Transcript Document

Media Education:
Russian Approach
«Media Education Futures Conference»
May 7th-8th 2014, University of Tampere
Finland
I.V. Zhilavskaja, Cand. Sc. {Philology}
Head of Journalism and Media Education Department
Sholokhov Moscow State University for Humanities
The notion of "media"
 In various European languages medium means tool, the
mediator, the man easily suggestible, money, means of
communication, the conciliator, the middle class, the
surrounding reality, as well as public life, transparency,
something that is in the public domain in the physical
sense - environment.
 Herbert Marshall McLuhan included the language, the
wheel, clothing, housing, clock, photo, press, games,
telegraph, automobile, telephone, phonograph, radio,
television, weapons to the media.
Media and Mass Media
• If we reduce "media" to “mass media”, then the following
things will drop out of sight:
• in culture - music and art, literature and architecture
• in business - image production, advertising and
corporate products
• in politics - materials of political parties and movements,
ideological and propagandistic documents
• in interpersonal communication - letter, postcard,
telephone call, etc.
The notion of "media" by
UNESCO textbook "Media and
Information Literacy: teacher
training program"
• The term refers to any physical object that is used to
transmit messages.
• Media is a source of information, where the content
should be edited based on the concepts of journalistic
ethics, so that the principle of editorial independence
could be applied in relation to a certain organization or
person.
Question
• What should you do with the content that is not subject
to editing based on the concepts of journalistic ethics, so
that the principle of editorial independence could be
applied in relation to a certain organization or person?
• Is it not part of the media and information literacy?
The notion of "information"
 “Information is the Verb, not a Noun. Released from its
receptacles, the information is clearly not a thing. It is
an action that takes time, and not a state of being which
occupies physical space. It’s the serve, not the ball; it is
the dance, not the dancer”. D.P. Barlow
 The information as content becomes information as such
only when there is an act of consumption and perception,
when the existing data begin the process of moving
through media channels from the source to the
consumer.
• Information can exist only in the movement, and it
flows like water, permeates every pore of the social
organism.
• Closed archive materials only become information
when they are open, otherwise the sense of
information is missing.
• As long as the library is «theca» (thēkē – vault in
Greek) - a place to store books, it has no prospects
of communication development.
• Media as channels through which messages are
broadcasted and information which is delivered through
these channels - they are two sides of the solid
communication process.
• Information can not exist without media as medium, as
well as media without information does not make sense.
• As the dance is inseparable from the dancer, so is the
information from the media.
Two approaches
to media education
• Didactic – balanced growth of the individual, social and
cultural adaptation, education, aimed primarily at young
people.
• Civil - part of the basic rights of citizens for freedom of
expression and information, media activity supposing
media performance by different population groups.
Based on two approaches they developed
two models of media education
• Educational
• Journalistic
• Teacher and student
discuss the media, get
more information about
the media, describe it,
interpret, analyze media
texts.
• Media texts play a
didactic role.
• Personality acts as the
object of education, of
pedagogical impact.
• Formed on the basis of
relations directly inside
the media environment.
• The role of "teacher" and
"student" are completely
consistent with the roles
of "journalist" and
"audience.”
• Relations are based on
the joint creation of an
information product.
Subjects of media education
• Pedagogical
• Journalistic
• Media educators,
teachers of different
disciplines, additional
education teachers, head
teachers on educational
work, social workers,
counselors.
• Journalists of print
media, television and
radio, directors,
operators, designers,
photographers, online
journalists, media
managers, and other
representatives of the
media community.
Recipients of media education
• Pedagogical
• Journalistic
• Students of schools,
colleges, high schools,
students of higher and
secondary vocational
education, additional
education courses,
students, preschoolers
• Audience representing
different strata and
groups: youth, seniors,
representatives of
government, business,
NGOs, people with
disabilities, etc.
Forms and technology of media
education
• Pedagogical
• Journalistic
• Integration into the
school basic education,
self discipline,
extracurricular activities,
specialization in high
school, courses, clubs,
electives, etc.
• Creating information
products in the form of
newspapers, magazines,
television and radio,
Internet projects, master
classes, media festivals,
creative contests, readers'
conferences, etc.
On the purposes of media education
Purpose
Pedagogical
Journalistic
Parenting media –
Formation of a loyal
competent personality media audience
Tool
Demonstration,
presentation,
description
Attraction, modelling,
interaction
Dominating
communication
strategies
Impact through
learning
Impact through
practice
Effects of media education
Pedagogical
Journalistic
Type of
motivation
Initiative. In the absence of
individual enthusiasts
working on the basis of
personal experience and
interest
Commercial. Professionals in
the field of media work in the
system of marketing
campaigns.
Result
Increasing the level of
Formation of loyal to the
personal media competence media communicative
environment, improving media
market performance
Effectiveness
Delayed in time
Solved both operational and
strategic objectives
Preliminary results
• Journalistic model of media education has an applied character and
pronounced economic motivation of media specialists. This is one of
the marketing tools.
• Pedagogical model, by definition, implies a higher value component.
• Today, not all media executives are willing to set a goal to increase
the level of media competence of the audience, increasing its media
activity. Many media pursue other aims: a lower cost to get a quick
and maximum profit.
• Today, not all teachers understand that media are not like working
with a computer program but with meanings, that media are not
just audio, video and the Internet but also a book, newspaper, and
drawing too.
Convergence of media and information
• Library and TV:
find common rather than the
differences.
Two streams of a river
Media
Literacy
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•
•
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Media Culture
Media Education
Media Ethics
Media Security
Information
Literacy
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Information Culture
Information Education
Information Ethics
Information Security
Convergence - merger
However, this is not a mechanical combination of
two directions
Media
Literacy
Information
Literacy
Emergence
1 + 1 not = 2
If you mix red with yellow, you will get orange
• From English emergent – suddenly appearing in systems
theory - the existence of a system of special properties
that are not inherent in the blocks and subsystems, as
well as the sum of the items; irreducibility properties of
the system to the sum of the properties of its
components; synonym – “systemic effect”.
• In biology and ecology the concept of emergence can be
expressed as: a single tree - not a forest, a cluster of
individual cells - not the body.
• In soil science: emergent property of the soil is fertile.
Master's program "Media Education"
• Opened at Sholokhov Moscow State University for the
Humanities in 2012.
• Competence model of graduate master's program "Media
Education” is developed.
• Basic educational graduate program in media education
is developed.
• Forthcoming textbook “Theory and practice of media
education”.
Master's program "Media Education"
• Study mode - correspondence. 22 people from different
spheres are trained (teachers, psychologists, PRspecialists, economists, lawyers, etc.).
• Future work place: schools, supplementary education
centers, child and youth media centers, information
centers, media centers, children and youth media.
• In 2014, the first cluster defense of master's theses will
be held as a single social project.
THANK YOU FOR YOUR ATTENTION!