Задание 7447 ЕГЭ по английскому языку
The main purpose of the author is to...
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Understanding the media
There was an unspoken agreement in previous generations that the news media shared “the whole truth and nothing but the truth.” Information was often shared by word of mouth and was sourced from a handful of generally reliable newspapers, television news broadcasts, and radio programs.
It’s not so simple today. Youth are coming of age in a time of technical sophistication. The news cycle runs 24 hours a day across multiple modes of media, available in nearly every teen’s pocket. Anyone with a computer and modest technical skill can create fake videos or alter images, and everyone with a social media account can author content and share posts to potential millions of viewers.
On social media, false information has been found to spread further and faster than accurate information. Sometimes, inaccurate or false information can be shared without bad intent — posters may not recognize the information is false, they may be sharing it to alert others to a hoax, or they may be sharing what they recognize is a joke (but others may not). Other times, people are spreading misinformation purposefully to cause harm — to gain social media followers, to cause confusion about an issue, or for their own power gain.
Young people seem to understand the importance of combating misinformation, and are aware of how it relates to their own habits online and on social media. A lot of youth are checking their sources too — a special research on kids and news found that 70% of respondents “often” or “sometimes” try to validate a suspicious piece of news. Nevertheless, it’s important for parents and teachers to guide youth in acquiring media literacy.
Young children may not always understand what they are seeing or hearing, even if it looks like they are. To help them, you can explore one type of media at a time, identify what is happening, and encourage a child to ask questions about what they are seeing or hearing. It’s also a good idea to explore how media are made — make a video together, take apart an old device, or watch a video about the making of a TV show.
For primary school children, a great media literacy activity is to play a game of detectives trying to figure out who created a piece of information (such as a video, a news article, or a photo), when they created it, where, and why. Think creatively together about what that creator may have wanted you to think and feel when you consume it.
Another great activity is to choose a single news story and look it up on multiple outlets and media types (for instance, look up stories about a topic of interest on local and national news sites, international news sites, video sites, and social media). Discuss how the story is presented in each, and what it carries throughout all sources.
When an advertisement comes on, you can ask a child what they think the ad is trying to get them to do, who they think created it, and what is attractive (or not) about it.
When dealing with teenagers, ask them to show you some of the influencers they follow on social media. Discuss what they like about each and what they think that person is trying to get them to think or do. Try starting a conversation with a teenager using yourself as a real-life example of how you were exposed to misinformation. Then ask them if this has ever happened to them.
According to the text, in the past, news was…
The word sophistication in “... in a time of technical sophistication” (paragraph 2) is closest in meaning to...
It is implied that fake content is...
Which is NOT mentioned in the text as a way to develop media literacy?
According to the text, the majority of young people try to...
What way does the author recommend in dealing with teenage children?