摘要：Children born in the age of technology are the individuals who use computers and the internet most. In Turkey, more than the visible part of the rate at primary level, it is using the internet; but the number of students who use it consciously is small. The internet usage data of children in the 6-10 age group made it necessary to update the curriculum. New types of literacy have emerged to meet the emerging demands of individuals, to solve their problems and to emphasize conscious use. As a matter of fact, with the curriculum renewed in our country in 2017, in the Turkish Language Teaching Curriculum in the third grade of primary school, “Understands the message in short and simple digital texts. In the fourth grade, “Uses information resources effectively”; The acquisitions were given as "Evaluates media texts".It is seen that the skills included in the acquisitions coincide with the "New Literacy skills" revealed by Leu, Kinzer, Coiro and Cammack (2004). An individual with new literacy skills should be able to access, research, critically evaluate, synthesize and verify information. It has been observed that new literacy skills are included in the mother tongue curricula of many countries. For this reason, the Turkish Language Teaching Curriculum was taken as a basis in the research. With the integration between language and technology, students will be willing to learn language and skills by using information and communication technologies consciously and efficiently. The aim of the study is to evaluate the primary school Turkish course curriculum in the context of new literacy skills. This study aims to discuss whether this is sufficient or not after presenting the current situation of new literacy skills in Turkish Language Teaching Curriculum. The population and sample of this study consists of the Turkish textbooks of the "the fourth grade of State Books and Koza publisher" and "the third grade of the state books and Sonuç publisher" accepted by the Education Board of the Ministry of National Education in the academic year of 2019-2020. Descriptive analysis method was used to analyze the data obtained from the documents. According to the findings, new literacy skills are included in the third grade themes in the Turkish lesson curriculum by 3%, 2% in acquisition and 2% in content. At the fourth grade, it takes place at a rate of 7% in themes and 5% in acquisition and 3% in content. Looking at the general distribution, 6% of the acquisition in the program and 2% of the contents in the textbooks include new literacy skills. When the number of acquisitions and contents of new literacy skills are examined, it is seen that the contents of the ability to reach and search information are more than the contents of other skills, there is no acquisition of synthesis skills and the content is just one. For students we want to prepare for the digital age, it may be suggested to increase the content of these skills in the program.
其他关键词：Turkish, new literacy skills, textbook, primary school, document review
