FUTURE PHILOLOGY TEACHERS' MEDIA LITERACY FORMATION IN THE PROCESS OF PROFESSIONAL TRAINING

Abstract

The article is dedicated to studying the problem of developing media literacy of future philology teachers in their professional training. Based on the analysis of scientific works on this issue, the content of the concepts of «media literacy» and «informational media literacy» has been clarified; forms of work with higher education students have been considered; examples of using informal education have been presented; the author's vision of the algorithm for forming informational media literacy of future philology teachers has been presented.
The purpose of the article is to investigate the peculiarities of developing informational media literacy of future teachers in the process of their professional training.
Methodology. The research methodology is based on the general principles of philosophy, basic modern positions of pedagogical science, and psychology. It reflects the interconnection of methodological approaches to studying the process of teacher training. In order to achieve the goal of the research, the results of which are presented in the article, such general scientific methods as analysis, synthesis, and generalization were used.
The scientific novelty. The article presents the experience of forming informational media literacy of students – future teachers of philology faculty of T. H. Shevchenko National University «Chernihiv Colehium». Such work can be used in preparing future teachers by other higher education institutions, mainly while teaching educational components of the pedagogical and methodological cycle.
Conclusions. During the conducted research, it was established that the developing of informational media literacy of future English teachers in the process of their professional training is carried out during their mastering of mandatory and selective educational components of the pedagogical cycle; it occurs in two directions – the formation of the ability to critically analyze information presented in various sources, and the formation of the ability to create their quality content; it has been found that the combination of traditional forms and online courses in the teaching process enhances the effectiveness of this process.