| Abstract [eng] |
In today’s society due to the increasing flow of information a person is forced to adapt to a rapidly changing environment. As the content of information changes, and so does the number of sources of information, every member in our society needs continuously refreshed and improved media and information literacy. In order for a school to develop a mature personality, capable of solving problems and processing large amounts of information, teachers need to develop students’ media and information literacy skills: identify information needs, search, analyze, select, critically evaluate, ethically use, and share information. This study tries to grasp how media and information literacy education is integrated in the secondary education curriculum and how teachers of different subjects develop their students’ ability to work with information. The aim of the study – to evaluate the media and information literacy education integration in the secondary education curriculum. The object of the study – media and information literacy education. Objectives of the study: 1) to portray the structure of media and information literacy skills, education opportunities and problems; 2) to distinguish the study methodology of expression of media and information literacy in secondary education curriculum; 3) to establish the expression of media and information literacy integration in the secondary education curriculum. The data collection methods used in the master’s thesis: the overview of the scientific literature, document analysis, focus group discussion. Data analysis methods: content analysis. Secondary education programs were being analyzed a focus group discussion with secondary education teachers was conducted. The results of this study revealed that student’s media and information literacy skills are present in secondary education curriculum and they are being developed during lessons. Peculiarities of integration of media and information literacy into secondary education curriculum and their implementation have been identified: there are no clearly defined goals for the development of information identification skills in the programs. The programs reflect the development of information retrieval, analysis, and evaluation skills. Most secondary education programs aim to develop students’ ability to summarize information and critically evaluate its credibility. Ability to use information ethically is provided for development in only a few programs. Secondary education curriculum includes the development of students’ information presentation and sharing skills. The focus group discussion revealed that teachers understand the importance of media and information literacy education. During the lessons, they include various tasks in which students have to search for information in various sources in Lithuanian as well as in foreign languages. Educators notice that students have difficulty processing large amounts of information while completing tasks, it is difficult for them to select the right information. Teachers develop students’ ability to analyze and concise information. Some teachers cite sources that provide reliable information, while others require students to select the sources themselves and compare the information in them. Teachers develop students’ ability to use information ethically, instruct them citation rules, but do not require correct citation or paraphrasing at each assessment. Educators notice that students often perform various information retrieval tasks, which makes them tired and unwilling to do projects involving such kind of work. |
