FORMATION OF INFOMEDIA LITERACY OF HIGHER EDUCATION STUDENTS IN THE PROCESS OF TEACHING THE HISTORY OF ANCIENT GREECE AND ROME
DOI:
https://doi.org/10.58407/visnik.253615Keywords:
infomedia literacy, history of Ancient Greece and Rome, critical thinkingAbstract
The purpose of the article is to analyze the possibilities of effective formation of infomedia literacy of higher education students in the process of teaching the history of Ancient Greece and Rome.
Methodology. The research is based on an interdisciplinary approach that combines historical, didactic and basic general scientific methods, such as analysis, synthesis and comparison. Special emphasis is placed on media educational methods: critical analysis of mediatexts, fact-checking methods, visual analysis, etc. Competency and activity approaches play an important role in the research.
Scientific novelty. Scientific novelty is in the analysis of the possibilities of effective combination of teaching the history of Ancient Greece and Rome with the simultaneous formation of infomedia literacy of higher education students.
The process of forming infomedia literacy is traditionally associated with teaching the history of periods in which real media (newspapers, radio, television) already existed. The article is an attempt to analyze the potential of teaching ancient history, namely the history of Ancient Greece and Rome in the context of integrating media educational methods and forming infomedia literacy and critical thinking. The emphasis is on the practical aspect of forming infomedia literacy.
Conclusions. The current challenge facing the Ukrainian education system is the formation of infomedia literacy, which plays an extremely important role in the modern information society. The article proves that in the process of embedding the history of Ancient Greece and Rome, it is possible to effectively form infomedia literacy of higher education students. The integration of infomedia literacy in teaching the history of Ancient Greece and Rome contributes to both a deeper understanding and assimilation of historical material, and the development of critical thinking skills for checking information.
