identifying dimensions of communication literacy: thematic analysis approach

Background and objective: communication literacy has been identified as one of the essential literacies in unesco’s definition of "the ability to communicate well with others and to know social practices"  the aim of study was identifying the main and secondary themes of communication literacy and potential indicators in order to improve it in educational system. materials and methods: the methodology was thematic analysis with pattern of braun and clarke (2006). the population was including scientific resources in the field of communication and communication specialists.  the sampling method for resources was purposive and most related to communication literacy and best communication specialists which continued till theoretical saturation (24 people). results: the findings showed main themes were “sensational communication”, “specialized communication” and “communication levels”. the secondary themes for sensational communication were literacies in “vision, hearing, smell, touch and taste”. the secondary themes for specialized communication were literacies in “speaking, writing, reading, body language, communication technology, intercultural communication, advertising, corporate communication, public relations, international relations, citizenship, finance, business, emotional and communication research”. the secondary themes for communication levels were literacies in “intrapersonal communication, interpersonal communication, group communication, mass communication and extra communication”. conclusion: the speed of changes in communication showed these themes for communication literacy must reviewing in near times.

Identifying Dimensions of Communication Literacy: Thematic Analysis Approach

Background and Objective: Communication literacy has been identified as one of the essential literacies in UNESCO’s definition of "the ability to communicate well with others and to know social practices"  The aim of study was identifying the main and secondary themes of communication literacy and potential indicators in order to improve it in educational system. Materials and Methods: The methodology was thematic analysis with pattern of Braun and Clarke (2006). The population was including scientific resources in the field of communication and communication specialists.  The sampling method for resources was purposive and most related to communication literacy and best communication specialists which continued till theoretical saturation (24 people). Results: The findings showed main themes were “Sensational communication”, “Specialized communication” and “Communication levels”. The secondary themes for sensational communication were literacies in “Vision, hearing, smell, touch and taste”. The secondary themes for specialized communication were literacies in “Speaking, Writing, Reading, Body Language, Communication Technology, Intercultural Communication, Advertising, Corporate Communication, Public Relations, International Relations, Citizenship, Finance, Business, Emotional and Communication Research”. The secondary themes for communication levels were literacies in “Intrapersonal communication, Interpersonal communication, Group communication, Mass communication and Extra communication”. Conclusion: The speed of changes in communication showed these themes for communication literacy must reviewing in near times.