4 December 05, 2018
1. Evgeny Aleksandrov, Anastasia Levitskaya
Technology of Integrated Media Education
Media Education (Mediaobrazovanie), 2018, 58(4): 3-10.
Number of views: 740 Download in PDF
2. A.G. Bespalova, A.V. KuznetzovaMedia Education (Mediaobrazovanie), 2018, 58(4): 3-10.
Abstract:
Education is a social institution ensuring the continuity of social and cultural experience, and simultaneously, of society’s stability in time. However, rapid digitalization and technological focus of social and cultural practices transform education into one of the most important “engines of development”. Responding to this trend, teachers are looking for the ways to enhance cognitive processes and increase their productivity. The efficiency of social and professional functions of a modern person is mediated not only by his/her knowledge, skills, and value orientations, but also by one’s ability to capture, identify, and actualize significant cause-and-effect connections and relationships in the continuum of the past – present – future in each specific situation, highlighting every unique feature of the typical. The authors conceptualize the educational potentials of the integrated media education technology through the lenses of the theory of cognitive schemata interpreted by the cognitive psychology as a result of cognitive activity on the one hand, and on the other hand, as means of identifying and evaluating information that determines the choice of behavioral strategies. From this perspective, the technology of integrated media education is interpreted as a tool to stimulate reflective-analytical experience, and meanwhile – the development of social and professional competences of students. Since the vast majority of media texts do not initially pursue pedagogical goals, the authors suggest their own definition, determining under what conditions a media text can acquire the status of an educational text. Summarizing the pedagogical experience, the authors describe the methods of didactic adaptation and support of media texts aimed at the educational process. Methodological recommendations help to avoid mistakes in the organization and content of teaching and learning.
Education is a social institution ensuring the continuity of social and cultural experience, and simultaneously, of society’s stability in time. However, rapid digitalization and technological focus of social and cultural practices transform education into one of the most important “engines of development”. Responding to this trend, teachers are looking for the ways to enhance cognitive processes and increase their productivity. The efficiency of social and professional functions of a modern person is mediated not only by his/her knowledge, skills, and value orientations, but also by one’s ability to capture, identify, and actualize significant cause-and-effect connections and relationships in the continuum of the past – present – future in each specific situation, highlighting every unique feature of the typical. The authors conceptualize the educational potentials of the integrated media education technology through the lenses of the theory of cognitive schemata interpreted by the cognitive psychology as a result of cognitive activity on the one hand, and on the other hand, as means of identifying and evaluating information that determines the choice of behavioral strategies. From this perspective, the technology of integrated media education is interpreted as a tool to stimulate reflective-analytical experience, and meanwhile – the development of social and professional competences of students. Since the vast majority of media texts do not initially pursue pedagogical goals, the authors suggest their own definition, determining under what conditions a media text can acquire the status of an educational text. Summarizing the pedagogical experience, the authors describe the methods of didactic adaptation and support of media texts aimed at the educational process. Methodological recommendations help to avoid mistakes in the organization and content of teaching and learning.
Number of views: 740 Download in PDF
Interactive Practice-Oriented Techniques in Professional Media Education
Media Education (Mediaobrazovanie), 2018, 58(4): 11-21.
Number of views: 703 Download in PDF
3. Elena Frolova, Tatyana Ryabova, Olga RogachMedia Education (Mediaobrazovanie), 2018, 58(4): 11-21.
Abstract:
The article focuses on the educational techniques, which are conducive to forming the journalist’s creative personality. It estimates the degree of their effectiveness as exemplified by teaching experience of such subjects as ‘Creative Workshops’ and ‘Copyediting’ at the Institute of Philology, Journalism and Cross-cultural Communication (Southern federal university). It is obvious that the new social and cultural context as well as new technologies will inevitably change teaching techniques. Nowadays there is an acute necessity ‘to immerse the student into hands-on experience’ within the context of their university studies to enable them to improve the acquired skills and abilities later on. The aim of the given study is to provide the theoretical and pedagogical analysis of proprietary methods focused on developing skills and competences to create media texts, develop students’ potential and form a creative personality. The authors investigate the transformations of the conceptions, content and methods in journalism education in the light of political and social changes that have occurred in the country. Special attention is paid to one of the acutest problems that has always sparked a storm of controversy within the professional community — the balance between the theoretical input and practice in the learning and teaching process at university. The article analyzes the forms of conducting classes in the role-play format that models the functioning of an editorial office. Students go through the whole process of creating a media product: from conceiving an idea to the final output. The authors come to the conclusion that the interactive techniques used in teaching media students help the latter to focus on their professional and personal development, work out their own individual plan of action in their future career and widen the range of creative methods in the process of creating media texts.
The article focuses on the educational techniques, which are conducive to forming the journalist’s creative personality. It estimates the degree of their effectiveness as exemplified by teaching experience of such subjects as ‘Creative Workshops’ and ‘Copyediting’ at the Institute of Philology, Journalism and Cross-cultural Communication (Southern federal university). It is obvious that the new social and cultural context as well as new technologies will inevitably change teaching techniques. Nowadays there is an acute necessity ‘to immerse the student into hands-on experience’ within the context of their university studies to enable them to improve the acquired skills and abilities later on. The aim of the given study is to provide the theoretical and pedagogical analysis of proprietary methods focused on developing skills and competences to create media texts, develop students’ potential and form a creative personality. The authors investigate the transformations of the conceptions, content and methods in journalism education in the light of political and social changes that have occurred in the country. Special attention is paid to one of the acutest problems that has always sparked a storm of controversy within the professional community — the balance between the theoretical input and practice in the learning and teaching process at university. The article analyzes the forms of conducting classes in the role-play format that models the functioning of an editorial office. Students go through the whole process of creating a media product: from conceiving an idea to the final output. The authors come to the conclusion that the interactive techniques used in teaching media students help the latter to focus on their professional and personal development, work out their own individual plan of action in their future career and widen the range of creative methods in the process of creating media texts.
Number of views: 703 Download in PDF
Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice
Media Education (Mediaobrazovanie), 2018, 58(4): 22-28.
Number of views: 686 Download in PDF
4. G.G. Gizdatov, B.A. SopiyevaMedia Education (Mediaobrazovanie), 2018, 58(4): 22-28.
Abstract:
Special attention of researchers from developed countries is paid to the inclusion of new media technologies of teaching in the traditional educational process. For the purpose of critical comprehension of prospects of use of interactive technologies in traditional educational environments, their advantages and shortcomings before traditional methods of training, the research was conducted by the authors. The main focus of the study was on the study of the possibilities and limitations of the use of interactive technologies for the formation of media competence of students. The materials of the author's research include case-studies that were offered to students to perform within the discipline "Research in the system of public administration" (34 students were trained). The results of the survey were supplemented and concretized with the data, obtained during the focus group discussion. In the course of the study, the authors found out that in contrast to traditional teaching methods that stimulate "learning for evaluation", interactive technologies activate the internal need of the student in "learning for self-development". The authors highlighted the following advantages of interactive methods: the development of skills for segmentation of media space and a critical approach to the selection of media texts for further analysis; the use of a multidimensional approach to the selection of information channels, the volume of information array and units of analysis of media texts. The study found out that the redundancy of information on the Internet and the dominance of traditional tasks forms the consumer of media information. In the absence of real practice of formation of media competence, the use of interactive teaching methods can be limited only to the selection of text by students.
Special attention of researchers from developed countries is paid to the inclusion of new media technologies of teaching in the traditional educational process. For the purpose of critical comprehension of prospects of use of interactive technologies in traditional educational environments, their advantages and shortcomings before traditional methods of training, the research was conducted by the authors. The main focus of the study was on the study of the possibilities and limitations of the use of interactive technologies for the formation of media competence of students. The materials of the author's research include case-studies that were offered to students to perform within the discipline "Research in the system of public administration" (34 students were trained). The results of the survey were supplemented and concretized with the data, obtained during the focus group discussion. In the course of the study, the authors found out that in contrast to traditional teaching methods that stimulate "learning for evaluation", interactive technologies activate the internal need of the student in "learning for self-development". The authors highlighted the following advantages of interactive methods: the development of skills for segmentation of media space and a critical approach to the selection of media texts for further analysis; the use of a multidimensional approach to the selection of information channels, the volume of information array and units of analysis of media texts. The study found out that the redundancy of information on the Internet and the dominance of traditional tasks forms the consumer of media information. In the absence of real practice of formation of media competence, the use of interactive teaching methods can be limited only to the selection of text by students.
Number of views: 686 Download in PDF
Discourse and Identity in the Medial Space of Kazakhstan
Media Education (Mediaobrazovanie), 2018, 58(4): 29-38.
Number of views: 806 Download in PDF
5. A.Yu. KazakovaMedia Education (Mediaobrazovanie), 2018, 58(4): 29-38.
Abstract:
The article presents an analysis of modern Kazakhstani discourse, which is considered as a constructed text. Statistical data on media preferences confirm author's conclusions on the characteristic features of Kazakhstani mass consciousness, including those expressed in the medial space. In this paper, we analyze the psychological, semiotic, sociological, culturological and psycholinguistic approaches to the phenomena of the medial sphere. Within the framework of the critical discourse analysis theory, the article outlines the rhetorical strategies of social cognition and perception, expressed in mass consciousness. We also make an attempt to compare the newest cognitive studies of the language in American practice with the leading European discourse studies. On the basis of the selected correlation of cognitive theory and the theory of medial analysis, the author develops a model of analysis for conceptual space of the media discourse. The thesis of Sovietization of Kazakhstani medial space is confirmed by the analysis of samples of mass culture and rhetorical features of Kazakhstani discourse. In the work we present exclusive psycholinguistic data – associative fields to the ideological concepts of linguistic consciousness, which have a predictive nature for interdisciplinary research. The article reveals the trends and examples of official and mass discourse – the ideological "products" of our time: from the surviving Soviet cliches to the newly created national identity. The revealed features of the Kazakhstani media discourse have specific character of the manifestation of post – Soviet culture. It shows that, the return to traditional attitudes was reflected in the rhetorical strategies of communication, and is revealed by the authors of this article.
The article presents an analysis of modern Kazakhstani discourse, which is considered as a constructed text. Statistical data on media preferences confirm author's conclusions on the characteristic features of Kazakhstani mass consciousness, including those expressed in the medial space. In this paper, we analyze the psychological, semiotic, sociological, culturological and psycholinguistic approaches to the phenomena of the medial sphere. Within the framework of the critical discourse analysis theory, the article outlines the rhetorical strategies of social cognition and perception, expressed in mass consciousness. We also make an attempt to compare the newest cognitive studies of the language in American practice with the leading European discourse studies. On the basis of the selected correlation of cognitive theory and the theory of medial analysis, the author develops a model of analysis for conceptual space of the media discourse. The thesis of Sovietization of Kazakhstani medial space is confirmed by the analysis of samples of mass culture and rhetorical features of Kazakhstani discourse. In the work we present exclusive psycholinguistic data – associative fields to the ideological concepts of linguistic consciousness, which have a predictive nature for interdisciplinary research. The article reveals the trends and examples of official and mass discourse – the ideological "products" of our time: from the surviving Soviet cliches to the newly created national identity. The revealed features of the Kazakhstani media discourse have specific character of the manifestation of post – Soviet culture. It shows that, the return to traditional attitudes was reflected in the rhetorical strategies of communication, and is revealed by the authors of this article.
Number of views: 806 Download in PDF
The Creators of Oikophobia: To Methodology of Research of Domestic Space Demonization as Pragmatic Mass Media Effect
Media Education (Mediaobrazovanie), 2018, 58(4): 39-55.
Number of views: 673 Download in PDF
6. Oksana Kozlova, Olga Tkachenko, Natalia AnashkinaMedia Education (Mediaobrazovanie), 2018, 58(4): 39-55.
Abstract:
On the basis of theoretical analysis of sociological, cultural, psychological, medical, demographic and psycho physiological scientific sources, the author defines the methodological basis of research and quantification of mystical fear as a factor of housing prejudices, preferences and attitudes of the population, as a component of housing deprivation, which occurs as a result of demonization of the house and the formation of magical stigma in mass culture. Modern Russian sociology pays little attention to “mystical”, “supernatural” component of relationships between Man and Space, but the theme is legitimized by W.L. Warner, by E. Goffman's concept of "involvement". This concept removes the question of the scope of the supernatural faith in a secular society as supposedly mandatory for susceptibility to magical stigma. This is confirmed by some empirical sociological and anthropological studies of housing prejudices in UK, Canada and Russia (P. Cowdell, D. Kelso, I.V. Utekhin). Having identified the key components of the process of demonization of home space by means of mass media, we find the probable points of its intersection with the processes of stratification in the housing sector. Suburbanisation and “privatization” as a part of suburbanism as a way of life, living in historic buildings as well as in communal apartments are the types of living conditions that create the frame most suitable for the "context-induced" experience of external evil invading personal space, especially against the background of high viewer involvement in horror films watching.
On the basis of theoretical analysis of sociological, cultural, psychological, medical, demographic and psycho physiological scientific sources, the author defines the methodological basis of research and quantification of mystical fear as a factor of housing prejudices, preferences and attitudes of the population, as a component of housing deprivation, which occurs as a result of demonization of the house and the formation of magical stigma in mass culture. Modern Russian sociology pays little attention to “mystical”, “supernatural” component of relationships between Man and Space, but the theme is legitimized by W.L. Warner, by E. Goffman's concept of "involvement". This concept removes the question of the scope of the supernatural faith in a secular society as supposedly mandatory for susceptibility to magical stigma. This is confirmed by some empirical sociological and anthropological studies of housing prejudices in UK, Canada and Russia (P. Cowdell, D. Kelso, I.V. Utekhin). Having identified the key components of the process of demonization of home space by means of mass media, we find the probable points of its intersection with the processes of stratification in the housing sector. Suburbanisation and “privatization” as a part of suburbanism as a way of life, living in historic buildings as well as in communal apartments are the types of living conditions that create the frame most suitable for the "context-induced" experience of external evil invading personal space, especially against the background of high viewer involvement in horror films watching.
Number of views: 673 Download in PDF
Media Competence in the Structure of Professional Characteristics of Experts in Advertising and Marketing
Media Education (Mediaobrazovanie), 2018, 58(4): 56-68.
Number of views: 694 Download in PDF
7. E.G. Kulikova, A.V. Kuznetsova, Yu.A. KolesnikovMedia Education (Mediaobrazovanie), 2018, 58(4): 56-68.
Abstract:
The modern media environment is undergoing changes, which occur quickly and are accompanied by the multiplication of information, the emergence of new and complex forms of its presentation. Information consumption is characterized by a superficial perception, reduction of the severity, oversupply, ignoring messages, lack of awareness of information needs. However, the audience of mass media, having access to information resources and opportunities for the distribution of media content, is learning effective interaction with the media environment. This leads to a change in consumer behavior. Experts in the field of marketing and advertisement are forced to look for new ways of communicating with consumers, which meet their needs and appropriate relevant and constantly changing state of the media environment. All this makes it extremely important to systematically revise the structure and content of competence-based characteristics of media experts. The article presents the results of a study conducted to identify the characteristics and professional skills of an expert in advertising and marketing that determine the content of his or her media competence as a professional worker in the media environment. A theoretical analysis of the problem area was carried out, there were derived and analyzed the empirical results of a survey of representatives of business and employers interested in such experts. To check the reliability of the research the collection of secondary data on the sites of search and the offer of vacancies for the various posts was held. The authors propose to consider media competence as a key in the structure of training of experts in advertising and marketing. The basis of its content should reflect the knowledge and skills for implementing strategic communications in the digital environment, the changeability and complexity of which require the development of wide range of skills and characteristics of this kind of an expert.
The modern media environment is undergoing changes, which occur quickly and are accompanied by the multiplication of information, the emergence of new and complex forms of its presentation. Information consumption is characterized by a superficial perception, reduction of the severity, oversupply, ignoring messages, lack of awareness of information needs. However, the audience of mass media, having access to information resources and opportunities for the distribution of media content, is learning effective interaction with the media environment. This leads to a change in consumer behavior. Experts in the field of marketing and advertisement are forced to look for new ways of communicating with consumers, which meet their needs and appropriate relevant and constantly changing state of the media environment. All this makes it extremely important to systematically revise the structure and content of competence-based characteristics of media experts. The article presents the results of a study conducted to identify the characteristics and professional skills of an expert in advertising and marketing that determine the content of his or her media competence as a professional worker in the media environment. A theoretical analysis of the problem area was carried out, there were derived and analyzed the empirical results of a survey of representatives of business and employers interested in such experts. To check the reliability of the research the collection of secondary data on the sites of search and the offer of vacancies for the various posts was held. The authors propose to consider media competence as a key in the structure of training of experts in advertising and marketing. The basis of its content should reflect the knowledge and skills for implementing strategic communications in the digital environment, the changeability and complexity of which require the development of wide range of skills and characteristics of this kind of an expert.
Number of views: 694 Download in PDF
The Public Media Space and Destructive Communication of the "Language of Enmity": Law, Cognitive and Communicative-Pragmatic Mechanisms
Media Education (Mediaobrazovanie), 2018, 58(4): 69-82.
Number of views: 702 Download in PDF
8. Olga M. KultyshevaMedia Education (Mediaobrazovanie), 2018, 58(4): 69-82.
Abstract:
The objective analysis of the "language of enmity" requires a polyparadigmatic approach with law, pragmalinguistic, linguocognitive, structural-semantic and linguistic-stylistic factors in their extralinguistic conditionality. "Language of enmity" characterizes discursive and textual space, while speech aggression manifests itself in oral discourse. The article considers the basic models of production of "enmity language" and groups of communicative factors, determining cognitive and communicative-pragmatic mechanisms of this phenomena. The addressee can be represented in two ways: a real addressee (character of the text) and a formal one (reader/listener). The reaction of the formal and real addressees to the "enmity language" in the media largely depends on the linguistic form of the statement itself, and not on the type of addressing (direct or indirect). Linguistic and cognitive mechanisms for the "language of enmity" implementation determine its special style as a synthesis of standard and expressive units. The creation of the standard units is connected with the idiostyle of the "language of enmity" sender and the creation of units of expression is connected with his/her idiolect and idiostyle. Expressive means of "enmity language" are slang, argotisms, vernacular and obscene words, terms, rare words, exoticisms, barbarisms, historicisms, archaisms, neologisms, occasionalisms, and pronouns of various titles, etc., while standard means include "politically incorrect expressions".
The objective analysis of the "language of enmity" requires a polyparadigmatic approach with law, pragmalinguistic, linguocognitive, structural-semantic and linguistic-stylistic factors in their extralinguistic conditionality. "Language of enmity" characterizes discursive and textual space, while speech aggression manifests itself in oral discourse. The article considers the basic models of production of "enmity language" and groups of communicative factors, determining cognitive and communicative-pragmatic mechanisms of this phenomena. The addressee can be represented in two ways: a real addressee (character of the text) and a formal one (reader/listener). The reaction of the formal and real addressees to the "enmity language" in the media largely depends on the linguistic form of the statement itself, and not on the type of addressing (direct or indirect). Linguistic and cognitive mechanisms for the "language of enmity" implementation determine its special style as a synthesis of standard and expressive units. The creation of the standard units is connected with the idiostyle of the "language of enmity" sender and the creation of units of expression is connected with his/her idiolect and idiostyle. Expressive means of "enmity language" are slang, argotisms, vernacular and obscene words, terms, rare words, exoticisms, barbarisms, historicisms, archaisms, neologisms, occasionalisms, and pronouns of various titles, etc., while standard means include "politically incorrect expressions".
Number of views: 702 Download in PDF
Integrated Classes in Teaching Students Communication Training Areas
Media Education (Mediaobrazovanie), 2018, 58(4): 83-94.
Number of views: 670 Download in PDF
9. I.M. Kyshtymova, L.V. Skorova, T.A. MedvedevaMedia Education (Mediaobrazovanie), 2018, 58(4): 83-94.
Abstract:
At the moment, in front of high school Methodists raised the question of activization of informative activity of students, overcoming contradictions artificial dissection in teaching disciplines of the curriculum in terms of subject lines. As a result of this separation does not take a student holistically neither the training material or formed in the process of learning a picture of the world and future careers in it. This leads to the vigorous pursuit of interdisciplinary connections, opportunities in their differentiated teaching students. Relevance of the research topic related to the procedure for organizing and conducting integrated lessons on subjects direction 42.03.02 "Journalism", consists in the fact that currently overdue questions about the use of integrative approach in teaching students communication training areas, as well as a special technique integrated organization classes. The purpose of this article is to develop guidelines for the integrated training in the disciplines of direction 42.03.02 "Journalism" (for example, B1.B.16 discipline "Fundamentals of creative activity of journalists"). The article postulates the following situation: the main objectives in the use of integrated training in educational process are: the creation of undergraduate students a holistic view of the world and to gauge where in the world their future professional activity; improving the quality of the educational process; the formation of a future bachelor, increasing its professional competence. In addition, as a result of the introduction in the educational process of integrated training is differentiated features of the teaching staff in the approaches to the construction of an optimal model training program Bachelor direction.
At the moment, in front of high school Methodists raised the question of activization of informative activity of students, overcoming contradictions artificial dissection in teaching disciplines of the curriculum in terms of subject lines. As a result of this separation does not take a student holistically neither the training material or formed in the process of learning a picture of the world and future careers in it. This leads to the vigorous pursuit of interdisciplinary connections, opportunities in their differentiated teaching students. Relevance of the research topic related to the procedure for organizing and conducting integrated lessons on subjects direction 42.03.02 "Journalism", consists in the fact that currently overdue questions about the use of integrative approach in teaching students communication training areas, as well as a special technique integrated organization classes. The purpose of this article is to develop guidelines for the integrated training in the disciplines of direction 42.03.02 "Journalism" (for example, B1.B.16 discipline "Fundamentals of creative activity of journalists"). The article postulates the following situation: the main objectives in the use of integrated training in educational process are: the creation of undergraduate students a holistic view of the world and to gauge where in the world their future professional activity; improving the quality of the educational process; the formation of a future bachelor, increasing its professional competence. In addition, as a result of the introduction in the educational process of integrated training is differentiated features of the teaching staff in the approaches to the construction of an optimal model training program Bachelor direction.
Number of views: 670 Download in PDF
Development of Psychological Media Competence
Media Education (Mediaobrazovanie), 2018, 58(4): 95-108.
Number of views: 702 Download in PDF
10. Galina MikhalevaMedia Education (Mediaobrazovanie), 2018, 58(4): 95-108.
Abstract:
Under consideration is the notion of a 'Psychological Media competence', its significance for the development of personality under the conditions of contemporary media environment is justified. Levels of psychological media competence and its essential components are described. The authors explain psychological mechanism for the development of psychological media competence in association with actualization of the processes of relations, experience and comprehension. A program for the development of psychological media competence in teenagers is put forth. Research results whose purpose was shaping of psychological media competence in schoolchildren in the process of implementation of experimental developing programs, were shown. A total of 65 persons took part in the research: 57 teenagers and 8 experts; 22 schoolchildren took their part in the experiment. Level of maturity of psychological media competence was evaluated using techniques to detect ability of teenagers to determine psychological peculiarities of a media text. The structure of the questionnaire was multi-optioned to match the structure of psychological media competence. The content of questions is variable-based and determined by the specifics of media texts under consideration – those were represented by 'Trolls’ cartoon and 'Herbaria' tea advertisement video in the proposed research. Analysis of resulting data was carried out using methods of mathematical statistics: ratings of media text by teenagers and by experts were compared, as well as dynamics of indicators of psychological media competence of the participants of the experiment was determined. Weak manifestations of cognitive and reflexive components of psychological media competence of teenagers were determined. Analysis of experiment results showed that the level of understanding of particularities of media texts that determine their effect on consumers, has credibly increased with the participants of the experimental research.
Under consideration is the notion of a 'Psychological Media competence', its significance for the development of personality under the conditions of contemporary media environment is justified. Levels of psychological media competence and its essential components are described. The authors explain psychological mechanism for the development of psychological media competence in association with actualization of the processes of relations, experience and comprehension. A program for the development of psychological media competence in teenagers is put forth. Research results whose purpose was shaping of psychological media competence in schoolchildren in the process of implementation of experimental developing programs, were shown. A total of 65 persons took part in the research: 57 teenagers and 8 experts; 22 schoolchildren took their part in the experiment. Level of maturity of psychological media competence was evaluated using techniques to detect ability of teenagers to determine psychological peculiarities of a media text. The structure of the questionnaire was multi-optioned to match the structure of psychological media competence. The content of questions is variable-based and determined by the specifics of media texts under consideration – those were represented by 'Trolls’ cartoon and 'Herbaria' tea advertisement video in the proposed research. Analysis of resulting data was carried out using methods of mathematical statistics: ratings of media text by teenagers and by experts were compared, as well as dynamics of indicators of psychological media competence of the participants of the experiment was determined. Weak manifestations of cognitive and reflexive components of psychological media competence of teenagers were determined. Analysis of experiment results showed that the level of understanding of particularities of media texts that determine their effect on consumers, has credibly increased with the participants of the experimental research.
Number of views: 702 Download in PDF
Hermeneutic Analysis of Television Programmes of English-Speaking Countries about School and University
Media Education (Mediaobrazovanie), 2018, 58(4): 109-118.
Number of views: 699 Download in PDF
11. I.M. MudraMedia Education (Mediaobrazovanie), 2018, 58(4): 109-118.
Abstract:
The article presents the results of hermeneutic analysis of present-day British and American television programmes about school and university. The research objective was to analyze the cultural and historical contexts, to define the role and value of the school and university topic in the mirror of television programmes of the English-speaking countries in terms of social studies, culture studies, film studies, and media education. The author of the article concludes that the analyzed British and American television production: 1) traditionally focuses on critical reevaluation of the balance between reforming and the current strategies of education in the English-speaking countries; 2) is the expression of the media texts authors’ civic and political views, seeking to raise public awareness of problem zones of the national system of education and its reforms; 3) presents a wide range of urgent topics and plots about school and university; 4) uses a variety of television genre modifications to represent reality (reports, interviews, press-conferences, news bulletins, talk-shows, reality-shows, scientific and educational programmes, etc.); 5) realistically reflects both positive (multicultural education; non-discriminatory practice in education, struggle against racism and intolerance; reforming and improving the quality of education; financial support of talented youth from low-income families, etc.) and negative (budget cuts in education, bullying and cyberbullying, social exclusion and inequalities in education, a low socio-economic status of teachers, school shooting, teacher strikes, etc.) aspects of social, political, cultural and educational life spheres in the English-speaking countries; 6) emphasizes individual, public, social, political and economic value of high-quality and accessible education for every citizen of any background.
The article presents the results of hermeneutic analysis of present-day British and American television programmes about school and university. The research objective was to analyze the cultural and historical contexts, to define the role and value of the school and university topic in the mirror of television programmes of the English-speaking countries in terms of social studies, culture studies, film studies, and media education. The author of the article concludes that the analyzed British and American television production: 1) traditionally focuses on critical reevaluation of the balance between reforming and the current strategies of education in the English-speaking countries; 2) is the expression of the media texts authors’ civic and political views, seeking to raise public awareness of problem zones of the national system of education and its reforms; 3) presents a wide range of urgent topics and plots about school and university; 4) uses a variety of television genre modifications to represent reality (reports, interviews, press-conferences, news bulletins, talk-shows, reality-shows, scientific and educational programmes, etc.); 5) realistically reflects both positive (multicultural education; non-discriminatory practice in education, struggle against racism and intolerance; reforming and improving the quality of education; financial support of talented youth from low-income families, etc.) and negative (budget cuts in education, bullying and cyberbullying, social exclusion and inequalities in education, a low socio-economic status of teachers, school shooting, teacher strikes, etc.) aspects of social, political, cultural and educational life spheres in the English-speaking countries; 6) emphasizes individual, public, social, political and economic value of high-quality and accessible education for every citizen of any background.
Number of views: 699 Download in PDF
Blogs as a Possibility to Express Yourself for Journalists
Media Education (Mediaobrazovanie), 2018, 58(4): 119-129.
Number of views: 733 Download in PDF
12. Larisa Tarasenko, Mikhail Rosin, Valeriy Svechkarev, Karen AvanesyanMedia Education (Mediaobrazovanie), 2018, 58(4): 119-129.
Abstract:
Modern society embodies its information needs through the freedom of bloggers. As a result, there are many independent individual or collective blogs around the world. A lot of journalists are bloggers because it gives them the opportunity to express their subjective opinion. Blog's a collector of information, writer, and editor, the material is published in its original form, without editorial changes, and with the ability to express what is on the mind. It also enables the author to keep track of the reaction of readers, respond to their comments and be open to new information. Blogs not only play a role in changing the way how traditional journalists do their work, but they are also becoming more and more a part of the business of traditional media. Blogs that are led by journalists differ from other blogs with their professionalism, objectivity and qualified approach to expose topics. In this article, we present our classification of journalistic blogs, which was based on the research of blogs which were led by journalists. We also present the results of the survey about journalistic blogs, in particular what types of journalistic blogs are most often read and which topics are popular among the blogger's audience.
Modern society embodies its information needs through the freedom of bloggers. As a result, there are many independent individual or collective blogs around the world. A lot of journalists are bloggers because it gives them the opportunity to express their subjective opinion. Blog's a collector of information, writer, and editor, the material is published in its original form, without editorial changes, and with the ability to express what is on the mind. It also enables the author to keep track of the reaction of readers, respond to their comments and be open to new information. Blogs not only play a role in changing the way how traditional journalists do their work, but they are also becoming more and more a part of the business of traditional media. Blogs that are led by journalists differ from other blogs with their professionalism, objectivity and qualified approach to expose topics. In this article, we present our classification of journalistic blogs, which was based on the research of blogs which were led by journalists. We also present the results of the survey about journalistic blogs, in particular what types of journalistic blogs are most often read and which topics are popular among the blogger's audience.
Number of views: 733 Download in PDF
Cognitive Analysis in the Context of Media Education: An Oriented Graph Modeling Approach
Media Education (Mediaobrazovanie), 2018, 58(4): 130-137.
Number of views: 688 Download in PDF
13. A.N. Teplyashina, V.Y. Golubev, N.A. PavlushkinaMedia Education (Mediaobrazovanie), 2018, 58(4): 130-137.
Abstract:
Cognitive analytics could initiate development processes in media culture and media education in Russia. Cognitive analytic models in the context of media education appear to be organizational schemass for managing people’s cognitive activity. They are an abstract model of search, receiving and processing of media-information. Cognitive models form an image of cognition process thus allowing to visually explain a comprehend structure of interactions and interlinks. Theories of cognitive development by Piaget and cognitive perception form theoretical framework of the given research. In order to formalize structures of cognition, a method of oriented graph is adopted. Learning model based on double loop by Argyris and Schoen forms the basis of analytical research. We consider to what extent it is applicable to the analysis of cultural dialogue and media education theory as a trigger for developing critical thinking. We suggest and study cognitive models of media education with the growth accelerators. We outline solutions for increasing the media education efficiency and highlight that cognitive analytics applications are not limited to revealing critical aspects of media education only. Instead, it contributes to widening common view of management strategy. Cognitive models thus can potentially replace conceptual and instrumental means of group interaction and active opinion exchange for elaborating consolidative positions.
Cognitive analytics could initiate development processes in media culture and media education in Russia. Cognitive analytic models in the context of media education appear to be organizational schemass for managing people’s cognitive activity. They are an abstract model of search, receiving and processing of media-information. Cognitive models form an image of cognition process thus allowing to visually explain a comprehend structure of interactions and interlinks. Theories of cognitive development by Piaget and cognitive perception form theoretical framework of the given research. In order to formalize structures of cognition, a method of oriented graph is adopted. Learning model based on double loop by Argyris and Schoen forms the basis of analytical research. We consider to what extent it is applicable to the analysis of cultural dialogue and media education theory as a trigger for developing critical thinking. We suggest and study cognitive models of media education with the growth accelerators. We outline solutions for increasing the media education efficiency and highlight that cognitive analytics applications are not limited to revealing critical aspects of media education only. Instead, it contributes to widening common view of management strategy. Cognitive models thus can potentially replace conceptual and instrumental means of group interaction and active opinion exchange for elaborating consolidative positions.
Number of views: 688 Download in PDF
Information Security in Social Media as Part of Media Education
Media Education (Mediaobrazovanie), 2018, 58(4): 138-147.
Number of views: 728 Download in PDF
14. Media Education (Mediaobrazovanie), 2018, 58(4): 138-147.
Abstract:
This paper discusses information protection of adolescents from the negative impact of social networks. The participation of adolescents in the protest movement highlights the role of media education as an actor in designing the system of preparing students for the threats and challenges of the Internet. Students absorb the information that they receive through the media, without assessing it for accuracy, correctness, reliability, etc. Therefore, media education at school should teach students to extract meanings from the symbolic representation of the surrounding world and the processes taking place in it. This will be possible if they understand what laws govern information and how and for what purpose information is distributed. Media education in Russia today is influenced by a variety of economic, social, technological, cultural processes. To assess their nature and scale of influence is not an easy task. It is even a harder task to try and develop a modern vision of media education strategy in the context of information security, which implies reflection on the nature of journalism in society and its place in actively developing new media. To understand online information security is impossible without taking into account changes in social practices.
This paper discusses information protection of adolescents from the negative impact of social networks. The participation of adolescents in the protest movement highlights the role of media education as an actor in designing the system of preparing students for the threats and challenges of the Internet. Students absorb the information that they receive through the media, without assessing it for accuracy, correctness, reliability, etc. Therefore, media education at school should teach students to extract meanings from the symbolic representation of the surrounding world and the processes taking place in it. This will be possible if they understand what laws govern information and how and for what purpose information is distributed. Media education in Russia today is influenced by a variety of economic, social, technological, cultural processes. To assess their nature and scale of influence is not an easy task. It is even a harder task to try and develop a modern vision of media education strategy in the context of information security, which implies reflection on the nature of journalism in society and its place in actively developing new media. To understand online information security is impossible without taking into account changes in social practices.
Number of views: 728 Download in PDF