TYPOLOGY OF INTERNET RESOURCES FOR THE DEVELOPMENT OF YOUTH’S INFOMEDIA LITERACY

Authors

DOI:

https://doi.org/10.33407/itlt.v88i2.4786

Keywords:

media education, media literacy, information and media literacy, information literacy, digital security, Internet resources, development of information literacy, electronic educational resources, pupils and students

Abstract

The article characterizes the typology of electronic resources in the field of media education. The types of electronic resources that can be successful for the development of pupils’ and students’ infomedia literacy are identified. The expert evaluation of the effectiveness of electronic resources for the formation of infomedia literacy is conducted. Media education is characterized as a process of learning and self-learning through the media, as a scientific and educational field of activity aimed at the formation of psychological protection against manipulation and the formation of media literacy of the individual. It is shown that infomedia literacy is characterized by a set of markers: media literacy, critical thinking, social tolerance, resistance to influences, fact-checking, information literacy, digital security, ability to prevent risks in communication, visual literacy; ability to implement ideas through online tools, ability to use media for social good. It is substantiated that the development of infomedia literacy is greatly facilitated by Internet resources. The analysis of electronic educational Internet resources made it possible to classify them: video content (webinars, educational series, media texts, YouTube channels, etc.); audio content (podcasts); educational platforms (Prometheus, Ed-Era, IREX, 4mama and similar); text resources (online tutorials, e-dictionaries, etc.); creolized resources (comics, doodles, posters, infographics, etc.); game content (online games); social networks and discussion Internet platforms; specialized popular science sites (sites of scientific laboratories, public organizations; sites created at universities, etc.). The expert assessment of the degree of potential impact of Internet resources on the development of infomedia literacy was conducted. According to the results of the expert assessment, educational platforms (Prometheus, Ed-Era, IREX, 4mama and similar), video content (webinars, educational series, YouTube channels, etc.) and text resources (online manuals, e-dictionaries, etc.) most effectively influence the development of the largest number of markers of infomedia literacy.

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Author Biographies

Marina G. Drushlyak, Makarenko Sumy State Pedagogical University

Doctor of Pedagogical Sciences, Associate Professor, Associate Professor at the Department of Mathematics

Olena M. Semenog, Makarenko Sumy State Pedagogical University

Doctor of Pedagogical Sciences, Professor, Chair of the Department of Ukrainian Language

Nataliia V. Hrona, Franko Pryluky Humanitarian and Pedagogical College

Doctor of Pedagogical Sciences, Teacher of Higher Category, Teacher-methodologist, Chairman of the Cycle Commission of Teachers of the Ukrainian language and literature

Nataliia P. Ponomarenko, Machine Building College of SSU

PhD, teacher of Journalism

Olena V. Semenikhina, Makarenko Sumy State Pedagogical University

Doctor of Pedagogical Sciences, Professor, Chair of the Department of Computer Science

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Published

2022-04-29

How to Cite

[1]
Drushlyak М. Г., Semenog О. М., Hrona Н. В., Ponomarenko Н. П., and Semenikhina О. В., “TYPOLOGY OF INTERNET RESOURCES FOR THE DEVELOPMENT OF YOUTH’S INFOMEDIA LITERACY”, ITLT, vol. 88, no. 2, pp. 1–22, Apr. 2022.

Issue

Vol. 88 No. 2 (2022)

Section

The methodology, theory, philosophy and history of the use of ICT in education

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Copyright (c) 2022 Марина Григорівна Друшляк

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