MEDIA-EDUCATIONAL SPACE IN THE SYSTEM OF MEDIA-CULTURAL DETERMINANTS OF SOCIALIZATION

Abstract

The article analyzes the peculiarities of the relationship between the media-educational and media-cultural spaces based on domestic scientific research. It is shown that media culture determines the integrity of the development processes of the media-educational space in two ways - as a real component of social life and as value meanings and cognitive instructions. Media attribute and institutional character contribute to the fact that media culture permeates all personal and social spheres of a person. The influence of media culture is also determined by the introduction of new meanings and patterns in the form of audio-visual, linguistic and kinesthetic components of media communication into the educational sphere. At the same time, there are opportunities for the development of media culture using the resources of the educational space, which has a positive effect on the growth of opportunities for productive socialization of the socio-cultural sphere in general. It is well-founded that media education performs the function of a translator of the entire existing universe of media culture, absorbing its valuable, meaningful, and functional diversity. The media and communication dimension of education, which turns it into media education, has priority for innovative changes in the content and values of educational activity. The risks of socialization in the media-cultural space must be compensated by the conscious design of the media-educational space in accordance with individual and public needs. The potential of modeling and designing media educational methodologies and technologies is determined by the ability to develop mechanisms that prevent media cultural threats based on the use of educational tools. It is proved that the educational component of the media space of socialization functions as an organizational form of the media-cultural process. The institutional status of media culture gives institutional status to innovative phenomena in the media-educational space. It is media culture that determines the most innovative goals of modern education in the form of media competence, critical thinking, and communication skills. The constructive aspect of media culture, the element of self-creation of a person in it, appears most obviously in the media-educational component of the global media space.