the use of media literacy instructional strategies for promoting intercultural communication in u.s....

 Renee HobbsHarrington School of Communication and MediaUniversity of Rhode Island USA

Sait TuzelUniversity of Canakkale Onsekiz MartCanakkale 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) ConferenceAugust 1, 2014

www.mediaeducationlab.com

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

4 Activities

1 Getting to Know You

2 Learning About 2 Countries

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 

3 Analyzing Media Stereotypes

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

4 Discussing Current Events

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 Current Events

4 Activities

NEXT STEPS• Interviews with teachers• Close analysis of student participationRELATIONAL 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. 

 Renee HobbsHarrington School of Communication and MediaUniversity of Rhode Island USA

Sait TuzelUniversity of Canakkale Onsekiz MartCanakkale TURKEY

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

www.mediaeducationlab.com