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Bildiriler Kitabı (I. Cilt)Son.Indd I. Türkiye Çocuk ve Medya Kongresi Bildiriler Kitabı cilt 1 v Yayıma Hazırlayan Prof. Dr. Halûk Yavuzer Mustafa Ruhi Şirin YAYINLARI Çocuk Vakfı Yayınları: 104 I. Türkiye Çocuk ve Medya Kongresi Yayın Dizisi: 5 Yayımı yöneten : Mustafa Ruhi Şirin Kapak tasarımı : Judo Reklam ve Tanıtım Hizmetleri İç tasarım : Ali Çiftçi Son okuma : M. Fatih Kutan Baskı-cilt : Altan Basım San. Tic. Ltd. Şti. 0 212 629 03 74 Baskı tarihi : Kasım 2013 Birinci baskı : 1500 adet yayıncı sertifika no: 12381 ISBN 978-975-552-092-6 ÇOCUK VAKFI YAYINLARI Zafer Sokağı No: 17 34371 Nişantaşı - İstanbul Telefon : 0 212 240 41 96 - 240 23 83 Belgegeçer : 0 212 230 01 25 elektronik posta : [email protected] internet sitesi : www. cocukvakfi.org.tr I. Türkiye Çocuk ve Medya Kongresi Bildiriler Kitabı cilt 1 v İstanbul, Kasım 2013 SUNUŞ Günümüzde “çocuk ve medya” konusu giderek güncel ve küresel bir sorun haline gelmiş bulunmaktadır. Bilindiği gibi TV, özellikle taklit yoluyla öğrenen çocuk için, etkili bir öğretmen ro- lünü oynar. Televizyon filmlerindeki kahramanlar, önemli birer özdeşim modeli oluş- tururlar. Çocuklar televizyonda görerek ve işiterek, nesne ve olayları hareketli olarak tanımak- tadır. Çünkü çocuklar hareketli bir nesneye daha çok dikkat edebilmektedir. Medyanın, çocuğun dünya görüşünü genişletme, kalıp yargıları yıkma, farklı fikir- lere erişimlerini sağlama gibi olumlu etkileri sayılabilir. Ancak bazı araştırmalar, sosyal etkileşimi sınırlayan elektronik medya ile aşırı il- gilenmenin, beynin sosyal ve yaratıcılık sistemine zarar verebildiğini ortaya koymak- tadır. Yine sürekli ve plansız televizyon izlemenin “planlama ve organizasyon”dan so- rumlu ön beyin korteksinin tembelleşmesine sebep olduğunu ortaya koyan çalışmalar da bulunmaktadır. Son yıllarda gerçekleştirilen bazı araştırmalar göstermiştir ki, günde 1-2 saatten faz- la televizyon izlemenin akademik başarı üzerinde, özellikle okuma ve anlama notların- da olumsuz etkileri olmaktadır. Bunun nedeni televizyonun ağırlıklı olarak görsel algı- ya hitab eden özelliği gereği, sol lobdaki dil bölgesinin gelişimini yavaşlatmasıdır. Ağır- lıklı olarak görsel efektlerle manipüle edilen beyin, dili dikkatle dinlemek için ilgisini bölememektedir. Medya ile ilgili araştırmacıların kendi aralarında farklı savları ileri sürerek yapmış ol- dukları araştırmalarda, farklı sonuçlara vardıkları söylenebilir. Örneğin, bir grup araştır- macı televizyondaki “şiddet” filminin izlenmesinin çocuktaki saldırganlık dürtüsünün katharsis aracılığıyla yol bulup boşalmasına neden olduğunu savunurken, diğerleri te- levizyondaki şiddetin bireyin saldırganlık davranışına model olduğu görüşünü benim- semektedir. Ancak bilinmesi gereken bir önemli nokta, şiddet içeren bilgisayar oyun- larının, şiddet içeren TV programlarından daha etkili ve zararlı olduğu gerçeğidir. Bil- gisayarda oyun oynayan birey, televizyonda olduğu gibi pasif bir gözlemci olarak değil, oyunun aktif bir karakteri gibi hareket eder. Özetlemeye çalıştığımız bu gerekçeler, ”ço- cuk ve medya” ilişkisinin önemini ortaya koymaktadır. I. Türkiye Çocuk ve Medya Kongresi, medyadan öncelikli etkilenen taraf olan ço- cukların görüşü alınarak, çocuk ve yetişkin katılımıyla düzenlenmiş bulunmaktadır. Kongre’de sunulacak bildirilerde görüleceği gibi, çocuk ve medya ilişkisini bütün yön- leriyle değerlendirmek ve sorunlar için çözüm önerileri geliştirmek amacıyla gerçek- leştirilmektedir. Aynı zamanda Kongre, Çocuk ve Medya Hareketi’ni tanıtmayı da amaçlamaktadır. Çocuk ve Medya Hareketi, bir farkındalık kazandırma, uyarma, bilgilendirme ve ge- rekli önlemleri alma hareketidir. Bu hareketin amacı, çocuk ve medya ilişkisinde orta- ya çıkabilecek olumsuzluklara karşı çocuklarımızı korumak, olumlu etkilerinden yara- lanmalarını sağlamak ve bu konuda gereken bilinci oluşturmaktır. Bu amaca ulaşmak için çocuklarımıza medyayı akıllı ve etkili bir biçimde kullanmayı öğretmemiz, kur- guyla gerçeği ayırt etmelerine yardımcı olmamız gerekir. Bu da medya okuryazarlığıyla mümkündür. Medya okuryazarlığı, çocuklarımıza bilgiyi değerlendirmeyi ve onu ye- rinde kullanmayı öğretir. Çocuk ve Medya Hareketi; anne, baba, öğretmen ve yetişkin- lerin sürdüreceği bir sivil harekettir. Kongre sonrasında da hareketin sürdürülmesi ve sivil denetimin sağlanması hedeflenmektedir. Özetle, bildiri başlıklarından da anlaşılacağı gibi, Kongre ile medyanın zararları kar- şısında yasaklamayı değil, medya okuryazarlığı kültürünün geliştirilmesi ve yaygınlaş- tırılmasının önemi vurgulanmaktadır. Bu konuda ebeveyne, öğretmene, medyaya, ço- cuk ve ergenlere önemli görevler düşmektedir. Çocuk ve Medya Hareketi ile I. Türkiye Çocuk ve Medya Kongresi’nin en önemli ça- lışması ise I. Çocuk ve Medya Stratejisi ve Uygulama Planı 2014-2018 Strateji Belgesi’dir. Strateji Belgesi Birinci Taslağı için çocuk ve yetişkinlerin görüşü alınarak düzenlenen ça- lıştay ve odak grup toplantılarında; “Çocuğa saygı ve çocuk hakları kültürü temelinde bir çocuk-medya ilişkisi için; paydaşların sorumluluklarının bilincinde olduğu medya okur- yazarı bir Türkiye” vizyonu ortaya konmuştur. Strateji Belgesi Birinci Taslağı Kongre’de müzakere edilerek ve sonuçlandırıldıktan sonra Aralık 2013’te Hükümet’e sunulacak. Medya okuryazarı bir toplumun oluşmasında değerli akademisyenlerimizin bilim- sel oturumlarda sunacakları bildirilerin büyük katkısı olacağına inanmaktayım. Bu ko- nuda bir farkındalık gerçekleştiği takdirde Çocuk ve Medya Hareketi ile Kongre ama- cına ulaşmış olacaktır. Akademik katkıları nedeniyle tüm katılımcılara şükranlarımı sunarım. Prof. Dr. Halûk Yavuzer Kongre Başkanı İÇİNDEKİLER SUNUŞ ............................................................................................................................................................................5 Prof. Dr. Halûk YAVUZER BİLDİRİLER OKUL İLE ÖĞRENCİ YAŞAMI ARASINDAKİ DUVARLARI YIKMAK: POPÜLER MEDYAYI SINIFA TAŞIMAK ....................................................................................................13 Dr. Sait TÜZEL ÖĞRETİM PROGRAMLARINDA BİR KATILIM BİÇİMİ OLARAK MEDYA YAZARLIĞI...................41 Yrd. Doç. Dr. Ebubekir ÇAKMAK OKUL ÖNCESİ, İLKOKUL VE ORTAOKUL ÖĞRETMENLERİNİN GÖRÜŞLERİ: MEDYA OKURYAZARLIĞI DERSLERLE NASIL İLİŞKİLENDİRİLEBİLİR? .......................................59 Yrd. Doç. Dr. Adnan ALTUN MEDYA PEDAGOJİSİ ............................................................................................................................................... 83 Pedagog Dr. Adem GÜNEŞ SOSYAL BİLGİLER DERS KİTAPLARININ ÇOCUKLARIN BİLGİ EDİNME VE ZARARLI YAYINLARDAN KORUNMA HAKKINA YER VERİLMESİ AÇISINDAN DEĞERLENDİRİLMESİ ..................................................................................................................................... 99 Yrd. Doç. Dr. Zihni MEREY Yrd. Doç. Dr. Zafer KUŞ Yrd. Doç. Dr. Kadir KARATEKİN ÇOCUĞUN BİLGİ EDİNME VE ZARARLI YAYINLARA KARŞI KORUNMA HAKKI .......................115 Prof. Dr. Emine AKYÜZ BİRLEŞMİŞ MİLLETLER ÇOCUK HAKLARI SÖZLEŞMESİ AÇISINDAN ÇOCUKLARIN KATILIM HAKKI: MEDYA ORTAMINA KATILIMI ................................................133 Yrd. Doç. Dr. Zihni MEREY ÇOCUĞUN İFADE ÖZGÜRLÜĞÜ, KATILIM HAKKI VE MEDYA Hukuki Boyut ...............................141 Dr. Artun AVCI FARKLI GELİŞEN ÇOCUKLARLA İLGİLİ OLARAK ÜLKEMİZDE YAYINLANMIŞ KİTAPLARIN İNCELENMESİ ............................................................... 173 Prof. Dr. Oya GÜNGÖRMÜŞ ÖZKARDEŞ ÇOCUĞA SAYGILI MEDYA ANLAYIŞI (Psiko-Teolojik Eleştirel Yaklaşım) ............................................199 Doç. Dr. Ahmet ALBAYRAK SOYUTUN SOMUTLAŞTIRILMASI: ÇİZGİ FİLMLERİN KÜLTÜREL İŞLEVLERİ .............................. 207 Prof. Dr. Deniz A. GÜLER ÇOCUK VE REKLAM: ÇOCUKLAR OLMASI GEREKENDEN ERKEN BÜYÜYOR ...........................217 Yrd. Doç. Dr. Hande Bilsel ENGİN DUYGUSAL ZEK BAĞLAMINDA MEDYADA YAYINLANAN REKLAMLARIN ÇOCUKLAR ÜZERİNDE OLUŞTURABİLECEĞİ DAVRANIŞ BİÇİMLERİ ....................................... 235 Doç. Dr. Sedat ŞİMŞEK ÇOCUK MEDYALARINDA DİNİN SUNULUŞU .........................................................................................255 Yrd. Doç. Dr. Cemil ORUÇ GÖRÜNÜMLERİ VE İLGİLİ DEĞİŞKENLERİYLE SİBER ZORBA VE SİBER KURBANLAR .............277 Doç. Dr. Özgür ERDUR-BAKER SOSYAL KONTROL, ÇOCUK VE İNTERNET ..............................................................................................297 Prof. Dr. Nurgün OKTİK ELEKTRONİK MEDYA’DAKİ (Filmler, diziler, video oyunları) İMGELERİN ÇOCUKLARIN HEYECANLARI ÜZERİNDEKİ ETKİLERİ ................................................................... 311 Prof. Dr. Nermin ÇELEN GÜNLÜK GAZETELERDE ÜSTÜN YETENEKLİ ÇOCUKLARA YÖNELİK HABERLERİN İNCELENMESİ ....................................................................................................................... 321 Yrd. Doç. Dr. Faruk LEVENT 0-5 YAŞ ÇOCUK VE AİLELERİNE YÖNELİK DEVLET DESTEKLİ DİL GELİŞİMİ STRATEJİLERİ, MEDYA VE OKUMA KÜLTÜRÜ PROJELERİ ................................. 335 Doç. Dr. Ilgım VERYERİ ALACA İLKOKUL 4. SINIF ÖĞRENCİLERİNİN OKUMA KÜLTÜRÜ EDİNME DÜZEYLERİ İLE KİTLE İLETİŞİM ARAÇLARINI KULLANMA ALIŞKANLIKLARININ İNCELENMESİ ............... 371 Prof. Dr. Sedat SEVER Arş. Gör. A. Özgül İNCE SAMUR Arş. Gör. Bilge Nur DOĞAN Arş. Gör. Burcu ÇILDIR Arş. Gör. Sevilay BULUT GELECEK KURGULARI VE MEDYA ALGILARI ........................................................................................397 Doç. Dr. Nilüfer PEMBECİOĞLU ARAŞTIRMALAR ÇOCUKLARDA BİLİŞİM TEKNOLOJİLERİ KULLANIMI VE MEDYA, 2013 .......................................433
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