Business
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Ders Genel Tanıtım Bilgileri

Course Code:

UEC207

Ders İsmi:

New Media Literacy

Ders Yarıyılı:

Fall

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:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. 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) Graduates of the department of business administration have advanced knowledge in the sub-disciplines of management, marketing, finance, production, numerical methods, accounting and information technologies.
2) Graduates of the department of business administration have the ability to identify, define, design and adapt the requirements of all activities of national and international enterprises according to the needs of the enterprise by finding the most appropriate up-to-date solutions.
3) Business department graduates have the ability to analyze and evaluate data in working life and to offer solutions by interpreting the knowledge they have with a critical and analytical way of thinking.
4) Graduates of the Department of Business Administration have the ability to convey their thoughts and suggestions in English, both in writing and orally, and to communicate with other stakeholders in business life in all businesses operating in the national and international arena.
5) Graduates of Business Administration have the knowledge to evaluate the information needs and infrastructure of national and international businesses, to take an active role in project management processes and to compete with foreign managers.
6) Graduates of Business Administration have the awareness of quality, business ethics and social responsibility, environmental protection, occupational health and safety, social rights and social justice, and the ability to conduct and conclude business in line with these awareness and principles in the businesses they work for.
7) Business department graduates apply professional ethical rules, know and fulfill the requirements of the law while developing solutions for all the requirements of national and international businesses in their fields of activity.
8) Business department graduates are open to innovation and change, entrepreneurial, have leadership skills, have the necessary knowledge and skills to use and adapt these new approaches and tools.
9) Graduates of the Department of Business Administration can compete at the international level within the framework of their responsibilities and in their field, with the awareness of lifelong learning.
10) Business department graduates have the necessary competence to be middle and senior managers in national and international businesses and to compete with foreign managers, the knowledge and skills to define regional and global issues in the rapidly changing uncertain and complex business world, and the skills needed in developing strategies and models for this. has.
11) Business department graduates are competent in predicting the effects of all applications carried out in national and international businesses for businesses and users, informing relevant stakeholders in terms of necessary security and privacy dimensions, and developing necessary solutions in this regard.
12) Business department graduates have the ability to identify, resolve and manage conflicts that may occur in communication, both in Turkish and English, between employees within the enterprise and with customers and other stakeholders outside the enterprise.

Ders - Öğrenme Kazanımı İlişkisi

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

	Program Outcomes	Level of Contribution
1)	Graduates of the department of business administration have advanced knowledge in the sub-disciplines of management, marketing, finance, production, numerical methods, accounting and information technologies.
2)	Graduates of the department of business administration have the ability to identify, define, design and adapt the requirements of all activities of national and international enterprises according to the needs of the enterprise by finding the most appropriate up-to-date solutions.
3)	Business department graduates have the ability to analyze and evaluate data in working life and to offer solutions by interpreting the knowledge they have with a critical and analytical way of thinking.
4)	Graduates of the Department of Business Administration have the ability to convey their thoughts and suggestions in English, both in writing and orally, and to communicate with other stakeholders in business life in all businesses operating in the national and international arena.
5)	Graduates of Business Administration have the knowledge to evaluate the information needs and infrastructure of national and international businesses, to take an active role in project management processes and to compete with foreign managers.
6)	Graduates of Business Administration have the awareness of quality, business ethics and social responsibility, environmental protection, occupational health and safety, social rights and social justice, and the ability to conduct and conclude business in line with these awareness and principles in the businesses they work for.
7)	Business department graduates apply professional ethical rules, know and fulfill the requirements of the law while developing solutions for all the requirements of national and international businesses in their fields of activity.
8)	Business department graduates are open to innovation and change, entrepreneurial, have leadership skills, have the necessary knowledge and skills to use and adapt these new approaches and tools.
9)	Graduates of the Department of Business Administration can compete at the international level within the framework of their responsibilities and in their field, with the awareness of lifelong learning.
10)	Business department graduates have the necessary competence to be middle and senior managers in national and international businesses and to compete with foreign managers, the knowledge and skills to define regional and global issues in the rapidly changing uncertain and complex business world, and the skills needed in developing strategies and models for this. has.
11)	Business department graduates are competent in predicting the effects of all applications carried out in national and international businesses for businesses and users, informing relevant stakeholders in terms of necessary security and privacy dimensions, and developing necessary solutions in this regard.
12)	Business department graduates have the ability to identify, resolve and manage conflicts that may occur in communication, both in Turkish and English, between employees within the enterprise and with customers and other stakeholders outside the enterprise.

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