat mitigated through media literacy activities involving online interpersonal communication. American students are aware of the power imbalance in their lack of access to global popular culture.
  16. 16. Renee Hobbs Harrington School of Communication and Media University of Rhode Island USA Sait Tuzel University of Canakkale Onsekiz Mart Canakkale TURKEY The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools www.mediaeducationlab.com

×