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INFOMEDIA LITERACY AS A CATEGORY OF MORAL AND SPIRITUAL UPBRINGING

The article discusses the concepts of “infomediary literacy” and “media culture”. It is concluded that information and media literacy is the main basis for the development of human information and media culture. Also, the basic principles of media and information literacy formation are highlighted.
Keywords: infomedia literacy, media education, information literacy, media information literacy.

Kurylo V. A.
PhD student of the third (educational and scientific) level of higher education
of the Department of Education and Innovative Pedagogy,
H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

10.34142//2708-4809.SIUTY.2022.95

Relevance. In the information age, information literacy plays a significant role, which aims to develop skills in working with information, both in education and in the professional environment.

The purpose of the article is to analyze the concept of “information and media literacy” as a category of basic for the development of human information and media culture, and to highlight the basic principles of media and information literacy.

In modern regulatory documents, infomediate literacy is interpreted as “a component of media culture that refers to the ability to use information and communication technology, express oneself and communicate through media, successfully obtain the necessary information, consciously perceive and critically interpret information received from various media, separate reality from its virtual simulation, that is, understand the reality constructed by media sources, comprehend the communications of power, myths and types of control they cultivate” [1].

Foreign scientific literature notes that infomediate literacy as an integrated human quality includes the following components:

1) understanding of the nature and functions of infomediaries and critical awareness of their impact on people and society;
2) the ability to critically analyze information transmitted through media technologies;
3) ability to effectively search for and select information;
4) practical knowledge of the use of information and media technologies for self-expression;
5) ability to aesthetically evaluate objects of the surrounding world;
6) participation in the life of society by influencing the development of infomediate technologies [2].

One of the main reasons for the relevance of the problem of infomediate literacy is that not only the information revolution, but also globalization makes our perception of the world dependent to a large extent on how it is presented by the media. Unfortunately, the information that is presented to members of society is often poorly verified by them, which makes it possible to use elements of manipulation “between the lines”. Therefore, infomedia literacy can be seen as a way of self-defense against dishonest media information.

It should be noted that the impact of media on human consciousness cannot be underestimated. It surrounds us everywhere, offering us something, providing us with information, sending us free advice, seducing us with games and entertainment, and giving us a phantom sense of relaxation. But is all this aimed at helping people? As a rule, media pursue the opposite goal.

Infomedia literacy is formed and developed primarily in the process of media education.

Therefore, media literacy is, on the one hand, the result of media education, and on the other hand, the level of media culture.

UNESCO has formulated the following basic principles of media and information literacy (MIL):

1) information, communication, libraries, media, technology, and the Internet should be used critically by members of society. These information sources are equal in status, and none of them should be considered more important than others;
2) every citizen, on the one hand, is a creator of information and knowledge, and on the other hand, has the right to access information/knowledge and to express himself/herself.
3) the information, knowledge and messages provided are not always neutral, independent or impartial, so everyone should be able to critically analyze the information provided and determine its reliability.
4) Every citizen has the right to access information provided in the public domain and to use it in their interactions with other people.
5) formation of information literacy is not a one-time action. It is a constant and dynamic process of accumulation of relevant experience by a person aimed at using, creating and transmitting information regarding media and technological content [3].

Based on the study, we can conclude that infomediate literacy is the ability to perceive and realize the need for information, as well as the ability to use and disseminate it.

List of references

1. Infomediate literacy in pedagogical subject-subject interaction. 2020. URL: https://medialiteracy.org.ua/infomedijnagramotnist-u-pedagogichnij-sub-yektsub-yektnijvzayemodiyi/ (accessed: 08.11.2022).
2. Media education and media literacy: a guide / ed. V. F. Ivanov, O. V. Volosheniuk; ed. by V. V. Rizuna. Rizun; 3rd ed. with changes and additions. Kyiv: Free Press Center, 2014. 431 с.
3. UNESCO published five principles of media and information literacy, 2017. URL: https://ms.detector.media/mediaprosvita/mediaosvita/yunesko_opublikuvala_pyat_printsipiv_mediynoi_ta_informatsiynoi_gramotnosti (accessed on November 08, 2022).