Media literacy is the ability to sort out the daily information transmitted and received through mass media, to make the right decision in any situation even after receiving various information, to form the concepts of where, by whom and for what purpose the information is being transmitted, and whose interests it reflects.
The goal of medical literacy is to form the ability to sort out the information disseminated by them while understanding the priorities and shortcomings of each media, and to form the skills to accept what is necessary, while the main task is to limit it by understanding the manipulative power of any information consumed by people.
Media literacy emphasizes understanding media functions, evaluating the quality of the implementation of these functions, and engaging in rational cooperation with the media for self-expression and participation in social processes.
Media literacy is the result of media education.
Media education emerged as a means of protection against the harmful effects and trends of the media. The UK was the first to use this paradigm in the 1930s. In Great Britain and Australia, media literacy is included as a separate course in the humanities complex.
In Finland, media and information literacy has been included in school and university curricula since the 1970s. When the media education component was first introduced into the school curriculum, it was integrated into mother tongue, history, aesthetic studies, and environmental studies, rather than as an independent subject. According to the Media Literacy Index published in 2021, Finland was recognized as “the country with the highest potential to counter the negative effects of fake news and disinformation” and took first place in the index.
In Sweden, media education has been taught as a separate subject in educational institutions since 1980. The main goal of introducing media education is to develop young people’s ability to critically perceive media messages, to form their own opinion about messages from various information sources, as well as to watch was to form the ability to express one’s opinion about the films and TV programs made. Since the fall of 2000, media education has been officially included in the Swedish national curriculum.
In some countries, additional practical, normative inclusion of media education has been decided to be taught instead of some subjects or as an intermediate subject between them, that is, school newspapers and magazines, radio broadcasts and audiovisual products are created during extracurricular time. In the process of creation, participants will have the opportunity to get acquainted directly with different ways of using media.
Author: Maftuna Yusupboyeva Ulugʻbek Qizi, Uzbekistan
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