The Demand Side for Development of E-Government Services and Gateway in Turkey

Representing the co-authors' academic and practitioner background, this chapter provides the most-upto- date information for an ongoing work on citizen-oriented e-government initiatives. The purpose of this work follows the importance, priority, and necessity of paying attention to citizen side, and aims to improve understanding and better address the citizen demands and expectations towards e-government public transformation. The research aims to question and understand better what citizens think regarding the currently available e-government services in Turkey. In response to this purpose and question, this work-in-progress chapter presents secondary information from literature review and context of the ongoing practical and academic works, and primary findings from both a preliminary and a recent study. These presented information and findings mostly represent practitioners' viewpoint that is mostly based on the authors' professional, academic, and personal involvement in the various aspects of the Turkey case, and in return are expected to provide certain input for the on-going practical affairs. As the research is a work-in-progress that traces long-lasting development and ongoing operations of e-government in practice, at this point, providing some suggestions and directions rather than concrete practical and theoretical implications is considered to have the most value. As a result, security, trust, ease of use, service, and information quality are determined to be significant for citizens' perceptions and suggestions as factors that affect their usage of e-government services in Turkey

An introduction to media literacy

In today's information society, the media have important functions in the formation of certain perceptions by regulating the social lives of individuals. This occurs through messages that come in different formats (verbally, audibly, visually etc.) from the media. It is through the media literacy that enables reading messages from the media and interpreting them critically. The aim of this chapter is to provide some theoretical perspectives on media literacy. In this context, media literacy has been explained in detail. For this, primarily the differences between reading-writing and literacy are revealed. Besides conceptual media literacy, its necessity and some examples of practices in the world related to its education are mentioned. The chapter also addresses the basic paradigms in media literacy. © 2021 by IGI Global. All rights reserved

Is the News Cycle “Real”?: A Case Study of Media “Phandom” and Agenda Setting in Persona 5

This chapter features a game from the Shin Megami Tensei series called Persona 5. This chapter examines how the case of role playing video game Persona 5 depicts agenda setting through the use of an in-game audience-oriented polling systems and comment system in order to understand to a greater degree the ways in which games contribute to our understanding of media processes and explores the idea of fandom as integral to the agenda setting process. The case chapter addressed in this manuscript represents a unique narrative featuring a daily life simulator, a turn-based Japanese role-playing game (JRPG), and complex in-game media vehicles to drive the story

Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects

This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)2 model lessons across content areas (e.g., math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based global literacy activities integrating new technologies. </jats:p