ANALYSIS OF ABROAD EXPERIENCE OF DEVELOPING YOUTH MEDIA LITERACY

Abstract

The direct connection between the global digitalization of society and the importance of teaching media literacy of the population is shown. The meaningful description of the terms "media education" and "media literacy" is presented. Through the historical discourse of definitions and a comparison of their understanding in different states, it was concluded that there is no fundamental difference in interpretations, it was clarified that it is accepted to consider media education as a process of education, and media literacy as its result. Attention is focused on the peculiarities of the formation of media literacy in Ukraine, taking into account the informational dangers created by the military aggression of the Russian Federation.

The terms "media education" and "media literacy" have been clarified. Media education is education aimed at the formation of media literacy, which, in turn, is interpreted as a set of knowledge, competences and practices of critical evaluation of media with an understanding of their socio-cultural and political context, skills of responsible consumption, distribution and creation of media messages; the ability to interact in the media space on a creative, legal and ethical basis; the ability to resist aggressive and destructive information influences and protect your information space.

The best experience of media literacy formation in Great Britain is considered (teaching and development of "critical literacy" and "functional literacy"); America (mass character, priority for all segments of the population; practical focus; practice of integrating elements of critical thinking into almost all academic disciplines); France (trainings for teachers and consultants on media literacy; generation of pedagogical resources for teaching media and information literacy; development of media creativity in schools and universities); Sweden (state support; educational activities for the formation of critical thinking in mass media, educational institutions, the State Media Council, etc.); of Canada (media literacy is a mandatory component of all academic disciplines; spreading the practice of teaching visual media literacy). Examples of the implementation of media literacy as a process of self-education in Western European countries (Germany, Denmark, Belgium, the Netherlands) are considered. A view of media literacy in the Baltic countries is presented (a system of additional education through non-formal education throughout life is in effect). The main attention is paid to countermeasures against Russian destructive propaganda, the formation of critical thinking, ways to avoid negative effects on the consciousness of the individual.

The experience of countries for the implementation of its effective assets in the media world of Ukrainian higher educational institutions is summarized.