MEDIA EDUCATION IN LITERATURE LESSONS: FROM THE EXPERIENCE OF GERMAN RESEARCHERS

Abstract

The modern educational process in the field of literary education is increasingly oriented towards the use of digital technologies, which allows for an expansion of traditional teaching approaches. This article examines the integration of new media in literature lessons based on the research of German scholars, particularly the works of M. Kepser, M. Schwarz, F. Frederking, and T. Kurzrock. The functions of digital media in literary education are analyzed, particularly their role in the processes of reading, writing, analysis, interpretation, and student creativity. The authors emphasize that traditional media, such as books, are gradually supplemented by new forms, including films, podcasts, and electronic resources. This development allows for an expansion of the boundaries of literary perception and adapts teaching methods to modern requirements. Special attention is given to the issue of media literacy, which is an important component of contemporary education. The article explores how digital technologies contribute to the development of critical thinking, the ability to evaluate information from various sources, and the formation of a conscious attitude toward media. The concept of a media educational approach is discussed, which includes the analysis of digital content, data protection, ethical use of media, and social interaction in the digital space. The article highlights three main approaches to using digital media: technical, professional-didactic, and media educational. The technical approach focuses on developing basic skills in working with digital technologies; the professional-didactic approach emphasizes the effective delivery of educational material, while the media educational approach concentrates on developing critical thinking and ethical use of media. Key challenges related to the use of digital technologies in literature lessons are identified, including technical limitations, the need for pedagogical adaptation of digital tools, and maintaining a balance between traditional and new forms of text work. It is argued that successful integration of digital media into literature teaching is only possible if they are used as a means to achieve educational goals rather than as an end in themselves.