Computer Programming (S.E)
Associate	TR-NQF-HE: Level 5	QF-EHEA: Short Cycle	EQF-LLL: Level 5

Ders Genel Tanıtım Bilgileri

Course Code:

UEC207

Ders İsmi:

New Media Literacy

Ders Yarıyılı:

Spring

Ders Kredileri:

Theoretical	Practical	Laboratory	ECTS
2	0	0	4

Language of instruction:

Turkish

Ders Koşulu:

Ders İş Deneyimini Gerektiriyor mu?:

Type of course:

Üniversite Seçmeli

Course Level:

Associate

TR-NQF-HE:5. Master`s Degree

QF-EHEA:Short Cycle

EQF-LLL:5. Master`s Degree

Mode of Delivery:

E-Learning

Course Coordinator :

Öğr.Gör. DİLEK SAKA

Course Lecturer(s):

Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives:

The aim of the course is to gain knowledge about the ethical and correct use of new media by providing an understanding of the unique features of new media and raising awareness about online risks and opportunities within the framework of new media literacy.

Course Content:

The content of the course consists of things to be considered in order to increase the awareness of individuals against the dangers that may pose a risk in the online environment and to benefit from the opportunities provided by the online environment. The course content includes ways to access truthful and accurate information on the Internet and the importance of avoiding violations in the online environment. In this context, the following topics are included: 'Mass communication', 'media literacy', 'characteristics of the online environment and new media literacy', 'threats and opportunities in new media', 'trolling', 'cyber violence', 'online hate speech', 'violations of privacy in new media', 'new media and consumption culture' and 'protection of children against harmful content in new media'.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Learning mass communication and its dynamics
2) Definition of media and explain media literacy
3) Learning the differences between media literacy and new media literacy by defining new media and explaining new media literacy.
4) Learning about the dangers and possibilities of new media
5) Learning the definition of social media trolling, types of trolling and motivations of trolls
6) Learning types of violence, concept of cyber violence and types of cyber violence
7) Learning what can be done to reduce / prevent the spread of hate speech on social media
8) Learning privacy theories
9) Learning the effect of social media on consumer behavior
10) Learning about the dangers and protective measures in the content that children may encounter in new media
11) Reinforcement of what has been learned in the course
2 - Skills
Cognitive - Practical
1) Learning the personal characteristics of trolls and the phenomenon of trolling in social media through case studies
2) Examining hate speech on social media through different examples
3) Learning about threats to privacy on social media
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Ders Akış Planı

Week	Subject	Related Preparation
1)	Mass communication	McQuail, D., Windahl, S. (2005). İletişim Modelleri: Kitle İletişim Çalışmalarında. Ankara:İmgeYayınevi. Güngör, N. (2013). İletişime Giriş. Ankara:Siyasal Kitabevi.
2)	Media literacy	Şahin, A. (2011). Eleştirel Medya Okuryazarlığı. Anı:Ankara.
3)	New media and new media literacy	Binark, M. (2015). Yeni Medya Çalışmalarında Araştırma Yöntem ve Teknikleri. İstanbul: Ayrıntı Özcan, A., (2017). Dijital medya okuryazarlığı: Sorunlar, uygulamalar ve beklentiler. Online Academic Journal of Information Technology, 8(28), 55 66. Topçu, Z., Türk, M. S., (2016). Dijital çağ okuryazarlığı bağlamında yeni medya becerileri. Yeni Türkiye, 89, 459-466.
4)	Threats and opportunities in new media
5)	Trolling on social media	BİNARK Mutlu, ÇOMU Tuğrul, KARATAŞ Şule, KOCA Eray. (2015). “Türkiye’de Twitter’da Troll Kültürü”. Toplum ve Bilim, Sayı 135, 124-157. BİNARK Mutlu, KARATAŞ Şule. (2016). “Yeni Medyada Yaratıcı Kültür: Troller ve Ürünleri ‘Caps’ler”, TRT Akademi, Cilt 1, Sayı 2, 426-448.
6)	Trolling on social media	Buckels, E. E., Trapnell, P. D., Paulhus, D. L. 2014. Trolls just want to have fun. Personality and Individual Differences, 67, 97-102. Craker, N., March, E. 2016. The dark side of Facebook®: The Dark Tetrad, negative social potency,and trolling behaviours. Personality and Individual Differences, 102, 79-84. Coles, B. A., West, M. 2016. Trolling the trolls: Online forum users constructions of the nature and properties of trolling. Computersin Human Behavior, 60, 233-244.
7)	Cyber violence
8)	Hate speech on social media	Demirbaş, T. 2017. Nefret söylemi ve nefret suçları. D.E.Ü. Hukuk Fakültesi Dergisi, 19 (özel sayı), 2693-2701. Akgül, M. 2020. Çevrimiçi ortamlarda nefret söylemi: Ekşi Sözlük’te65 yaş üstü sokağa çıkma yasağı tartışmaları. İletişim Kuram ve Araştırma Dergisi, 51, 57-78.
9)	Hate speech on social media	Kuş, O. 2016. Dijital nefret söylemini anlamak: Suriyeli mülteci krizi örnek olayı bağlamında BBC World Service Facebook sayfasına gelen yorumların metin madenciliği tekniği ile analizi. İstanbul Üniversitesi İletişim Fakültesi Dergisi, 2, 97-121.
10)	Social media and privacy	İnternet Ortamında Yapılan Yayınların Düzenlenmesine Dair Usul Ve Esaslar Hakkında Yönetmelik. (30.11.2007, Resmî Gazete Sayısı:26716).
11)	Social media and privacy	İnternet Ortamında Yapılan Yayınların Düzenlenmesine Dair Usul Ve Esaslar Hakkında Yönetmelik. (30.11.2007, Resmî Gazete Sayısı:26716).
12)	Social media and consumer culture	Özcan Demir, N. 2017. Bireylerin tüketimin nesnesine dönüşmesinde, sosyal medya etkisi. Sosyoloji Konferansları, 55, 277-288.
13)	Protecting the child from harmful content in new media	Çocuk Haklarına Dair Sözleşme (1995, 27 Ocak). Resmi Gazete (Sayı:22184).
14)	General evaluation and review of the course

Sources

Course Notes / Textbooks:

Zıllıoğlu, M. (1996). İletişim Nedir? İstanbul: Cem Yayınevi
Güngör, N. (2013). İletişime Giriş Ankara Siyasal Kitabevi
Erdoğan, İ. Alemdar, K. (2011). Kültür ve İletişim Ankara Erk
Eraslan, P. (1993). Kitle Toplumunun Kültürel Yapısı ve Günümüzün Açıklama Biçimi Olarak Magazin Söylemi Marmara İletişim Dergisi, 4 139 156
McQuail, D., Windahl S. (2005). İletişim Modelleri Kitle İletişim Çalışmalarında Ankara İmge Yayınevi.
Şahin, A. (2011). Eleştirel Medya Okuryazarlığı. Anı:Ankara.
Binark, M. (2015). Yeni Medya Çalışmalarında Araştırma Yöntem ve Teknikleri. İstanbul: Ayrıntı
Özcan, A., (2017). Dijital medya okuryazarlığı: Sorunlar, uygulamalar ve beklentiler. Online Academic Journal of Information Technology, 8(28), 55 66.
Topçu, Z., Türk, M. S., (2016). Dijital çağ okuryazarlığı bağlamında yeni medya becerileri. Yeni Türkiye, 89, 459-466.
BİNARK Mutlu, ÇOMU Tuğrul, KARATAŞ Şule, KOCA Eray. (2015). “Türkiye’de Twitter’da Troll Kültürü”. Toplum ve Bilim, Sayı 135, 124-157.
BİNARK Mutlu, KARATAŞ Şule. (2016). “Yeni Medyada Yaratıcı Kültür: Troller ve Ürünleri ‘Caps’ler”, TRT Akademi, Cilt 1, Sayı 2, 426-448.
BUCKELS Erin E., TRAPNELL Paul D., PAULHUS DelroyL. (2014). “Trolls Just Want To Have Fun”, Personality and Individual Differences, Sayı 67, 97-102.
Coles, B. A., West, M. 2016. Trolling the trolls: Online forum users constructions of the nature and properties of trolling. Computers in Human Behavior, 60, 233-244.
Cook, C., Schaafsma, J., Antheunis, M. 2018. Under the bridge: An indepth examination of online trolling in the gaming context. New Media& Society, 20(9),3323–3340.
HERRING Susan, JOB-SLUDER Kirk, SCHECKLER Rebecca, BARAB Sasha. (2002). “Searching for Safety Online: Managing “Trolling” in a Feminist Forum”, The Information Society, Sayı 18, 371-384.
Sanfilippo, M., Yang, S. Fichman, P. 2017. Trolling Here, There, and Everywhere: Perceptions of Trolling Behaviors in Context. Journal Of The Association For Information Science And Technology, 68(10), 2313-2327.
Buckels, E. E., Trapnell, P. D., Paulhus, D. L. 2014. Trolls just want to have fun. Personality and Individual Differences, 67, 97-102.
Craker, N., March, E. 2016. The dark side of Facebook®: The Dark Tetrad, negative social potency,and trolling behaviours. Personality and Individual Differences, 102, 79-84.
Coles, B. A., West, M. 2016. Trolling the trolls: Online forum users constructions of the nature and properties of trolling. Computersin Human Behavior, 60, 233-244.
Demirbaş, T. 2017. Nefret söylemi ve nefret suçları. D.E.Ü. Hukuk Fakültesi Dergisi, 19 (özel sayı), 2693-2701.
Akgül, M. 2020. Çevrimiçi ortamlarda nefret söylemi: Ekşi Sözlük’te65 yaş üstü sokağa çıkma yasağı tartışmaları. İletişim Kuram ve Araştırma Dergisi, 51, 57-78.
Ersoy, U. 2018. Çağımızın pandemisi: Nefret suçları. TAAD, 9(35), 111-174.
Kuş, O. 2016. Dijital nefret söylemini anlamak: Suriyeli mülteci krizi örnek olayı bağlamında BBC World Service Facebook sayfasına gelen yorumların metin madenciliği tekniği ile analizi. İstanbul Üniversitesi İletişim Fakültesi Dergisi, 2, 97-121.
Kalav, A. ve Certe Fırat, A. B. 2017. Amerikan sosyal medyasında göçmen karşıtlığı ve dijital nefret söylemi: Twitter özelinde bir inceleme. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, Kayfor15 Özel Sayısı, 2209-2222.
İnternet Ortamında Yapılan Yayınların Düzenlenmesine Dair Usul Ve Esaslar Hakkında Yönetmelik. (30.11.2007, Resmî Gazete Sayısı:26716).
Saka, D. 2019. İfşanın sosyal medyada intikam ve cezalandırma aracı olarak kullanımı: Instagram, Twitter ve Facebook örneği (Yayımlanmamış yüksek lisans tezi). İstanbul Üniversitesi, İstanbul.
Özcan Demir, N. 2017. Bireylerin tüketimin nesnesine dönüşmesinde, sosyal medya etkisi. Sosyoloji Konferansları, 55, 277-288.
Akturan, U. 2010. Hedonik tüketim eğiliminin plansız satın alma eğilimi üzerindeki etkisinin belirlenmesi. Öneri Dergisi, 9 (33), 109-116 .
Yaşar, M. 2017. Hedonik Ve Faydacı Tüketim Bağlamında Tüketici Davranışlarının İncelenmesi: Gençlerin Hedonik Tüketim Eğilimlerini Belirlemeye Yönelik Bir Araştırma (Yayımlanmamış doktora tezi). Dumlupınar Üniversitesi, Kütahya.
Yıldız, S.Y.2019. Hedonik alışveriş motivasyonları ve teknoloji kabul modeli bileşenlerinin çevrimiçi satın alma niyetine etkisi: Sosyal medya kullanıcıları üzerine bir araştırma (Yayımlanmamış doktora tezi). Çukurova Üniversitesi, Adana.

References:

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları	1	2	3	4	5	7	9	10	12	13	14	6	8	11
Program Outcomes
1) Have the ability to recognize, model and solve problems encountered in computer programming.
2) It can develop and develop new technologies in the field of computer and information technologies.
3) It can have planning, designing and realization skills in different programming languages in software development process.
4) It may have the knowledge, skills and technical background necessary to understand and apply the visual design concept used in the field of information technologies.
5) May have the ability to store, organize and query data in a computer environment.
6) He/she may have knowledge of a foreign language at a level that will enable him/her to carry out studies in his/her field and to follow technological developments in the world.
7) May have the ability to perform software installation, testing and acceptance processes.
8) He/she has knowledge of Atatürk's principles and reforms and adopts the fundamental values of the Republic.
9) Learning the basic concepts of computer networks can provide information about communication, organization and data transfer methods between computers.
10) Students can develop complex web based applications by using ASP.NET Web Forms.
11) He/she can express his/her ideas verbally and in writing and can use Turkish in the most accurate way while communicating.
12) Students can develop complex web based applications by using ASP.NET Web MVC.
13) Student can develop mobile applications that are running on iOS 7 operating systems by using Objective-C programming language.
14) Students can develop service oriented applications by using WCF.
15) Creates and manages all objects required to store and manage data using the MS SQL Server database management system.
16) Examines businesses with a systems approach and produces solutions to problems with this approach.

Ders - Öğrenme Kazanımı İlişkisi

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Have the ability to recognize, model and solve problems encountered in computer programming.
2)	It can develop and develop new technologies in the field of computer and information technologies.
3)	It can have planning, designing and realization skills in different programming languages in software development process.
4)	It may have the knowledge, skills and technical background necessary to understand and apply the visual design concept used in the field of information technologies.
5)	May have the ability to store, organize and query data in a computer environment.
6)	He/she may have knowledge of a foreign language at a level that will enable him/her to carry out studies in his/her field and to follow technological developments in the world.
7)	May have the ability to perform software installation, testing and acceptance processes.
8)	He/she has knowledge of Atatürk's principles and reforms and adopts the fundamental values of the Republic.
9)	Learning the basic concepts of computer networks can provide information about communication, organization and data transfer methods between computers.
10)	Students can develop complex web based applications by using ASP.NET Web Forms.
11)	He/she can express his/her ideas verbally and in writing and can use Turkish in the most accurate way while communicating.
12)	Students can develop complex web based applications by using ASP.NET Web MVC.
13)	Student can develop mobile applications that are running on iOS 7 operating systems by using Objective-C programming language.
14)	Students can develop service oriented applications by using WCF.
15)	Creates and manages all objects required to store and manage data using the MS SQL Server database management system.
16)	Examines businesses with a systems approach and produces solutions to problems with this approach.

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Quizzes	1	% 10
Homework Assignments	1	% 10
Midterms	1	% 20
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100