1 June 20, 2017
Articles and Statements
1. Irina V. Chelysheva, Galina V. Mikhaleva
Basic Approaches to Media Education in Russia: Sociocultural and Methodological Aspects
International Journal of Media and Information Literacy, 2017, 2(1): 3-8.
Number of views: 984 Download in PDF
2. Alexander FedorovInternational Journal of Media and Information Literacy, 2017, 2(1): 3-8.
Abstract:
The article presents a brief review of basic approaches to media education in Russia from the genesis to present-day conditions of Russian media pedagogy. The historical analysis of media education in Russia has shown that Russian media education tradition relies on several dominant theoretical approaches such as the semiotic, culturological, aesthetic, ethical, sociocultural and critical thinking development conceptions. The study of artistic value of media production, a close link between the aesthetic approach with spiritual and moral education of the rising generation, reliance on children’s creative skills have provided the basis for many media education models realized in contemporary Russia. Contemporaneous researches focus on studying media culture, various media effects and forms of media addiction, Internet safety and digital competences. Media culture as a vast layer of human culture is also in the focus of media researches. The solution to these problems depends both on teaching the younger generation basic computer skills for digital safety and on elaborating strategies for developing children’s media competence, spiritual and moral values, critical thinking and analytical skills, social skills in the world of media culture. Potential research prospects of media education involve further development of scientific media education centers and schools promoting the investigation of urgent media pedagogy issues.
The article presents a brief review of basic approaches to media education in Russia from the genesis to present-day conditions of Russian media pedagogy. The historical analysis of media education in Russia has shown that Russian media education tradition relies on several dominant theoretical approaches such as the semiotic, culturological, aesthetic, ethical, sociocultural and critical thinking development conceptions. The study of artistic value of media production, a close link between the aesthetic approach with spiritual and moral education of the rising generation, reliance on children’s creative skills have provided the basis for many media education models realized in contemporary Russia. Contemporaneous researches focus on studying media culture, various media effects and forms of media addiction, Internet safety and digital competences. Media culture as a vast layer of human culture is also in the focus of media researches. The solution to these problems depends both on teaching the younger generation basic computer skills for digital safety and on elaborating strategies for developing children’s media competence, spiritual and moral values, critical thinking and analytical skills, social skills in the world of media culture. Potential research prospects of media education involve further development of scientific media education centers and schools promoting the investigation of urgent media pedagogy issues.
Number of views: 984 Download in PDF
Leviathan and Sunstroke: Opinions of the Russian Film Critics
International Journal of Media and Information Literacy, 2017, 2(1): 9-15.
Number of views: 882 Download in PDF
3. Alexander Fedorov, Anastasia LevitskayaInternational Journal of Media and Information Literacy, 2017, 2(1): 9-15.
Abstract:
Modern media criticism as a whole based on the hermeneutic approach to the analysis of the media and media products relying on such key concepts as media agencies, media / media text categories, media technologies, media languages, media representations and media audiences, because they all have a direct bearing on the ideological market and structural and substantive aspects of the analysis of media and media texts. It is interesting to see how these approaches are implemented in concrete works of Russian film criticism concerning, for example, the two most controversial films of the last seasons: Sunstroke (2014) by Nikita Mikhalkov and Leviathan (2014) by Andrei Zvyagintsev. The key questions of Sunstroke are: What kind of Russia we lost? How and why it happened? And the key questions of Leviathan are: What kind of Russia we gained? And why is this? The author of this article analyzed around 60 reviews of Russian critics' community (mainly of the leading, most active and visible). They were (very) roughly divided into two groups: texts from the authors of liberal wing, and texts from the authors of the conservative wing. The main conclusion: Leviathan and Sunstroke, in fact, has become an indicator of the political stratification of Russian film criticism: in many cases, films were analyzed, first of all, not as a works of art, but as social and ideological messages. However, this is not surprising, because of the bundle of Russian film critics' community. However, the Russian mass audience as a whole is much more conservative than media criticism community. And, of course which is more focused on entertainment component of media culture (and the lack of interest of the vast audience in serious problems eloquently showed modest box-offices of Leviathan and Sunstroke).
Modern media criticism as a whole based on the hermeneutic approach to the analysis of the media and media products relying on such key concepts as media agencies, media / media text categories, media technologies, media languages, media representations and media audiences, because they all have a direct bearing on the ideological market and structural and substantive aspects of the analysis of media and media texts. It is interesting to see how these approaches are implemented in concrete works of Russian film criticism concerning, for example, the two most controversial films of the last seasons: Sunstroke (2014) by Nikita Mikhalkov and Leviathan (2014) by Andrei Zvyagintsev. The key questions of Sunstroke are: What kind of Russia we lost? How and why it happened? And the key questions of Leviathan are: What kind of Russia we gained? And why is this? The author of this article analyzed around 60 reviews of Russian critics' community (mainly of the leading, most active and visible). They were (very) roughly divided into two groups: texts from the authors of liberal wing, and texts from the authors of the conservative wing. The main conclusion: Leviathan and Sunstroke, in fact, has become an indicator of the political stratification of Russian film criticism: in many cases, films were analyzed, first of all, not as a works of art, but as social and ideological messages. However, this is not surprising, because of the bundle of Russian film critics' community. However, the Russian mass audience as a whole is much more conservative than media criticism community. And, of course which is more focused on entertainment component of media culture (and the lack of interest of the vast audience in serious problems eloquently showed modest box-offices of Leviathan and Sunstroke).
Number of views: 882 Download in PDF
Comparative Analysis of the Indicators’ Levels of Students’ Media Competence Development in the Control and Experimental Groups
International Journal of Media and Information Literacy, 2017, 2(1): 16-37.
Number of views: 864 Download in PDF
4. C.K. CheungInternational Journal of Media and Information Literacy, 2017, 2(1): 16-37.
Abstract:
Based on media education activities’ techniques, the authors taught a media education course during the full academic year. The research objective was to trace the changes between the levels of students’ media competence in a control and in an experimental group. The determination of the media competence’s levels was based on the classification of the indicators of the development of an individual’s media competence developed by our research team. Media competence implies the accumulation of motives, knowledge, abilities, and skills (indicators: motivational, contact, information, perceptual, interpretative / evaluative, practice-operational / activity, creative), facilitating the use, critical analysis, evaluation and communication of media texts in various forms and genres, the analysis of complex processes of media functioning. In line with this interpretation of the media competence, the students were asked to answer 5 units of questions and do the assignments. 90 students (average age of students: 20–21 years old) participated in the experiment: 45 students (14 male and 31 female) of the control group, who did not attend the media education course, and 45 students (14 male and 31 female) of the experimental group, who attended media educational classes. Our research showed that at the beginning of an academic year there was no significant difference in the levels of media competence development between the students of the control and experimental groups. The ratio of young men and women in the control and experimental groups, in our opinion, is typical for Russian pedagogical universities, where for many decades male students have consistently been a minority (from 10% to 30% of a class). The classification of the media competence's development indicators developed by us turned out to be an effective tool for comparative analysis between the control and experimental groups. This analysis has proved the effectiveness of the model developed by us and the methodology for fostering students' media literacy (the level of media competence of the students who took and passed a one-year course in media education was four times higher than the level of similar indicators in the control group).
Based on media education activities’ techniques, the authors taught a media education course during the full academic year. The research objective was to trace the changes between the levels of students’ media competence in a control and in an experimental group. The determination of the media competence’s levels was based on the classification of the indicators of the development of an individual’s media competence developed by our research team. Media competence implies the accumulation of motives, knowledge, abilities, and skills (indicators: motivational, contact, information, perceptual, interpretative / evaluative, practice-operational / activity, creative), facilitating the use, critical analysis, evaluation and communication of media texts in various forms and genres, the analysis of complex processes of media functioning. In line with this interpretation of the media competence, the students were asked to answer 5 units of questions and do the assignments. 90 students (average age of students: 20–21 years old) participated in the experiment: 45 students (14 male and 31 female) of the control group, who did not attend the media education course, and 45 students (14 male and 31 female) of the experimental group, who attended media educational classes. Our research showed that at the beginning of an academic year there was no significant difference in the levels of media competence development between the students of the control and experimental groups. The ratio of young men and women in the control and experimental groups, in our opinion, is typical for Russian pedagogical universities, where for many decades male students have consistently been a minority (from 10% to 30% of a class). The classification of the media competence's development indicators developed by us turned out to be an effective tool for comparative analysis between the control and experimental groups. This analysis has proved the effectiveness of the model developed by us and the methodology for fostering students' media literacy (the level of media competence of the students who took and passed a one-year course in media education was four times higher than the level of similar indicators in the control group).
Number of views: 864 Download in PDF
Necessity for Media Education in Early Childhood Programmes in Hong Kong
International Journal of Media and Information Literacy, 2017, 2(1): 38-45.
Number of views: 874 Download in PDF
5. Reynaldo Gacho Segumpan, Joanna Soraya Abu ZahariInternational Journal of Media and Information Literacy, 2017, 2(1): 38-45.
Abstract:
Hong Kong, like any other cities of the 21st century, is characterised by various sources of media for education, advertisement, relaxation and entertainment. Young children are immersed in the rich mass media environment whether at home, at school, or on the streets. The messages contained in these media sources are delivered in various forms and are meant to achieve specific goals for specific groups of people. While media education has been introduced in some primary and secondary schools in Hong Kong (Cheung, 2015), less has been said and done about the same in early childhood programmes (Cheung, 2012). This article builds a case for an urgent need for the introduction and implementation of media education in early childhood programmes in Hong Kong.
Hong Kong, like any other cities of the 21st century, is characterised by various sources of media for education, advertisement, relaxation and entertainment. Young children are immersed in the rich mass media environment whether at home, at school, or on the streets. The messages contained in these media sources are delivered in various forms and are meant to achieve specific goals for specific groups of people. While media education has been introduced in some primary and secondary schools in Hong Kong (Cheung, 2015), less has been said and done about the same in early childhood programmes (Cheung, 2012). This article builds a case for an urgent need for the introduction and implementation of media education in early childhood programmes in Hong Kong.
Number of views: 874 Download in PDF
Understanding the Phenomenology of Asynchronous Online Interactions in an Academic Business Setting in the Sultanate of Oman
International Journal of Media and Information Literacy, 2017, 2(1): 46-58.
Number of views: 914 Download in PDF
6. International Journal of Media and Information Literacy, 2017, 2(1): 46-58.
Abstract:
Interpretive discussions on asynchronous online interactions in an Omani academic setting seem to be muted in the literature. The purpose of this phenomenological research was to understand the meanings constructed by Omani International Business Administration (IBA) students enrolled in Electronic Commerce (MANG2402) class as regards their confabulations using Facebook as a platform of interaction. We examined the written reflective narratives of 25 IBA students describing their lived experiences of asynchronous online marketing exercise during Spring 2015 Semester at the College of Applied Sciences – Rustaq, Sultanate of Oman. Our analyses of data surfaced the following main themes: (a) Facebook Engagement as a Space for Information Dissemination; (b) Facebook Engagement as a Node for Building Relationships; (c) Facebook Engagement as a Boost for Business Engagement; (d) Facebook Engagement as a Concave of Knowledge and Skills which consisted of the following sub-themes: Acquiring Subject-specific Knowledge, Gaining General Knowledge, and Developing Communication Skills; and, (e) Facebook Engagement as an Avenue for Wholesome Entertainment.
Interpretive discussions on asynchronous online interactions in an Omani academic setting seem to be muted in the literature. The purpose of this phenomenological research was to understand the meanings constructed by Omani International Business Administration (IBA) students enrolled in Electronic Commerce (MANG2402) class as regards their confabulations using Facebook as a platform of interaction. We examined the written reflective narratives of 25 IBA students describing their lived experiences of asynchronous online marketing exercise during Spring 2015 Semester at the College of Applied Sciences – Rustaq, Sultanate of Oman. Our analyses of data surfaced the following main themes: (a) Facebook Engagement as a Space for Information Dissemination; (b) Facebook Engagement as a Node for Building Relationships; (c) Facebook Engagement as a Boost for Business Engagement; (d) Facebook Engagement as a Concave of Knowledge and Skills which consisted of the following sub-themes: Acquiring Subject-specific Knowledge, Gaining General Knowledge, and Developing Communication Skills; and, (e) Facebook Engagement as an Avenue for Wholesome Entertainment.
Number of views: 914 Download in PDF