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To explore how video production and online social networking may promote global understanding, this paper presents a case study of a collaboration between middle-school students and teachers in Turkey and the United States working with researchers at the Media Education Lab. Teachers developed three lesson plans that enable students to share information about culture and values of their family and community, learn more about the history, cultural practices and social norms of these two cultures, and critically analyze popular entertainment media representations of culture and values. We examine teacher reflective writing about the construction of the project and student data including knowledge of Turkish and American culture, characteristics of the video and online content shared by students, and particular dimensions of online social interaction, including self-disclosure and questioning. This research contributes to advancing knowledge of best practices in the design, implementation and assessment of media literacy education programs designed to promote global education and cultural understanding.
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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
