The European Commission’s 2020 Strategy Report highlights three mutually reinforcing priorities for Europe: smart, sustainable and inclusive growth. This project is largely compatible with those priorities. To improve New Media Literacy (NML) skills of school students (12-17 years old), this project aims to gather and share knowledge among the participant countries (the Netherlands, Italy, and Turkey) and generate both definitive results and tools that serve teachers in guiding students’ enhancement of their NML skills. The context of the project is that of ‘new media’, which plays a central role in the creation of a participatory culture by giving a voice to the often unheard. On the one hand, this provides increased communication opportunities but on the other hand, it exposes users to the risks and dangers of the dark side of the digital world. Thus, NML represents a critical field as new media forms are becoming increasingly accessible to students. In accordance with the Strategic Framework for European Cooperation in Education and Training, this project aims to cooperate in building best practices by; (1) contributing to lifelong learning and mobility of teachers through LTTs on building the relevant NML skills, (2) improving the quality and efficiency of education and training through the development of NML skills, (3) promoting equity and social cohesion by including teachers of students with special needs and active citizenship by upskilling the NML of teachers and (4) enhancing creativity and innovation, including entrepreneurship at all levels of education and training through holistic NML training conducted by scholars of Communication and Entrepreneurship. Thus, the main objective, following best practices in Europe, is to enhance NML skills of teachers in order to best mediate knowledge for students. To achieve the objective, the first activity will be a TPM in Turkey. The second (LTT) will take place in Italy and the third (LTT) in the Netherlands. The last LTT will be organized in Turkey. Each partner will be responsible for disseminating the work, explorations, and interactions of the project. At the TPM; partners will introduce their countries and organizations and decide on the interview questions to be applied to teachers in their home countries. The LTT in Italy will include; the presentation of the best NML cases from each country, a discussion on the findings of the interviews and a workshop on the first two pillars of NML (access and analysis). The LTT in the Netherlands will comprise a workshop on the latter two pillars of NML (evaluation and content creation), discussions and a final decision on the integrated online platform applicable to all participating countries. The LTT in Turkey will include the introduction and an interactive trial of the online platform and an NML workshop on the effective communication skills required to transmit NML skills to students. All LTTs will involve a local stakeholder visit and a cultural tour. Partners (scholars, teachers, and representatives from Bornova District National Education Directorate) will participate in all four events. At the TPM, the Turkish partners will participate with their full project teams each foreign partner will participate with one representative. At the LTTs, the directorate will have two participants, Ege University four, University of Florence two, Istituto Enrico Medi three, and the remaining partners will have one representative each. While introducing the online platform at the final LTT, local stakeholders will also be available. At the last LTT, Turkish partners will attend with more participants in order to increase the dissemination since it does not necessitate an extra budget. Finally, all partners are expected to share the project results in their dissemination events with teachers, students, and local stakeholders. Both quantitative and qualitative methods will be used in the project. The quantitative method involves measuring the level of NML skills of teachers and comparing the results among partner countries, while the qualitative method will be used to understand best practices and what meanings teachers attribute to new media. Trained teachers are expected to convey their knowledge of NML to enhance students’ skills in accessing, analyzing, evaluating and creating new media content. Students will learn how to think creatively, develop innovative ideas and even create a digital start-up, designed to fight unemployment. Teachers with NML skills are also expected to begin to use more technology-based contemporary teaching methods. Project results will be transferred onto an online platform, where teachers will be able to access all the necessary materials on a single platform that will function as a long-term sustainable information source.
In the project; from all three countries in the project consortium, in order to present an effective work on the priorities of "supporting individuals in developing key competences and basic skills", "supporting educators", "open education and innovative practices in the digital age"; a university, school and private training school was included in the study. Thus, a balanced distribution with high representation was achieved within the consortium. Universities have taken a role in areas that require research and knowledge transfer. Schools functioned as units for determining the needs on the subject and for implementation. Special education schools, on the other hand, take part in the study so that the project results can also produce output for disadvantaged students. In order to serve the above-mentioned priorities, the project aims to provide two important gains, with the aim of increasing and supporting teachers' new media literacy skills in the digital age we live in: 1) Those who have increased new media literacy skills Teachers will be able to transfer these skills to their students. 2) Teachers will be able to start using education and training materials suitable for the digital age with the new media literacy and entrepreneurship training they receive. For example, online learning platforms such as Kahoot With the use of technologies and interactive exam tools such as Google Docs, it is ensured that teachers communicate more effectively with Z generation students and the gap in intergenerational knowledge is reduced. With the project, teachers, who have a critical intermediary role in increasing students' new media literacy skills, were supported with trainings on new media literacy and these training contents were transferred to the online platform (website). The online platform “new media” where open access is possible for project partners and all segments of society in general. It is a sustainable source of information especially for school administrations, teachers, students and parents on the subject of “literacy”. The platform, which was created to provide a user-friendly and sustainable information resource where teachers can access the information they may need quickly and effectively on new media literacy, is compatible with the priority of open education and innovative practices in the digital age. Related platform; includes presentations, videos and documents related to access, analysis, evaluation and content production, which are the dimensions of media literacy. At the same time, it is related to effective communication skills in transferring new media literacy skills to students, and the dimensions of the internet that involve risks and create opportunities. Presentations are also uploaded to the system. In addition, the digital booklets (pdf.) to be uploaded to this medium include research results, best practices, scientific studies and statistics on new media literacy in partner countries. The platform, which is currently prepared in English and Turkish, will be updated in 3 more languages (Italian, Dutch and sign language), and the online platform is a continuous source of information on new media literacy that can be consulted after the project.
To improve New Media Literacy (NML) skills of school students (12-17 years old), this project aimed to gather and share knowledge among the participant countries (the Netherlands, Italy, and Turkey) and generated both definitive results and tools that served teachers in guiding students’ enhancement of their NML skills. The context of the project was that of ‘new media’, which played a central role in the creation of a participatory culture by giving a voice to the often unheard. On the one hand, this provided increased communication opportunities but on the other hand, it exposed users to the risks and dangers of the dark side of the digital world. Thus, NML represented a critical field as new media forms was becoming increasingly accessible to students. In accordance with the Strategic Framework for European Cooperation in Education and Training, this project aimed to cooperate in building best practices by; (1) contributing to lifelong learning and mobility of teachers through LTTs on building the relevant NML skills, (2) improving the quality and efficiency of education and training through the development of NML skills, (3) promoting equity and social cohesion by including teachers of students with special needs and active citizenship by upskilling the NML of teachers and (4) enhancing creativity and innovation, including entrepreneurship at all levels of education and training through holistic NML training conducted by scholars of Communication and Entrepreneurship. Thus, the main objective, following best practices in Europe, was to enhance NML skills of teachers in order to best mediate knowledge for students. With the research carried out before the project, the “new media literacy skill levels” of the teachers were observed. The results of the research pointed out the importance of developing teachers' new media literacy skills and then transferring their knowledge and experience to young people.The literature on the subject and the RTÜK 2015 Media Literacy Research also mention the importance of the role of “effective mediator” in accompanying and guiding the new media users. On the other hand, the project subject is "Strategic Framework for Cooperation in Education and Training", which is one of the main objectives of Education and Training 2020 in the EU Council Final Declaration, *Providing equality, social solidarity and active citizenship, *Creativity and creativity, including entrepreneurship at all stages of education and training. compatible with the goal of promoting innovation. Due to the common features of the problems and opportunities related to new media and the borderless nature of digital culture, an international project was required. For this purpose, the project consortium consisted of countries that represent Europe from north to south (Netherlands, Italy and Turkey).To achieve the objective, the first activity would be a TPM in Turkey. The second (LTT) would take place in Italy and the third (LTT) in the Netherlands. The last LTT would be organized in Turkey. Each partner was responsible for disseminating the work, explorations, and interactions of the project. At the TPM; partners introduced their countries and organizations and decided on the interview questions to be applied to teachers in their home countries. The LTT in Italy included; the presentation of the best NML cases from each country, a discussion on the findings of the interviews and a workshop on the first two pillars of NML (access and analysis). The LTT in the Netherlands comprised a workshop on the latter two pillars of NML (evaluation and content creation), discussions and a final decision on the integrated online platform applicable to all participating countries. The LTT in Turkey included the introduction and an interactive trial of the online platform and an NML workshop on the effective communication skills required to transmit NML skills to students. All LTTs involved a local stakeholder visit and a cultural tour. All partners were expected to share the project results in their dissemination events with teachers, students, and local stakeholders. Both quantitative and qualitative methods would be used in the project. The quantitative method involved measuring the level of NML skills of teachers and comparing the results among partner countries, while the qualitative method would be used to understand best practices and what meanings teachers attribute to new media. Trained teachers were expected to convey their knowledge of NML to enhance students’ skills in accessing, analyzing, evaluating and creating new media content. Students learned how to think creatively, developed innovative ideas and even created a digital start-up, designed to fight unemployment. Teachers with NML skills used more technology-based contemporary teaching methods. Project results transferred onto an online platform, where teachers would be able to access all the necessary materials on a single platform that functions as a long-term sustainable information source. Project Goals : Objective 1: Teachers who have a critical intermediary role in increasing the new media literacy skills of students and special education students; a) Increasing awareness and skills on new media literacy through international interaction and training. b) Teachers who have increased new media literacy skills should transfer these skills to their students. c) With the new media literacy and entrepreneurship training they receive, teachers will be able to use education and training materials suitable for the digital age (In this way, they will be able to address the new generation Z generation who came to the world in the digital age). Objective 2: Preparation of an innovative online platform that they can access after the project to support teachers on new media literacy (website; booklet containing new media literacy and entrepreneurship information, research results within the scope of the project, videos, best practices guide). Goal 3: Observing the experiences on new media literacy in different countries in the field Goal 4: To compare Turkey with other countries in terms of new media literacy. Goal 5: To raise awareness among school administrations, students and parents about new media literacy through teachers in the long term.
The European Commission’s 2020 Strategy Report highlights three mutually reinforcing priorities for Europe: smart, sustainable and inclusive growth. This project is largely compatible with those priorities. To improve New Media Literacy (NML) skills of school students (12-17 years old), this project aims to gather and share knowledge among the participant countries (the Netherlands, Italy, and Turkey) and generate both definitive results and tools that serve teachers in guiding students’ enhancement of their NML skills. The context of the project is that of ‘new media’, which plays a central role in the creation of a participatory culture by giving a voice to the often unheard. On the one hand, this provides increased communication opportunities but on the other hand, it exposes users to the risks and dangers of the dark side of the digital world. Thus, NML represents a critical field as new media forms are becoming increasingly accessible to students. In accordance with the Strategic Framework for European Cooperation in Education and Training, this project aims to cooperate in building best practices by; (1) contributing to lifelong learning and mobility of teachers through LTTs on building the relevant NML skills, (2) improving the quality and efficiency of education and training through the development of NML skills, (3) promoting equity and social cohesion by including teachers of students with special needs and active citizenship by upskilling the NML of teachers and (4) enhancing creativity and innovation, including entrepreneurship at all levels of education and training through holistic NML training conducted by scholars of Communication and Entrepreneurship. Thus, the main objective, following best practices in Europe, is to enhance NML skills of teachers in order to best mediate knowledge for students. To achieve the objective, the first activity will be a TPM in Turkey. The second (LTT) will take place in Italy and the third (LTT) in the Netherlands. The last LTT will be organized in Turkey. Each partner will be responsible for disseminating the work, explorations, and interactions of the project. At the TPM; partners will introduce their countries and organizations and decide on the interview questions to be applied to teachers in their home countries. The LTT in Italy will include; the presentation of the best NML cases from each country, a discussion on the findings of the interviews and a workshop on the first two pillars of NML (access and analysis). The LTT in the Netherlands will comprise a workshop on the latter two pillars of NML (evaluation and content creation), discussions and a final decision on the integrated online platform applicable to all participating countries. The LTT in Turkey will include the introduction and an interactive trial of the online platform and an NML workshop on the effective communication skills required to transmit NML skills to students. All LTTs will involve a local stakeholder visit and a cultural tour. Partners (scholars, teachers, and representatives from Bornova District National Education Directorate) will participate in all four events. At the TPM, the Turkish partners will participate with their full project teams each foreign partner will participate with one representative. At the LTTs, the directorate will have two participants, Ege University four, University of Florence two, Istituto Enrico Medi three, and the remaining partners will have one representative each. While introducing the online platform at the final LTT, local stakeholders will also be available. At the last LTT, Turkish partners will attend with more participants in order to increase the dissemination since it does not necessitate an extra budget. Finally, all partners are expected to share the project results in their dissemination events with teachers, students, and local stakeholders. Both quantitative and qualitative methods will be used in the project. The quantitative method involves measuring the level of NML skills of teachers and comparing the results among partner countries, while the qualitative method will be used to understand best practices and what meanings teachers attribute to new media. Trained teachers are expected to convey their knowledge of NML to enhance students’ skills in accessing, analyzing, evaluating and creating new media content. Students will learn how to think creatively, develop innovative ideas and even create a digital start-up, designed to fight unemployment. Teachers with NML skills are also expected to begin to use more technology-based contemporary teaching methods. Project results will be transferred onto an online platform, where teachers will be able to access all the necessary materials on a single platform that will function as a long-term sustainable information source.