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    Integrating Multimodal Literacy Instruction into Turkish Language Teacher Education: An Action Research Study
    (Kamla-Raj Enterprises, 2013) Tuzel, Sait
    In the 21st century, literacy requires one to understand and create not only letters but also sounds and visuals in different ways because we are surrounded not only by words but also multimodal texts in which words, sounds and visuals are combined in various ways. The purpose of this study is to investigate means of integrating multimodal literacy instruction into Reading Education, a course included in the curriculum of Turkish Language Teaching, and to identify what skills prospective teachers are required to have in the process. The study was based on the action research approach. A total of 37 prospective teachers participated in Reading Education courses, which took place four hours a week for 14 weeks. The study concluded that the skills required fall into three categories, namely, ICT skills, digital pedagogy skills and content-related skills.
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    Media's Representation of Real World According to Candidate Teachers' Opinions
    (Turkish Education Assoc, 2011) Sahin, Cavus; Tuzel, Sait
    The aim of this research is to expose media world's representation level of real world according to candidate teachers' opinions. A survey method is used as a descriptive research. The development phase and validity and reliability studies were completed by the researchers. The scale named Scale of Media World's Representation Level of Real World is conducted with 376 candidate teachers and frequency, T-test, and one way Anova statistics were computed. According to the results, candidate teachers are undecided about media's representation level of the real world in general. There is a significant mean difference between the representation level of media and the most widely used media and most trusted media by candidate teachers. However, a significant mean difference could not be found between the representation level of media and the variables of department and gender. Suggestions are given according to the obtained results.
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    Teacher motivations for digital and media literacy: An examination of Turkish educators
    (Wiley-Blackwell, 2017) Hobbs, Renee; Tuzel, Sait
    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 a survey research with a sample of 2820 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, namely: attitudes toward 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 information and communication technology (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. A video abstract of this article can be viewed at
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    The Analysis of L1 Teaching Programs in England, Canada, The USA and Australia Regarding Media Literacy and Their Applicability to Turkish Language Teaching
    (Edam, 2013) Tuzel, Sait
    Two basic approaches namely independent lesson approach and integration approach appear in teaching media literacy. Media literacy is regarded as a separate lesson in the education program like mathematics and social sciences in independent lesson approach. However, in integration approach, activities and outcomes of media literacy are related in an existing course. It has been observed that by the 1990s, media devices and messages started to have a stronger impact on the life of a society which in turn resulted in adoption of integration approach in teaching media literacy by developed countries. Such countries specifically related media literacy specifically with teaching L1. In this study, the countries which were regarded as leaders in teaching media literacy namely England, Canada (the state of Ontario), USA, and Australia L1 teaching programs were taken into consideration in terms of relating L1 teaching with teaching media literacy; therefore, common themes were identified in their programs. A total number of 487 pages of document and 497 gains of L1 teaching programs of these countries were investigated by means of document investigation method. To analyse the data, content analysis was used. In this respect, the first analysis dealt with countries and further analysis identified the common themes of media literacy gains in L1 teaching programs. To analyse the data a qualitative data analysis program MAXQDA (R) was used. The results indicated that the investigated teaching programs involved media literacy gains and activities at an important level with the ratio of 37.2%. Approximately, two thirds of media literacy gains are related with comprehension component of media literacy whereas the rest deals with its production component. The component of comprehension includes the gains in four basic themes namely understanding the genre of the text, questioning the text, identifying the information and ideas in the text, and thinking the impact of media messages on the other people in 21 sub-themes. The component of production includes the gains in four basic themes namely forming content, using methodological information in production, common production and interaction, evaluating the own product of message in 14 sub-themes.