The Analysis of The Levels of Media and Television Literacy of High School Students in terms of Different Variables Birsel AYBEK a* , Remzi DEMİR b a Çukurova University, Faculty of Education, Adana/Turkey b Mersin ODTU Collage, Mersin/Turkey Article Info Abstract DOI: 10.14812/cufej.2014.004 Knowledge mounts up, varies and is conveyed through different channels in each passing day. Media includes all the circles that contain and convey the knowledge itself. It is crucial for the young that are sensitive and affected easily to learn about the structure and running of the mass media, to evaluate the fictionalized media content consciously and watch critically, in other words, to be media literates. It has been seen that there is a lack of resources since the preparation of the project of applying the Media and Television Literacy lessons in lesson programs by Radio and Television Upper Board (2007) and it has been thought that media and TV literacy is studied through various variables. Relational screening model is applied in this study and put into practice with 402 12 th grade high school students that are chosen according to the intentional sampling method, among different school levels from state and private sĐhools. Media aŶd TelevisioŶ LiteraĐy Level “Đale, developed ďy Korkŵaz aŶd Yeşil (2011), has been used in the research. DesĐriptive aŶd PearsoŶ’s ProduĐt-Moment Correlation Coefficient have been used in the data analysis. At the end of the study; the findings have been as follows; media and TV literacy levels of the students are high, and their addiction level is low, media and TV literacy points of the students do not differ meaningfully according to their gender, school types, parent education levels, general family structure and activities they like to take part in but media and TV literacy level differs according to some individual characteristics, and that there is no meaningful relationship between media and TV literacy points and academic success points of the students. Article history: Received Revised Accepted 07 June 2013 26 January 2013 03 February 2014 Keywords: Media, Literacy, Media and television literacy. Introduction In addition that the media covers all the notions that include and distribute information, all kinds of printed, digital and electronic means of communication such as book, newspaper, journal, TV, radio can be a media (Andersen, 2002; cite in Karaman & Karataş, ϮϬϬϵͿ. Coŵputer, iŶterŶet, ŵoďile phoŶes, game consoles, handheld data banks (IPod), which are a part of daily life, or in other words all digital technologies are classified under the topic of new media. Addition to the opportunities that the media contributes, the growing diversity of the media and the power of it on the people of every age, the term media literacy has been arisen (Kurt & Kürüŵ, ϮϬϭϬ, pp. 20-34). When the evolution of the media literacy in Turkey, it was first mentioned in the Communication Council in 2003; and, in the year of 2004, it was put on the ground by the offer of Radio Television Upper Commission (RTUC)to the Media and Violence Action Group working on the Action Plan. In the light of these studies, the Media Literacy course, which has been embodied in the education year of 2006-2007 with the cooperation of RTUC and the Ministry of National Education, has been put in the curriculum of the second part of the primary schools as an optional course. * Corresponding author:baybek@cu.edu.tr Çukurova UŶiversity Faculty of Education Journal Vol:43 No: 1 Page: 46-62 http://egitim.cu.edu.tr/efdergi