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\nAbstract: The author of this article arrive at the conclusion that media literacy/competence of personality is the sum total of the individual’s motives, knowledge, skills, and abilities (indicators:  \nmotivation, contact, content, perception, interpretation/appraisal, activity, and creativity) to select, use, create, critically analyze, evaluate, and transfer media texts in various forms and genres and to analyze the complex processes of media functioning.  \nKeywords: media education, media competence, media literacy, universities, schools, students, classification, levels of media competence, principles, functions, Russia.  \nMedia Education  \nAccording to the definition given in the UNESCO documents, Media Education  \n-deals with all communication media and includes the printed word and graphics, the sound, the still as well as the moving image, delivered on any kind of technology;  \n-enables people to gain understanding of the communication media used in their society and the way they operate and to acquire skills using these media to communicate with others;  \n-ensures that people learn how to analyse, critically reflect upon and create media texts; identify the sources of media texts, their political, social, commercial and/or cultural interests, and their contexts; interpret the messages and values offered by the media; select appropriate media for communicating their own messages or stories and for reaching their intended audience; gain or demand access to media for both reception and production.  \nMedia education is part of basic entitlement of every citizen, in every country in the world, to freedom of expression and the right to information and is instrumental in building and sustaining democracy”[UNESCO, 1999, p.273-274] .  \nIn my view, this definition provides a reasonably complete characterization of the main media educational goals.  \nThere are several directions that can be distinguished within media education: (a) media education for future professionals — journalists (the press, radio, TV, Internet, advertisement), moviemakers, editors, producers, etc.; (b) media education for pre-service and in-service teachers—in universities and teacher training colleges, and in media cultural courses within the system of advanced training; (c) media education as a part of general education for secondary and higher school students; it may be either integrated in the traditional disciplines or autonomous (i.e. taught as a specialized or optional course); (d) media education in educational and cultural centers (community interest clubs, centers for out-of-school activities and artistic development, etc.); (e) distance education of young and adult learners through television, radio, and the Internet; an important part here belongs to media critique, a specific sphere of journalism engaged in evaluation, analysis, and criticism of the mass media; (f) autonomous continuous media education, which in theory can be life-long.  \nTherefore, media education in the modern world can be described as the process of the development of personality with the help of and on the material of media, aimed at the shaping of culture of interaction with media, the development of creative, communicative skills, critical thinking, perception, interpretation, analysis and evaluation of media texts, teaching different forms of self-expression using media technology. Media literacy, as an outcome of this process, helps a person to actively use opportunities of the information field provided by the television, radio, video, film, press and Internet  \n[Fedorov, 2001, p.8] . First, to develop the person’s critical thinking skills and critical autonomy. Second, to develop abilities to perceive, evaluate, understand, and analyze media texts of different forms and genres (including their moral implications and artistic qualities) . And third, to teach students to ex","cbCaisJJOtxKKEJN","https://ap.wps.com/l/cbCaisJJOtxKKEJN","pdf",103710,"English","# Media education definition and goals\n## UNESCO-based media education scope\n## Directions and forms of media education\n## Media literacy as an outcome\n## Terminology and related concepts","[{\"question\":\"What does the article say media competence consists of?\",\"answer\":\"Media competence is presented as the total of motives, knowledge, skills, and abilities, including motivation, content, perception, interpretation, activity, and creativity.\"},{\"question\":\"How does the UNESCO definition frame media education?\",\"answer\":\"It describes media education as covering all communication media, enabling understanding of how media operate, and ensuring learners analyze, critically reflect on, and create media texts.\"},{\"question\":\"What directions of media education are distinguished?\",\"answer\":\"The text distinguishes education for future media professionals, for pre-service and in-service teachers, for general education of school students, for educational and cultural centers, for distance education, and for autonomous continuous lifelong learning.\"}]","Volume 4 - Issue 2-3 - Levels of Media Competence: Russian Approach | PDF",1792065417,25]