Сутність медіаосвітніх моделей провідних країн Європи

Abstract

This article examines the content of media educational models by L. Masterman, A. Silverblаtt, K. Bazalgette, D. Buckingham and E. Hart, as well as J. Potter. The purpose of the survey is to characterize the theoretical foundations of media education and analyze the basic models of media education in leading European countries to further develop a media educational model for the formation of media literacy and media competence of future foreign language teachers in Ukraine. Noted that media education ought to be one of the components of training in higher educational institutions. To prove the need for media education, higher educational students must first understand what is the media education, how it differs from informational education and what skills a higher education applicant can develop during studying it. Therefore, it is important to study the experience of European countries, where close attention to media education is explained by the continuous growth of media consumption, the need to compensate for the effects of manipulative media influences, media dependence, the urgency of media security issues, the demand for media skills, connecting with the media sphere, democracy and active citizenship. During the work the author concludes that the most typical models are media educational models, which are a synthesis of socio-cultural, educational and informational, and practical-utilitarian models. Simultaneously, media educational models, like the British ones, are currently the most widespread and supported in most countries of the world, in particular in Ukraine