The report will be dedicated to the analysis of terminological equivalents of civil,information and media literacy in Russian language. Similarities and differences between the
analyzed definitions of such concepts as "civil literacy", "legal literacy", "juridical literacy", "political literacy", "legal culture", "person’s information culture", "media culture" will be shown. Peculiarities of semantic translation of these terms will be as well pointed. Results of the given analysis are the basis of researches in Media and Information Literacy Curriculum for Teachers prepared by UNESCO. It was solved that separate aspects of civil literacy are reflected in this Curriculum, but there is an imbalance of the sections on media literacy and information literacy: media literacy dominates and information literacy is less presented. Pilot involvement of the Curriculum in Russia and other countries needs its adaptation and the answer to the question “Who must provide a civil, information and media literacy: librarians, lawyers, teachers, journalists and how to do it?”. The barriers that prevent the formation of civil, information and media literacy in Russia are highlighted, among them are: lack of a unified approach to understanding of the essence of information, civil and media education, the predominance of technocratic approach focused mainly on eliminating computer illiteracy of citizens; spontaneity of information, civil and media education in Russia; shortage of qualified teachers in providing the civil, information, media education; shortage of guidelines. In the conclusion of the report some prospects for the promotion of ideas of civil, information and media literacy in Russia will be defined.