The Role of Media Literacy in the Conditions of Information Risks:

Speciﬁcs of Educational Communicative Experience 2020 Regarding the

Freedom of Media Communication and Social Isolation

Iryna K. Pokulyta

1 a

, Olha V. Sotska

and Ivan G. Riznitskii

National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, 37 Peremohy Ave., Kyiv, 03056,

Ukraine

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

Transformation of Sensory Authenticity of Culture, Information Threads, Media Literacy, Media Education.

Abstract:

In the era of the information society, with the experience of social isolation during the pandemic, each of us is

permanently inﬂuenced by a ﬂurry of information that varies in content, quality, veriﬁability, motivational ori-

entation. Therefore, the primary task is to create conditions for information security. One approach to solving

this problem is media literacy education. This article discusses strategies of the introduction of media edu-

cation in international organizations, analyzes the speciﬁcs of media education and media literacy in various

aspects and examines the role of critical thinking in countering information aggression as an intensiﬁcation of

risks and dangers in terms of establishing norms of social distance for prevention of epidemiological threats.

1 INTRODUCTION

Nowadays, it would not be an exaggeration to say

that every research development, scientiﬁc reﬂection

on modern social and information processes are nec-

essarily caused, to varying degrees, by the experi-

ence that is transforming global reality that humanity

gained in 2020. Its context is still unfolding. The

COVID-19 pandemic has not only changed the se-

mantic vector of political, economic, legal and other

preferences owing to its direct physical threat to hu-

man’s life and health (Tkachuk et al., 2021; Ve-

lykodna, 2021). Primarily, it has become a globally

new dimension, a real leap into the information soci-

ety era. Our previous knowledge of this new world

of digital reality in anthropological and socio-cultural

aspects turned out to be nothing more than an “airbag”

that worked during the transition time to a society

whose global and local bonds are information net-

works. In fact, a person’s life in the fullness of so-

cial contacts, a direct presence in various practices of

routine life, dispersed on the paths of its multimedia

activity. Digital technologies, information and com-

munication resource of continuity of social interac-

tion, have become a real salvation. At the same time,

today, it is worth thinking about unexpected and un-

https://orcid.org/0000-0002-1659-7978

predictable threats of a communicative, socio-cultural

nature we have encountered.

The topicality of this problem is associated with

the essential characteristics of the information soci-

ety itself: the determining, governing role of informa-

tion in relation to various segments of social life. In-

formation ﬂows structurize and direct social activity

primarily through a multimedia communication sys-

tem of interaction. Thus, each of us is permanently

inﬂuenced by a ﬂurry of information, which differs

in content, quality, veriﬁability, motivational orienta-

tion. As Luhmann (Luhmann, 1992) aptly pointed

out, communication today deﬁnes sociality. Given

that sociality itself is currently situated in signiﬁcant

transformations in the world of physical reality: dis-

tance as a condition of security, communication not

only determines but also assumes the role of repre-

sentation, compensation of various manifestations of

completeness and integrity of the mental existence of

society. That is, information risks are related to how

we become aware of our existence in the world of ax-

iomatic informatization and how we organize security

measures to prevent direct interference with mental

privacy – cognitive subjectivity and at the same time

how we preserve sociality as a culture of coexistence.

Due to the need to create conditions for infor-

mation security, a problem arises and should be ad-

dressed by the modern education system. Namely,

Pokulyta, I., Sotska, O. and Riznitskii, I.

The Role of Media Literacy in the Conditions of Information Risks: Speciﬁcs of Educational Communicative Experience 2020 Regarding the Freedom of Media Communication and Social

Isolation.

DOI: 10.5220/0010922600003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 221-232

ISBN: 978-989-758-558-6

221

to provide such a qualiﬁcation to a person (a sub-

ject of information and communication relations) as

media literacy (Krylova-Grek and Shyshkina, 2020;

Yankovych et al., 2019). After all, its absence (ab-

sence of media literacy), which means media igno-

rance, is a convenient basis for conducting infor-

mation (hybrid) wars, a factor in manipulating con-

sciousness, turning into a victim of suggestion, vari-

ous forms of dependence, etc. Whereas in the recent

past, the media nature of these processes provided for

the possibility of evaluating them according to the cri-

teria of reality – virtuality, now these distinctions have

lost their ﬁrm binarity. On the contrary, they have

acquired the qualities of ﬂow, mutual compensation,

additions, etc. Today, we can say that virtuality ﬁlls

all the gaps and physical distances of social reality

at least in communicative practices. In other words,

the allocation of threats in terms of their truthfulness

is insufﬁcient. The response of social, collective and

individual consciousness to information, inability to

understand, therefore blind trust in the source of the

message, ultimately media entertainment or animos-

ity and intrigue, “embedded” in the content of infor-

mation: all these things become decisive.

2 RELATED WORKS

The problem of media literacy in terms of struc-

ture, components, functions was examined in (Christ

and Potter, 1998; Potter and Thai, 2019, 2016; Pot-

ter, 2004b,a, 2010, 2020; Buckingham, 1986, 1992,

1993, 1995b,a, 1996, 1997b,a, 1999b, 1998, 1999a,

2003, 2006, 2007c,a, 2008, 2009c,b,a, 2013c,a,b,

2015, 2016, 2020); Hobbs (Hobbs, 2017) research

deserves special attention since the author contin-

ues, develops and clariﬁes the founders’ views of

scientiﬁc reﬂection of media literacy. The issue

of informational dangers, threats, risks is presented

by us in methodological interaction with theoreti-

cal studies of media education and in the context

of the problem of critical thinking, based on philo-

sophical principles, starting with Aristotle (Aristo-

tle, 1951), Aquinas (Aquinas, 2015), Bacon (Ba-

con, 2007, 2013), Descartes (Descartes, 2010, 2013,

2014b,a, 2018) and other scholars whose work is fun-

damental in the development of the epistemological,

methodological problems of science. The representa-

tives of American philosophical thought of the twenti-

eth century, James (James, 2001) and Dewey (Dewey,

1997), in the direction of understanding modern al-

ternative approaches to the problem of the formation

of “critical thinking” – the basic competence of me-

dia literacy. An important concept, in terms of threats

to the loss of sensory, spiritual culture – the fullness

of social interaction, as a rupture of historical time

is Beck’s “risk society” (Beck, 2020). The appeal to

his theory is methodologically guiding in relation to

one of the aspects of digital reality threats, namely

the transformation of sensory authenticity as a domi-

nant of the development of human relations and social

interaction.

The guidelines of our research, the purpose of un-

derstanding the problem of raising public, educational

demand for the acquisition of media literacy, are es-

tablishing norms of remote interaction as a new real-

ity of communicative culture. Illumination of igno-

rance in the context of media communication as the

growth of threats, information risks in the modern era

of the development of the information society and the

search for social meanings of preserving the fullness

of the culture of human relations in the context of dig-

ital reality. The growth of the dangers produced by the

various factors of the psychological, intellectual, and

ideological insecurity of the subject of media com-

munication determines those aspects of the problem

of media literacy, which are becoming tasks for the

development of the media education system.

3 PRACTICAL STEPS AND

AWARENESS OF MEDIA

LITERACY IN THE

PREVENTION OF

INFORMATION THREATS AND

AVOIDANCE OF RISKS

DURING A PANDEMIC

The UN and NATO addressed the problem of creating

the basis (political, legal, economic, etc.) of informa-

tion security. The UN and its units are doing signiﬁ-

cant work in the search for approaches to media edu-

cation implementation. The United Nations Alliance

of Civilizations (UNAOC), in partnership with UN-

ESCO, introduced the Media Center for Media Liter-

acy (https://milunesco.unaoc.org/welcome/) – MIL, a

platform for global and multilingual dissemination of

media literacy resources, and the publication of arti-

cles on media literacy, media literacy policy and youth

media (Al-Nasser, 2017). With the help of this plat-

form, teachers can use available topics about media

and information literacy in their schools. The web-

site is open to users and allows registered users to up-

load the content on the website and add information in

any language about MIL resources, organizations and

events. The interactivity of media communication as

AET 2020 - Symposium on Advances in Educational Technology

222

a characteristic of this website’s functioning is one of

the determining factors concerning modern criteria of

media literacy.

UNESCO explores the dependency of media

leverage and media literacy on hate, radicalization,

terrorism and violent extremism. The main achieve-

ment is the formulation of the basic principles of in-

formation and media literacy development (Grizzle

et al., 2013):

1. The implementation of MIL will be most success-

ful in the areas where different stakeholders share

their vision and work together to achieve it by

sharing knowledge and resources.

2. MIL basics can be developed without access to

technology (for example, in oral forms or only in

printed forms). However, MIL programs must be

available in all existing and new media so that cit-

izens can take full advantage of them.

3. The development of media and information liter-

acy is fundamental to nation-building, economic

development, human rights and cultural and lin-

guistic diversity.

A number of international security-focused orga-

nizations, from the Organization for Security and Co-

operation in Europe (OSCE) to NATO, have iden-

tiﬁed media literacy as a tool for counteracting hy-

brid wars because the ability of the audience to think

critically and analyze manipulative propaganda con-

tributes to a conscious classiﬁcation of the veracity

of information (Copeland, 2016). NATO’s Latvian

Strategic Communications Center (NATO StratCom

COE) has introduced the News Hero social game de-

signed to help readers identify misinformation on the

Internet (NATO StratCom COE, 2018).

In today’s reality, in the age of the coronavirus,

we are confronted with a large amount of informa-

tion, and much of it is untrue or unreliable, indicating

an urgent need to create new approaches to strengthen

our information ﬁltering skills and media literacy de-

velopment in general. In isolation due to the coron-

avirus pandemic, we spend much more time online.

On the one hand, online life increases the risk of be-

coming a victim due to the impact of false informa-

tion; however, at the same time, the style of every-

day life in online mode allows the creators of me-

dia literacy projects to attract and inﬂuence a wider

audience through virtual events. For example, Third

Media Literacy Days, organized by the Agency for

Electronic Media (AEM) and UNICEF under the aus-

pices of the Croatian Ministry of Culture and the Min-

istry of Science and Education, are being held online

this year due to the coronavirus pandemic (UNICEF

Croatia, 2020). Undoubtedly, a large number of simi-

lar events, international conferences, training courses

and seminars were held in 2020 in the format of vir-

tual communication. And this is an essential practical

step in implementing the conditions for the formation

of media literacy as a factor of information security.

To support distance learning, AEM and UNICEF pub-

lish video lessons on media literacy for primary and

secondary school students, prepared by teachers from

different parts of Croatia. They are available on the

website https://www.medijskapismenost.hr/.

UNESCO has joined forces with members of the

UNESCO-led Global Alliance for Partnership on Me-

dia and Information Literacy (GAPMIL) to counter

media disinformation caused by COVID-19. To com-

bat disinfodemic (a newly created term that is a com-

bination of the words pandemic and disinformation),

the UNESCO-MIL Alliance has taken the following

steps:

1. A series of webinars covering various issues re-

lated to MIL and COVID-19 disinfodemic. The

list of webinars is available at https://en.unesco.or

g/themes/media-and-information-literacy/gapmil

/covid19;

2. Opening free access to educational resources. All

available resources can be checked at https://en.u

nesco.org/sites/default/ﬁles/gapmilCOVID-19res

ources.pdf;

3. UNESCO crowdsourced translations of its hand-

book, “Journalism, Fake News, and Misinforma-

tion”, into several new languages in response to

the disinfodemic. For further references check

(UNESCO, 2020).

Various countries around the world are actively

involved in countering the spread of disinformation

about the coronavirus. In Ukraine, UNICEF and IN-

SCIENCE launched the online competition INFO-

TON (https://inscience.io/infothone/), during which

young people aged 13–25 from Ukraine could create

their own media literacy projects on various topics

and in various formats. As part of the competition,

the teams developed unique projects on the topic of

“media literacy” in just 48 hours, with the support

of mentors – specialists in the ﬁelds of business and

media, the industry of creativity, ﬁnanciers, legal ad-

visers. The three best projects received prizes of 50

thousand hryvnias.

Thanks to INFOTON, young people will be able

to encourage and teach their peers to perceive in-

formation consciously, work with it, distinguish fact

from “fake” (conscious disinformation) – these skills

are critical during a pandemic of coronavirus.

In this context, it is also important to mention such

initiatives that are focused on deepening media liter-

The Role of Media Literacy in the Conditions of Information Risks: Speciﬁcs of Educational Communicative Experience 2020 Regarding

the Freedom of Media Communication and Social Isolation

223

acy and preventing information risks in connection

with the COVID-19 pandemic in different countries

and on different continents:

1. The Pakistani newspaper “Dawn” published a

short guide (https://www.dawn.com/news/1544

256/desi-totkas-and-fake-news-a-guide-to-survi

ving-the-COVID-19-infodemic) for citizens ex-

periencing disinfodemic as an act of digital media

literacy.

2. The African Center for Media Excellence

(ACME) offers a list of resources, tools, tips and

resources (https://acme-ug.org/2020/03/26/resou

rces-bank-for-journalists-covering-the-coronav

irus-pandemic/) related to COVID-19 reporting,

including fact-ﬁnding.

3. The Afghan NGO NAI has published “Funda-

mentals of Journalism during COVID-19” (https:

//nai.org.af/law-and-legal-documents/).

These initiatives are necessary in times of a pan-

demic, given the circumstances of increasing infor-

mation risks due to psychological factors, emotional

stress, social attitudes of alarmism for fear of life

in the face of threats from a little-studied viral phe-

nomenon.

4 RESEARCH OUTLINE AND

ANALYSIS OF THE MATERIAL

In our opinion, the introduction of media educa-

tion in the educational process is an answer to the

modern challenges of information risks and threats

(Tereshchuk et al., 2019). Therefore, it is a vital step

on the way to the upgrading of the modern educa-

tion system. Even though in 2020, under the inﬂu-

ence of circumstances – the threat of losing control

over the rate of spread of the coronavirus decease

COVID-19, measures to implement distance educa-

tion are of paramount importance, the very speciﬁcs

of remote communication are not an educational tech-

nology for media literacy. In this case, the media

is not a new structure of a content organization with

features of information and semiotic systems. It is a

communication channel with the appropriate techni-

cal means of communication of the educational pro-

cess subjects as ensuring the functioning of remote

interaction. So, the questions remain, both of a the-

oretical nature – methodology, and practical: regard-

ing the successful integration of media education in

the educational process, because the school will have

to consider new strategies for presenting information

since such a learning process will no longer be con-

ducted according to theoretical principles with a fo-

cus on memorization, gradual assimilation of knowl-

edge and assessment. The practical part will serve

as a basis and consider the students’ experience, the

available skills of analysis, and the development of an

immediate reaction.

In our opinion, the question arises in terms of

the development of the related case technologies and

programs concerning the realization of virtual educa-

tional practices. Thus, the cognitive, psychological

sphere of the educational space will undergo signiﬁ-

cant changes, and in the long run – the existence of

society. It is important to note that the strategic goals

of traditional education and media education are as

different as the scientiﬁc and pedagogical approaches

that underlie them: the formation of an intellectually

mature or informationally protected, manipulatively

invulnerable personality. Obviously, the demand, the

request of society is saved on the ﬁrst version of the

strategy and formed on the second. Moreover, in a

separate functioning, they do not provide the com-

pleteness and harmonious development of the individ-

ual in the information society’s conditions. It is indi-

cated by both the forecasting of results from the most

theoretical approaches and empirical data – the expe-

rience of educational institutions in 2020. In particu-

lar, maintaining the necessary social distance and the

transition to online communication in the educational

process of higher education institutions with a large

number of students has exacerbated issues of mental

and cognitive nature. Only the monitoring of the sit-

uation and operational procedures to overcome alien-

ation, loss of professional, cognitive motivation has

become a solution to the issues of transformation of

sensory authenticity of culture in general and the cul-

ture of the educational process in particular. An ex-

ample of such activities is the project of leisure online

communication Tiresij (http://philosophy.kpi.ua/wp

-content/uploads/2021/01/TIRESIJ.pdf), which was

developed and implemented by the staff of the Depart-

ment of Philosophy in Igor Sikorsky Kyiv Polytechnic

Institute.

The need for this activity is the awareness of mem-

bers of the staff of the fact that students who were

formed under the care (advice, opportunity to see ex-

amples of behavioural culture, valuable guidelines,

semantic guidelines) of their mentors – teachers, and

felt the cohesion of the team: students, graduates,

teaching staff of the department, now ﬁnd themselves

in a situation of the isolated location and a single for-

mat of interaction: the educational process in online

communication. Therefore, it is necessary to create

conditions, initiate information platforms for infor-

mal interaction with the possibility of implementing

cultural activities to consolidate the team to imple-

AET 2020 - Symposium on Advances in Educational Technology

224

ment social and educational, value-oriented intentions

of teachers who are aware of their own responsibility

for the future of students.

Undoubtedly, one media practice on the emo-

tional, semantic content of informal interaction can-

not compensate for the gap of direct communica-

tion as methodological completeness of the educa-

tional process. However, the targeted design of events

aimed at implementing media practices, with devel-

oped techniques for reproducing traditional commu-

nication, is one of the elements of balance and risk

prevention. We are talking about the risks that arise

today in connection with the break of the “real – vir-

tual”, “past – future” as “before and after” the 2020

pandemic.

In the context of globalization, according to the

concept of Beck (Beck, 1992), risks are formed where

the place of the past, which determines the present,

takes the future as a determinant of today’s processes.

In this case, media education can be considered in the

potential to preserve the culture of educational prac-

tices, not only in providing distance interaction. Ac-

cording to the researcher’s theory, we can create a sit-

uation of uncontrolled risks as a leap from real to vir-

tual communication because the past is an academic

experience, and current educational technologies will

not ﬁnd the fullness of realization in the present.

Thus, the circumstances of the pandemic exacer-

bated the problem of the need to develop media edu-

cation as a system focused on, ﬁrstly, the implemen-

tation of distance forms of communication in online

learning and, secondly, the possibility of “new me-

dia” (Manovich, 2001) in the formation of interactive

communication and resource preservation of content,

methods and culture of traditional forms of learning.

The goal of media education is media literacy. In

turn, it is based on such components as the need to

master critical thinking and techniques for working

with audiovisual content, which can reproduce com-

plex multimedia nature and have a multilayer seman-

tic structure.

The study of media literacy is considered multi-

disciplinary because it is based on the tools and meth-

ods of sociological, psychological, pedagogical, po-

litical, cultural, gender, racial and other studies. This

leads to studies of the concepts of media education

and media literacy in various aspects.

For example, from a cognitive perspective, Potter

(Potter, 2016) deﬁnes media literacy as “a set of per-

spectives that we actively use to expose ourselves to

the mass media to interpret the meaning of the mes-

sages we encounter”, For Potter (Potter, 2016), the

key to creating media literacy is the use of three com-

ponents: a personal locus, knowledge structures and

skills. The personal locus consists of goals that de-

termine the material that can be ﬁltered or ignored

by sampling, and drives that determine the amount

of effort it takes to achieve the goals. To achieve

media literacy, one will also need a solid knowl-

edge structure in ﬁve areas: the media industry, me-

dia content, media effects, media audiences, on the

one hand, and knowledge about the real world, on

the other. Possessing good knowledge in abovemen-

tioned ﬁve areas, a person will be able to make better

decisions, search for and work with information and

derive meaning from it to meet deﬁned goals. De-

spite the fact that we consider media literacy in the

context of preventing information threats, it can be ar-

gued that knowledge of the functioning of the media

components is limited and ineffective when it comes

to preventing the risks of strategically planned dan-

gerous actions. Finally, we need to use appropriate

skills to build knowledge structures. Potter (Potter,

2016) identiﬁes the following skills: analysis, evalu-

ation, grouping, induction, deduction, synthesis and

abstraction as the most important tools for regulating

the inﬂuence of media and increasing media literacy.

These methods will be effective in different ways de-

pending on the media content or the speciﬁcs of the

media audience. However, common in their imple-

mentation as dangerous measures is the knowledge of

the subject of media activity in the real world. Thus,

media literacy does not level but requires education

and competence in the traditional sense of knowledge

and skills.

Buckingham (Buckingham, 2007b), on the con-

trary, approaches this issue from a socio-cultural point

of view. He notes that recently the term “literacy”

clearly has a certain degree of social status, adding

that “literacy is a phenomenon that is only realized

in and through social practices of various kinds, and

it, therefore, takes different forms in different social

and cultural contexts”. Buckingham (Buckingham,

2007b) points to four broad conceptual aspects that

are generally regarded as critical components of me-

dia literacy. These include, ﬁrst, representation: the

ability to evaluate the encountered material, for exam-

ple, by assessing the implicit and explicit motivation

of those who created it and by comparing it with other

sources, to question the reliability of the represented

material. Therefore, the formation of a media liter-

acy platform for this component should be based on

the competencies of comparative, analytical, critical

comprehension of information through the ability of

independent research and belief in the integrity of the

source of information. In this aspect, there is a need

to establish criteria for integrity and ways to verify it.

Second, language: revolves around the under-

The Role of Media Literacy in the Conditions of Information Risks: Speciﬁcs of Educational Communicative Experience 2020 Regarding

the Freedom of Media Communication and Social Isolation

225

standing of the structure of the particular forms of

communication and functions of languages. This, in

our opinion, is the most difﬁcult component of mas-

tering media literacy. It is quite obvious that, being

free from restrictions on the circulation of informa-

tion, media space opens wide perspectives for linguis-

tic simpliﬁcations, omissions, inaccuracies, and the

contextual content adjusts to the structural limitations

of forms of communication. In turn, this causes vari-

ability of interpretation, distortion of meanings. Also,

the decline in the culture of speech is gaining momen-

tum due to the possibility of anonymous participation

in communication and so on. Even a new trend of

deliberate disparagement of a language is emerging.

Thus, the development of linguistic competence, the

high level of lexical, spelling and other requirements

are components of information veriﬁcation, factors

in the quality of message evaluation, and the self-

discipline of linguistic improvement in media literacy.

A separate aspect of this problem is also the semiotic

structure of media communication. It is complex, tak-

ing into account both the features of the audiovisual

text (the role of semiotic structures of signs, symbols

on various software, as well as photos, video content,

verbal text, etc.) and the multimedia basis of the in-

formation and communication activities.

Third, production: understanding who is commu-

nicating to whom, and what is the purpose of the con-

versation. This component, in our opinion, provides

for a set of factors of maturity, the preparedness of

the subject of media communication: psychological

(depth of understanding of the interlocutor, search and

acquisition through the communication of a common

goal), practically oriented (the goal of media commu-

nication is transparent, convincingly formulated and

realistic regarding the ways to achieve it), a factor of

self-discipline (factors of linguistic, moral and ethical

responsibility) and the acquisition of experience as a

quantitative and qualitative improvement of the abil-

ity of effective media communication.

Fourth, audience: an awareness of one’s own posi-

tion as an audience (reader or user). It includes under-

standing how media is targeted at audiences and how

different audiences use and respond to them. Aware-

ness of the strengths and weaknesses of the target au-

dience makes it vulnerable to hybrid threats. Informa-

tion threats are possible and arise where the subject of

communication is “ready” to accept it. So it is the

target audience: those communication participants,

whose style of thinking, level of knowledge, value

priorities are reﬂected in particular rhetoric. In the

ocean of information, each of us searches for “our”

content. In this positive process (searching for like-

minded people, interlocutors) the potential of dan-

ger is hidden: together with uncritical perception of

content and the involvement of sophisticated rhetoric,

some people can use us with negative intent, because

they push or impose conclusions that have no objec-

tive grounds. Thus, sociological competence – under-

standing the target characteristics of the audience and

awareness of rhetoric as a prevention of imposed con-

clusions – is a media literacy component.

Buckingham (Buckingham, 2007b) points out that

media literacy education often focuses on the infor-

mation component. However, it can be argued that

literacy also has a critical dimension. Literacy in this

broader sense includes analysis, assessment and criti-

cal reﬂection. This entails mastering metalanguage –

that is, a means of describing the forms and structures

of a particular mode of communication, and provid-

ing a broader understanding of the social, economic

and institutional context of communication, and how

they inﬂuence people’s experiences.

The results of the Potter’s and Buckingham’s stud-

ies formed the basis for further research and presented

the area of media literacy as an educational, psycho-

logical, social and cultural problem that needed to be

addressed.

Recent studies by Hobbs (Hobbs, 2015) support

the social vision of media literacy: “Media literacy

can also be understood as a form of advocacy or as a

social movement, aimed in particular at young adults,

children, and parents; many see it as a specialized aca-

demic ﬁeld associated with either media studies or ed-

ucation” Although her previous publications adhere to

both psychological and social points of view: the term

“digital and media literacy” is used to cover the entire

range of cognitive, emotional and social competen-

cies, including the use of texts, tools and technolo-

gies; critical thinking and analysis skills; message

writing practice and creativity; the ability to engage

in reﬂection and ethical thinking; and to participate

actively through teamwork and collaboration”. Now

we have an intensiﬁcation of the scientiﬁc context of

reﬂection of the problem of media literacy and the

understanding of the institutional, civilizational scale

of social practices that require appropriate condition

– the level of media literacy. As a result, the scope

of media activity expands, the number and variety of

subjects of this activity increases, so it is logical to

realize that the increase of information risks, threats

and dangers is taking place.

Hobbs and Jensen (Hobbs and Jensen, 2009) iden-

tiﬁes ﬁve competencies that a person must possess in

order to be proﬁcient in digital and media literacy:

1. Access: Finding and using media and technology

tools skillfully and sharing appropriate and rele-

vant information with others. In our opinion, it

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226

is information awareness, mobility combined with

social responsibility: the timely received informa-

tion and its reliability encourage its dissemination

in the environment.

As we see today, in the wake of a pandemic, such

media skills can have certain informational threats

and negative social consequences. The peculiar-

ity is that even the expert opinion on measures to

combat the COVID-19, even in the best version

of its presentation in the media content, is a sci-

entiﬁc development that has not passed all levels

of academic requirements for its accuracy. And

the dissemination of such information in the so-

cial environment can cause unpredictable threats,

psychological trauma etc.

2. Analyze and Evaluate: Comprehending messages

and using critical thinking to analyze the mes-

sage’s quality, veracity, credibility, and point of

view, while considering potential effects or conse-

quences of messages. The ﬁrst and second com-

petencies, in our opinion, are interconnected in

terms of possible information threats. Since the

propensity for alarmism, panic, and, therefore, af-

fective actions in case of irresponsible dissemina-

tion (or concealment) of information is one of the

dangers of the information society. This aspect is

especially relevant in connection with the experi-

ence we got in 2020.

3. Create: Composing or generating content using

creativity and conﬁdence in self-expression, with

an awareness of purpose, audience, and composi-

tion techniques. Creativity as a human need is the

driving force of civilization and everyone’s natu-

ral desire for self-realization. However, it requires

a speciﬁc starting level of knowledge, developed

talents, responsibility since the original content

and creative product should not be identical. In

our opinion, this is another type of information

danger associated with the pseudo-cultural decep-

tive simpliﬁcations of the willingness of everyone

to express themselves creatively. Digitalization of

information imposes an additional responsibility

on the subject of the creativity, since the produced

content remains forever, and thus forms an image,

reputation, semantic imprint on future activities.

Whatever the commercial attractiveness, the pro-

cess of information creativity must take place in

the legal, constructive ﬁeld of social development.

4. Reﬂect: Applying social responsibility and ethical

principles to one’s own identity and lived experi-

ence, communication behaviour and conduct. In

our opinion, this competency fundamentally de-

ﬁnes the information space as a human, social

space of being. Our identity – an identity in vari-

ous conditions of communication is not a tempo-

rary, episodic phenomenon. It is an in-depth char-

acteristic of a person, the world of culture, spiri-

tuality, therefore, leaving “superﬂuous” – moral-

ity – on the shore, and going into the ocean of

informational existence without realizing the re-

ality, realness of events, responsibility for them,

means breaking the heredity of culture, termina-

tion of human history. So the degree of responsi-

bility is extremely high. The real and the virtual

world, the genuine and the media presented, must

preserve the uniform, moral, spiritual imperatives

of universal human existence.

The above mentioned examples of the social ac-

tion project “Tiresij” on preserving the complete-

ness and integrity of culture in virtual communi-

cation conﬁrm the importance of this criterion of

media literacy in online communication as a ba-

sis for maintaining social distance during a pan-

demic, but also the preservation of coexistence,

solidarity in interaction - the basis of the moral

climate and the avoidance of the trauma of isola-

tion and alienation.

5. Act: Working individually and collaboratively to

share knowledge and solve problems in the fam-

ily, the workplace and the community, and par-

ticipating as a member of a community at local,

regional, national and international levels. In our

opinion, this competence urges the need to de-

velop various applied knowledge, for instance, in

the ﬁeld of social design. The implementation of

this knowledge and abilities in the media educa-

tion system will open up opportunities and pro-

vide a toolbox of actions, methods and forms of

collective activity, co-creation and the like.

Meanwhile, Bulger and Davison (Bulger and

Davison, 2018) take a psychological, cognitive ap-

proach, deﬁning media literacy as a process or a set

of skills based on critical thinking. They question the

ability of a person to assess credibility as social media

personalizes information more and more and provides

ﬁve broad recommendations for those who are inter-

ested in developing the future of media literacy. It is

recommended to use the current media crisis to con-

solidate stakeholders. However, when implementing

media security projects in parallel with media attacks

and destabilization projects, achieving media literacy

is not possible.

It is worth highlighting a recommendation on the

development of a holistic understanding of the media

environment. The wording of the advice is not limited

to ﬁve areas as in Potter’s works; however, the spe-

ciﬁc components that need to be mastered to achieve a

The Role of Media Literacy in the Conditions of Information Risks: Speciﬁcs of Educational Communicative Experience 2020 Regarding

the Freedom of Media Communication and Social Isolation

227

holistic understanding are not provided. The expected

result is the adoption of carefully considered and in-

dependent decisions in the processing of information,

so we can conclude that one of the components is the

use of critical thinking.

5 CRITICAL THINKING IS ONE

OF THE MAIN

COMPETENCY-BASED

STRATEGIES FOR MEDIA

EDUCATION

The central concept encountered in all deﬁnitions of

the above approaches to understanding media liter-

acy is critical thinking. Its only correct deﬁnition has

not been established, but competing deﬁnitions can be

considered different concepts of the same basic idea:

the goal determines thorough thinking. There is no

unity in the theoretical interpretations of the process

of thinking. The most common and traditional con-

cept of thinking can be called logical. Logic was his-

torically the ﬁrst science of thought (Shramko, 2005,

2020). Aristotle investigated it in detail and within the

framework of which he examined such components of

thinking as concept, judgment, and reasoning. Aris-

totle speaks of “thinking” as an activity of the higher

Mind, praises it as the height of bliss and the joy of

life (ru.citaty.net, 2021).

In the Middle Ages, the idea of systematic think-

ing was embodied in the writings of Thomas Aquinas

(Summa Theologica (Aquinas, 2018; Akvinsk

2011; Akvinietis, 2009)). The ability to thinking

was considered innate, and thinking was considered

separately from the psyche. According to Aquinas

(Aquinas, 2018), God gives some of us greater poten-

tial for greater depth of thought than He gives to oth-

ers: “Experience shows that some understand more

deeply than others; as one who draws his ﬁrst princi-

ples and ﬁnal reasons understands it better than one

who reduces it to his immediate reasons”.

In the Renaissance, scientists again returned to the

postulate of antiquity that the psyche is a consequence

of the work of the brain. Francis Bacon was con-

cerned with how we misuse our minds in the search

for knowledge (Bacon, 2013). He also drew atten-

tion to the fact that most people develop bad think-

ing habits (which he called “idols”, “phantoms”) that

make them believe that they are wrong or deceiving.

His book could be considered one of the oldest texts

that laid the foundations for the study of critical think-

ing (Paul et al., 1997). Descartes (Descartes, 2014a),

a follower of rationalism, considered thinking an au-

tonomous, rational act, free from direct feeling. At the

same time, sensualists, on the basis of the teachings

of Condillac (Condillac, 1982), gave a crucial impor-

tance to sensation, asserting that “to think means to

feel”, and the mind is “complicated sensation” (Ban-

shchikov et al., 1967). However, the unifying ele-

ment of the views of various researchers – represen-

tatives of modern thinking, is not only the search for

the construction of reliable knowledge, but most im-

portantly – the invention of the foundations of true

knowledge. This is an urgent problem in the devel-

opment of critical thinking today, because the whole

construction of mental activity should be based on the

foundation of truth, not false judgments.

At the end of the 19th century, a new philosophical

tradition appeared – pragmatism. His representative,

James (James, 2001), explains what our thoughts con-

sist of: “Our thinking consists more of a sequence of

images where some of them evoke others. It’s kind

of spontaneous daydreaming, and it seems it is likely

that higher animals (humans) should be susceptible to

them. This type of thinking leads to rational conclu-

sions: both practical and theoretical” (James, 2007).

Another representative of this movement who de-

veloped a pragmatic theory of knowledge is Dewey

(Dewey, 1997). Hi ﬁrst used the term “critical think-

ing” to describe a teaching goal, although more often,

he used the term “reﬂective thinking”. He deﬁned it

as an active, persistent and careful consideration of

any belief or intended form of knowledge, given the

reasons that support it and the subsequent conclusions

to which it is inclined.

Critical thinking is self-governing, self-

disciplined, self-controlled and self-correcting

thinking (it faces the face and contrasts with Potter’s

media-focused components). This type of thinking

involves accepting strict standards of excellence and

conscious ownership of them. As a result, a person

gains the ability to communicate effectively and solve

problems.

The problem of our study is information security

as the purpose of media activity. It is worth say-

ing that information security, in our opinion, is fun-

damentally different from a sense of danger in the

pre-information society. In the periods of the twen-

tieth century and earlier, security correlated with con-

ﬁdence in the absence of threats of a different na-

ture. For example, the ﬁnancial and economic down-

turn, external conquests, social transformations and

etc. Actually, this moral comfort – conﬁdence, re-

ﬂected the nature of the security of investments in the

actions of the authorities in such a form as trust. On

the peculiarities of entering the stage of the informa-

tion society, security cannot be fully implantable in

AET 2020 - Symposium on Advances in Educational Technology

228

certain state institutions, since the nature of informa-

tion processes: communication, openness, minimal

control over various kinds of media, has globalization

speciﬁcs. Therefore, security policy responsibility in

a signiﬁcant component relies on the user of infor-

mation networks. And therefore, a sense of trust in

the way of shifting the security functions to the struc-

tures of the external plan can just make it fall into the

danger zone. Today, all the levers of control are con-

centrated in the information, and the subject of its cre-

ation, distribution may remain anonymous or, at least

for some time, unknown. Thus, the situation of an

uncontrolled, from the side of a person – the subject

of media communication, usage of the capabilities of

information networks can carry threats, starting with

manipulative inﬂuence, including the outbreak of so-

cial protests and ending with hybrid wars. In fact, in

the aspect of information security, not only an impor-

tant but also a necessary preventive means of building

social and communicative relationships is acquiring

of media literacy. Critical thinking is one of the el-

ements of media literacy, which in turn is one of a

set of measures designed to achieve a state of security

of information needs of individuals, society and the

state.

The information platform is increasingly used as

a bridgehead for bringing about conﬂicts of various

scope. Media literacy can be an option of confronta-

tion. On the one hand, it is characterized by its impact

on systems for receiving, processing, disseminating

and storing information that may hypothetically carry

certain dangers. A media educated person will not be

able to turn a blind eye to the manifestations of me-

dia attacks, so he/she will actively perceive them to

produce a response – a reaction. Although this an-

swer leaves a chance of being mistaken, in a situation

with information ignorance, the risk of positive (i.e.,

the risk of becoming a victim of moral, psychologi-

cal, ideological inﬂuence) perception of media attack

is exceptionally high. And even if a media illiterate

person does not show an apparent aggressive reac-

tion, gives the impression of a complete lack of under-

standing or ignore the attack, information aggression

will be successful at a subconscious level, because the

process of critical thinking and analysis based on the

conscious knowledge of strict standards was not actu-

alized. On the other hand, possessing media literacy

will make it possible to draw conclusions from attacks

by an information-aggressive manipulator and to ap-

ply measures to protect their similar systems from de-

structive and controlling inﬂuence.

6 CONCLUSION

Thus, the experience of social and educational in-

teraction in the large-scale implementation of online

communication in 2020, as a necessary component of

vital security – social distance during the pandemic,

has exacerbated the relevance of media literacy as

a system of protection against information threats.

The scientiﬁc developments, practical measures and

project trends considered in the article in the crite-

ria “before” and “during” the pandemic provide an

opportunity to draw conclusions about the following.

Media literacy is a necessary component of modern

education, as its demand has been revealed in the con-

text of global challenges and dynamic changes in the

vital norms of social reality. Experience related to

counteraction, prevention of viral threats, namely, re-

mote communication based on the multimedia system

of the information society, has shown an important

mission, which is entrusted to the subjects of media

activities, especially the organization of media educa-

tion. It is the awareness and consideration of the risks

associated with the rupture of communicative culture

in terms of its direct and media functioning. Thus,

the search for social meanings of preserving the com-

pleteness of the culture of human relations in digital

reality conditions is a necessary task. Media literacy

does not involve the opposition of real and virtual but

provides an opportunity to preserve the meanings of

real reality as a basic criterion for information inter-

action.

So media literacy does constitute a constructive

opposition to the violators of the world of information

relations – the subjects of illegal, immoral, manipu-

lative actions, adds a resource of conﬁdence, the ba-

sis of independence regarding the successful choice of

tools to counter information aggression or even war.

An important task arises – to master the media liter-

acy in the conditions when we are already subjects of

relations and are in the active phase of the develop-

ment of the information society. Scholars have made

many suggestions as to where and how they believe

media literacy should be taught, in what way it should

be mastered, and how this type of learning should

be evaluated. As an ambivalent process in terms of

the potential of mental threats and insecurity against

ideological aggression, we think that informatization

expands the range of dangerous informational inﬂu-

ence (from suggestion to war). However, informa-

tization of education through the development of a

media literacy system is a way of positive develop-

ment, since it lays the foundation for entry into the

reality of modern information relations. For each era,

historical period, education was and remains a way

The Role of Media Literacy in the Conditions of Information Risks: Speciﬁcs of Educational Communicative Experience 2020 Regarding

the Freedom of Media Communication and Social Isolation

229

of acquiring the foundations of cultural interaction in

society. Today, paradoxically, as it sounds, given the

globalization expansion of social contacts, informa-

tion relations, the personal responsibility of a person

is growing. Therefore, a special socially-constructing

function is assigned to the resource of media educa-

tion: to form media literacy, to prevent information

threats, to develop the intellectual, creative resource

of a participant in communicative relations. Today it

is difﬁcult to predict all the dangers that humanity ex-

pects in such a radical transition to a historically new

informational reality, but the basis for their prevention

is the responsibility of each of us in mastering media

competence and developing a culture of the informa-

tion society.

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