Metaliteracy as a Didactic Principle of Teaching English for the Media

2020 
In the modern world literacy, meaning skills of reading, writing and numeracy, has gained additional notional layers. Multiple literacies started to appear indicating specific knowledge related to a certain field of study or work, thus, there are information literacy, scientific literacy, visual literacy and etc. This led to the development of critical literacy meaning interpreting and deconstructing texts and the overall conscientization, or critical consciousness of texts, contexts and the self. Metaliteracy means a model of thinking for general purposes, on the one hand, which helps activate a learner’s brain and stimulate his thinking, and a special mode of critical thinking for specific purposes, namely, media, on the other hand. Metaliteracy as a didactic principle of teaching English for the media includes educational, critical and psychological goal-setting, main traits and characteristics of a metaliterate learner to develop and educational roles a learner undertakes. Metacognitive strategies are an integral part of metaliteracy and help discern falsehood in media contexts. Metacognition strives to identify bias in all its forms and guises, and there are educational strategies to make prejudice visible in the text, such as lexical and syntactic means, visual means and expressive language means. Text analysis is important to detect argumentative fallacies (a spin, a slant, mind reading). Wielding the aforementioned techniques and skills is indispensable to media specialists.
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