Media education: on scientific terminology systematization

Media education is a pedagogical direction that has a rich history and a wide geography. The word phrase "media education" has come into the Russian language in the late 1980s. It was the Declaration of Grunwald 1982 that paved the way for media education at the international level having been unanimously adopted at the International Symposium of UNESCO. UNESCO has defined the media education as a priority area of cultural and pedagogical development of the 21st century, and recommended its global introduction into all state national curriculums, so that media education in Russia has great prospects today. The history of media education counts more than a dozen years but despite this fact different researchers determine its meaning in a different way, and sometimes their definitions do not coincide with the definition laid down in the dictionary. The versions of media education definition being notable are given by such domestic researchers as A.V. Fedorov, A.V. Sharikov, A.V. Spichkin, S.N. Penzin, L.S. Zaznobina, T.A. Stefanovskaya, Yu.N. Usov, O.A. Baranov, L.A. Ivanova, etc. In this paper, we are considering the existing approaches to this concept from different points of view of the scientists. The analysis study of the scientific literature in this field has shown that it is possible to find different formulas for this concept determination. The viability of all definitions is enhanced when the authors' positions, the goals the authors pursued, and the context of use are considered. The lack of a common understanding of the term ''media education'' causes differences in goal-setting. The purpose of media education is one of the most important issues. As there is no consensus on the term definition of ''media education'' there is no consensus on its leading goal. Educational purposes may vary depending on the specific theme and objectives of the lesson, age of the audience and some theoretical media education bases. By the definition of ''media education'' we follow taking into account the information needs of the society, we understand the purpose of media education in media competence formation by the individual. Nowadays the term ''media competence'' can be considered broadly popular due to the circumstances that have been predetermined by the informational conditions our society lives in. Many Russian media teachers and tutors keep addressing the issue and dealing with the problem of media education, which proves by the numerous works that do not cease to be published. The impact that the means of communication has on the human, makes the society deal with the problems of media education such as studying, complementing the existing expertise in this area and implementing media education in teaching. Prospects of development in this field are defined in the Concept of Socio-Economic Development of the Russian Federation for the period up to 2020.

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