Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Developing media literacy and information usage culture
in education
Olimjon ISOKOV
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received June 2024
Received in revised form
10 July 2024
Accepted 25 July 2024
Available online
25 August 2024
For all modern-day educators, it is essential to work on their
students
’
media literacy and ensure that students use the
internet appropriately to create a fair, integrity-driven
classroom environment. Additionally, this monitoring plays a
significant role in preventing the detrimental effects of
academic dishonesty and, consequently, helps students build a
strong academic foundation. This article offers numerous
suggestions for achieving these goals, such as fostering growth
mindsets, integrating social-emotional learning (SEL), creating a
supportive classroom environment, and encouraging goal-
setting and self-reflection. Moreover, it proposes several
essential skills to navigate the information overload of today
’
s
digital age. The paper also explores the role of media literacy
and responsible information usage in modern education. These
strategies aim to enhance students
’
academic, emotional, and
cognitive capacities and prepare them for success in an
increasingly interconnected world.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss2
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
growth mindset,
social-emotional learning,
supportive classroom
environment,
goal-setting,
self-reflection,
student outlook,
academic achievement,
self-efficacy,
educational strategies,
positive learning
environment.
Ta
’
limda media savodxonlik va axborotdan foydalanish
madaniyatini rivojlantirish
ANNOTATSIYA
Калит сўзлар:
o‘
sish tafakkuri,
ijtimoiy-emotsional ta
’
lim,
q
o‘
llab-quvvatlovchi sinf
muhiti,
maqsadni belgilash,
refleksiya,
Barcha zamonaviy
o‘
qituvchilar uchun
o‘
quvchilarning
media savodxonligi ustida ishlash va adolatli, halollikka
asoslangan sinfni yaratish uchun talabalar internetdan t
o‘g‘
ri
foydalanishlarini ta
’
minlash juda muhimdir. Bundan tashqari,
ushbu monitoring akademik adolatsizlikning salbiy oqibatlarini
oldini olishda muhim rol
o‘
ynaydi va shuning uchun talabalarga
1
Independent researcher, Namangan State University. E-mail: Isakovolimjon@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2024) / ISSN 2181-3701
162
o‘
quvchilarning
dunyoqarashi,
akademik yutuqlar,
o‘
z-
o‘
zini samaradorligi,
ta
’
lim strategiyalari,
ijobiy ta
’
lim muhiti.
mustahkam akademik poydevor yaratishga yordam beradi.
Mazkur maqola ushbu maqsadlarga erishish uchun k
o‘
plab
takliflarni
o‘
z ichiga oladi, masalan, tafakkurni rivojlantirish,
ijtimoiy-emotsional ta
’
limni (SEL) integratsiyalash, q
o‘
llab-
quvvatlovchi sinf muhitini yaratish, maqsad q
o‘
yish va
o‘
z-
o‘
zini
reklektiv ra
g‘
batlantirish. Bundan tashqari, bugungi raqamli
asrda axborot toshqini bilan kurashish uchun bir nechta zarur
k
o‘
nikmalar taklif qilindi. Maqolada mediasavodxonlik va
axborotdan foydalanish madaniyatining zamonaviy ta
’
limdagi
roli ham k
o‘
rib chiqiladi. Ushbu strategiyalar talabalarning
akademik, hissiy va kognitiv qobiliyatlarini oshirish va ularni
tobora
o‘
zaro bo
g‘
langan dunyoda muvaffaqiyatga tayyorlash
uchun tavsiya etiladi.
Развитие медиаграмотности и культуры использования
информации в образовании
АННОТАЦИЯ
Ключевые слова:
мышление роста,
социально
-
эмоциональное
обучение,
благоприятная среда в
классе,
постановка целей,
саморефлексия,
мировоззрение учащихся,
академическая
успеваемость,
самоэффективность,
образовательные
стратегии,
позитивная среда
обучения.
Для всех современных педагогов важно работать над
развитием медиаграмотности своих учеников и следить за
тем, чтобы они использовали интернет надлежащим
образом, создавая тем самым справедливую и честную
учебную среду. Кроме того, данный мониторинг играет
ключевую роль в предотвращении пагубных последствий
академической нечестности, что помогает ученикам
сформировать прочную академическую основу. В этой
статье содержатся многочисленные рекомендации для
достижения этих целей, такие как развитие гибкого
мышления,
интеграция
социально
-
эмоционального
обучения (SEL), создание благоприятной атмосферы в
классе
и
стимулирование
постановки
целей
и
саморефлексии. Также предлагаются необходимые навыки
для эффективного взаимодействия с информационным
потоком в условиях современной цифровой эпохи. В статье
рассматривается роль медиаграмотности и культуры
ответственного
использования
информации
в
современном образовании. Эти стратегии направлены на
повышение академических, эмоциональных и когнитивных
способностей учеников,
а также на подготовку их к успеху в
все более взаимосвязанном мире.
INTRODUCTION
A significant increase in available academic resources and the introduction of
seemingly limitless technological advancements into many sectors of life have altered
educational systems all across the globe. The demand for new teaching and learning
styles, where the inclusion of digital resources is mandatory for matching modern
teaching standards keeps growing every day (Turaevna, 2022). As a result, media literacy
and a responsible culture of information usage have become crucial skills that must be
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2024) / ISSN 2181-3701
163
embedded within the educational systems. While traditional educational strategies such
as enhancing a growth mindset and SEL remain foundational, the ability to critically
assess and responsibly engage with media and information is now a key competency for
success in the digital age. This article aims to explore how a blend of these approaches
can significantly enhance students' outlook, promote academic integrity, and prepare
them for a rapidly evolving world (Erstad, 2015).
GROWTH MINDSET: THE KEY TO LIFELONG DEVELOPMENT
Emphasizing a growth mindset is a central part of uplifting students' perspectives,
particularly, when it relates to their abilities and potential. Carol Dweck's (2006)
research has demonstrated, students that understand intelligence can be developed, are
more likely than their peers to counter challenges and reach a level of academic success.
This mindset enables students to view failures not as finite losses, but rather as a chance
for development and growth (Dweck, 2006).
THE INFLUENCE OF PEER INTERACTION ON THE DEVELOPMENT OF GROWTH
MINDSET
Peer interaction can be an effective and powerful approach to developing a growth
mindset. Working in groups or teams, where students are tasked to solve a problem
together and support and encourage each other can create a space for trial and error,
effort, and persistence
–
things we value in pursuing a growth mindset. Peer social
contexts increase the chances students will see their peers demonstrating persistence
and resilience (Yeager & Dweck, 2012). Teachers can create opportunities for peer
interactions through group activities, where students face a challenge as a group and
collectively reflect on their experiences.
SOCIAL-EMOTIONAL LEARNING (SEL): ESTABLISHING EMOTIONAL AND
SOCIAL SKILLS
Leveraging Social-emotional learning (SEL) within educational practice will help
students nurture interpersonal characteristics such as self-awareness, emotional control,
empathy, and decision-making responsibility. Evidence suggests that SEL builds students'
social-emotional competence or welfare that positively affects achievement and
relationships (Durlak et al., 2011).
SEL AND DIGITAL INTERACTIONS
Because students spend more time engaged in digital contexts, it is imperative to
inject SEL into lessons on digital behavior. Digital pathways introduce students to
negative behavior, including cyberbullying, misinformation, and unfavorable social
comparisons. Through integrating SEL into digital literacy pedagogy, for example,
students can learn to properly cope and manage emotions and respond productively in
the event tipsy and engaging norms are abundant in digital contexts (Dweck, 2006). As
one example, students can be taught to apply empathy and respect to others when
navigating opposing views in disagreement in the digital space to deliberate efficiently
and support enhancing the digital sphere.
MEDIA LITERACY: ATTENDING TO THE DIGITAL ENVIRONMENT
Media literacy is decisive and predicated on the role of students analyzing,
interrogating, and engaging in various representations of media. Students engage with
forms of media continually and are often uninformed of how that environment influences
them (Icen, 2020). Through developing media literacy skills, students can begin
evaluating media content specifically determining the credibility of the critical sources,
biases, or prejudices they encounter to formulate their opinions, and responsibly
producing and using content they learned in the digital space.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2024) / ISSN 2181-3701
164
MEDIA LITERACY AS A TOOL TO COMBAT MISINFORMATION
The digital world carries with it one of the paramount challenges
–
misinformation.
In the age of social media and digital platforms, misinformation spreads rapidly,
influencing public perception in many adverse ways. One-way educators are beginning to
combat misinformation, is to teach students critical thinking skills, by utilizing
methodologies such as lateral reading (Wineburg & McGrew, 2017). Lateral reading
involves the verification of information by utilizing it with numerous trusted sources. In
doing so, students will be empowered to disseminate informed, reasonable solutions,
while developing an acceptable understanding to navigate these digital fields.
INFORMATION USAGE CULTURE: SUPPORTING ACADEMIC INTEGRITY
Alongside media literacy, the cultivation of an acceptable information usage
culture must be emphasized in this modern era of education. This consists of being able
to teach students to use information ethically and with personal integrity while
developing skills that steer away from academic dishonesty. A safe and respectful
classroom atmosphere, of integrity-based behavior, will aid students in developing an
understanding of attempts to avoid academic dishonesty and explain the fleeting
consequence of academic dishonesty to maximize their aptitudes for their futures.
ETHICAL DIGITAL CITIZENSHIP
The cultural expectation of ethical information usage does not limit itself to the
classroom, students are also expected to demonstrate responsibility and personal
integrity online. Information usage is of educational value for students' digital citizenship
lessons, whether the information might involve intellectual rights, protecting their stocks
as users, or simply understanding the ethical implications of sharing and consuming
information ethically (Icen, 2020). By proactively creating a respectful culture around
digital citizenship, educators can demonstrate to students how to navigate their digital
world "responsively and with integrity." (Icen, 2020).
EXPANSION: SUPPORTING, INTEGRITY-DRIVEN CLASSROOM ENVIRONMENT:
A supportive integrity-driven classroom provides students with the support they
need to take risks in their education, without the concern of being judged or failing.
Supporting an environment can create the basis for academic honesty, allow students to
support each other, and intentionally experience academic risk-taking. An integrity-
driven classroom accomplishes this climate by establishing classroom expectations and
consistently reinforcing positive behavior. Recognizing integrity-driven behaviors such
as; effort and engagement, is more in the long term than being focused on measuring
success as a student.
TECHNOLOGY AND CLASSROOM INCLUSIVITY
In the era of digital learning, the provision of equitable access to educational
resources is an essential component of a supportive classroom framework. The use of
digital tools may narrow, or broaden, the lessons students can access depending on their
socio-economic status. Socio-economic disparity should be recognized and addressed by
educators by developing opportunities for students to engage in an affirmative
educational experience, irrespective of technology availability
–
rather than judgment on
their suitability in curricular opportunities.
GOAL SETTING & SELF-REFLECTION: INCREASING MOTIVATION & SELF-
EFFICACY
Goal setting and self-reflection are powerful mechanisms for improving motivation
and self-efficacy with students. When students set a goal that is specific and attainable,
positive feelings such as a sense of purpose and direction follow the goal-setting process.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2024) / ISSN 2181-3701
165
When combined with regular self-reflection, students can assess their progress, adjust
plans, and recognize their success. This practice boosts academic performance and
elevates a sense of self-awareness and personal growth.
GAUGING GOALS AND REFLECTION THROUGH TECHNOLOGY
Digital tools such as goal trackers and e-portfolios can increase students' ability
and opportunity to engage in goal-setting and reflection. Students can record their
accomplishments, and their progress in real time, and allow their peers, family, teachers,
and other educational professionals to contribute to their introspection. In addition,
digital tools can allow goal-setting to be more collaborative, rather than individual, as
students will include stakeholders in the goal-setting process and provide accountability.
Digital tools provide students with additional opportunities to develop engagement and
ownership for their educational progression (Icen, 2020).
CONCLUSION
Incorporating growth mindset principles, SEL, media literacy, and positive
information practices into the community of educational interventions, will be critical for
preparing students for a complex and modern world. The benefits of growth mindset,
SEL, media literacy, and responsible information use extend beyond the academic benefit
and play an important role in personal growth, ethical behavior, and resilience. By
promoting the principles of critical thinking, digital citizenship, and emotional
intelligence, staff will provide students with the skills they need to thrive in a globally
connected Web 2.0 world. As a community of practice, we are committed to building an
encouraging, integrity-full, information-positive learning environment that focuses on
these capacities and enables lifelong learning and ethical engagement with the globe.
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