The ways of media literacy development in English classes in secondary school

Abstract

The article reveals the issues of relevance of integrating information and media literacy in teaching students of secondary school. It is proved that information and media literacy should become an integral part of education at any times and especially at war time when the information space becomes one more battle field and does harm to people consciousness, psychological and emotional well-being. Special attention is paid to the practical aspects of integrating info-media literacy in teaching English by means of joint teaching language aspects and speech activity with reading authentic English media-messages, designing media-products by students, integrated philological and media-analysis of text and visual messages. The authors suggest to develop in students, in addition to sufficient subject competences, a number of key social competences in info-media literacy: media literacy; critical thinking; social tolerance; emotional intelligence; digital security; visual literacy; information literacy; creativity based on the recommendations produced during the implementation of the project “Learn to Discern: Information and Media Literacy”. There are specified techniques for the use in English classes in secondary schools jointly with information and media literacy done in such ways as: the development of critical thinking, analysis of media messages, analysis of text messages about media, creation of own media messages, analytical work with toxic content, identification of one’s own stereotypes, critical analysis of visual sources and visual accompaniment of text messages, search and verification of information, drawing parallels between processes and phenomena in the subject and media and information processes.