Adnan ALTUN

Unesco'nun medya okuryazarlığı eğitimi faaliyetlerine tolu bir bakış (1977-2009)

Uluslar arası ölçekte yaptığı ve desteklediği konferans, sempozyum, seminer, araştırma ve yayınlarla medya okuryazarlığı eğitiminin ilgi görmesinde ve gelişmesine şüphesiz en önemli katkılar UNESCO’ya aittir. Özellikle Grunwald Medya Eğitimi Bildirisi (1982) ile uluslar arası arenaya taşınan bu çabalar son olarak 2007 yılı Paris Medya Eğitimi Tavsiye Kararları ile zirveye ulaşmıştır. Öte yandan 25 yıl gibi bir süre sonra aynı tavsiye kararlarının tekrar edilmiş olması da yapılan çalışmaların anlaşılmadığının ya da yaygınlaşmadığının bir göstergesi olabilir. Bu noktadan hareketle doküman analizi yöntemine başvurulmuş ve UNESCO’nun desteklediği bireysel çalışmalar incelenmekle birlikte kurumsal yayınlar üzerinde daha dikkatle durulmuştur. Bu incelemenin sonucunda UNESCO’nun medya okuryazarlığı eğitimine sistematik bir bakış açısıyla yaklaştığı görülmüştür. Bu bakış açısı belirli başlıklar altında analiz edilmiştir: “medya okuryazarlığı, medya okuryazarlığı eğitimi ve medya okuryazarlığı eğitimi stratejisi; öğretim programları, öğretmen eğitimi, araştırmalar ve uluslar arası işbirliği”.

An overview of unesco activities in connection with media literacy (1977-2009)

UNESCO has provided important contributions in the attracting attention and the development of media literacy education through its conference, symposium, seminar, research and publications which it organized and supported. The efforts had been moved into the international arena with Grunwald Declaration on Media Education in 1982 came to a head with Paris Agenda or 12 Recommendations for Media Education in 2007. UNESCO continues to organize and support activities related to media literacy. In this study, the investigation of activities was aimed. Document analysis method has been applied and, the individual studies supported by UNESCO and the institutional studies organized by UNESCO have been examined. In fact, the latter has been more carefully considered to reveal its view on media literacy education. As a result of this investigation, it has been exposed that UNESCO had a systematic approach to media literacy education. The approach has been analyzed under the specific headings: “concept of media literacy, media literacy education and the recommendations of media literacy education (curriculum, teacher training, research and international cooperation)”. Especially the recommendations has provided important clues for states about how should they will follow to process on media literacy education. In conclusion, either policy makers or researchers should know that UNESCO is an actor must be followed carefully for development of media literacy education.

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