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THE ROLE OF MEDIA LITERACY EDUCATION IN THE DIGITAL AGE
Khasanov Khayrullo Mahmudovich
Associate Professor of the Department of "Informatics" of the Kokand State Institute of Higher
Education
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, and justifies its
necessity for the stability of society and reliable information exchange.
Keywords:
Media literacy, information analysis, critical thinking, protection against false
information, democratic processes, information sources, social stability, digital literacy.
Mediasavodkhanism is an extended concept of literacy that includes the ability to access and
analyze media messages, as well as create, reflect and act using the power of information and
communication to change the world. Media literacy applies to a wide variety of media and is
seen as essential skills for work, life and citizenship.
Douglas Kellner and Jeff Share have classified four different approaches to media education:
protectionist approach, media arts education, mediationalism movement, and critical media
literacy. The protectionist approach sees the media audience as vulnerable to cultural,
ideological or moral influences and vulnerable to protection through education. The educational
approach to Media arts focuses on the creative production of various forms of media by
students. The mediasavodkhanism movement is an attempt to bring the traditional aspects of
literacy out of the field of education and apply it in the media. Critical media literacy focuses on
the analysis and understanding of power structures that shape media representatives, and how
audiences can work to create meaning through dominant, dissenting, and negotiation-driven
readings of media.
Media literacy education is a process applied to the development of mediasavodkhanism
competencies, which aims to raise awareness of media influence and form an active position in
relation to the consumption and creation of media [1]. Media literacy education is taught and
studied in many countries around the World [2]. Finland is mentioned as one of the leading
countries with a large investment in media literacy.
Media literacy education often encourages people to ask questions about what they see, hear,
and read. Some examples of media covered 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 for
critical message analysis, provides students with opportunities to expand their media use
experience, and helps develop generative media skills to enhance creative abilities in creating
their own media messages [3]. Critical analysis can include identifying the author, purpose and
point of view, studying construction techniques and genres, studying examples of media
representatives, and identifying propaganda , censorship, and bias in programming news and
Public Affairs (and the reasons for this). Media literacy education can explore how it affects the
information provided, such as media ownership or its funding model.
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Media literate people can skillfully create and produce media messages to show an
understanding of the specifics of each medium, as well as to create media and participate as
active citizens. Mediasavodkhanism can be viewed as a new kind of "texts" that contribute to an
expanded concept of literacy, require analysis and evaluation of media, popular culture and
digital media. By transforming the process of media consumption into an active and critical
process, people become more aware of the possibilities of misinterpretation and manipulation
and understand the role of media and media in shaping reality views.
Goals can include the use of all forms of communication, analysis, evaluation, creation and
development of acting habits and skills. Media literacy education can be started from early
childhood by thinking more critically and developing pedagogy around a deeper analysis and
questioning of concepts and texts. As students reach age and adulthood, the use of media
literacy learning influences the definition of moral and technical standards in the media, as well
as understanding how the media relates to their cognitive, social, and emotional needs.
It is also thought that mediasavodkhanism has certain components that cannot manifest in
isolation: mediasavodkhanism, mediamadanitism, and mediaong.
In times of crisis, effective communication and media literacy appear as the main factors in
shaping public perception and increasing resilience. The subtle play between crisis
communication, transparency, and strategic messages intersects with mediasavodkhanism to
give people the opportunity to navigate the turbulent flows of uncertainty and rapidly evolving
narratives [4].n times of crisis, effective communication and media literacy appear as the main
factors in shaping public perception and increasing resilience. The subtle play between crisis
communication, transparency, and strategic messages intersects with mediasavodkhanism to
give people the opportunity to navigate the turbulent flows of uncertainty and rapidly evolving
narratives [4]. Mediasavodkhanism, the ability to critically analyze and interpret information,
becomes a shield against disinformation and a catalyst for conscious decision-making in times
of crisis. Transparency and clarity are necessary at the heart of crisis-related communications.
Mediasavodkhanism provides the public with tools for close study of sources of information,
differentiation of confirmed news and rumors. In the age of social media, where information
spreads rapidly, mediasavodship becomes a decisive defense against the proliferation of
unverified or sensational content and thus contributes to a more informed and rational attitude
of the public [5].
In addition, mediasavodkhanism plays a decisive role in understanding the nuances of
information about the crisis. Individuals with mediation skills can understand context, identify
possible biases, and question the reasons for the information provided. This critical objective
develops a more active and intelligent public, able to distinguish between real crisis
communication and attempts to manipulate the public mood. Educational initiatives aimed at
mediasavodkhanate become an integral part of the preparation for the crisis. As societies
prepare for surprises, giving mediasavodkhanism skills ensures that people not only receive
formal messages, but also the ability to independently search and interpret information. This
proactive approach makes mediasavodkhanism an active force that forms a collective response
to crises from a passive medium [6].
In conclusion, the intersection of crisis communication and mediasavodkhanism is a dynamic
space, in which the ability of the public to be critical with information remains the basis for
stability. Navigation requires not only effective communication strategies, but also a competent
and media-aware public. Faced with the uncertainties of the 21st century, the synergy between
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RESEARCH & DEVELOPMENT
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eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 08 (2025)
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crisis communication and mediation as a beacon that guides societies towards conscious
decision-making and collective stability in society.
Literature used
1.Hobbs, Rene (2010). Digital and media Literacy: Action Plan (PDF).Aspen Institute.
2. Potter, U.aced with the uncertainties of the 21st century, the synergy between crisis
communication and mediation as a beacon that guides societies towards conscious decision-
making and collective stability in society.
Literature used
1.Hobbs, Rene (2010). Digital and media Literacy: Action Plan (PDF).Aspen Institute.
2. Potter, U. James (2010-11-30). "State of mediasavodkhanism". 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 should know".
U.S. News & World Report.
4. Fielding, Jennifer A. (December 2019)."Rethinking CRAAP: encouraging students to think
like fact-checkers when evaluating web resources".C&rl News3. Claybourn, Cole (November
14, 2023). "What is Media literacy? What parents should know". U.S. News & World Report.
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What parents should know". U.S. News & World Report.
4. Fielding, Jennifer A. (December 2019)."Rethinking CRAAP: encouraging students to think
like fact-checkers when evaluating web resources".C&rl News.80(11): 620–622.doi: 10.5860 /
crln.80.11.620. S2CID214267304. Archived from the original. Retrieved 2019-12-31.
5. Hughes, Skylar (2023-07-20)."Reading from the side: the best advice on media literacy to
check trusted sources".Paynter. Retrieved 2024-07-16 .
6. Ruggeri, Amanda (may 10, 2024)."Sift" strategy: a four-step method of detecting
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