کامبیز پوشنه

Purpose: The aim of this study was a comparative study of media literacy curriculum policy in the educational system of leading countries and Iran. Methodology: The approach of the research was qualitative approach and the method used in it was comparative-analytical method. The research population in this study included all valid scientific documents, including books, articles in specialized journals related to media literacy, from which the works related to the subject were selected using purposive sampling method and appropriate to the research objectives of the case. Were analyzed and data were collected by documentary method, Descriptive analysis method was used in data analysis. Based on the research question, a framework for data analysis was considered. Based on this framework, the required data from available resources were selected, organized, and then their similarities and differences were identified and compared and interpreted. Findings: Based on the results of this study, the concerns and views on content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media. . The results also showed that media literacy has been considered as one of the most effective monitoring tools in the countries. Also, according to the results of the research, the most important differences between the selected countries and Iran in this regard was that the goal of these countries is to institutionalize the media literacy curriculum in an organized manner and in the form of codified policies and long-term plans, but in Iran. Although this issue has been emphasized in the upstream documents, due to the lack of sufficient infrastructure, lack of culture appropriate to the age of technology and teachers not being familiar with this knowledge, these conditions have not been provided and implementation in schools has been unsuccessful. Several years of implementation have not yet led to a successful indigenous approach and model for implementing this skill in schools. Conclusion: The results showed that the concerns and views on the content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media.

The aim of this research was to investigate the effectiveness of mental imagery on the English language comprehension of sixth grade students. The method is semi-experimental and its plan involves pretest, post-test, and follow-up. Using a multi-stage random sampling method, 32 students were selected from schools in the district (2) and assigned to either the experimental or evidence group - each group consisted of 16 students. All the students within both groups were given a pretest which consisted of 20 multiple choice questions (with 4 possible answers each). There was no significant difference between the mean scores gained by the students of both groups on the pretest. The experimental group received the mental imagery teaching program and how to form pictures in the mind-e.g, how to visualize-before reading, while reading, and after reading a short story, for example, by being requested to draw pictures of the characters, scenes, or setting in the story as they perceived them. The evidence group received no instruction. To measure the effectiveness of the treatment program for each experimental condition, a research-made reading comprehension test was applied. There were  significant differences between the experimental and evidence groups, when data analysis was performed by ANOVA, using repeated measures. The findings showed that the mental imagery teaching program can improve the English language comprehension and this study suggests that the English teacher may improve her teaching strategy by optimizing the use of a variation technique in school. The teacher should be creative while delivering materials in the class.