Media Literacy Formation of Non-journalism Students

Abstract

This article is devoted to the issue of choosing a methodology for the formation of media literacy among students of non-core areas of training. In the world of post-truth, where you can’t trust anyone, especially your own feelings, feelings and emotions, it is necessary to develop the competence of media literacy. The purpose of this study is to describe the methods of developing media literacy among students of non-core specialties. Research tasks set by the author: 1) to review the literature on the topic; 2) to characterize the methods of forming media literacy among students of non-core specialties; 3) give as an example task from the author’s methods. Is it possible to form critical thinking as the basis of media literacy, to learn to distinguish real news from fake news, to check information, to resist the manipulative influence of the media? The author of the article answers in the affirmative. This is a long and painstaking job. Media literacy is not just a skill that we acquire in order to pass an exam or get a credit. Media literacy is as much a skill as being able to read and write. He is with us forever, he is necessary and vital. To become media literate, it is necessary to learn to distinguish between different kinds of information, to understand media, to know their typology, to be able to create and interpret media text, to use information and communication devices. For this purpose, the author chose a problem-based approach and creative tasks that contribute to the formation of media literacy among students of non-core areas of study.