International Journal of Innovative Approaches in Education
Abbreviation: IJIAPE | ISSN (Online): 2602-4489 | DOI: 10.29329/ijiape

Research article    |    Open Access
International Journal of Innovative Approaches in Education 2025, Vol. 9(3) 83-109

Literacy Skills in Social Studies Textbooks in Türkiye and a Critical Approach

Ali Yalçın, Selma Güleç

pp. 83 - 109   |  DOI: https://doi.org/10.29329/ijiape.2025.1354.3

Publish Date: September 30, 2025  |   Single/Total View: 0/0   |   Single/Total Download: 0/0

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Abstract

Literacy is a lifelong process through which individuals learn basic knowledge, skills, values, and concepts. Textbooks are an effective teaching tool for teaching literacy skills. This study critically examines the representation of literacy skills in Turkish social studies textbooks within the framework of the 2018 Social Studies Curriculum (SSC). The research aims to analyse how literacy competencies—environmental, digital, financial, map, legal, media, and political—are integrated into textbooks for grades 4 through 7 and to evaluate their adequacy in meeting contemporary educational goals. Employing a qualitative research design based on document analysis, the study systematically reviewed curriculum documents and textbooks approved by the Ministry of National Education. Data were coded and analysed using MAXQDA software to determine the distribution of literacy skills across learning areas, units, and grade levels. The findings reveal significant inconsistencies between curriculum objectives and textbook content. Financial, political, and map literacy are relatively well represented, while environmental and legal literacy are scattered, and cultural literacy is not included as a literacy despite its thematic relevance. In particular, environmental literacy appears to be poorly aligned with the spiral curriculum model at the 7th grade level. Digital and media literacy is reduced to functional technology use rather than critical, ethical, and civic participation, reflecting technological reductionism. Similarly, political and legal literacy are often confused with each other, obscuring their distinct pedagogical purposes. The study concluded that although social studies textbooks cover a wide range of literacy skills, their treatment is fragmented, superficial, and inconsistent with international standards. To strengthen literacy education, the curriculum should incorporate emerging types of literacy such as cultural and scientific literacy, adopt clearer achievement goals, and support interdisciplinary, inquiry-based teaching methods. Such reforms are expected to ensure vertical and horizontal alignment across grade levels and better equip students with the critical, participatory, and citizenship skills necessary for the 21st century.

Keywords: Social Studies, Literacy, Literacy Skills, Textbook, Critical Thinking

How to Cite this Article?

APA 7th edition
Yalcin, A., & Gulec, S. (2025). Literacy Skills in Social Studies Textbooks in Türkiye and a Critical Approach. International Journal of Innovative Approaches in Education, 9(3), 83-109. https://doi.org/10.29329/ijiape.2025.1354.3

Harvard
Yalcin, A. and Gulec, S. (2025). Literacy Skills in Social Studies Textbooks in Türkiye and a Critical Approach. International Journal of Innovative Approaches in Education, 9(3), pp. 83-109.

Chicago 16th edition
Yalcin, Ali and Selma Gulec (2025). "Literacy Skills in Social Studies Textbooks in Türkiye and a Critical Approach". International Journal of Innovative Approaches in Education 9 (3):83-109. https://doi.org/10.29329/ijiape.2025.1354.3
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