An Alternative Source of Development for Local Governments: Local Literacy

Bulent Guven

Abstract


Local literacy could be defined as a process of gaining skills for the recognition of local assets, historical sites, places and literary works, which are important for countries in a national and spiritual sense (historical, cultural, touristic, economic, etc.) in the areas where citizens live, being aware of the basic characteristics of the local habitat, and when necessary, reporting the gained knowledge and skills to other people through presentations appropriately prepared (Güven, 2019). This conceptual article discusses opinions and suggestions about the introduction of local literacy skills, which are considered very necessary and profitable for local governments, education and training institutions. It also discusses the contributions provided with the gain of local literacy skills to local governments. The article presents ways in which students can be supported to learn about and adopt the material and spiritual items with a certain value, the individuals and institutions that provide community benefits, sites, natural resources, and the richness around them. Local governments are also provided with some considerations and suggestions about local literacy, which is considered necessary for local governments, and their contributions to local governments as an incentive to invest.

Keywords


Local Literacy, Local Government, Literacy Skill

Full Text:

PDF

References


Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. Routledge.

Çubukçu, Z. & Gülteki̇n, M. (2006). İlköğretimde Öğrencilere Kazandırılması Gereken Sosyal Beceriler. Bilig, 37, 155-174.

Dedeoğlu, H. & İşler, N. K. (2020). Okuryazarlık Araştırmalarında Gündemde Olan ve Olmayan Konular: Türkiye

Örneği . Akdeniz Eğitim Araştırmaları Dergisi, 14(33), 107-128. doi: 10.29329/mjer.2020.272.5

Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourse (2nd ed.). Falmer.

Gömleksiz, M. N. ve Kan, A. Ü. (2012). Eğitimde Duyuşsal Boyut ve Duyuşsal Öğrenme. Turkish Studies-International Periodical For the Languages, Literature and History of Turkish or Turkic, 7(1), 1159- 1177.

Güven, B. (2019). Yerel Okuryazarlık. 1. Basım. Pegem Akademi Yayıncılık.

Güven, B. (2018). Sosyal Bilgiler Öğretiminde Alternatif Bir Yaklaşım: Yerel Okuryazarlık. 27. Uluslararası Eğitim Bilimleri Kongresi, 549-1554., Doi: 10.14527/9786052414743 (Tam Metin Bildiri/Sözlü Sunum)

Karatekin, K. (2011). Determination of Environmental Literacy Levels of Social Studies Teacher Candidates [Unpublished Doctorate Thesis]. Ankara: Gazi University Institute of Educational Sciences.

Legislation Information System (2021). Belediye Kanunu. Retrieved on 01/01/2021 from https://www.mevzuat.gov.tr/MevzuatMetin/1.5.5393.pdf

Malmivuori, M. L. (2001). The Dynamics of affect, cognition and social environment in the regulation of personal learning processes: The Case of mathematics. University of Helsinki, Finland.

Martin, L. (2009). The Effect of instructor nonverbal immediacy behaviors and feedback sensitivity on student affective learning outcomes in writing conferences [Master Thesis]. The University of Texas-Pan American.

Milne, B. G. & Kosters, H. G. (1984). The First step is awareness (An Assessment of educational needs in the affective domain in South Dakota). South Dakota State Department of Public Instruction, Pierre.

Ministry of Culture and Tourism. (2021). Atatürk diyor ki! Retrieved on 01/01/2021 from https://www.ktb.gov.tr/TR-96474/turk-milleti.html

Myrberg, E. (2007). The effect of formal teacher education on reading achievement of 3rd-grade students in public and independent schools in Sweden Educational Studies, 33(2) 10.1080/03055690601068311 Department of Education, Unit for Individual, Culture and Society.

Özhancı, E. & Yılmaz, H. (2017). Köy ölçeğinde yerel değerler ve kırsal alan kimliği analizi: Bayburt örneği. OPUS – Uluslararası Toplum Araştırmaları Dergisi, 7(13), 927-964.

Russell, M. (2004). The Importance of the affective domain in further education classroom culture. Research in Post-ompulsory Education, 9(2).

Sönmez, A . (2020). Anadolu’dan Kaçırılan Miras: Troya Hazineleri. Avrasya Uluslararası Araştırmalar Dergisi, 8(21), 12-40 . DOI: 10.33692/avrasyad.702893

Street, B.V. (Ed.). (1993). Cross-cultural approaches to literacy. New York: Cambridge University Press.

UN (1989). Convention on the Rights of the Child. Available at https://treaties.un.org/Pages/ViewDetails.aspx?src=TREATY&mtdsg_no=IV-11&chapter=4〈=en. Accessed 02/01/2021

UNICEF (1990). Herkes İçin Eğitim Dünya Beyannamesi. Ankara

Ürün, Ş. (2016). Dünya Kültürel ve Doğal Mirasın Korunmasına Dair Sözleşme: Doğal Miras Alanları Başvuru, Adaylık ve Değerlendirme Süreçleri. https://www.unesco.org.tr/Content_Files/Content/tez/sutez.pdf02/01/2020 Ankara.

Yakar, A , Duman, B . (2017). Duyuşsal Farkındalığa Dayalı Öğretimin Akademik Başarı ve Öğretmenlik Mesleğine Yönelik Tutumlar Üzerine Etkisi . Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(3), 30-47 .

Yaşar, Ş. & Çengelci, T. (2012). Sosyal Bilgiler Dersinde Değerler Eğitimine İlişkin Bir Durum Çalışması, Uluslararası Avrasya Sosyal Bilimler Dergisi, 3(9), 1-23.




DOI: https://doi.org/10.7575/aiac.ijels.v.9n.1p.105

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.