Juvenile journalism as an element of media education of children and adolescents. Experience of the media studio «Sok» (Irkutsk)
DOI:
https://doi.org/10.47475/2070-0695-2024-53-3-23-32Keywords:
juvenile journalism, media literacy, media education of children and adolescents, children's and adolescent media studios, media studio «SOK»Abstract
The relevance of the article is determined by the fact that, in accordance with the Order of the Government of the Russian Federation № 678-r «On approval of the Concept for the development of additional education for children until 2030», it became mandatory to open Media Centers in each educational institution by December 2024. The purpose of the article is to determine the methodological foundations of the functioning of such media centers and disclose the experience of one of them - the Sok media studio in Irkutsk. In the international information space, media education began to be actively discussed in the 1970s, UNESCO began to actively develop this area and hold international conferences on media education. Media education and media literacy are closely related terms. At the same time, media education is the process of personality development, media literacy is the result of media education. In Russia, media education developed in parallel with juvenile journalism. There were separate directions and scientific schools. In Russian educational institutions, media education is optional, but is carried out at the meta-subject level. In the article, juvenile journalism is considered as part of media education, the result of which is an increase in the level of media literacy of adolescents. In the Russian Federation, there are currently many officially registered and unofficial juvenile media. In the Irkutsk region, there is no single register of juvenile media associations, and there is no way to accurately calculate how many children and adolescents are covered by this type of activity. The article describes the media studio «SOK» MAOU DO Irkutsk «Station of young naturalists», its advantages and disadvantages are identified. The work will be useful to the heads of existing juvenile associations and teenage editorial offices and media educators who are at the stage of conceiving or creating a juvenile editorial office.References
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