Keywords
How to Cite
Abstract
This thesis examines teaching media literacy in higher education through an innovative methodology aimed at developing critical thinking. It proposes integrating a competency-based approach with problem-based learning, case studies, and fact-checking practices. The scientific novelty lies in specifying assessment criteria for argumentation in media-text analysis, evaluating source credibility, and constructing logically grounded conclusions, thereby strengthening students’ analytical judgment and responsible media consumption skills.
References
1. Halbwachs, M. La mémoire collective. Paris, Presses Universitaires de France, 1950. 204 p.
2. Assmann, J. Cultural Memory and Early Civilization: Writing, Remembrance, and Political Imagination. Cambridge, Cambridge University Press, 2011. 360 p.
3. McQuail, D. McQuail’s Mass Communication Theory. London, SAGE Publications, 2010. 632 p.
4. Potter, W. J. Media Literacy. Thousand Oaks, SAGE Publications, 2013. 408 p.
5. Wardle, C.; Derakhshan, H. Information Disorder: Toward an Interdisciplinary Framework for Research and Policymaking. Strasbourg, Council of Europe, 2017. 112 p.
6. Назаров, М. М. Массовая коммуникация в современном мире: методология анализа и практика исследований. Москва, Издательство ЛКИ, 2009. 320 с.
7. Қўчқорова, М. А. Медиасаводхонлик асослари: назария ва амалиёт. Тошкент, Fan va texnologiya, 2020. 180 б.