Abstract
The purpose of the study is to determine theoretically (including from the standpoints of sciences related to pedagogy) and empirically (through perceptions of pedagogical students) the interpretative characteristics of screen culture as a personal phenomenon generated by the information society. The article uses a comparative analysis of various scientific approaches to screen culture to form its semantic concepts, which are subsequently subjected to experimental verification. Scientific novelty of the study lies in determining essential statuses-meanings of screen culture through the lens of pedagogy, taking into account interdisciplinary positions of its understanding, and in documenting corroborative empirical facts. As a result, basing on culturological, communicative, competency-based approaches, the researchers have identified the primary meanings of the studied phenomenon in pedagogical science: formation of an individual image of the world in students; a way of transmitting and assimilating the content of education; development of communicative and information competencies through the use of screens; integrative quality of a personality in the structure of its basic culture.
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