The research aims to determine which alternative literacy types should be included in the Social Studies curriculum used in Turkey since 2018 The data sources of the research, in which the document analysis method from the qualitative research methods was used, are the 2018 Turkish Social Studies Curriculum (for primary school and middle school 4th, 5th, 6th and 7th grades), and the studies in the relevant literature. The curriculum was accessed from the official internet website of the Republic of Türkiye Ministry of National Education Board of Education and Discipline; literature studies were accessed through databases like WoS, SCOPUS, EBSCO, ERIC, ScienceDirect, Sage, Wiley, Google Scholar, and DergiPark. The data were analyzed with the content analysis. The research results concluded that competencies are mostly related to cultural literacy, scientific literacy, technology literacy, civic (citizenship) literacy, and global literacy skills. Additionally, when the attainments were evaluated separately for each class level (4th-7th grades), it was seen that mainly geographical literacy, historical literacy, scientific literacy, cultural literacy, civic (citizenship) literacy, and global literacy could be included. Based on the results, it is recommended to assess technology literacy, natural disaster literacy, critical literacy, and visual literacy as alternative literacy types. 

Reading comprehension is a complex process that requires using many skills together. To increase the quality of this process, many strategies, methods, and techniques are applied, and the operability of the applications is the subject of research. When the studies are investigated, it is seen that the effects of strategies, methods, and techniques on students' reading comprehension skills have been examined many times. However, it is not possible to deal with the reading comprehension process only with strategy effectiveness. When the studies conducted at the international and national levels are examined, it is seen that the studies in which primary school students describe their own mental processes in the reading comprehension process are limited. Therefore, this research, it is aimed to examine which strategies, methods and techniques are used by primary school 4th grade students to understand a text they read. The study was carried out with 25 primary school students studying in two public primary schools in Ardahan city center in the 2020-2021 academic year. The case study model, one of the qualitative research designs, was used in the study. A data collection tool, a semi-structured interview form consisting of open-ended questions was used to determine the methods and techniques used by primary school 4th grade students in the reading comprehension process. While preparing the interview form, first, the relevant literature was reviewed and items were created in order to reveal the activities performed by the students before, during and after reading. The semi-structured interview form consisting of 5 open-ended questions was finalized by consulting the expert opinion for the items created. The data obtained in the study were analyzed by the content analysis method. Acording to the results of the research, it was seen that primary school students most frequently used the methods of examining text images, visualizing what they read, summarizing the text, finding the message the author wanted to convey, and mapping the story in the process of reading comprehension. 

The curriculum constitutes the backbone of a teaching process as a guide that defines and limits. It directs an education process in terms of approach, target, time, scope, stage, evaluation, and outputs. A well-structured curriculum is a must-have requirement for an educational process in which desired outcomes are targeted. In this study, the Turkish as foreign language teaching programs of the Maarif Foundation, which is claimed to be the product of a long-term study and large-scale research in 2019, and Ankara University TÖMER, which was put into effect in 2015, were compared in terms of purpose, skill, acquisition, and assessment-evaluation. The basics of qualitative research design carried out the research. The data of the research were analyzed by the document analysis method. According to the results of the research, it has been determined that there are significant differences between the two programs in terms of their purpose, objective, target audience, and scope.