MEDIA EDUCATION IN UKRAINE: LEGISLATIVE PROVISION ANALYSIS
DOI:
https://doi.org/10.28925/2312-5829.2020.3.2Keywords:
forms of media education, legislative provision, media information literacy, media education, UkraineAbstract
Today, in a digital society, media and information literacy, which is the result of media education, is considered vital. The importance of media education is acknowledged by Ukrainian authorities, researchers, practicing teachers, public organizations. Hence, Ukraine has acquired some experience in providing media education. The goal of the article is to analyze media education in Ukraine from the standpoint of regulatory and legal support and the experience of its practical implementation. A complex of scientific research methods was used to achieve the established goal: overview of literature and legislative documents; analysis, synthesis of the obtained results, prognostic method.
It was found out that a number of legal documents regulate the activities of the media sphere in Ukraine. However, the vast majority of them refer to the activities of the media or the regulation of the information sphere. Instead, the development of media information literacy is regulated not by a separate law, but in the context of a number of more global laws of Ukraine on education. Priority areas for further development of media education are defined in the Concept of media education for the period up to 2025. The analysis of the Concept regarding the forms of media education and the tasks facing them were analyzed. 7 forms of media education were characterized in the article: pre-school, school, out-of-school, higher school, for parents, for adults, non-formal media education. Inadequacy of using the term “media education through media” as non-formal media education was proved. The expediency of differentiating terms “non-formal” and “informal” media education was substantiated. Hence, one more form of media education was distinguished – "self-education through media". It is defined as a self-organized acquisition of digital, informational and media competencies during daily activities related to professional, social or other activities, family or leisure. The perspectives of further research were outlined, particularly as an empirical investigation.
Downloads
References
• В Україні оновлено Концепцію впровадження медіаосвіти. MediaSapiens. 2016. URL: https://ms.detector.media/mediaprosvita/media osvita/v_ukraini_onovleno_kontseptsiyu _vprovadzhennya_mediaosviti/
• Жилавская И.В., Зубрицкая Д.А. История развития медиаобразования: уч. пособ. М.: Московский педагогический государственный университет, 2017. 120 с.
• Закон України «Про освіту». 2017. Відомості Верховної Ради, 38-39, 380. URL: http://zakon3.rada.gov.ua/laws/show/2145-19
• Коневщиньска О. Е. Розвиток медіаосвіти і медіакультури в умовах інформаційного суспільства. Інформаційні технології і засоби навчання. 2016. 54 (4). С. 32– 41. DOI: https://doi.org/10.33407/itlt.v54i4.1481
• Концепція впровадження медіаосвіти в Україні. Постанова Президії Національної академії педагогічних наук України від 20 травня 2010. URL: https://lobtimucoz.ua/Mediaosvita/001konsepsiavprovadzennamediaosvity. doc. pdf
• Концепція впровадження медіаосвіти в Україні. Постанова Президії Національної академії педагогічних наук України 21 квітня 2016 р. URL: www.mediaosvita.com.uamaterial
• Лук’янова Л. Законодавче забезпечення освіти дорослих: зарубіжний досвід. Інститут педагогічної освіти та освіти дорослих, Українська Асоціація освіти дорослих. К.: Видавництво ТОВ «ДКС-Центр», 2017. 147 c.
• Найдьонова Л. Оновлення Концепції медіаосвіти: навіщо було потрібне і які зміни внесені. MediaSapiens. 2016. URL: https://ms.detector.media/ mediaprosvita/ mediaosvita/onovlennya_kontseptsii_mediaosviti_navischo_bulo_potribne_i_yaki_zmini_vneseni/
• Akyar B. C., Sapsaglam O. The effects of preschoolers’ media usage habits on their daily life and sustainability. Discourse and Communication for Sustainable Education. Vol.10(2), 2019. pp.112-128. DOI: https://doi.org/10.2478/dcse-2019-0022
• Bozzola E., Spina G., Ruggiero M. Media devices in pre-school children: the recommendations of the Italian pediatric society. Italian Journal of Pediatrics. Vol. 44 (69). 2018. pp.45-53. DOI: https://doi.org/10.1186/s13052-018-0508-7
• Cuc M. C. The influence of media on formal and informal education. Procedia – Social and Behavioral Sciences. Vol. 143, 2014. pp. 68-72. DOI: https://doi.org/10.1016/j.sbspro.2014.07.359
• Ebbeck M., Yim H. Y., Chan Y., Goh M. Singaporean parents’ views on their young children’s access and use of technological devices. Early Childhood Education Journal. Vol. 44 (2), 2016. pp. 127-134. DOI: https://doi:10.1007/s10643-015-0695-4
• Huber B., Highfield K., Kaufman J. Detailing the digital experience: Parent reports of children’s media use in the home learning environment. British Journal of Educational Technology. Vol. 49(5), 2018. рр. 34–43. DOI: https://doi.org/10.1111/bjet.12667
• Greenhow C., Lewin C. Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, Vol. 41(1), 2016. pp. 6-30. DOI: 10.1080/17439884.2015.1064954
• Lee A. Media education in the School 2.0 era: Teaching media literacy through laptop computers and iPads. Global Media and China. Sage Journals. Vol.1(4), 2016. pp. 435-449. DOI: https://doi.org/10.1177%2F2059436416667129
• LeNoue M., Hall T. Eigmy M. Adult Education and the social media revolution. Adult Learning: SAGE Journals. Vol. 22 (2), 2011. pp. 4-12. DOI: https://doi.org/10.1177/104515951102200201
• Libarkin J., Kurdziel J. Research methodologies in science education: Qualitative data. Journal of Geoscience Education, Vol. 50 (2), pp.195-200.
• Loeb S., Dynarski S., McFarland D., Morris P., Reardon S., Reber S. Descriptive analysis in education: A guide for researchers. (NCEE 2017–4023). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, 2017. 53 р.
• Nikken P., Schols, M. How and why parents guide the media use of young children. Journal of Child and Family Studies. Vol. 24, 2015. pp. 3423–3435. DOI: https://doi.org/10.1007/s10826-015-0144-4
• Pereira S., Fillol J., Moura B. Young people learning from digital media outside of school: The informal meets the formal. Media Education Research Journal. Communicar. Vol. XXVII(58), 2019. pp. 41-50. DOI: https://doi.org/10.3916/C58-2019-04
• Rideout V. J., Foehr U. G., Roberts D. F. Generation M2: Media in the Lives of 8–18 Year-Olds. Menlo Park, CA: The Henry J. Kaiser Family Foundation, 2010. 79 p. URL: https://files.eric.ed.gov/fulltext/ED527859.pdf
• Rowel Ch. From a Tweet to a Blog, to a Podcast, to a Book. Social Media in Higher Education: Case Studies, Reflections and Analysis. ed. by Ch. Rowel. Open Book Publishers, 2019. URL: https://www.openbookpublishers.com/reader/945#page/24/mode/2up
Reference
• Akyar, B. C., & Sapsaglam, O. (2019). The effects of preschoolers’ media usage habits on their daily life and sustainability. Discourse and Communication for Sustainable Education. 10(2), 112-128. DOI: https://doi.org/10.2478/dcse-2019-0022
• Konevshhynska, O. E. (2016). Rozvy`tok mediaosvity i mediakul`tury v umovax informacijnogo suspil`stva. [Development of media education and media culture in information society]. Informacijni texnologiyi i zasoby` navchannya.54 (4). 32–41. DOI: https://doi.org/10.33407/itlt.v54i4.1481 [in Ukrainian].
• Kontseptsіia vprovadzhennia medіaosvіty v Ukrainі [Concept of Media Education in Ukraine]. (2016). Postanova Prezydіi Natsіonalnoi akademіi pedahohіchnykh nauk Ukrainy 21 kvіtnia 2016 r. Retrieved from: www.mediaosvita.com.uamaterial [in Ukrainian].
• Kontseptsіia vprovadzhennia medіaosvіty v Ukrainі. [Concept of Media Education in Ukraine]. (2010). Postanova Prezydіi Natsіonalnoi akademіi pedahohіchnykh nauk Ukrainy 21 kvіtnia 2016 r. https://lobtimucoz.ua/Mediaosvita/001konsepsiavprovadzennamediaosvity.doc. pdf [in Ukrainian].
• Bozzola, E., Spina, G., & Ruggiero, M. (2018). Media devices in pre-school children: the recommendations of the Italian pediatric society. Italian Journal of Pediatrics. 44, 69, 45-53. DOI: https://doi.org/10.1186/s13052-018-0508-7
• Cuc, M. C. (2014). The influence of media on formal and informal education. Procedia – Social and Behavioral Sciences. 143, 68-72. DOI: https://doi.org/10.1016/j.sbspro.2014.07.359
• Ebbeck, M., Yim, H. Y., Chan, Y., & Goh, M. (2016). Singaporean parents’ views on their young children’s access and use of technological devices. Early Childhood Education Journal. 44 (2), 127-134. DOI: https://doi:10.1007/s10643-015-0695-4
• Huber, B., Highfield, K., & Kaufman, J. (2018). Detailing the digital experience: Parent reports of children’s media use in the home learning environment. British Journal of Educational Technology. 49(5), 34-43. DOI: https://doi.org/10.1111/bjet.12667
• Greenhow, C., & Lewin, C. (2016) Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6-30. DOI: https://doi.org/10.1080/17439884.2015.1064954
• Lee, A. (2016). Media education in the School 2.0 era: Teaching media literacy through laptop computers and iPads. Global Media and China. Sage Journals. 1(4). 435-449. DOI: https://doi.org/10.1177%2F2059436416667129
• LeNoue, M., Hall, T., & Eigmy M. (2011). Adult Education and the social media revolution. Adult Learning: SAGE Journals. 22 (2), 4–12. DOI: https://doi.org/10.1177/104515951102200201
• Libarkin, J., & Kurdziel, J. (2002). Research methodologies in science education: Qualitative data. Journal of Geoscience Education, 50 (2), 195-200.
• Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive analysis in education: A guide for researchers. (NCEE 2017–4023). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
• Lukianova, L. (2017). Zakonodavche zabezpechennya osvity doroslyh: zarubizhnyj dosvid [Legislative Provision of Adult Education: Foreign Experience]. Insty`tut pedagogichnoyi osvity` ta osvity` doroslyh, Ukrayins`ka Asociaciya osvity doroslyh. K.: Vydavnycztvo TOV DKS-Centr. [in Ukrainian].
• Naidonova, L. (2016). Onovlennia Kontseptsіi medіaosvіty: navіshcho bulo potrіbne і yakі zmіny vnesenі [Rennovation of Media Education: Why it was Necessary and the Changes Introduced]. MediaSapiens. Retrieved from: https://ms.detector.media/ mediaprosvita/ mediaosvita/onovlennya _kontseptsii_mediaosviti_navischo_bulo_potribne_i_yaki_zmini_vneseni/ [in Ukrainian].
• Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal of Child and Family Studies. 24, 3423–3435. DOI: https://doi.org/10.1007/s10826-015-0144-4
• Pereira, S., Fillol, J., & Moura, B. (2019). Young people learning from digital media outside of school: The informal meets the formal. Media Education Research Journal. Communicar. XXVII (58), 41-50. DOI: https://doi.org/10.3916/C58-2019-04
• Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the Lives of 8–18 Year-Olds. Menlo Park, CA: The Henry J. Kaiser Family Foundation. Retrieved from: https://files.eric.ed.gov/fulltext/ED527859.pdf
• Rowel, Ch. (2019). From a Tweet to a Blog, to a Podcast, to a Book. in Social Media in Higher Education: Case Studies, Reflections and Analysis. ed. by Ch. Rowel. Open Book Publishers. https://www.openbookpublishers.com/reader/945#page/24/mode/2up
• V Ukrayini onovleno Koncepciyu vprovadzhennya mediaosvity [The Concept of Media Education Development in Ukraine]. (2010). MediaSapiens. https://ms.detector.media/mediaprosvita/mediaosvita/v_ukraini_onovleno_kontseptsiyu _vprovadzhennya_mediaosviti/ [in Ukrainian].
• Zakon Ukrayiny “Pro osvitu” [Law of Ukraine “On Education”]. (2017). Vidomosti Verkhovnoyi Rady, 38-39, 380. http://zakon3.rada.gov.ua/laws/show/2145-19 [in Ukrainian].
• Zhilavskaya, I.V., & Zubritskaya, D.A. (2017). Istoriya razvitiya mediaobrazovaniya [The History of Media Education Development]. M.: Moskovskiy pedagogicheskiy gosudarstvennyiy universitet [in Russian].
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Educological discourse
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Автори зберігають за собою всі авторські права та одночасно надають журналу право першої публікації на умовах лізенції Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License, що дозволяє розповсюджувати даний матеріал із зазначенням авторства та первинної публікації в даному журналі.
