The dissertation presents a theoretical generalization and a new scientific
solution to the problem of training future teachers to develop media literacy in primary
school children, substantiates the pedagogical conditions for ensuring the training
process, develops an organizational and pedagogical model, and tests an experimental
methodology for training future teachers to develop media literacy in primary school
children, which made it possible to draw conclusions.
The introduction specifies the relevance of the study, defines its object, purpose,
and objectives, characterizes the methods of work, reveals the scientific novelty and
practical significance of the thesis, provides information on the approval and
9
implementation of the results, the total number of publications, and the structure and
scope of the thesis.
In the first chapter of the dissertation, «Theoretical Foundations of Preparing
Future Teachers for Media Literacy in Primary School Children,» the author analyzes
the best pedagogical practices in media education in different countries (UK, France,
Germany, USA, Canada, Australia, etc.) and their achievements in the national media
education system of Ukraine. The development of media education in the United States
and some European countries began in the 50s and 70s of the twentieth century, so the
media education system in these countries is now well established. Therefore, the
analysis of the peculiarities of its formation, the problems that arose and the ways to
solve them all allow us to partially avoid the problems of formation and effectively
implement this area in Ukraine.
The analysis of psychological and pedagogical literature has shown that media
literacy includes aesthetic and creative skills that help to perceive, create and interpret
media content. It also includes interactive skills for communicating through media,
taking on different media roles, and expressing opinions. Critical analysis skills are
used to interpret and understand media content, analyze and evaluate media forms
using analytical tools. These skills are developed through the study of different genres
of media content. Safety skills include analyzing difficult situations, protecting
personal space, and avoiding dangerous contacts and content on the Internet.
Today, primary schools are becoming places where media literate individuals are
formed, who are able to independently find the information they need, check its
accuracy, and create their own media products.
The analysis of scientific literature has shown that society defines new
requirements for the professional competence of modern teachers. Especially
important is the informatization of education, which requires teachers to be proficient
in multimedia technologies and methods of forming media literacy in primary school
children.
In the second chapter of the dissertation, «Organizational and Pedagogical
Model of Training Future Teachers to Develop Media Literacy in Primary School
Children», we set out to improve the training of future teachers to develop media
literacy in primary school children. In this approach, it is important to familiarize future
teachers with the modern field of knowledge - media pedagogy, methodology, patterns
and principles of media education, to form their need to apply this knowledge in their
teaching activities, to use the development of the necessary professional qualities and
skills, as well as to form thinking in professional activities characterized by the
multidimensionality of the professional orientation of a modern teacher.
The model of training future teachers to develop media literacy in primary school
children is represented by four modules that are the structural components of the
model: the target module (goal, objectives, result), theoretical and methodological
module (stages, approaches, principles), organizational and technological (components
of readiness, content, forms, methods), and performance and activity (criteria,
indicators, levels and conditions).
The theoretical and methodological module of the developed model of training
future teachers for the formation of media literacy in primary school children contains
a number of general scientific approaches: systemic, competence, activity; the
organizational and technological module outlines the means of media education that
will be used by future primary school teachers in their professional activities: technical
(means of improving the educational process: technical and electronic devices and
devices with which electronic Microsoft Power Point, Microsoft Word, Microsoft
Publisher; programs for processing graphic images (Paint, Corel Draw, etc.); programs
for processing, cutting, playing audio and video: (players (Adobe Flash Player, AIMP,
Winamp, Windows Media Player, etc.); editors (Windows Movie Maker, Windows
Live Movie Maker, etc.); converters (Format Factory, Free Studio, etc.), etc.
