The model of media literacy curriculum in elementary school from the perspective of experts

Educating intelligent citizens and equipped with critical thinking skills is more than anything related to the institutional importance of education in any country, especially its alignment with political, economic and social developments at the national and international levels. In the age of information and network society and the interaction of new technologies and media in the form of convergence, the media, in addition to representing the cultural and social status of societies, affect the cultural and social values and beliefs of society. The purpose of this study is to explain the optimal model of media literacy curriculum in elementary school from the perspective of experts.Materials  and 

The approach of the present research is qualitative and has been done using the Grounded  theory method. The participants in this study are experts and experts in the field of media and curriculum, and 15 of them were interviewed using purposive sampling. The data collection tool was a semi-structured interview with which this number of researchers reached theoretical saturation.

Strauss and Corbin method was used to analyze the qualitative data.  After open coding and formulation of basic concepts, 27 axial codes were identified, which were placed in 6 selective codes. The results of this study show that the most important causal, contextual, intervention, strategy and consequences of media literacy curriculum in elementary school are: fundamental infrastructure improvements, designing learning opportunities to acquire relevant skills, social factors, Educational and cultural factors, research and practical work, the role and readiness of teachers, access to media, development of teachers' capabilities, individual and social consequences