Organization of the educational process for the formation of media and information literacy based on media text

Abstract

Introduction. In conditions of heterogeneity and polyphony of the media space, it is necessary to methodologically substantiate and technologically skilfully organize the educational process to develop media and information literacy of students. The source and transmitter of information, knowledge, representative of cultural and value guidelines in modern media reality is the media text. On its basis, the formation of media and information literacy is integrated into the process of spiritual and moral development of the individual. This process is carried out based on the content of media texts and within the possible context. The purpose of the study – scientific substantiation and solution of the problem of using media text in the process of formation of media and information literacy of students on the basis of axiological understanding of the information space. Materials and methods. The research uses fundamental international and Russian documents that reflect the issues of media education, the formation of media and information literacy, the national security of the Russian Federation, scientific and methodological articles, monographs by Russian and foreign authors on this issue, media texts of various types and genres that are in the public domain. Research results. The expediency of an axiological approach to the organization of the process of formation of media and information literacy is proved. Based on this approach, the principles of media text selection are defined (axiological fullness and cultural conformity, problematic, informational significance, communicative value). The educational strategy that allows to implement the axiological approach is contextualization, within the framework of which multi-level tasks for working with media text for the formation of media and information literacy are formulated. Conclusion. The results obtained outline further research objectives. Let's list them: the definition of diagnostic tools to identify the level of formation of media and information literacy, the systematization of techniques and methods for the formation of media and information literacy, the preparation of detailed recommendations for improving the organization of the process of formation of media and information literacy of students.