| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| NMD4101 | Critical Media Analysis | Fall | 3 | 0 | 3 | 5 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi SİNAN AŞÇI |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course is designed to provide students with necessary analytical tools to critically analyze media organizations, media texts and their larger social contexts. |
|
The students who have succeeded in this course; - will be able to develop critical analytical skills to understand, criticize and evaluate media texts in relation to their social contexts, - will be able develop high levels of media literacy skills, - will be able to develop a critical understanding of the media's role in the construction of social reality, - will be able to understand the significance of media in relation to meaning-making processes in people’s ordinary lives, - will be able to develop media awareness, - will be able to understand, discuss and evaluate research methods in the critical media analysis, - will be able to understand how people conceptualize the world by way of various media, - will be able to evaluate media texts as a struggle over power and in relation to knowledge and ideology, - will be able to discuss power and domination always with resistance. |
| The theoretical framework of this course is based on critical theory and social constructivism. In the first half of the course, we analyze the role of media in relation to the concept of power. In the second half, we try to understand the media's role in the construction of reality. We follow the idea that reality is socially constructed and based on the mutual understanding between sides in the communication process. |
| Week | Subject | Related Preparation |
| 1) | Introduction to the course | |
| 2) | What is “critical” in media analysis? | |
| 3) | Marxism I | |
| 4) | Marxism II | |
| 5) | Other critical theories | |
| 6) | Structuralism | |
| 7) | Semiotics | |
| 8) | Midterm | |
| 9) | Feminism and research | |
| 10) | Narrative, Genre, Autuer, Star Analysis | |
| 11) | Pyschoanalysis | |
| 12) | Postmodernism and Postcolonialism | |
| 13) | Debates and Controversies in Communication | |
| 14) | Evaluation of the term before final |
| Course Notes / Textbooks: | Stocchetti, Matteo and Kukkonen, Karin (2011) Critical Media Analysis: An Introduction for Media Professionals. Frankfurt: Peter Lang Beck, Andrew, Bennett, Peter and Wall, Peter (2004) Communication Studies: The Essential Resource. London: Routledge Stokes, Jane (2003) How to do Media and Cultural Studies. London: Sage. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 50 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Study Hours Out of Class | 14 | 5 | 70 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 113 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |