Міжнародний науковий журнал «Грааль науки» | № 1 (Лютий, 2021) 2021 Авторські права захищені | Creative Commons Attribution 4.0 International License 417 СЕКЦІЯ XXIV. ПЕДАГОГІКА ТА ОСВІТА .ABSTRACT. DOI 10.36074/grail-of-science.19.02.2021.086 IMPLEMENTING TEACHING MEDIA LITERACY IN THE ENGLISH COURSE AT TECHNICAL UNIVERSITIES EFFECTIVELY Oksana Chugai Doctor of Pedagogical Sciences, Associate Professor, Associate Professor at the Department of English for Specific Purposes Faculty of Linguistics, Department of English for Engineering National Technical University of Ukraine “Sikorsky Kyiv Polytechnic Institute”, Ukraine Media literacy is one of the 21st century skills, which empowers those who work and study using digital tools and materials. Developing media literacy skills became especially actual during COVID-19 pandemic, when practically all kinds of communication happened online. Education systems all over the world faced the necessity to adapt to new challenges by teaching and learning distantly. The term “media literacy” has practically the same meaning as “digital literacy” which could be defined as “the skills, knowledge and understanding that enables critical, creative, discerning and safe practices when engaging with digital technologies in all areas of life” [1]. Students usually do not have problems with using digital tools and finding any information they need, but ever-growing amount of data leads to consuming information without properly processing it. Lack of basic knowledge related to analyzing and evaluating the data critically may turn digital world into a dangerous place [2]. That is why educational institutions start to include media literacy in the curriculum, which means that teachers should develop effective ways of teaching it [3]. Besides, media literacy and academic integrity are closely connected. Considering intense curriculums of technical universities, it is difficult to add a separate course on Media Literacy. In this paper we consider the strategies of implementing teaching Media Literacy in the English course at technical universities. In fact, in order to teach Media Literacy, it is not necessary to change the content of the English course; teachers should try a different approach. Choosing any of the issues studied and discussed in class, students conduct a research considering five aspects (keywords): authorship, format, audience, content and purpose [4]. The keyword “authorship” means that any piece of information was originally written by somebody, and if the readers cannot find the name of this writer, it means that it is simply not mentioned [5]. Therefore, the task is to establish the name of the author. Another key word “format” is defined as “a pattern, plan, or arrangement” [5]. It means that texts of different genres like academic articles, the news, comic strips, etc., may contain the same information, but by using a certain form it is possible to change the attitude to the content. Considering the keyword “audience” which is used to name people who watch or listen to a play, film, someone speaking, etc., the writers think about the preferences of a particular group or groups like students, academicians, teenagers, and present information accordingly [5].