AYŞE ELİF POSOS DEVRANİ
(Türk-Alman Üniversitesi, Kültür ve Sosyal Bilimler Fakültesi, Kültür ve İletişim Bilimleri Bölümü, İstanbul, Türkiye)
Yıl: 2021Cilt: 9Sayı: 24ISSN: 2147-8473Sayfa Aralığı: 5 - 24Türkçe

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Gençler İçin 21. Yüzyıl Becerileri ve Dijitalleşen Dünyanın Gereklilikleri: Yeni Okuryazarlıklar
Değişen dünyada toplumların geleceği konumundaki gençlerin ihtiyaç duydukları yetkinlikler, farklıdisiplinlerin alan yazınlarında sıklıkla 21. yüzyıl yetkinlikleri başlığı ile karşımıza çıkar. Bu yetkinliksetlerine dair farklı kurum ve kuruluşların yaptığı farklı çalışmalar bulunmaktadır. Ancak temelindetüm bu çalışmaların ana hatları birbiriyle benzeşmektedir. OECD’nin bilişsel alan, iletişimsel alan,etik/sosyal etki olarak ana kategorilerde değerlendirdiği bu yetkinlikler setinde, tüm kategorilerdedijitalleşmenin izdüşümü görünür. Öyle ki, dijitalleşmenin ve getirdiği yeni beceri ihtiyaçlarınınizdüşümlerinde yeni okuryazarlıklara ya da var olan okuryazarlıkların değişimine rastlanır: dijitalokuryazarlık ve yeni medya okuryazarlığı.Bu makale kapsamında OECD’nin 21. yüzyıl yetkinliklerinde dijitalleşmenin bir sonucu – vesürdürülebilir olması için bir koşul - olarak görülen yeni okuryazarlıkların tanımları tartışıldı.Bu konuda Avrupa kıtası özelinde yaklaşımlardan bahsedildikten sonra, Avrupa ülkeleri arasındaen güncel dizin olan 2019 - medya okuryazarlığı endeksinde ilk beş sırada yer alan Finlandiya,Danimarka, Estonya, Hollanda, İsveç incelendi. Sonuç olarak, Avrupa ülkeleri arasında medyaokuryazarlık becerilerinin iyileştirilmesi ve bu şekilde muhafaza edilebilmesi için, tek bir dersyerine birçok derse entegre edilen, eleştirel düşünme becerisini merkeze alan, küçük yaştan itibarenverilen, ancak sadece belli bir yaşla sınırlı tutulmayan süreklilik arz eden eğitim politikalarınınuygulandığı görüldü.
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