Abstract
The genesis of media ecology as an independent scientific, practical and pedagogical direction of inquiry is explored. Its interdisciplinary essence is characterized and cross-curriculum connections are established with the disciplines of the library and information cycle, primarily with bibliology and book history. Two vectors of research in the field of media ecology are identified: technocentric and anthropocentric, and their fundamental methodological foundations are outlined in the context of a network understanding of the architecture of library and information activities. Based on the analysis of scientific literature and legal documents regulating library and information education, the key pedagogical tasks of media ecology are formulated: developing skills in identifying unreliable information and techniques of media influence, organization of professional activities in conditions of information overload, training in data verification technologies, bibliographic heuristics and professional navigation in specialized resources, dissemination of knowledge about models of text-mediated communications, information retrieval languages and the principles of their functioning.
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