The Effect of Teacher Candidates' Critical Literacy Levels on Their Media Literacy Levels

Semerci, Nuriye; Semerci, Çetin

doi:10.13189/ujer.2017.051303

Cited by 9 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Few studies have been conducted to investigate the relationship between the intent of using social media websites and media literacy. For example, the relationship between critical thinking and media literacy of pre-service teachers have been found positive by Eristi and Erdem (2018), Celik (2018), Semerci and Semerci (2017), and Audiences should properly address both negative and positive developments of healthy information and mass media (Adhiarso & Suyanto, 2018). Grabher and König (2017) found that from individual perspective, media literacy refers to the ability of a media literate person to use the platform by engaging with specific accounts that they want to see content from more frequently.…”

Section: Literature Reviewmentioning

confidence: 99%

Analyzing of User Attitudes Toward Intention to Use Social Media for Learning

et al. 2021

View full text Add to dashboard Cite

The study has aimed to investigate the factors affecting university students’ attitude toward intention to use social media for learning. This study embraced a cross-sectional approach and gathered quantitative data via a Google form survey, which was collected by using social media platforms, from a total of 720 respondents. The hypotheses were tested using the partial least squares (PLS) method. The study found that social media literacy, perceived ease of use, perceived behavioral control, and perceived risk has significant positive influence on users’ attitude to use social media, while ICT facility and perceived usefulness has no significant impact on attitude. Users’ attitude has a significant relationship with their intention to use social media for learning. The users’ attitude was also found to successfully mediate the relationship of social media literacy, perceived ease of use, perceived behavioral control, and perceived risk with intention to use social media. Social media literacy and perceived risk have been measured as an influential construct since it is unreasonable to anticipate the correlation between social media literacy and perceived risk dimensions in social media.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Analyzing of User Attitudes Toward Intention to Use Social Media for Learning

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Second, preservice teachers possess skills of creation that they can integrate with critical perspectives (Erdem & Eristi, 2018) Semerci and Semerci (2017) argue that the ability to produce media in myriad formats and genres is essential for those training to be teachers, defining media literacy as, "society's knowledge on the functioning of the mass media tools" (p. 13). Media production has proven effective in teacher education for navigating the fake-news landscape (Subramanian, 2017); constructing persuasive rhetoric in online learning environments (Tan et al, 2016); and disrupting harmful conspiracy theory narratives (Harshman, 2017).…”

Section: In Teacher Educationmentioning

confidence: 99%

Encounter and counter: Critical media literacy in teacher education

Marlatt¹

2020

JMLE

View full text Add to dashboard Cite

This practitioner article describes the recent implementation of critical media literacy (CML) activities in secondary teacher education at a large university in the Southwestern United States. Preservice teachers in a content area literacy course analyzed a variety of media coverage of events that occurred near their university. Using an analytical framework for approaching texts, images, and messages, preservice teachers practiced critical exploration of media sources and motivations while articulating hidden figures of power and authority behind the dissemination of content for public consumption. Highlighting the pursuit of independent media and the cultivation of intellectual self-defense, this "Voices from the Field" article shares curricular artifacts, along with student responses to media and reflections on their developing pedagogies, to show how future teachers developed CML skills in their preservice coursework.

show abstract

“…Media literacy involves being a critical recipient of media messages and being the user of media messages (Buckingham, 2003;Flores-Koulish, 2006;Jenkins, 2006;Mraz & Heron, 2003;Rosenbaum et al, 2008). In the research conducted so far, there was a positive correlation between pre-service teachers' critical thinking tendencies and their media literacy (Arke, 2005;Aybek & Demir, 2013;Çelik et al, 2018;Erişti & Erdem, 2018;Feurstein, 1999;Heinle, 1999;Karaman, 2016;Karaman et al, 2014;Semerci & Semerci, 2017). In the information society, undoubtedly educational institutions and teachers have the most important task for individuals to become media-literate.…”

Section: Extended Abstractmentioning

confidence: 99%

“…The research findings are consistent with studies conducted on this subject. In the research studies conducted, there was a positive correlation between pre-service teachers' critical thinking tendencies and their media literacy (Arke, 2005;Aybek & Demir, 2013;Çelik et al, 2018;Erişti & Erdem, 2018;Karaman et al, 2014;Semerci & Semerci, 2017). On the other hand, critical thinking tendency and media literacy are the processes working together, and it is necessary for a media-literate person to consider whether information acquired through the media e-ISSN: 2536-4758 http://www.efdergi.hacettepe.edu.tr/ is fictional and to perceive such information in a certain doubt (Coughlin & Kalodner;Vraga & Tully, 2015).…”

Section: Extended Abstractmentioning

confidence: 99%

Öğretmen Adaylarının Sosyal Ağ Sitelerini Kullanım Amaçları, Eleştirel Düşünme Eğilimleri ve Medya Okuryazarlıkları Arasındaki İlişkiler

Ulu¹,

Baş²

2019

HUJE

View full text Add to dashboard Cite

ÖZ: Bu araştırmada, yapısal eşitlik modellemesi yoluyla öğretmen adaylarının sosyal paylaşım sitelerinin kullanım amaçlarının ve eleştirel düşünme eğilimlerinin medya okuryazarlıklarına etkisi incelenmiştir. Ayrıca sosyal paylaşım sitelerinin medya okuryazarlığına etkisinde eleştirel düşünme eğiliminin aracılık rolünün etkisi araştırılmıştır. İlişkisel tarama modeliyle gerçekleştirilen araştırmada, tabakalı amaçsal örnekleme yoluyla oluşturulan çalışma grubu; bir devlet üniversitesinin çeşitli bölümlerinde (sınıf öğretmenliği, okul öncesi öğretmenliği ve Türkçe öğretmenliği) öğrenim gören 208 öğretmen adayından oluşmaktadır. Verilerin toplanmasında Karal ve Kokoç (2010) tarafından geliştirilen "Sosyal Ağ Siteleri Kullanım Amacı Ölçeği'', Ertaş-Kılıç ve Şen (2014) tarafından uyarlanan ''UF/EMI Eleştirel Düşünme Eğilimi Ölçeği'' ve Karataş (2008) tarafından geliştirilen "Medya Okuryazarlık Düzey Belirleme Ölçeği" kullanılmıştır. Veriler yapısal eşitlik modellemesiyle çözümlenmiş olup, verilerin analizinde SPSS 21 ve AMOS 22.0 yazılımları kullanılmıştır. Araştırmada betimleyici istatistikler ve demografik değişkenler için merkezi eğilim ve dağılım ölçütleri (frekans, yüzde, ortalama, basıklık ve çarpıklık) hesaplanmıştır. Sosyal paylaşım siteleri ve eleştirel düşünme eğiliminin medya okuryazarlığına etkisine dair oluşturulan modellere ilişkin parametrelerin tahmininde maksimum olabilirlik (Maximum Likehood) yöntemi tercih edilmiştir. Analizler sonucunda uyum iyiliği değerlerinin incelenmesinde χ2/df, GFI, AGFI, CFI, TLI, NFI, IFI, PGFI, RMSEA ve RMR uyum indeksleri kullanılmıştır. Elde edilen bulgulara göre sosyal ağ siteleri kullanım amacı ve eleştirel düşünme eğiliminin medya okuryazarlığı üzerinde pozitif ve anlamlı etkiye sahip olduğu tespit edilmiştir. Diğer taraftan sosyal ağ siteleri kullanım amacının eleştirel düşünmeyi pozitif yönde etkilediği fakat bu etkinin anlamlı olmadığı tespit edilmiştir. Anahtar Sözcükler: Sosyal ağ siteleri, eleştirel düşünme eğilimi, medya okuryazarlığı, yapısal eşitlik modellemesi, öğretmen adayı ABSTRACT: In this study, the effect of prospective teachers' purpose of using social networking sites and their critical thinking tendencies on media literacy was examined through structural equality modeling. In addition, the effect of intermediary role of critical thinking tendency was examined within the effect of social networking sites on media literacy. In this study carried out with relational screening model, the study group, established through layered * Bu çalışma 22-25 Kasım tarihleri arasında düzenlenen 1. Uluslararası Çağdaş Eğitim ve Sosyal Bilimler Sempozyumu (ISCESS)'nda sözlü bildiri olarak sunulmuştur. 2 purpose sampling, consisted of 208 prospective teachers who attended various departments of a public university (classroom teaching, preschool teaching, and Turkish teaching). For collection of data, "Social Networking Sites Usage Scale" developed by Karal and Kokoç (2010), "UF/EMI Critical Thinking Tendency Scale" adapted by Ertaş-Kılıç and Şen (2014), and "Media Liter...

show abstract

The Effect of Teacher Candidates' Critical Literacy Levels on Their Media Literacy Levels

Cited by 9 publications

References 4 publications

Analyzing of User Attitudes Toward Intention to Use Social Media for Learning

Analyzing of User Attitudes Toward Intention to Use Social Media for Learning

Encounter and counter: Critical media literacy in teacher education

Öğretmen Adaylarının Sosyal Ağ Sitelerini Kullanım Amaçları, Eleştirel Düşünme Eğilimleri ve Medya Okuryazarlıkları Arasındaki İlişkiler

Contact Info

Product

Resources

About