CC BY
50
Media literacy education
Succession of continuity education: the role and possibilities of a media resource 1
Prof. Dr. Y.S. Tyunnikov,
Institute of Strategy for the Development of Education of Russian Academy of Education,
Moscow, st. Makarenko, 5/16, 105062 tunn@yandex. ru
Dr. T.P. Afanasyeva,
Institute of Strategy for the Development of Education of Russian Academy of Education,
Moscow, st. Makarenko, 5/16, 105062 inido-atp@mail. ru
Dr. M.A. Maznychenko,
Sochi State University, Sochi, st. Sovetskaya, 26a, 354000, maznichenkoma@mail ru
Dr. I.S. Kazakov,
Sochi State University, Sochi, st. Sovetskaya, 26a, 354000, i333@list.ru
Abstract. The article substantiates a new role of media resources in present day education. It shows that today they act not only as a medium of information transfer, but as a source of information equal with the teacher and, at the same time, competing with the teacher. Students need to be specially trained to interact with such source in a responsible way. The opportunities of media resources in ensuring the continuity of education are revealed. The key mechanisms for ensuring continuity are identified: (1) a combination of implicit and explicit goals of working with media resources; (2) task-navigation of such work; (3) one's self-projecting as a responsible user of media resources. The features of the implementation of these mechanisms at the pre-school, primary school, adolescent, senior school, and student ages are discussed with the aim of ensuring the continuity of pedagogical values and goals, content, tools and means of education and self-education.
Key words: succession of continuity education, media resources, mechanisms for providing succession of continuity education with the use of media resources.
Introduction
Experiencing the dynamic changes in the external environment and tough professional competition, the concept of continuous "education throughout one's life" is becoming more and more popular. The implementation of such continuity acquires special urgency and new quality, namely: it is understood not only as an uninterrupted link between goals and the content of education at its various stages, but also as the manifestation of the value-based self-
1The work was carried out within the framework of the state assignment by the Institute of Strategy for the Development of Education of the Russian Academy of Education (Project No. 27.8472.2017/ BC)
determination of the subject of education; manifestation of the consistent realization of key life values and goals by the individual on different levels of education ladder and self-education, manifestation of one's means of providing valuable system objectives, contents and methods of continuous education.
In the modern information-based society, the production and consumption of information becomes an important factor in professional and personal success; a necessary attribute of interaction (including - pedagogical interaction) is information and communication technologies, the global Internet network; compression of time and space is the characteristic of our times (D. Harvey). In this regard, a media resource acquires special significance in education and self-education, ensuring their succession at different stages. In the modern educational system, the role of a media resource is changing: it acts not only as a means of communicating information, but also as a source of knowledge that competes with the teacher. The view "The teacher knows everything" becomes a delusion. The teacher's mission is not the transfer of knowledge, but the mediation between students and various sources of knowledge (including media resources, other teachers, close people, etc.), motivating students to search and use certain knowledge develops their competencies for maximum self-realization in various spheres of life. However, mass pedagogical consciousness does not always respond to these changes in a timely and adequate manner: most teachers still continue to consider themselves the only source of knowledge, the bearer of truth, using the media resource only as a means of communicating this truth to students, or perceiving it as "hostile", a force, acting against as the teacher, offering harmful, dangerous knowledge.
At the same time, learners actively interact with the media resource, however, in a number of cases, using it inadequately: they do not critically evaluate the received information, becoming the object of manipulation, aggressive advertising; use information and communication technologies only as a means of entertainment, falling into computer and game dependency; replace with the help of social networks and the Internet the lack of off-line person-to-person communication. As a result, the emotional sphere of a person is deformed; they use information, obtained through media resources, like ordinary consumers - ignoring moral aspects, without forming an internally motivated attitude towards it (which is, to a large extent, promoted by the propagation of consumer values in society to the detriment of the traditional values of love, care and giving [Ostapenko, 2015]); they do not process the received information intellectually, they cease to realize the necessity of reproduction of knowledge, which leads to a decrease in the overall level of mental development.
Often, such problems are caused by the teachers themselves, offering tasks using media resources, exclusively related to the search for factual information, for the understanding of which the students are either "not grown-up enough", or by giving the tasks they do not induce them to a critical, dialectical, problem-based comprehension of information or the reproduction of knowledge. For example, by implementing the method of "immersion in the language environment" at the lessons of English, "children are immediately forced to work at the level beyond their capacity - to translate and retell texts without knowing letters, rules of pronunciation and combination," the result of which is "idiotization and inculcation of either disgust, or indifference and tolerance to the repetition of meaningless actions "[Khagurov, 2015]. In the "Golden Fleece" Olympiad, the fifth graders together with their parents are invited to answer the following questions using the Internet: "Representatives of this family at the time of Renaissance were the rulers of Ferrara ...", "This artist was a court painter of the English King Henry VIII ...", "What name got the two mountain chains on the Moon found by Galileo? ", etc.
The described situation does not allow using effectively the potential of media resources in education and self-education, including in ensuring the success of its various stages and stages.
To overcome the current situation, it is necessary to change the pedagogical approaches to the use of media resources in the educational process, including with the aim of ensuring the continuity of education.
This article is aimed to identify the key mechanisms of the didactic use of media resources in education and to reveal the succession of their implementation at different levels of education in relation to different elements of the educational system: values and goals, content, instruments and tools.
Materials and methods
To solve the above stated problems, the following methods were used:
- analysis of the up-to-date information and educational environment, the changes that are taking place in them, including changes in the role and functions of media outlets;
- complex consideration of the media resource as a means of transferring knowledge and competing with the teacher as a source of information in the system "pedagogue - student -media resource";
- modeling of interlinked pedagogical goals, contents, instruments and tools on the basis of 3 key methodological mechanisms for using media resources: (1) combination of implicit and explicit goals of working with media resources; (2) problematic navigation of such work; (3) self-projecting to develop oneself as a responsible user of media resources.
The implementation of the methods was based on the following methodological grounds:
- theory of pedagogical use of media resources, their influence on the education and socialization of the individual [Gura, 2005; Fedorov, 2009; Khlyzova, 2010], etc., the description of social practices of cybersocialization [Pleshakov, 2015], on the basis of which the role and functions of media resources in modern education are specified;
- systematic approach (I.V. Blauberg, V.N. Sadovsky, E.G. Yudin, L.von Bertalanffy, A.D. Hall, R.I. Feigin), the theory of pedagogical systems [Kuzmina, 1970], on the basis of which the media resource is considered as an element of the educational system, fulfilling a dual function: the pedagogical means (the means of transfer of educational information) and the source of such information (i.e. a full-fledged subject of education) competing with the teacher and the teacher - as a source of educational information and an intermediary between the learner and the media resource in information consumption; the trainee as an object of the influence of the educator and media resource as a source of information and the subject of pedagogical interaction, including interaction with the media resource, the subject of the reproduction of information;
- theory of developmental learning (D.B. El'konin, V.V. Davydov [Davydov, 2001], L.V. Zankov, L.S. Vygotsky [Vygotsky, 1991]), problem-learning (S.L. Rubinshtein, N.G. Dairi, V. Okon', A.M. Matyushkin [Matyushkin, 2003], T.V. Kudryavtsev, I.Y. Lerner, MM. Makhmutov, Y.S. Tjunnikov [Tjunnikov, 1990]), according to which the methodical mechanism "problematic navigation of the work of trainees with media resources" was defined;
- theory of indirect learning, based on the law of paradoxical intentions of V. Frankl -V.A. Kura ("Wanting to master any content of education, it is necessary to make it a secondary goal of educational activity" [Kurinsky, 1994]), in which "the main pedagogical goals are translated into an implicit (hidden) layer, and before the student - they put other goals - maybe closer or more interesting for them; reliable educational results are achieved through the work of objective subconscious mechanisms - such as involuntary memorization "[Guzeev, 2011] - on the basis of this theory, a methodical mechanism is formulated "the combination of implicit and explicit goals of the work of students with media resources";
- theoretical base of self-projecting and its practical applications [Tjunnikov, 2000; Arefiev, 2004; Vakarchuk, 1998; Mamadaliev, 1992; Sapogova, 2003], on the basis of which the
methodical mechanism "self-projecting of a student as a responsible user of media resources" is discussed;
- theory of the continuity of modern education (A.A. Verbitsky [Verbitsky, 1990], A.M. Novikov, M.V. Boguslavsky [Boguslavsky, 2016], G.P. Zinchenko [Zinchenko, 1991], V.I. Maslov, N.N. Zvolinskaya, V.M. Kornilov [Maslov, 1997], O.V. Kuptsov [Kuptsov, 1987]), on the basis of which the key mechanisms of ensuring continuity with the use of media resources were applied to different stages education.
Discussion
In the information space there are constant changes related to the development of information technology, the expansion of types and sources of information, which significantly increase the didactic potential of media resources: the increase in the volume of data transferred and models for their processing; distribution of software, which can be influenced by an ordinary user; development of human-machine interfaces, artificial intelligence technologies, semantic systems, working with the meanings of natural languages, neuro-interfaces; the introduction of quantum and optical computers, etc. [Atlas of new professions, 2016]. In response to changes in the information environment, the processes of medialization in educational systems are taking place: innovative teaching tools using information technologies are being introduced (online courses, simulators, simulators, online game worlds, etc.); network forms of educational programs are being developed; remote technologies are actively used and e-learning creates a digital educational environment; the school curriculum includes lessons of robotics; various forms of introducing students into productive states of consciousness through information technologies are tested (for example, the state of the flow when a person is fully involved in the creative process and does not worry about possible success or failure).
The use of media resources in education is the subject of numerous foreign ones [Baake, 1999; Bowker, 2000; Buckingham, Sefton-Green, 1997; Buckingham, 1991; Blumeke, 2000; Buckingham, 2003; Gripsrud, 2003; Kubey, 1997; etc.) and domestic research [Fedorov, 2009; Gura, 2005; Konovalova, 2004; Toieskin, 2009; Tjunnikov, 2016; 2017], etc. The essence of media education, media competence, pedagogical potential and conditions for using various means of media in the educational process (information technologies, the Internet, social networks, screen arts, reading, television, advertising, interactive games, computer animation, etc. are disclosed in the works).
A characteristic tendency is the understanding of media resources and the construction of methods for their didactic application on the basis of the absolutization of one of the dialectically opposite concepts (values):
- "fetishization is leveling out the possibilities of a media resource as a didactic tool": consideration of the media resource as a "panacea" from all pedagogical illnesses, a "miraculous", universal pedagogical tool that increases the educational motivation, - denying the need for its use as a pedagogical tool;
- "Virtual (remote) is direct (live) communication between the teacher and students": the absolutization of electronic (distance learning), digital educational environment - denying them as the only means of transferring information to give way to direct, lively, motivating communication of the teacher and students;
- "regulation is freedom in the use of media resources": the work of students with media resources is regulated step by step (programmed training, simulators) - the interaction of students with media resources is neither regulated by any law nor by the teacher and parents;
- "reproductive is productive interaction with media resources": students are offered only reproductive (mechanical) work with media resources (search for factual information) - forms of introducing students into productive states of consciousness with the help of information technologies are introduced;
- "technology as creativity" is work with ready (available) media resources and independent creation (transformation) by the teacher and students of media resources (for example, Olympiad in robotics);
- "implicit (hidden) are explicit (discovered) goals of working with media resources": priority to train computer games is using of media resources as a means of traditional reproductive education;
- "individualization is unification of work with media resources": the process of learning using media resources adapts to the needs of a particular learner and his personal characteristics (he can choose the format of teaching and its pace, concentrate on a very narrow topic or, conversely, master an interdisciplinary program); unified educational programs are created.
At the same time, the absolutization of certain values in working with media resources limits the implementation of their didactic potential: it is necessary to harmonize various goals, ideas and approaches for the productive work.
The analysis of the scientific literature and educational practice allowed us to conclude that the use of media resources in education, ensuring its continuity, must be built on the basis of three key methodological mechanisms:
1. A combination of implicit and explicit goals of working with media outlets - a natural and focused learning of using such resources. For example, implicit goals: the main goal for the student is the media resource (social network, computer game, video film, etc.), the secondary goal is the content of the media resource - the teacher, on the contrary, uses the didactic content of the media resource, but does it implicitly for the students. In the work of V.V. Guzeev, A.A. Ostapenko [Guzeev, 2011] a matrix-classification of teaching methods presents one of the bases of which is "openness - yet, closure of pedagogical goals for the student". Using this matrix, it is necessary to organize the work of students with media resources in various forms, including forms which have students' goals, open to them (implementation of training projects, solving problematic tasks, finding information for answering questions), and with closed ones (for example, computer training, simulation, organizational and activity games, as well as tasks and situations, when the teacher sets educational goals for working with media resources, and the students have interesting goals of working with such resources, at the English lesson, the task is to study, using Facebook account, the opinion of English school students about sanctions against Russia, while for the student the goal is to engage with British schoolchildren, communicate in social networks, and the hidden pedagogical goal - to study the peculiarities of a foreign language, humor, culture.
2. Problem-solving navigation of students' work with media resources: media sources provide users with simple, bright, emotionally colored, exciting images of reality; simple ready-made recipes that do not involve critical analysis, reflections. As a result, their mechanical consumption (most often for the purpose of entertainment) leads to the consumer-type media thinking, one-dimensional perception of reality, therefore, it inhibits the intellectual development of the learners. In such a situation, the task of the teacher is to set tasks for the student's interaction with the media resource, to make it intellectually rich, to induce virtual and social reality to be correlated, to combine media resources and intellectual development with the help of an attractive virtual environment for the schoolchild, not so much to transfer experience using media resources, but to encourage the student to work out new experiences, to reproduce knowledge. The most effective tool for solving these problems is training in the following logic: "presentation of solutions of educational and life problems using the media resources for students ^ asking students for problems with the possibility of partially solving them themselves ^ posing problems to students with the possibility of complete self-reliance - its solution ^ inducing students to independently pose problems and solve them independently, using media resources". As a result of this training, the student will understand that the media resource can be used not only for entertainment and getting ready-made recipes, but also for
solving difficult educational problems and life problems - thus, it is necessary to develop intellectually. The training assignments offered by trainees using media resources should be directed not so much to the search for factual information (date, name, city, etc.), but rather to solve, with their help, educational, life-oriented, professionally-oriented problems involving new knowledge on basis of already available information. For example, at the lessons of the Russian language you can offer such tasks: to reveal the peculiarities of using jargons by users of a certain social network or Internet forum; compare your findings with a friend while taking a long walk and on a social media outlet. At the lesson of history: to find out why the formation of the Russian army with weaker soldiers in the middle and stronger at the edges in the Battle of Kalka allowed to win; why did the Romans "alcoholized" their slaves at the feasts etc. At the English lessons: compare the features of Russian and English humor by analyzing the jokes found on the Internet. The task-based lessons can be aimed at developing the following skills in view of media resources:
- analyze, critically comprehend and create media texts;
- determine the sources of media texts, their political, social, commercial and / or cultural interests, their context;
- interpret media texts and values distributed by the media;
- select appropriate media for the creation and dissemination of their own media texts and gaining an audience interested in them [Recommendations Addressed to the United Nations Educational Scientific and Cultural Organization, UNESCO, 2001].
3. Learner's self-projecting as a responsible user of media resources: in a number of cases, the creators of media resources pursue their own commercial goals, obtaining personal benefits. Their task is to manipulate adolescents as active consumers of media resources, to create dependence on certain goods or services (gadgets, computer games, harmful products, alcohol, cigarettes, etc.). The schoolchildren succumb to such an influence which negatively affects the formation of their personality, leads to irresponsibility, infantilism, dependence, disruption of physical and mental health. Therefore, the teacher's task is to teach the teenager to manage his interaction with media resources, to help realize that he is the key subject in the media environment, therefore it is necessary to approach the choice of media resources responsibly, to critically evaluate the received information, to predict the influence of the media resource on his thinking, behavior and life. To solve this problem, effective technology of self-projecting is used [Tjunnikov, 2000]. Using such method, the teacher helps the student to become a responsible user of media resources, to design his interaction with those sources as part of the implementation of various social roles: family man, professional, friend, citizen, etc.
Results
Based on the system approach, a scheme is constructed that reflects the dual role of the media resource in the educational system - as a means of learning and as a source of information competing with the teacher (see Figure 1).
Table 1 - The features of the didactic use of media resources in order to ensure succession of continuity education based on key methodological mechanisms
Methodological mechanizms Implementation of methodological mechanisms to ensure continuity of education
Succession of values and goals Succession of content Succession of pedagogical instruments and tools
Combination of implicit and explicit goals of working with media resources Media resource is perceived by students as a means of realizing personal goals, and as a learning tool Content of media resources is the main goal of the teacher and the additional (indirect) goal of the learner Combination of working methods in the media environment with open (learning tasks, projects) and hidden (games, social networking) pedagogical goals
Task-based navigation of work with media resources Goal is to teach those who learn to make personal judgments, use media resources for solving educational and life (personal) problems Typical task situations (educational, life, personal-development, professionally-oriented) Methods of task and developmental training
One's self-projecting as a responsible user of media resources Formation of a responsible attitude to the use of media resources and its management Drawing up and realization of vision of self-projects as a responsible user of media resources Technology of self-projecting of the responsible user of media resources
Succession of values and goals of education. The main values: the intellectual and spiritual and moral development of the student. The goal is to teach students to critically assess the information from the standpoint of spiritual and moral values, its personal comprehension, practical use for solving educational and life (personal) problems, thanks to which the development of intelligence occurs. The means to ensure the continuity of values and goals at different levels of education - a scenario approach - the correction of unproductive and the implementation of productive scenarios of interaction between students and media resources, based on the identified key values.
The realization of succession of values and goals at different levels of education:
34
Preschool age: the spiritual and moral values are brought to the forefront. The main thing is that the child communicates with his parents and pedagogues about the content of media resources (talks about television shows, joint reading, watched cartoons, etc.); regulation of time and content of the child's interaction with media resources. The key methodical mechanism is the combination of implicit and explicit goals of working with media resources.
Junior school age: the main thing is the acquisition of primary skills of processing information for solving educational and life problems for the purpose of developing intelligence, primary skills of information reproduction (writing fairy tales). The key methodical mechanism is the combination of implicit and explicit goals of working with media resources.
Adolescence: a key aspect is the development of intelligence, using the media resource as a means of problem-based learning, mastering the skills of reproducing information through participation in project activities. The task of teachers is to help the adolescent realize that the media resource can be used not only for entertainment and pleasure, but also for self-fulfillment in various life spheres, solving personal problems. A key methodical mechanism is the task-based navigation while working with media resources.
Senior school and student age: the key goal is to teach the reproduction of information through research and design activities. Learners are encouraged to realize that they can manage media resources, act not only as consumers, but also as creators. The main thing at this stage is the formation in students of a responsible attitude to the media resource use and motivation for the reproduction of knowledge. A key methodologic mechanism is the self-projecting of the learner as a responsible user of media resources.
The succession of the content of continuity education is provided by means of solving typical problems for students using media resources:
- learning problems is obtaining new knowledge based on the available information;
- life problems are achievement of the set goals in communication, friendship, family, hobbies, sports, hobbies, etc.;
- the problems of self-development, personal growth is related to the use of media resources for the purpose of self-development;
- professionally-oriented problems are related to professional self-determination, choice of a favorite occupation, future profession and professional development.
Any interaction between the trainee and the media resource must be built with a view to solve a particular problem. It is necessary to teach the child not to use media resources simply to "kill time," or "because that's what peers do (parents) do," but only with a specific goal.
Dynamics of the content of problems solved by means of media resources at different levels of education:
At preschool age, the solution of the vital problems for the child is at the forefront.
In the primary school, learning problems become key.
In adolescence, the problems of self-development are at the forefront, in the senior school and student age - professionally-oriented problems, including professional self-determination. Interdisciplinary ties serve as a means of ensuring continuity: students are encouraged to create themselves independently, using the media resources of interdisciplinary knowledge necessary to solve a particular problem, teachers assist them in creating such knowledge.
The leading principles of selecting the content of education at all stages are problematic and dialectical.
Succession of pedagogical tools. At all stages, technologies are used to organize the developing interaction of students with media resources, aimed at developing the intellect and subjectivity of learners as consumers (users) and creators of media resources, as responsible managers of their own behavior in the media environment, subjects of self-projection. The teacher's task is to help students realize that the media resource is a full-fledged source of
information, but it needs to be able to use it productively and responsibly, and the teacher can help in this.
While preserving the unity of selection principles, specific forms of tools are selected taking into account the age:
At the preschool stage, game methods of using media resources (didactic and developing games) prevail.
In the junior school age, situations of value-ethical content, problem-based learning situations, and the search method are at the forefront.
In adolescence, the key methods of the developing and problem-based learning.
The senior school and student age are characterized by active use of project and context-based learning and research methods (including independent scientific research on the influence of media resources on the consciousness of consumers).
The means of ensuring continuity of the pedagogical tool can be computer training programs designed on the basis of general principles (mechanisms) for using media resources. At the same time, the recognition and realization of a new role by the teacher is important: as one of the sources of information (not the only one) and as an intermediary between the students and the media environment.
Succession of pedagogical means. It is important for teachers and educators to adequately perceive the media resource as a didactic tool, but not as an end in itself. The use of a large number of media resources by a teacher does not lead automatically to an improvement in the quality of education, educational motivation, and should not be an end in itself; media resources is just a tool in the hands of a teacher, the use of which must be designed in advance. For students it is important not to become the object of manipulation by media resources, but to form a subjective, governing, responsible position with regard to media consumption.
Conclusions
- In modern conditions, the media resource performs a dual role in the educational system: as a didactic tool and as a source of information competing with the teacher. Its use in the educational process should be managed by the teacher, aimed at the intellectual development of students learners and preparing them for managing their own media consumption;
- the pedagogical use of media resources must be built on the basis of three key mechanisms: (1) a combination of implicit and explicit goals of working with media resources; (2) problematic navigation of such work; (3) self-projecting as a responsible user of media resources;
- media resources can serve as a means of ensuring the continuity of various stages and levels of education and self-education based on the unity of values (intellectual and spiritual and moral development of the schoolchild), goals (to teach students critical evaluation of information from the standpoint of spiritual and moral values, personal comprehension, practical use for solving educational and life problems), content (solution using media resources of standard educational, life, personal development and vocational oriented tasks), tools (methods of developing subjectivity of students as users and creators of media resources, as responsible managers of their own media consumption, subjects of self-projecting) and means (use of media resources should not be an end in itself).
References
Arefiev, R.A. (2004). Formation of readiness for self-projecting communicative competence among students of a pedagogical university. Sochi, 190 p.
Baake, D. (1999). Hanbuch Mediaen: Medienkompetenz. Modelle und Pro-jecte. Bonn: Budeszentrale fur Politishe Bilding, 308 p.
Blumeke, S. (2000). Mediaenpadagogiche Kompetenz. Munchen: KoPad-Verlag, 400 p.
Boguslavsky, M.V. (2016). Methodology for forecasting continuing education Novikova. Methodology of professional education. Moscow, 648 p.
Bowker, J. (1991). Secondary Media Education. A Curriculum Statement. London: British Film Institute. 288 p. Buckingham D., Sefton-Green, J. (1997). Multimedia Education: Media Literacy in the Age of Digital Culture. London, 311 p.
Buckingham, D. (1991). Teaching about Media. In: Lusted, D. (Ed.). The Media Studies Book. London-New York: Routledge, pp. 12-35.
Buckingham, D. (2003). Media Education: Literacy, Learning and Contemporary Culture. Cambridge, UK: Polity Press, 219 p.
Camarero, E., Varona, D. (2016). Life Story as a Research Technique for Evaluating For-mation Processes in Media. London-New York: Routledge, 235 p.
Commission Staff Working Paper. Commission of the European Communities (2000). A Memorandum on Lifelong Learning. Brussels: SEC . 487 p.
Davydov, V.V. (2001) The theory of developmental learning. Moscow: INTOR, 327 p. Fedorov, A.V. (2009). Media education: yesterday and today. Moscow, 234 p.
Gripsrud, J. (1999). Understanding Media Culture. London and New York: Arnold & Oxford University Press. Gulyuk, L.A. (2010). To the question of the mass and professional media competence of the person. Journalism and media education. Belgorod: Publishing house of the Belgorod state. University, pp. 302-307. Gura, V.V. (2005). Media competence as the goal of pedagogical designing of electronic educational resources.
Media education. 1, pp.77-80.
Guzeev, V.V. (2011). Dialogue on methods, or didactic series "The Matrix". Pedagogical technologies. 1, pp. 5-30. Khagurov T. (2015). Postmodernism as a daily occurrence or Education in the style of Kafka: za-tags of the sociologist. Educational work in school. 4, pp. 7-21.
Khlyzova, N.Yu. (2011). Media Education and Media Competence in the Information Society Epoch. Bulletin of Tomsk State University. 342, 234 p.
Konovalova, N.A. (2004). Development of media culture of students of a pedagogical university. Vologda, 168 p. Kubey, R. (Ed.) (2011). Media Literacy in the Information Age. New Brunswick and London: Transaction Publishers, 290 p.
Kuptsov, O.V. (1987). Continuous Education: Approaches and Solutions. Theory and Practice of Physical Culture, 9, pp. 37-43.
Kurinskiy, V.A. (1994). Autodidactics: Part 1. Moscow, 244 p.
Kuzmina, N.V. (1970). Methods of research ofpedagogical activity. Leningrad: Leningrad State University, 336 p. Kuzmina, N.V. (2002). The concept of "pedagogical system" and the criteria for its evaluation. Methods of systematic pedagogical research. 2, pp. 11-19.
Literacy for Social Change (2016). Approach a Case of Success in the Educational Project "Training, Education and Innovation in the Audiovisual Media to the International Journal of Media and Information Literacy, 1, pp. 410. http://ejournal46.com/journals_n/1468935895.pdf
Lukshi. P.A. (2016). Atlas of new professions 2.0. Moscow: Olimp-business, 288 p.
Mamadaliev, A.M. (2002). Formation of readiness of students ofpedagogical high school for self-projecting of text competence. Sochi, 182 p.
Maslov, V.I. (1993). Continuous Education: Approaches to Entity. Moscow, 218 p. Matyushkin, A.M. (2003). Thinking, learning, creativity. Moscow, 272 p.
Ostapenko, A.A. (2015). The import substitution in upbringing cannot be postponed, or how to change the orientation to traditional. Educational work in school. 4, pp. 21-24.
Pleshakov, V.A. (2015). On social practices of human life in the context of cybersocialization in the context of the informatization of education. Domestic Education: Current Status and Development Prospects. Moscow, 644 p. Recommendations Addressed to the United Nations Educational Scientific and Cultural Organization. UNESCO, 2001.
Sapogova, E.E. (2003). Life and destiny: the construction of individual mythology, self-projecting and personality subculture. Izvestiya TulGU. Series "Psychology". 3, pp. 195-214.
Toisskin, V.S., Krasilnikov, V.V. (2009). Media Education in the Information and Educational Environment: A Training Manual. Stavropol, 122 p.
Tyunnikov, Y.S., Tyunnikova, S.M. (2000). On the development of pedagogical technology of self-projecting. Designing of innovative processes in socio-cultural and educational spheres. Sochi, pp. 82-89. Tyunnikov, Y.S. (1990). Polytechnical bases of vocational training of students of vocational schools. Kazan, 39 p. Tyunnikov, Y.S., Afanasyeva T.P., Kazakov I.S., Maznychenko M.A. (2017). Continuous formation of the teacher's media competence in the conditions of constant changes in the information and educational environment. Media Education. 1, pp. 58-74.
Tyunnikov, Y.S., Kazakov I.S., Maznychenko M.A., Mamadaliev A.M. (2016). Media competence of the teacher: an innovative approach to self-projecting. Media Education. 4, pp. 29-46.
Vakarchuk, R.P. (1998). Readiness of students of a pedagogical university for self-projecting and the ways of its formation. Designing innovative processes in the sociocultural and educational spheres. Sochi, pp. 129-133. Verbitsky, A.A. (1990). Methodological problems of continuous education. Continuous Education: Methodology and Practice. Moscow, 214 p.
Vygotsky, L.S. (1991). Pedagogical psychology. Moscow: Pedagogy, 268 p.
Zinchenko, G.P. (1991). Prerequisites for the formation of the theory of continuous education. Sov. Pedagogika, 1, pp. 60-68.
