THE STAGES OF DEVELOPMENT OF MEDIA EDUCATION IN HIEGHER EDUCATION INSTITUTIONS IN ENGLISH-SPEAKING COUNTIRES OF AMERICA AND EUROPE

The article is devoted to the issue of the emergence and development of media education in higher educational institutions of the English-speaking countries of America and Europe. It is found out that media education is referred to all types of media that include a set of information and communication tools which every person interacts with in education, professional activities and everyday life: printed (newspapers, magazines), audio media (radio, sound recordings) and screen or audio-visual media (cinema, television, video, multimedia, Internet, etc.); the essential characteristics of media education are defined, it is revealed that the goal of media education is to enhance media literacy and media culture of an individual. To achieve this goal, a set of methods was used: the bibliographic method and a method of literature review to determine the state of research on the development of media education in the English-speaking countries of America and Europe, to identify leading theoretical approaches; a chronological and systematic method and a method of retrospective analysis to study the preconditions and to identify the stages of emergence of the studied phenomenon; descriptive-analytical and comparative methods to determine the general and specific trends in the development of media education in the English-speaking countries of America and Europe. The thorough analysis of theoretical and applied research on media education processes in the English-speaking countries of America and Europe has allowed to identify and characterise three key periods in the formation and development of media education and media literacy in English-speaking countries: 40s-60s of the twentieth century – the period of emergence and development of media education in English-speaking countries of America and Europe; 70s-90s of the twentieth century (the last quarter of the century) – the development of media education and its integration into the system of secondary and higher education; since the beginning of the twenty-first century – the modern period of media education development in English-speaking countries. In the context of studying the experience of media theorists and practitioners in English-speaking countries, the author substantiates the need to apply positive media experience to solve the problems of implementing media education in Ukraine.