Development of media literacy and media safety among students at school

Its sorting by site moderators and the state is physically impossible. Therefore, each user bears personal responsibility for the consequences of consuming this or that content.Children's media education is, first of all, characterized by features characteristic of a certain age. While the ability to perceive information is of particular importance.Perception is the main cognitive process of sensory reflection of reality, its objects and phenomena with their direct impact on the senses. Perception is the basis of thinking and practical activity of both an adult and a child [7].In order to competently organize and conduct a lesson on the topic of media safety, it is necessary to take into account the peculiarities of the perception of information by elementary school students.There are four types of information perception by people: kinesthetic, auditory, visual, discrete. However, the latter type is not typical for elementary school students, since it involves the active use of abstract thinking, which is poorly developed in children. Let us characterize the remaining perception models:1. Kinesthetic children learn through touch or movement. They have difficulty concentrating and are easily distracted. They remember the general impression, they remember it better when they move. During classes, it is not recommended to force them to sit motionless for a long time; It is imperative to give them the opportunity for motor discharge, for example, to walk around the office, do something with their hands, or give the child, as far as possible, the opportunity to play an active role [6].2. Auditory children perceive and remember information well by hearing. They show interest in reading early and listen to the teacher’s instructions. They happily come up with various stories and act them out. However, they are easily distracted by extraneous sounds. When training auditory learners, the emphasis is on the perception of information by ear (paying special attention to intonation, melody, voice timbre, etc.). In addition, such children will remember something better if you ask them to comment on their actions or retell what they read [1].3. Visual children process and store information in the form of visual images. They remember what they saw, they remember pictures. Their attention is steady (there is practically no disturbance) and is naturally drawn to the visible signs of familiar objects; they quickly grasp and remember characteristics such as movement, color, shape and size. In classes, it is recommended to use color illustrations, ready-made diagrams and a blackboard to reinforce new material with visual images [1].Younger schoolchildren are actively improving their perception process. Due to the development of other aspects of the psyche, such as observation, perception becomes a more controlled and targeted process. Children 7-10 years old can easily distinguish between objects and whole pictures. Perception in children of primary school age becomes more differentiated due to a focus on the relationships of parts as a whole, and a tendency to find semantic relationships when perceiving an object [6].There are several forms of conducting lessons in elementary school:1. Dramatization games form a recreating imagination, making the content of the text more spectacular and visual. When dramatizing, children portray and draw characters using intonation, facial expressions, posture, and gestures [1].2. Group work. Children learn to work in teams with a leader, to obey and to lead. This form of lessons creates an attentive attitude towards classmates; taking the thoughts and feelings of others seriously; tolerance, friendliness [10].So, we have characterized the characteristics of the perception of information by children of primary school age, the main forms and methods of conducting lessons. This information will help us when creating a lesson plan and teaching it as the main way to promote the topic of media safety.Conducting a lesson necessitates choosing methods that will help students better understand the material.We conducted a lesson on media safety for primary schoolchildren in January 2019, taking into account the age-related characteristics of children’s perception of information. The lesson was attended by children aged 10-11 years (4th grade). The lesson was conducted in a playful manner and teamwork techniques were used. We deliberately abandoned the theoretical part (for example, an explanation of the concept of “media safety”, dictation recordings), since this would tire the children. Particular attention was paid to the dialogue between the “teacher” and students, joint discussion of problems. The purpose of the lesson is to focus the attention of elementary school students on some aspects of safe behavior on the Internet (most children, as it turned out during the lesson, already have an idea of the basic rules of behavior on the Internet). In addition, we set ourselves the task of introducing children to some ways of checking the accuracy of information.We started the lesson with several riddles about the Internet and gadgets. The purpose of such an introduction is to get children into the mood for play, to activate their creative and mental activity. During a short discussion, the students came to the conclusion that the role of information in our time is very great, therefore, you need to be able to handle it correctly, without causing harm to yourself or others.The lesson was based on two team games (“Vasily Pupkin” and “Your Own Reporter”), which we developed specifically for this event. "Vasily Pupkin". The class is divided into teams of 4-6 people. Each team is given a mock-up of a blank page on a social network and a questionnaire with all the personal data of a fictitious person. The task is to transfer information from the questionnaire to the form, taking into account that not all data should be indicated on the “page” on the social network. This game simulates a real situation when a child creates an account on VKonkakte or other similar Internet resources. We allotted five minutes to complete the task. This time turned out to be quite enough. We then invited representatives from each team to explain why they published some data and not others. Advantages of the game: involvement of almost all children in the process, development of creative abilities (improvisation is encouraged), closeness to real life, development of teamwork skills, ability to speak in front of an audience, and defend one’s point of view. Disadvantages: this game has a rather narrow focus (it teaches you not to disclose your personal data). It cannot cover all aspects of safe online behavior. When planning the lesson, we expected to identify such a shortcoming, so we prepared a small quiz in advance, the purpose of which was to introduce its participants to some other rules of behavior on the Internet. The basis was taken from the play “The Musketeers Conquer the Network” by Zh. M. Zhakobovich, the plot of which reveals the problematic issues that arise when using the Internet. Students were shown a slide with a letter that supposedly arrived by email, which offered, for example, to download a game for free from an unverified site. The question was always the same: “What would you do in such a situation?” During the discussion, the children proposed various options for action and formulated their own Internet safety rules. Thanks to the game “Vasily Pupkin” and the quiz on medical safety, in our opinion, the students learned the material better, since they did not receive ready-made information, but solved the problems with their own minds. To reinforce this, we showed several videos from the “Media Yeralash” series about not disclosing personal data or contacting strangers over the Internet."Your own reporter." The class is divided into teams of 4-6 people. An absurd headline is shown on the screen, for example: “Something exploded in the sky over Chelyabinsk.” One user is selected from each team. His task is to find out the truth. The remaining participants are given cards with the names of information sources (one per team), which contain a model of behavior and approximate answers to the user’s questions. The catch is that only one of the teams has reliable information. After preparation (1-2 minutes), the user approaches one of the “sites” and asks about what happened. After receiving the answer, the “reporter” summarizes what he learned. Then the next user enters the game and repeats the same actions, but with a different team. After listening to all the options for what happened, students draw a conclusion about from which source the information turned out to be reliable. Advantages of the game: the involvement of all students in the process, the development of creative abilities (improvisation is encouraged), the ability to work in a team, the ability to listen to others, and conduct dialogue. Children learn to recognize different types of sources of information, search for the original source, and check facts for consistency with reality. Disadvantages: this game may seem difficult for children, because at 10-11 years old there are few people who watch news on the Internet. Primary schoolchildren do not yet have enough experience interacting with various sources of information.In the final part of the lesson, we formulated rules for safe behavior on the Internet. During the conversation, the students came to the conclusion that any information needs to be checked and viewed from several sources.The topic of media safety is relevant for people of all ages. However, it acquires special significance among children, because they are just beginning to master the world around them, including the Internet space. Despite the fact that modern children by the age of 10-11 already actively communicate on social networks, visit various sites and have an idea of ​​what not to do, it would not hurt to remind them once again about the basic rules of safe behavior on the Internet. Moreover, we believe that it is necessary from a very early age to develop in a child critical thinking, the ability to distinguish verified information from unverified information.During the study, we established that the promotion of the topic of media safety in elementary school should be based on the age-related characteristics of children’s perception of information. The main forms of lessons and other similar activities are games and dialogue between the “teacher” and students. This is due to the fact that these forms of classes allow children to independently find a way out of a problem situation, and, therefore, contribute to better learning of the material.So, promoting the topic of media safety for younger schoolchildren has its own specifics: reliance on the characteristics of children’s behavior and their perception of information, the predominance of playful and dialogical forms of conducting lessons and other similar events.ConclusionThus, the following conclusions can be drawn.Based on the results of the study, we formulated recommendations for conducting lessons and other events on the topic of media safety in elementary schools:1. Try to avoid excessive use of terminology and deep consideration of theory: children will have difficulty perceiving this information and this will quickly tire them.2. Pay more attention to joint discussion of issues, live communication, give children the opportunity to reason independently and express their opinions.3. Games will make the lesson interesting, but remember that they should simulate a real situation, involve the possibility of improvisation and be accessible to children.4. Provide children with the opportunity to work in teams: this way everyone will be involved in the process, and the likelihood that students will come to the right solution to the problem will increase.5. Present real and specific problems: children will understand you better, and, therefore, be more actively involved in your work.The importance of media security is increasing every day, which is associated with the continuous development of information and communication technologies. Therefore, it is necessary to develop media safety skills in a person from childhood. The degree of his adaptability to the world around him and his psychological comfort depend on this.BibliographyWeindorf-Sysoeva, M. E. Pedagogy [Text]: textbook. manual for secondary vocational education and applied bachelor's degrees / M. E. 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