Volume 4, issue 8, 2025
48
THE DECISIVE ROLE OF MEDIA LITERACY AND EDUCATION DIRECTED TO IT
IN SOCIETY
Khasanov Khayrullo Makhmudovich
Kokand State University, Uzbekistan
ABSTRACT:
This article discusses the crucial role of media literacy and education aimed at it
in the life of society. Media literacy is the ability of people to correctly understand, analyze and
consciously use messages coming from the media . The article discusses the role of media
literacy in protecting against false information and manipulation, active participation in
democratic processes, and ensuring personal development and well-being. The necessity of
media literacy for the stability of society and reliable information exchange is substantiated.
Keywords
: Media literacy, information analysis, critical thinking, protection from false
information, democratic processes, information sources, social stability, digital literacy
INTRODUCTION
Is an expanded concept of literacy that includes the ability to access and analyze media messages,
as well as the ability to create, reflect, and act using the power of information and
communication to change the world . Media literacy applies to a variety of media and is seen as
an essential skill for work, life, and citizenship.
Literature review
Douglas Kellner and Jeff Share have classified four different approaches to media education: the
protectionist approach, media arts education, the media literacy movement, and critical media
literacy. The protectionist approach considers media audiences as vulnerable to cultural,
ideological, or moral influences and in need of protection through education. The media arts
education approach focuses on the creative production of various media forms by students. The
media literacy movement is an attempt to take traditional aspects of literacy out of the realm of
education and apply them to media. Critical media literacy focuses on analyzing and
understanding the power structures that shape media representations and how audiences can
work to create meaning through dominant, dissident, and negotiated readings of media.
Research methodology
and analyze media messages , and the ability to create and reflect using the power of information
and communication to change the world. Its main structural factors and components are
described.
Analyses and results
Media literacy education is a process used to develop media literacy competencies, which aims
to increase awareness of the impact of media and to develop an active stance towards media
consumption and production [1]. Media literacy education is taught and studied in many
countries around the world [2]. Finland is cited as one of the leading countries investing heavily
in media literacy.
Media literacy education often encourages people to ask questions about what they see, hear, and
read. Some examples of media considered include, but are not limited to, television, video games,
photographs, and audio messages .
Media literacy education provides tools to help people develop receptive media skills to critically
analyze messages, provides opportunities for students to expand their media experience, and
helps develop generative media skills to enhance their creative abilities in creating their own
Volume 4, issue 8, 2025
49
media messages [3]. Critical analysis may include identifying authorship, purpose, and point of
view, examining construction techniques and genres, examining examples of media
representations, and identifying propaganda, censorship, and bias (and their causes) in news and
public affairs programming. Media literacy education may also examine how the information
presented is influenced by, for example, media ownership or financing models.
Media literate people can skillfully create and produce media messages to demonstrate an
understanding of the specific characteristics of each medium, as well as to participate as media
creators and active citizens. Media literacy can contribute to a broader concept of literacy,
viewing media, popular culture, and digital media as new types of “texts” that require analysis
and evaluation. By making the process of consuming media an active and critical process, people
become more aware of the possibilities for misinterpretation and manipulation, and understand
the role of media and media in shaping their views of reality.
may include developing habits and skills to use, analyze, evaluate, create, and act on all forms of
communication. Media literacy education can begin in early childhood , by developing a
pedagogy around more critical thinking and deeper analysis and questioning of concepts and
texts. As students age and enter adulthood, the use of media literacy learning will have
implications for identifying ethical and technical standards in media, as well as understanding
how media relate to their cognitive, social, and emotional needs.
be demonstrated in isolation: media literacy, mediaculture and mediaong.
Effective communication and media literacy are key to shaping public perceptions and building
resilience during times of crisis. Crisis communication, the delicate interplay between
transparency and strategic messaging, intersects with media literacy to empower people to
navigate the turbulent currents of uncertainty and rapidly evolving narratives [4]. Media literacy,
the ability to critically analyze and interpret information, becomes a shield against
disinformation and a catalyst for informed decision-making in times of crisis. Transparency and
clarity are essential at the heart of crisis communications. Media literacy provides the public with
the tools to scrutinize information sources and distinguish between verified news and rumors . In
the age of social media, where information spreads rapidly, media literacy becomes a crucial
defense against the proliferation of unverified or sensational content , thereby contributing to a
more informed and rational public response [5].
Furthermore, media literacy plays a crucial role in understanding the nuances of crisis
information. Individuals with media literacy skills are able to understand context, identify
potential biases, and question the rationale behind the information presented. This critical lens
fosters a more engaged and informed public, one that can distinguish between genuine crisis
communication and attempts to manipulate public sentiment. Media literacy-focused educational
initiatives are becoming an integral part of crisis preparedness. As societies prepare for
unexpected events, imparting media literacy skills ensures that people are not only receptive to
official messages but also able to seek out and interpret information independently. This
proactive approach transforms media literacy from a passive tool to an active force shaping
collective responses to crises [6].
Conclusion
In conclusion , the intersection of crisis communication and media literacy is a dynamic space
where the ability of the public to engage critically with information becomes the foundation for
resilience. Navigating it requires not only effective communication strategies but also an
empowered and media-informed public. As we face the uncertainties of the 21st century, the
synergy between crisis communication and media literacy emerges as a beacon guiding societies
toward informed decision-making and collective resilience in society.
Volume 4, issue 8, 2025
50
References:
1.
Hobbs, Renee ( 2010). Digital and Media Literacy: A Plan of Action (PDF). Aspen
Institute.
2.
Potter, W. James (2010-11-30). “The State of Media Literacy”. Journal of Broadcasting
and Electronic Media. 54 (4): 675–696. doi : 10.1080/08838151.2011.521462. ISSN 0883-8151.
S2CID 143563044.
3.
Claybourn, Cole (November 14, 2023). "What is Media Literacy? What Parents Need to
Know". US News & World Report.
4.
Fielding, Jennifer A. (December 2019). "Revisiting CRAAP: Encouraging Students to
Think Like Fact-Checkers When Evaluating Web Sources". C&RL News.80( 11): 620–622.doi:
10.5860/crln.80.11.620. S2CID214267304. Archived from the original on 2019-12-31.
5.
Hughes, Skylar (2023-07-20). "Reading from the Side: Top Media Literacy Tips for
Verifying Reliable Sources". Poynter. Retrieved 2024-07-16 .
6.
Ruggeri, Amanda (10 May 2024). "The 'Sieve' Strategy: A Four-Step Method for
Spotting Misinformation". BBC. Retrieved 2024-07-16.
7.
Renee., Hobbs (2011). Digital and Media Literacy: Bridging Culture and Class. Thousand
Oaks, CA: Corwin Press. ISBN 9781412981583. OCLC 704121171
8.
Makhmudovich, Khasanov Khayrullo. "THE IMPORTANCE OF THE BLENDED
LEARNING SYSTEM IN ORGANIZING THE EDUCATIONAL PROCESS." Academia
Science Repository 4.5 (2023): 715-718.
9.
Makhmudovich, Khasanov Khayrullo, and Aripov Masud Marufovich. "THE
IMPORTANCE OF INFORMATION-COMMUNICATIONS IN THE CONTEXT OF A
COMPETENCE-BASED APPROACH IN STUDENTS." Galaxy International Interdisciplinary
Research Journal 11.11 (2023): 763-767.
10.
Xasanov, Xayrullo Maxmudovich. "MICROSOFT WORD DASTURINING
DASTURLASH IMKONIYATLARI." Academic research in educational sciences 4.KSPI
Conference 1 (2023): 167-169.
11.
Xasanov, Xayrullo Maxmudovich. "BO ‘LAJAK O ‘QITUVCHINING PEDAGOGIK
FAOLIYATIDA AKT KOMPETENTSIYASINING AHAMIYATI." Academic research in
educational sciences 4.KSPI Conference 1 (2023): 221-224.
12.
Xasanov, Xayrullo Maxmudovich. "OLIY TA’LIM TALABALARINI “INFORMATKA
VA RAQAMLI TEXNOLOGIYALAR” BILAN ISHLASH KOMPETENSIYALARINI
TAKOMILLASHTIRISH SAMARADORLIGI." Academic research in educational sciences
4.KSPI Conference 1 (2023): 217-220.
