Peculiarities of media literacy perception of Ukrainian student youth

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Author(s): Valeriy Ivanov, Nataliia Voitovych, Solomiya Onufriv, Serhiy Shturkhetskyy, and Mariia Zubarieva

To cite this article: Ivanov, V., Voitovych, N., Onufriv, S., Shturkhetskyy, S., and Zubarieva, M . (2023). Peculiarities of media literacy perception of Ukrainian student youth, Inequality, Informational Warfare, Fakes and Self-Regulation in Education and Upbringing of Youth, Youth Voice Journal Vol. IV, pp. 53-63. ISBN (ONLINE): 978-1-911634-81-2



The purpose of the study: is to characterize the perception of media literacy and critical thinking among Ukrainian youth in the educational process for the formation of recommendations for the promotion of media literacy for young people.

Research methodology. Based on the collected primary data, the authors conducted a broad analysis of the history, modern application and prospects for the development of media literacy in Ukraine. At the same time, the spectrum of research is extremely wide: theoretical and historical excursus, description and analysis of practical activities, data from conducted surveys and the level of attention to the products of the implementation of media literacy and their interpretation for research purposes. The authors separately focused on the problems of media literacy implementation in Ukraine and ways to optimize this process. In addition to general scientific methods of analysis and synthesis, induction and deduction, comparison and analogy, abstraction and generalization, survey and observation methods are used.

History of research. The study of the influence of media began in the time of Plato and continues to the present day. Today’s approach to media literacy was shaped in 1992 at a national conference of media literacy leaders, when practitioners defined media literacy as “the ability to access, analyze, evaluate, and communicate a message in various forms.” These definitions have opened up a new level in resistance to media influence, as the modern understanding of media literacy has moved away from protection, prevention and vaccination to empowerment and rights. There is an opinion that the first curriculum on media education was developed by the Canadian scientist M. McLuhan in 1959 and the active use of media education in the educational process began in the 1960s in Great Britain, Canada, Germany, the USA, and France. At the same time, the task of media education was to form an information culture and prepare for life in an information society. Another American scientist, R. Cubby, sees the goal of media education in “developing analytical abilities and critical thinking about the media” along with learning their language. World and domestic scientific experience defines that media literacy is the ability to analyze and critically evaluate media. In the modern information society, when the forms and channels of information are rapidly changing, teaching media literacy must take into account all these changes in the way an individual perceives information.

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