Abstract


DIGITAL LITERACY STATUS OF THE STUDENTS WHO STUDIED FINE ARTS EDUCATION
The purpose of the present research is to investigate the digital literacy status of the students studying fine arts. The research was conducted in a relational screening model. The student's universe of the research is composed of students from the Fine Arts Education Department of Fine Arts at Education Faculty of İnönü University, Music Education and Fine Arts and Design faculties, during the spring semester of 2017-2018 academic year. A total of 310 teacher candidates were included in the sample. In order to determine the digital literacy status of the students, "Digital Literacy Scale" which has been developed by Ng in 2012, consisted of 17 items, and adapted to Turkish by Hamutoğlu, Güngören Uyanık and Erdoğan has been used. The scale has a 4-factor structure. These factors are named as attitude, technique, cognition and social. The assumption of normality has been examined and it has been found out that the data showed normal distribution characteristics (kurtosis and skewness coefficients ± 1). For this reason, data were tested using descriptive analyzes (mean and standard deviation) and t-test for independent groups with parametric analyzes using one-way analysis of variance (ANOVA). Significance level p is taken as p<0,05. According to the findings obtained from the present research; Significant differences have been found in the cognitive sub-dimension between the levels of digital literacy of the girls and boys participating in the research and in the other dimensions in favor of male students. There is a significant difference in the social sub dimension and the digital literacy total scores for the students attending the Faculty of Fine Arts and Design according to the faculty who have studied among the students' Digital Literacy Levels. In other dimensions, where there is no significant difference in the social undergrowth according to the possession of the computer, there is a meaningful difference in favor of the students who have the computer. There was no significant difference in social media accountability and the internet usage time. According to the classrooms, there was a significant difference in attitudes and cognitive sub-dimensions, but no significant difference in technical and social sub-dimensions. Significant differences were found between computer subscales and all subscales and digital literacy total scores in terms of computer usage time.

Keywords
Literacy, Digital Literacy, Critical Literacy, Education of Fine Arts, Critical Thinking