The Role of Journalism Teachers in the Media Literacy Development

Abstract

The study aimed to test the effectiveness of the introduction of mediatized materials and methods for developing teachers’ media literacy in advanced training courses. The methodological background of the work involved the ideas of systemic, culturological, environmental, and learner-centered approaches. The data was collected through a questionnaire to identify teachers’ preference for media technologies. The questionnaire questions were divided into blocks according to the criteria for assessing the teacher’s media culture level. Descriptive and analytical statistics were used for data analysis. The study allows concluding that media culture is a determinant of the teacher’s qualification portrait at the current stage of education. It is determined that the high level of media culture allows the teacher to navigate in the media environment as a specifically organized symbolic visual and emotional space; design their professional activities in the field of media education by creating new information and knowledge with the help of available tools and media formats; choose effective strategies for students self-learning in the media space.