FORMATION OF INFOMEDIA LITERACY OF HIGH SCHOOL STUDENTS IN THE PROCESS OF ORGANISING THE WORK OF THE 'MEDIA INVESTIGATION WORKSHOP' CLUB

Abstract

The article deals with the topical issue of forming the infomedia literacy of high school students in the modern information society. It analyses the pedagogical possibilities of club activities as a form of non-formal education that can effectively influence the development of critical thinking, information autonomy, and fact-checking skills of students. Particular attention is paid to the author's curriculum of the 'Media Investigation Workshop', developed within the framework of the international Erasmus+ project (Jean Monnet), which integrates European media education standards and civic education tools.

The article aims to substantiate theoretically and experimentally test the pedagogical conditions, content, forms and methods of effective formation of high school students' infomedia literacy in organising the activities of the 'Media Investigation Workshop'.

The research methodology involves an interdisciplinary approach that combines the analysis of the latest research on technologies for implementing infomedia literacy at school, pedagogical observations and students' surveys. Theoretical methods allowed us to structure the key components of media education activities, including elements of design thinking, and empirical methods allowed us to evaluate the effectiveness of the proposed model of the club in practice.

The scientific novelty of the work lies in the development, theoretical substantiation and empirical confirmation of the model of forming students' infomedia literacy in the extracurricular educational format. The concept of 'infomedia literacy' in the context of non-formal education is clarified. The pedagogical conditions that contribute to forming critical thinking, information ethics, and the ability to counteract manipulations and fakes are identified. The effectiveness of integrating European educational practices into the Ukrainian educational context is revealed.

Conclusions. Implementing the 'Media Investigation Workshop' has confirmed its effectiveness as an innovative tool for developing children's infomedia literacy. The questionnaire results' analysis showed a significant increase in students' ability to analyse media content critically, use fact-checking tools, and tolerate alternative points of view. The programme combines analytical, practical, and reflective components, ensuring the development of key skills for the 21st century. Further research should focus on adapting similar primary school and teacher training approaches.