Media education in Canada.

Media education in Canada.

At the origins of Canadian media education was a famous scientist and teacher M. McLuhan (1911-1980). Without a doubt, the scientific studies of this outstanding theorist of the twentieth century had a significant impact on the modern Canadian system of media education in general.

V.L. Kolesnichenko identifies the following main stages of development of media education in Canada:

•1950 - 1960 - the emergence of media education in Canada;

• 1970 - 1980 years. - the period of formation;

• 1990 - 2005 - The current stage of development of media education in the country.

As in most of the leading countries of the world, media education in Canada began on the basis of cinema in the 50s of the last century. In 1959, M. McLuhan developed (by the way, the first in the world) a curriculum on media education for secondary school students (XI class) in Toronto city.

In the 70s of the twentieth century, funding for honey education by the Canadian government was reduced. There was no targeted support for media educators by the state. However, in 1978, the second in the country Association for Media Literacy (Association for Media Literacy: AML) was created in Toronto. The president of this largest organization of media educators in Canada for several years was B. Duncan.

Since the 80s, the situation in the field of media education in the country has radically changed for the better. The emergence of a significant number of regional associations in the field of media education is a clear example of this. Founding conferences were held, and decisions were made to create the following associations:

• 1988 - Media Literacy Association in Saskatchewan (MLS).

• 1990 - Media Literacy Association in Manitoba (MAML).

• 1990 - French-speaking media culture workers in the province of Quebec established their Media Literacy Association (AMEQ).

• 1991 was a very fruitful year: the Canadian Media Education Association (CAME) and the British Columbia Media Literacy Association (BCAME) were created in Vancouver.

• 1992 - Establishment of a similar association in the province of Nova Scotia (AML-NS).

• 1993 - The Media Competency Association (AAMA) was established in Alberta.

• 2001 - The Media Literacy Association in Newsbraki (AMLNB) appeared.

• 2003 - Establishment of the Media Literacy Association of Newfoundland and Labrador.

The goal of all the above associations: to promote media education not only for children and adolescents, but also for adults.

In 1986, the first textbook on media education was published with support from the Ontario Department of Education and the Media Literacy Association (AML). The main purpose of this tutorial was to help teachers use the potential of the media productively.

This textbook has become popular not only within the borders of his country, but also abroad. A little later, he was translated into Italian, French, Japanese and Spanish.

In general, the period from 1980 to 2005 was very productive for the development of Canadian media education: provincial associations organized conferences throughout the country (the Media Literacy Association (AML) held large-scale international conferences in 1990 and 1992), curricula and programs were developed, master classes were held classes, lectures were given on various aspects in the field of media education. In 1985, the Jesuit Communications Project (JCP) was created in Toronto. This organization has had a fruitful impact on the development of media education in Canada. Its director is one of the leading media educators in the country - D. Panjante.

The great fruitful activity of educators in promoting media literacy gave a positive result: since 1987, media education has been integrated into the school system of Ontario, the most populated province in Canada. In the period from 1989 to 2004, the provincial (territorial) departments and ministries of education gradually implemented the introduction of media education in art and English courses.

In September 1999, the study of media culture was already a compulsory component of the school curriculum across Canada throughout secondary schools. Canada became the first country in the world where media education acquired official status.

•At the present stage in Canada, the ideas of the development of critical thinking and the cultural theory of media education are most widely used. The Canadian Media Education System offers the following key concepts:

• Media creates reality;

• All media texts are the result of purposeful design;

• Each media text has a unique aesthetic form;

• In the media text, the form and content are strictly interconnected;

• The audience evaluates the importance of the media text, taking into account such indicators as age, gender, race, life experience;

• Media contains ideological value messages;

• Media has commercial and political significance. Canadian media education models at the present stage have received the greatest distribution and support in most developed countries of the world.

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