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

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Sait Tuzel and Renee Hobbs demonstrates how online social networking was used to promote dialogue between Turkish and American middle-school students. This project was a global collaboration designed to advance knowledge and demystify cultural stereotypes.

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

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

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 Current Events

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

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

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.

Hobbs and Tuzel share the results of a large sample of Turkish educators who have varying motivations for implementing digital and media literacy education. Educators have a variety of beliefs and attitudes about the best ways to support students’ critical thinking, creativity, communication and collaboration skills by connecting the classroom to contemporary society, mass media and popular culture. Teachers who advance digital and media literacy may have a complex set of attitudes and habits of mind that influence their motivations to use digital media for learning. We conducted survey research with a sample of 2,820 Turkish educators to examine teachers’ motivations for digital learning, using a 48- item Likert scale instrument that assesses teachers’ perception of the value and relevance of six conceptual themes including attitudes towards technology tools, genres and formats; message content and quality; community connectedness; texts and audiences; media systems; and learner-centered focus. Digital learning motivation profiles reveal distinctive identity positions of social science, language arts, and ICT teachers in Turkey. The most common profiles include the identity positions of “Techie,” “Demystifier” and “Tastemaker.” Statistically significant associations were found between teachers’ subject-area specialization and their digital learning motivation profiles. Professional development programs should assess teachers’ digital learning motivation profiles and build learning experiences that expand upon the strengths of teachers’ beliefs and the conceptual themes of most importance to them.

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

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. www.mediaeducationlab.com

5. 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

8. Quabiz Mohammad Veysel Ozturk Dave Hickman

9. 1. Getting to Know You 2. Learning about Two Countries 3. Analyzing TV Shows that Feature High School 4. Discussing Current Events

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13. American students have only basic information about Turkish history, daily life and culture

14. Information sharing about Turkey includes student- curated images and links

15. American students lack knowledge of Turkish history, life and culture

16. As a result of popular culture, Turkish students have significant information about American culture

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18. Students recognize how values are (mis) represented in entertainment television

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20. Students spontaneously share images and information

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22. Feelings of social and emotional connectedness

23. 1. Getting to Know You 2. Learning about Two Countries 3. Analyzing TV Shows that Feature High School 4. Discussing Current Events

24. 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

25. 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.

26. 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

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

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