Formation of media literacy at the lesson of “Methods of working with text”

Abstract

Relevance. For the first time, the problem of media literacy formation is considered as it is taught at the lessons of “Methods of working with text” on the example of learning Russian from non-Russianspeaking students.
Aim. To show by concrete examples the use of critical thinking development technology (TRCM) in the formation of students’ media literacy.
Methodology. In the course of the research, the following methods were used: directed observation, questioning, analysis, generalization and abstraction; digital technologies, introspection; method of representation and interpretation of information.
Scientific novelty / theoretical and/or practical significance. The results of the research contribute to the development of the foundations of didactics, enriching theoretical ideas about traditional and innovative technologies in the educational process in the system of teaching both students and schoolchildren. Taking into account the growing interest in the practice-oriented nature of the educational process in the higher education system, the formulated requirements and identified conditions for the use of innovative dialogic technologies are becoming the leading factor in activating the professional activity of a modern teacher.
Results. The article presents the results of a survey conducted with students before and after the lesson, as well as of the testing conducted during the lesson. The results showed that students developed theoretical knowledge about media literacy together with the elements of critical thinking, the role of which is increasing in the conditions of digital transformation of the society.
Conclusions. Methods of developing critical thinking contribute to the development of the student’s ability to graphically organize text material, interpret and differentiate text information according to the degree of novelty and value, thereby forming media literate specialists in the field of linguistics.