The cognitive identity of a media culture carrier as a subject of education in the information society
Keywords:the subject of cognitive activity, information society, media education, media literacy
The paper supports the idea that the growth of media education is based on the temporality of the topic as synchronization of communicative, cognitive demands on a person with dynamic changes of information reality. It is understandable that developing the necessary skills to be a carrier of modern culture is challenging, as the main threats posed by the deterioration of critical conditions for cognitive activity, the proliferation of communicative interaction models, and the complexity of media culture's semiotic systems fall within the purview of abilities like critical thinking, independent judgment of the quality of content, and safeguards against communication risks, among others. The modern subject of information activity's identified symptomatic cognitive characteristics point to the need for an urgent educational response, which includes the development of requirements and criteria for media literacy, a balanced approach to taking temporality into consideration, procedural thinking in terms of knowledge, memory, and self-identification. It is claimed that a key component of media education is acquiring the semantics, topology, and navigation of the fundamentals of audiovisual communication. The article focuses on how crucial it is for the educational system to respond comprehensively to the issues facing civilization brought on by the shift to the information society.
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