DEVELOPING MEDIA LITERACY IN HIGH SCHOOL STUDENTS DURING UKRAINIAN LANGUAGE LESSONS USING TEXTBOOK MATERIALS

The issue of developing high school students’ ability to navigate the information space, implementing media education, and fostering media literacy as part of information security is addressed. This contributes to the achievement of the educational goals of Ukrainian language lessons and the application of media technologies in the learning process.An analysis of governmental documents is conducted, highlighting the media education potential and emphasizing the importance of integrating media literacy into secondary education institutions for the development of key educational competencies related to the sociocultural and informational environment. Ukrainian language textbooks for grades 10 and 11 are analyzed to identify the theoretical and practical inclusion of media materials. It is found that such materials are absent, while a wealth of preparatory practical content suitable for media product creation is present.The fundamentals of media studies that should be mastered by high school students in the process of learning media literacy are described. The possibilities for developing skills in media text production through exercises and tasks aimed at ensuring successful public communication are outlined.The methodology for fostering media literacy among high school students is focused on. It is based on theoretical media knowledge, creative exercises from school textbooks, and teacher-designed thematic tasks using information and communication technologies. It is proven that the methodology of media education relies on the systematic completion of exercises and tasks for media text production, considering the number of participants involved in text creation (monologue, dialogue, polylogue), the format of the media product, the distribution channel, and the genre of the media text.A set of exercises and tasks for the development of media literacy in high school students is proposed. These are based on previously acquired knowledge of text composition, public communication requirements, and the formed skills of producing and delivering (or presenting in written form) public information through appropriate distribution channels.