CORE CONCEPTS OF MEDIA LITERACY: IMPORTANCE OF MEDIA EDUCATION

The aim of this paper is to differentiate the notions “media literacy” and “media education” as the main terms of a contemporary dominated field of research which study mass media and its influence on society. The article reveals different approaches of scholars on media literacy and media education as specific and autonomous field of knowledge in pedagogical theory and practice. It also reflects various definitions of these terms and the way they developed through the rapid evolution of digital technologies and mass media means. Media education is based on the study of five core concepts, which are considered in the article. The authors also review some new trends of media literacy education development, its social and academic importance and rapid growth around the globe. Considering the importance of teaching media literacy in the Ukrainian higher education institutions, the authors give the part of the practical lesson in the discipline “Info-Media Literacy and Critical Thinking” to show how students can reflect on the personal media consumption and footprint.


Introduction
The rapid development of information and communication technologies and the mass media system in the modern world makes fundamental changes in the general philosophy of education, sets new tasks and at the same time opens new horizons of psychological and pedagogical research in the sphere of media education. Education now sets itself a new task -to form the child's ability to learn. The educational field is currently dominated by such trends as: the introduction of the main core of knowledge, a kind of basic minimum, on which a further set of knowledge, skills, inclines, skills, competencies is built; formation of a holistic perception of the world. In connection with the change in the content components of education, there are changes in the technologies of their implementation. Information technologies, distance learning, which cover networks of universities, schools, pre-schools, after-school activities, training and advanced training systems, are used in the field of pedagogical information exchange.
There is also an opinion that media education is the study of media. And it is different from learning through the media. Media education is simultaneously associated with the knowledge of how media texts are created and distributed, as well as with the development of analytical abilities for interpreting and evaluating their content. For comparison, the study of media, as a rule, is associated with the practical work of creating media texts. Both media education and media studies are aimed at achieving the goals of media literacy (Dorr, Graves, Phelps, 1980). The construction of media education both from media training and from the study of the media itself looks natural here. A clear indication is also the goal of media education: achieving media literacy.

Core concepts of Media Literacy
British scientist A. Hart believes that media education should be based on the study of six key concepts: "media agencies" (analysis of the functioning system, goals, sources of information that create and distribute media texts), "media categories" (analysis of media text types -by types, genres, etc.), "media technologies" (analysis of the technological process of media text creation), "media languages" (audiovisual means of expression, codes and signs, style, etc. of media texts), "media audience" (analysis of audience typology, level of media texts perception), "media representations" (analysis of specific presentation by authors / sources of information / content agencies in media texts) (Hart, 2002).
J. Francis Davis continued the development of the media literacy concepts that Masterman and Duncan distinguished. He wrote an article that first cited five ideas to teach children about media, based on the Key Concepts from the Association for Media Literacy (Davis, 1989). In 1993, Elizabeth Thoman, who founded the Center for Media Literacy in 1989 and published Media & Values, expanded on these ideas in the article for the Association for Supervision and Curriculum Development (ASCD) (Thoman, 2002). Thoman stated that "At the heart of media literacy is the principle of inquiry," and she developed Five Concepts (Jolls, Wilson, 2014: 68 -78): 1. All media messages are 'constructed.' 2. Media messages are constructing using acreative language with its own rules. 3. Different people experience the same media message differently. 4. Media are primarily businesses driven by a profit motive. 5. Media have embedded values and points of view. So, we can state that media education is the process through which individuals become media literate -able to critically understand the nature, techniques and influence of media messages and productions.
Media education acknowledges and builds on the positive, creative and pleasurable dimensions of popular culture. It includes production of media texts and critical thinking about mass media to help us make our way through the increasingly complex media fields. These fields include not only traditional and digital media, but also popular culture texts such as toys, fads, fashion, shopping malls and theme parks. Teachers don't have to be media experts to incorporate media education in the classroom, because it is all about asking questions.

New Trends in Media Literacy Education
Media literacy education is a developing field of study and research. Its social and academic importance has been well recognized in recent years, and it is rapidly growing around the globe. There are some new trends of its development (Abreu, Lee, McDougall, Melki, Mihailidis, 2017).
The first trend comprises focusing from mass media to new media. It means that nowadays people are living in a mobile-networked society, yougth are growing up digitally and they have become prosumers. They are constantly online and permanently connected. In other words, they live a media life (Weslund, Bjur, 2014: 21-41). So, if we look at the development of media education today, we see that it is an educational response to communication technology advancement. Therefore, in the new participatory media environment, media literacy education naturally had a paradigm shift. The hypothesis, goals and curriculum design of media literacy practical classes have shifted to the new media (Abreu, Lee, McDougall, Melki, Mihailidis, 2017: 7-10).
The second trend comprises a shift from an entirely analytical approach or production approach to combined analytical-production approach. The critical analytical approach may reject the entertainment that students get from social networks or mass media in whole, and the simple production approach also has its measurements of losing sight of the larger sociopolitical context. Therefore, more and more media educators are supporting the integration of the two approaches.
The third trend comprises focusing from media literacy to digital media literacy and media and information literacy (MIL). As we live in the digital age nowadays, the definition of media literacy should be expanded. Many media literacy scholars and practitioners have developed the concept of digital media literacy. (UNESCO, 2015) led its way to support a new concept of media and information literacy. Media and information is a holistic concept combining media literacy, information literacy and ICT skills. Growing up a media-and information-literate population becomes significant for the development of society as a mediaand information-literate person should to be able to handle messages from different sources: mass media (TV, radio, newspapers, magazines), the Internet, social networks, libraries, archives and databases. The whole world is shifting from being an industry society to a digital society.
The fourth trend is the transition of media education from the West to the East. Media literacy education appeared as a field of research and developed in Canada and Britain, so we can state that these countries were pioneers in media literacy. But now media-literacy education curriculum are all over the world. And recently, eastern countries are developing media literacy education in their societies, for example such countries as Thailand and China, and what is more, their programmes and curricula have unique cultural characteristics. For example, in Thailand local media educators proposed the integration of Buddhist concepts into media literacy education. This reflects that media literacy education needs to be contextualized in its socio-cultural location so that it can take a firm foothold in a country.
The fifth trend comprises focusing from schools to families in regard to media literacy education. A family-centered approach to media literacy can make ways to meet the media literacy needs for an individual child. As some scholars suggested, this approach is useful for emphasizing parent-child discussion and bi-directional socialization (Abreu, Lee, McDougall, Melki, Mihailidis, 2017: 7-10).

Practical implementation of teaching Media Literacy in class
We have developed a lesson in the discipline "Info-Media Literacy and Critical Thinking" for our bachelor level students and there is a presentation of the part of this lesson in which we can see how students can reflect on the personal media consumption and footprint.
Module 3: Media Literacy for Life-Long Learning. Topic 12. Information and Media literacy concepts.

Content
-the notions of "personal media day", "media and news bubbles", "media footprint"; -the core concepts of information and media literacy; -importance of being media literate and promoting media literacy. Language -improve reading comprehension and speaking skills; -learn related terms and phrases to discuss the issues of media literacy; Critical thinking -personalize the use of key concepts; -reflect on the personal media consumption and footprint. 5. Media education encourages young people to use multimedia tools creatively, a strategy that contributes to "understanding by doing" and prepares them for a workforce that increasingly demands the use of sophisticated forms of communication.

PART 1. ACTIVATING PRIOR KNOWLEDGE
6. In a society concerned about growing youth apathy to the political process, media education engages young people in "real-world" issues. It helps young people to see themselves as active citizens and potential contributors to public debate.
In a diverse and pluralistic society, the study of media helps youth understand how media portrayals can influence how we view different groups in society: it deepens young people's understanding of diversity, identity and difference.
7. Media literacy helps young people's personal growth and social development by exploring the connections between popular culture -music, fashion, television programming, movies and advertising -and their attitudes, lifestyle choices and self-image.
8. Media literacy helps children critique media representation, teaching them to distinguish between reality and fantasy as they compare media violence and real-life violence, media heroes and real-life heroes, and media role models and real-life roles and expectations.
9. With most Canadian students turning first to the Internet for research, media education is an essential component of Information Communications Technology education, assisting young people in developing critical thinking skills and strategies for optimizing searches, evaluating and authenticating information and examining issues of plagiarism and copyright.

PART 4. GUIDING TO MORE CALP
Ex. 16. a) Watch the video "Filter Bubbles and Echo Chambers". How do you understand the terms "filter bubbles" and "echo chambers"? b) Open YouTube on your phones. What are the recommendations that you have there? Write out three topics of your interests from the recommendations: c) Open Google on your phones and write down the word "news". What news is recommended especially for you? Write out three recommendations: d) Open Facebook on your phones and follow the instructions. Tap on "Account" and find "Settings and privacy". Tap on "Settings" and find "Ads". You can see here Advertisers you've seen most recently. Write out three points from "Ads". e) All the points that you have just written out make up your personal media bubble. Working in groups share it with your groupmates and compare your bubbles. Do you have any similar points? f) Tell about your partner's media bubble. Do you have anything in common?

Conclusions
To conclude, media literacy education is now developing in a new technological age. In a mobile-networked society, learning is not limited to the classroom as with the help of digital tools students can get information and knowledge wherever they want or have an access to the Internet. Nowadays media education is very significant as people all over the world should be media literate and develop their critical thinking not to be fooled by any fake news and also to stay safe surfing the Internet (have cyber safety). Therefore, regarding future media literacy education, whether it is for students, teachers or parents, media educators should consider new curriculum design and a new pedagogic approach, which also fits outside school settings. Regarding research, building independent theoretical concepts and research methods are the urgent tasks for media literacy education researchers.