Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD and MEDIA | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Short Cycle (Associate's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Medine Pervin BAYSAN |
| Assistant(s) | |
| Aim | To ensure that students understand technology addiction, the benefits and harms of media on child development. |
| Course Content | This course contains; Theoretically human rights and children's rights.,Children's rights and the media and international institutional and legal arrangements at the national level.,Media representation, children's rights and professional responsibilities.,To represent the children's perspective 'best practice' examples.,Children rights in the media: professional principles and editorial policies,Child protection policies,technology addiction,Children dragged into crime and the media,News production process, resources and children's rights,Interviewing children, In conflict environments for children and the media, Child-centered media,Good pratices in children rights 1,Good pratices in children rights 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains international developments regarding children's rights | 16, 9 | A |
| Knows child rights in the literature. | 16, 9 | A |
| Knows the concepts in the child rights. | 16, 9 | A |
| Identifies examples of child-centered media. | 14, 16, 9 | A |
| Identifies the points to be taken into consideration when interviewing children. | 16, 9 | A |
| Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Theoretically human rights and children's rights. | No preliminary preparation is required. |
| 2 | Children's rights and the media and international institutional and legal arrangements at the national level. | No preliminary preparation is required. |
| 3 | Media representation, children's rights and professional responsibilities. | No preliminary preparation is required. |
| 4 | To represent the children's perspective 'best practice' examples. | No preliminary preparation is required. |
| 5 | Children rights in the media: professional principles and editorial policies | No preliminary preparation is required. |
| 6 | Child protection policies | No preliminary preparation is required. |
| 7 | technology addiction | No preliminary preparation is required. |
| 8 | Children dragged into crime and the media | No preliminary preparation is required. |
| 9 | News production process, resources and children's rights | No preliminary preparation is required. |
| 10 | Interviewing children | No preliminary preparation is required. |
| 11 | In conflict environments for children and the media | No preliminary preparation is required. |
| 12 | Child-centered media | No preliminary preparation is required. |
| 13 | Good pratices in children rights 1 | No preliminary preparation is required. |
| 14 | Good pratices in children rights 2 | No preliminary preparation is required. |
| Resources |
| Articles that given in the class |
| Sevda Alankuş, Çocuk Odaklı Habercilik, İstanbul: IPS İletişim Vakfı Yaynları (özellikle Değirmencioğlı ve Koman’ın bölümleri zorunlu). Murathan Mungan (2006). (4.bs.) , Çocuklar ve Büyükleri, Metis, (Dino Buzzati'nin 'Yumurta' öyküsü). Erdir Zat, ‘Çocuk, Çocuktur! AKP’nin “Aşil topuğu”. Birikim. No. 242. Haziran 2009. Timur Soykan (2009). ‘Küçük İnsanlar Pazarı’. Tanrı Misafirleri Oteli. İstanbul. Kırmızı Kedi yayınları. Aksu Bora, Yoksul Çocukların Medyada Temsili. www.bianet.org (19 Kadım 2005). Mine Gencel Bek, ‘Türkiye’de Medya Okuryazarlığı Çalışmalarına Eleştirel Bakış’, İlköğretmen Eğitimci Dergisi, Şubat 2008, s. 27‐29 Mine Gencel Bek, ‘Medya Okuryazarlığı ve Çocuklar: Korumacı Yaklaşımdan Eleştirelliğe’, Çoluk Çocuk dergisi, Ekim 2007: 37. Ayrıca başvuru kaynağı olarak Çocuk Hakları Sözleşmesi’nin fotokopilenmesi ve okunması zorunludur. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | She/He has basic theoretical and practical knowledge about the field of Child Development.. | X | |||||
| 2 | Has knowledge of ethical principles and rules related to the field of Child Development. | X | |||||
| 3 | Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development. | X | |||||
| 4 | She carries out a given task independently, using her basic knowledge about the field of Child Development. | X | |||||
| 5 | Evaluates the basic knowledge and skills acquired in the field of Child Development with a critical approach. Determines learning needs and directs learning. | X | |||||
| 6 | Uses computer technologies at the basic level required by the field of Child Development. | X | |||||
| 7 | It can be used effectively by determining the necessary methods for applications related to the field of Child Development. | X | |||||
| 8 | He/she has the ability to produce solutions to unforeseen problems encountered in applications, take responsibility in work groups, and work individually.(dişil) Bunu Google'da ara | X | |||||
| 9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 7 | 7 | |||
| General Exam | 1 | 11 | 11 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 46 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(46/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD and MEDIA | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Short Cycle (Associate's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Medine Pervin BAYSAN |
| Assistant(s) | |
| Aim | To ensure that students understand technology addiction, the benefits and harms of media on child development. |
| Course Content | This course contains; Theoretically human rights and children's rights.,Children's rights and the media and international institutional and legal arrangements at the national level.,Media representation, children's rights and professional responsibilities.,To represent the children's perspective 'best practice' examples.,Children rights in the media: professional principles and editorial policies,Child protection policies,technology addiction,Children dragged into crime and the media,News production process, resources and children's rights,Interviewing children, In conflict environments for children and the media, Child-centered media,Good pratices in children rights 1,Good pratices in children rights 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains international developments regarding children's rights | 16, 9 | A |
| Knows child rights in the literature. | 16, 9 | A |
| Knows the concepts in the child rights. | 16, 9 | A |
| Identifies examples of child-centered media. | 14, 16, 9 | A |
| Identifies the points to be taken into consideration when interviewing children. | 16, 9 | A |
| Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Theoretically human rights and children's rights. | No preliminary preparation is required. |
| 2 | Children's rights and the media and international institutional and legal arrangements at the national level. | No preliminary preparation is required. |
| 3 | Media representation, children's rights and professional responsibilities. | No preliminary preparation is required. |
| 4 | To represent the children's perspective 'best practice' examples. | No preliminary preparation is required. |
| 5 | Children rights in the media: professional principles and editorial policies | No preliminary preparation is required. |
| 6 | Child protection policies | No preliminary preparation is required. |
| 7 | technology addiction | No preliminary preparation is required. |
| 8 | Children dragged into crime and the media | No preliminary preparation is required. |
| 9 | News production process, resources and children's rights | No preliminary preparation is required. |
| 10 | Interviewing children | No preliminary preparation is required. |
| 11 | In conflict environments for children and the media | No preliminary preparation is required. |
| 12 | Child-centered media | No preliminary preparation is required. |
| 13 | Good pratices in children rights 1 | No preliminary preparation is required. |
| 14 | Good pratices in children rights 2 | No preliminary preparation is required. |
| Resources |
| Articles that given in the class |
| Sevda Alankuş, Çocuk Odaklı Habercilik, İstanbul: IPS İletişim Vakfı Yaynları (özellikle Değirmencioğlı ve Koman’ın bölümleri zorunlu). Murathan Mungan (2006). (4.bs.) , Çocuklar ve Büyükleri, Metis, (Dino Buzzati'nin 'Yumurta' öyküsü). Erdir Zat, ‘Çocuk, Çocuktur! AKP’nin “Aşil topuğu”. Birikim. No. 242. Haziran 2009. Timur Soykan (2009). ‘Küçük İnsanlar Pazarı’. Tanrı Misafirleri Oteli. İstanbul. Kırmızı Kedi yayınları. Aksu Bora, Yoksul Çocukların Medyada Temsili. www.bianet.org (19 Kadım 2005). Mine Gencel Bek, ‘Türkiye’de Medya Okuryazarlığı Çalışmalarına Eleştirel Bakış’, İlköğretmen Eğitimci Dergisi, Şubat 2008, s. 27‐29 Mine Gencel Bek, ‘Medya Okuryazarlığı ve Çocuklar: Korumacı Yaklaşımdan Eleştirelliğe’, Çoluk Çocuk dergisi, Ekim 2007: 37. Ayrıca başvuru kaynağı olarak Çocuk Hakları Sözleşmesi’nin fotokopilenmesi ve okunması zorunludur. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | She/He has basic theoretical and practical knowledge about the field of Child Development.. | X | |||||
| 2 | Has knowledge of ethical principles and rules related to the field of Child Development. | X | |||||
| 3 | Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development. | X | |||||
| 4 | She carries out a given task independently, using her basic knowledge about the field of Child Development. | X | |||||
| 5 | Evaluates the basic knowledge and skills acquired in the field of Child Development with a critical approach. Determines learning needs and directs learning. | X | |||||
| 6 | Uses computer technologies at the basic level required by the field of Child Development. | X | |||||
| 7 | It can be used effectively by determining the necessary methods for applications related to the field of Child Development. | X | |||||
| 8 | He/she has the ability to produce solutions to unforeseen problems encountered in applications, take responsibility in work groups, and work individually.(dişil) Bunu Google'da ara | X | |||||
| 9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |