Some glimpses on media education

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Some glimpses on media education

Ihor Decusar

It is difficult to imagine the modem world without media communications (traditionally this includes print, press, television, cinema, radio, sound recording and the Internet). Media today is one of the most important areas in the lives of people all over the planet.

At the beginning of the 21st century, the sociocultural development of any nation in almost all areas, including, of course, education, is unthinkable without media. Since the 60s of the 20th century, in the pedagogical science of leading countries around the world, a specific direction “media education” has been formed (media education), designed to help schoolchildren and students better adapt to the world of media culture, master the language of the media information, be able to analyze media texts, etc. So, in the 90s XX century, media education has become a mandatory component of education in all secondary schools in Canada and Australia (from 1st to 12th grade).

Media education is integrated into native language lessons in schools Great Britain, where, for example, there are 25,000 high school students and 8,000 students Universities annually choose a media course for final exams. exams. By the way, the intensive development of media education in many countries contributed to the expansion of American media communications: many European media educators develop “critical thinking" of students to help them resist the effects overseas mass culture [1].

UNESCO resolutions and recommendations have repeatedly noted importance and support of media educatio n (UNESCO conferences in Grunwalde, 1982; Toulouse, 1990; Paris, 1997; Vienna, 1999; Seville, 2002 and etc.). UNESCO's 2020 recommendations emphasize that “media education is part of the fundamental right of every citizen of any countries to freedom of expression and information, it helps support democracy. Recognizing differences in approaches and development of media education in various countries, it is recommended that it has been introduced wherever possible within national curricula, as well as within the framework of additional, non-formal education and self-education throughout a person's life” [UNESCO, 2002].

The Oxford Encyclopedia defines media education as “the study of media, which is different from learning through media. Media education is simultaneously associated with the knowledge of how media texts are created and distributed, and with the development analytical skills to interpret and evaluate their content.

While media studies are usually associated with practical work on creating media texts. Both media education and media studies are aimed at achieving the goals of media literacy.” [3].

A media literate person has a developed the ability to perceive, analyze, evaluate and create media texts, to understand the sociocultural and political context of the functioning of media in the modern world, code and representational systems used by media; the life of such a person in society and the world is associated with civic responsibility.

Media education in the modern world is considered as a process personal development with the help and on the material of mass communication (media) in order to create a culture of communication with the media, creative, communication abilities, critical thinking, skills of full perception, interpretation, analysis and evaluation media texts, teaching various forms of self-expression using media technology. Media literacy helps a person actively use possibilities of the information field of television, radio, video, cinema, the press, the Internet, helps him better understand the language media culture.

Media education can be divided into the following main ones: directions: 1) media education of future professionals in the world of the press, radio, television, cinema, video and the Internet - journalists, editors, directors, producers, actors, cameramen, etc.; 2) media education future teachers at universities and pedagogical institutes, in the process advanced training for university and school teachers in courses on media culture; 3) media education as part of general education schoolchildren and students studying in regular schools, secondary special educational institutions, universities, which, in turn, can be integrated with traditional disciplines or stand-alone (special, optional, club, etc.); 4) media education in institutions of additional education and leisure centers (homes culture, centers of extracurricular activities, aesthetic and artistic education, in clubs at the place of residence, etc.); 5) distance media education for schoolchildren, students and adults using the press, television, radio, video, DVD, and the Internet (media criticism plays a huge role here); 6) independent/continuous media education (which theoretically can be carried out throughout a person's life) [2].

Media education provides a methodology for conducting classes, based on problem, heuristic, game and other productive forms of education that develop the student's individuality, independence of his thinking, stimulating his abilities through direct involvement in creative activity, perception, interpretation and analysis of the structure of media text, assimilation of knowledge about media culture. At the same time, media education, combining lectures and practical classes, is a kind of inclusion students in the process of creating works of media culture, that is immerses the audience in the internal laboratory of the main media professions, which is possible both autonomously and in the process integration into traditional educational subjects. In order for schoolchildren and students were media literate, they must study not only how certain media texts are constructed, but also how these texts express various political, ideological, economic, and sociocultural interests [3].

Thus, it seems very useful to study the rich experience in the field of media education. Having mastered it creatively, future and current media educators will be able to more effectively develop their theoretical ideas, methodological approaches, and experimental work in schools and universities.

References:

media education internet

1. Education for the Media and the Digital Age. Vienna: UNESCO, 1999, p.273-274. Reprint in: Outlooks on Children and Media. Gothenburg: UNESCO & NORDICOM, 2001, p. 152].

2. Concept of implementation of media education in Ukraine (new edition) [Electronic resource] // Media detector. - April 24, 2016. - Access mode:

http://ms.detector.media/mediaprosvita/mediaosvita/kontseptsiya_vprovadzhennya _mediaosviti_v_ukraini_nova_redaktsiya.

3. Plakhta D. Why it is important to be media literate, or How to develop an informational "immune system" [Electronic resource] / D. Plakhta // Day. - February 3, 2017. - Access mode: https://day.kyiv.ua/uk/blog/suspilstvo/chomu-vazhlyvo-buty-mediagramotnym.

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