Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | YMD403 | ||||||||
Course Name: | Medya Sosyolojisi | ||||||||
Course Semester: |
Fall |
||||||||
Course Credits: |
|
||||||||
Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department/Faculty/University | ||||||||
Course Level: |
|
||||||||
Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi SEMRA GEÇKİN ONAT | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi SERRA ORKAN Dr.Öğr.Üyesi SEMRA GEÇKİN ONAT |
||||||||
Course Assistants: |
Course Objectives: | The aim of the course is to make students understand the basic concepts of communication and society, to contribute to the knowledge of basic concepts, facts and events of communication and media sociology. In addition, the course helps to apply theoretical concepts to real social and cultural processes and to analyze different perspectives on the effects of mass media through examples. |
Course Content: | What is the meaning of media on society? What are the relations between mass communication studies and other dimensions of social practice? How did internet and digitalization reshape social, cultural, political and economic relations? Are media cultures affirmate today's dominant social relations? |
The students who have succeeded in this course;
|
Week | Subject | Related Preparation |
1) | Explaining the relationship between human evolution and individual technique. To introduce different media theorists in terms of media and communication sociology. | |
2) | Explaining the history of media and examining the historical development process of mass media. | |
3) | The Difficulties of Thinking on Communication, Basic Concepts of Social Sciences and Communication. | |
4) | General information about media theorists and media theories. | |
5) | Direct Impact theories: Propaganda, Fear, Hypodermic Syringe, Persuasion. | |
6) | Marshall McLuhan - Global Village, Typographic Human. | |
7) | Jean Baudrillard - Simulakr and Simulation, Sociology of Consumption. | |
8) | Sociology of Cultural Practices. | |
9) | Christian Fuchs - Digital Labor and Karl Marx | |
10) | Anthony Giddens - The Results of Modernity. | |
11) | Identity and Gender: A Perspective on Feminist Media Studies. | |
12) | Theories of public sphere: Transformation of the public sphere: Sociology of New Media: A chain of information. | |
13) | Communication and Sports: Popular Culture and Football: Football, Nationalism and Violence. | |
14) | General evaluation, criticism and analysis through examples. |
Course Notes / Textbooks: | Maigret, E. (2011), Medya ve İletişim Sosyolojisi, Çev. Halime Yücel, İletişim Yay. Erol Mutlu. (2005), Globalleşme, Popüler Kültür ve Medya, Ütopya Yayınları. Ünsal Oskay. (2013), Yıkanmak istemeyen Çocuklar Olalım, Yapı Kredi Yayınları. |
References: | Ritzer, G. (2011), Sociological Theory, McGraw Hill. ) Manuel Castellls & Martin Ince (2006), Manuel Castells’le Söyleşiler Manuel Castells (2005), Enformasyon Çağı: Ekonomik, Kültür ve Toplum, 1. Cilt Nick Stevenson (2008 ), Medya Kültürleri: Sosyal Teori ve Kitle İletişimi, Çev. Göze Orhon&Barış Engin Aksoy, Ütopya Yayınevi. |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
|||||
---|---|---|---|---|---|---|---|---|---|---|---|
Program Outcomes | |||||||||||
1) Have knowledge of children's development, learning characteristics and difficulties. | |||||||||||
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |||||||||||
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |||||||||||
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |||||||||||
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |||||||||||
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |||||||||||
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |||||||||||
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |||||||||||
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |||||||||||
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |||||||||||
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |||||||||||
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Have knowledge of children's development, learning characteristics and difficulties. | |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |
3) | It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |
4) | In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |
5) | In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |
7) | Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |
8) | Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |
9) | It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |
10) | Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |
11) | Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |
12) | Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
Field Study | |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Reading | |
Homework | |
Report Writing | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Individual Project | |
Reporting | |
Case study presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 16 | 48 |
Study Hours Out of Class | 16 | 112 |
Midterms | 1 | 3 |
Final | 1 | 3 |
Total Workload | 166 |