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