Keyword: «медиаграмотность»

The article is devoted to the actual problem of the project technologies implementation in the field of media education. In the conditions of the information society, the importance of information increases at an uncontrolled rate, which poses new challenges for the educational environment, especially in educational institutions. Teaching media information literacy, on the one hand, and professional media information education, on the other, are key areas in the process of educating schoolchildren and students who are ready to live in conditions of dynamically changing processes. The purpose of the article is to analyze the successful experience of implementing project work in the field of media education in the Federal Republic of Germany under the conditions of a full-day training system to analyze the possibilities of its implementation after adaptation on the basis of national pedagogy. The leading method of empirical research was observation and included observation in the framework of internships in the Federal Republic of Germany with the aim of analyzing the system of project-based training in full-time schools of various Federated Lands. The key attention is paid to the study of Hamburg’s full-time schools as a land where this form is the only one. In addition, the article pays considerable attention to the organization of project activities, in particular the media education activities of schoolchildren. The key result of the article is the described mechanics of project work organization in full-time schools in Germany, features of the media education projects implementation, directions for dissemination on domestic ground. In particular, these methods can also be applied in the higher education sector as a part of student project activities development in the framework of specialized media education, as well as integrated into other areas of media education. The review of scientific literature in the areas of research, the proposal of the author’s definition of the term “full-time school” have theoretical significance; practical significance is made up of empirical material, analyzed in the study, that gives an idea of the practice of implementing media education projects in various full-time schools of Germany.

This article discusses the concept of media education, as well as issues of media competence and media literacy of the individual. Much attention is given to the question of the most preferable ways of introducing media education. The results of the study in the form of a closed type questionnaire to identify the base level of media competence of university students are analyzed.

In modern conditions of informatization and globalization of society, the formation of media literacy in children by means of education is of particular importance. The UN Declaration on Human Rights notes that media literacy is an important part of the modern person competences. In addition, the international Academy of media studies notes that media competence is necessary to preserve historically accurate information. The media, computer technology and the global Internet play an important role in the life of modern person. Any educational process always refers to the media: let it be books, movies or modern computer technology, including the Internet. A large flow of diverse and not always correct and reliable information, the spread of such phenomena as "cybercrime", "Internet addiction", sites promoting deviant behavior – these are the negative aspects of media products widespread distribution. Students with disabilities are a particularly vulnerable category. Media literacy among students with disabilities is an important component of their personal development, socialization, future independent life in society. The purpose of the article is to identify the problems and conditions for the successful formation of media literacy in students with disabilities on the basis of theoretical analysis of literature and pedagogical experience. In the article, the authors analyzing the works of domestic and foreign researchers refer to the concept of "media literacy". This concept has a terminological variety and is examined by researchers from different points of view. The authors substantiate the relevance of media literacy formation in students under the conditions of inclusive education. This problem is poorly studied in science. Particular attention is paid to the difficulties faced by teachers of inclusive classes, and to the ways of overcoming them in the process of formation of media literacy in students with disabilities. The leading concepts in the study are L. S. Vygotsky's "zone of proximate development" and A. N. Leontiev's "activity-oriented approach". The authors identify three blocks of conditions necessary for the organization of this process when working with children with hearing and vision impairments, mental retardation, autism spectrum disorders. In describing the complex of conditions that contribute to the formation of media literacy, the authors take into account the following aspects: the social order of society; the specifics of the educational process in an inclusive environment. The article may be interesting for teachers of secondary schools, students of "Special (defectological) education" area of training, and postgraduate students.

The article discusses the urgent problem of media students’ social and personal competences development within the framework of higher education, the role and place of project work in this process. The transformation of the media industry, the generational characteristics of modern students, the requirements for students' competences formulated in the FSES stimulate the search for the most effective methods for developing students' competence types, bringing to the fore not only professional, but also social and personal competences. The authors set the goal to determine the role and place of project activity in the formation of media students’ competences, to identify whether this type of educational activity can be an effective tool for the development of students' competences. Wide-ranging empirical material has been collected - expert interviews have been conducted with university professors working in media training areas (Lomonosov Moscow State University, HSE, Moscow State Pedagogical University, DSTU). In-depth interviews with students of these educational programs revealed their attitude to project work and drew attention to what personal and social competencies were developing in the process. The key attention in the article is paid to what specific competences, according to teachers’ and students' feelings, develop the work on projects. There are social competences among them such as flexible leadership, teamwork, delegation, sociability, empathy, joint creativity, and personal competences such as adaptability, responsibility, stress tolerance, control of emotions and relationships, openness and authenticity, self-development and introspection, self-organization, auto sympathy. In addition, the importance of project work as the most relevant today for the set of training methods for future media professionals is emphasized. The review of the scientific literature in the field of research, the author's definitions of the terms "social competence" and "personal competence" are of theoretical significance. An attempt is made to study and comprehend the role of project activities in media education not only as a way of acquiring knowledge, skills, but also as a combination of methods for the development of students' social and personal competences. In-depth interviews reveal the attitude of media students to project work, show the transformation of their personal and social competences, as well as the activation of self-cognition processes while working on educational projects. Perhaps for the first time an attempt has been made to comprehensively assess the advantages and disadvantages of project work in media education by the developers, teachers and managers of educational programs in the media field.