A six-week pilot project explored using media literacy pedagogy to promote intercultural communication between middle school students in the United States and Turkey. Students from Saint Mark's School in California and Gokkusagi Middle School in Turkey analyzed TV shows about high school and discussed current events. While American students lacked knowledge about Turkish culture, Turkish students knew more about American popular culture. Discussing politics in Turkey made Turkish students uncomfortable. The project found that media literacy activities online can help mitigate asymmetrical cultural knowledge between the countries' adolescents.

1. Renee Hobbs
Harrington School of
Communication and Media
University of Rhode Island USA
Sait Tuzel
University of Canakkale Onsekiz Mart
Canakkale TURKEY
The Use of Media Literacy
Instructional Strategies for Promoting
Intercultural Communication in
U.S. and Turkish Middle Schools
International Association for Intercultural Communication Studies (IAICS) Conference
August 1, 2014

2. www.mediaeducationlab.com

5. University-school partnership program
Six-week pilot project designed to explore media
literacy pedagogy in the context of global
communication
Subjects: Middle-school children ages 11 – 13 and
their teachers
• SAINT MARK’S SCHOOL – San Rafael CA USA
• Gokkusagi MIDDLE SCHOOL, Canakkale, Turkey
March – April 2014

8. Quabiz Mohammad Veysel Ozturk Dave Hickman

9. 1. Getting to Know You
2. Learning about Two Countries
3. Analyzing TV Shows that Feature High School
4. Discussing Current Events

13. American students have
only basic information
about Turkish history,
daily life and culture

14. Information sharing about
Turkey includes student-
curated images and links

15. American students lack
knowledge of Turkish
history, life and culture

16. As a result of popular
culture, Turkish students
have significant
information about
American culture

18. Students recognize how
values are
(mis) represented in
entertainment television

20. Students spontaneously
share images and
information

22. Feelings of social and
emotional connectedness

23. 1. Getting to Know You
2. Learning about Two Countries
3. Analyzing TV Shows that Feature High School
4. Discussing Current Events

24. NEXT STEPS
• Interviews with teachers
• Close analysis of student participation
RELATIONAL DIMENSIONS OF INTERCULTURAL EXPERIENCE
• Challenges associated with establishing teacher partnership
were managed by active participation of university faculty
• Teachers perceived the work as relevant and valuable, although
concerns about time were evident
• Ning software was simple to use and provided the right balance
of structure and freedom of expression
• High levels of engagement and participation clearly evident
among children because familiarity with digital media and
popular culture serves as common ground

25. ANALYSIS OF POPULAR CULTURE IN SCHOOL. Students can identify
cultural values in the (mis)representation of school in popular television
programs.
DISCUSSING CURRENT EVENTS IN SCHOOL. Turkish students are not
comfortable talking about the current political situation in their country.
Some topics commonly discussed in the U.S. (i.e., gay marriage) are
unfamiliar to Turkish teens.
MEDIA LITERACY SUPPORTS CULTURAL KNOWLEDGE. For adolescents, the
asymmetrical knowledge gap between Turkish and U.S. students can be
somewhat mitigated through media literacy activities involving online
interpersonal communication. American students are aware of the power
imbalance in their lack of access to global popular culture.

26. Renee Hobbs
Harrington School of
Communication and Media
University of Rhode Island USA
Sait Tuzel
University of Canakkale Onsekiz Mart
Canakkale TURKEY
The Use of Media Literacy
Instructional Strategies for Promoting
Intercultural Communication in
U.S. and Turkish Middle Schools
www.mediaeducationlab.com