Proposing a Framework for Teaching Media Literacy to the Audiences of Pooya TV

The present study aimed to offer a framework for teaching media literacy to children viewing Pooya TV. Data collection was conducted using semi-structured interviews with a panel of experts consisting of five classes of relevant people. The transcribed texts were analyzed using the thematic analysis and the drawing of a thematic network. The results of the study led to the detection and classification of three global themes, including operational suggestions, considerations, and obligations. The operational suggestions were classified into eight organizing themes, including going beyond television broadcasting, the dominance of media literacy over the policies of the channel, suggestions related to the formats, suggestions related to the methods, the assignment of roles to children, taking part in the international production spaces, the provision of opportunities for learning by observation, and events. The considerations were classified into three groups: content necessities, production necessities, and prohibitions. Moreover, the obligations were classified into ten organizing themes, including paying attention to research, endeavoring to write documents, determining encouraging policies, managing human resources, eliminating conflicts in policies, observing managerial and organizational obligations, improving inter-organizational interactions, communicating with specialists, defining parents’ roles and contexts for their participation, and training producers and asking their views. Finally, some suggestions were made, and it was stated that Pooya TV could play a more significant and effective role by observing the proposed framework of teaching media literacy to its young audiences.