2 December 23, 2016
Articles and Statements
1. Alexander Fedorov
Western Cinema in the Mirror of the Soviet Film Criticism
International Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 75–107.
Number of views: 1008 Download in PDF
2. Hanae Ait HattaniInternational Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 75–107.
Abstract:
Film criticism was prestigious job in the USSR. At that time there was no Internet and critic can be published only on paper. And this was due to: 1) a professional status of the author (in this case it had to be, as a rule, a graduate film critic, art historian, journalist, or have higher education in the humanitarian field); 2) with a rigid selection and censorship of texts and themes. The author analyzes how western cinema was reflected in the mirror of the Soviet critics (for example, thematic books’ collection of Myths and Reality: 1966-1989). This, in particular, problems of ideological struggle, and the political censorship in the socio-cultural context of the 1960s–1980s and on how Soviet critics, specializing in foreign films, to respond to these factors. The author concludes that were characteristic of the official Soviet cinema studies, facing the material foreign movie: 1) sympathetic support "progressive western filmmakers", 2) sharp criticism of "bourgeois tendencies and perversions", 3) criticism of bourgeois society. The eleventh edition of the collection Myths and Reality showed, finally, that the Soviet film studies of the late 1980s was ready for deprived ideological bias in analysis of foreign cinema. This line was continued in the post-Soviet years, no longer in the Myths and Reality, but on the pages of scientific journals Film Criticism Notes and Cinema Art, in the film encyclopedia devoted to the western screen, in numerous monographs, the authors of which have become and authors of Myths and Reality.
Film criticism was prestigious job in the USSR. At that time there was no Internet and critic can be published only on paper. And this was due to: 1) a professional status of the author (in this case it had to be, as a rule, a graduate film critic, art historian, journalist, or have higher education in the humanitarian field); 2) with a rigid selection and censorship of texts and themes. The author analyzes how western cinema was reflected in the mirror of the Soviet critics (for example, thematic books’ collection of Myths and Reality: 1966-1989). This, in particular, problems of ideological struggle, and the political censorship in the socio-cultural context of the 1960s–1980s and on how Soviet critics, specializing in foreign films, to respond to these factors. The author concludes that were characteristic of the official Soviet cinema studies, facing the material foreign movie: 1) sympathetic support "progressive western filmmakers", 2) sharp criticism of "bourgeois tendencies and perversions", 3) criticism of bourgeois society. The eleventh edition of the collection Myths and Reality showed, finally, that the Soviet film studies of the late 1980s was ready for deprived ideological bias in analysis of foreign cinema. This line was continued in the post-Soviet years, no longer in the Myths and Reality, but on the pages of scientific journals Film Criticism Notes and Cinema Art, in the film encyclopedia devoted to the western screen, in numerous monographs, the authors of which have become and authors of Myths and Reality.
Number of views: 1008 Download in PDF
Media Literacy Education in English as a Foreign Language Classroom
International Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 108–115.
Number of views: 921 Download in PDF
3. Galina MikhalevaInternational Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 108–115.
Abstract:
Media has become an inseparable part of our lives whether we are children, young people, or adults; we all have our share of media-related exposure on a daily basis. Being literate in the 21st century requires a change in pedagogy of the current education system. Thus, teachers perceive a need for media literacy education in their classrooms. Including media literacy education as part of the school curriculum is imperative as a way to challenge students’ critical and creative skills in order to assimilate the diverse codes involved in the contemporary media system. The purpose of this paper, therefore, is to examine the manifestation of media literacy education in the EFL (English as a Foreign Language) classroom by focusing on EFL teachers’ ML perceptions and classroom practices. This study relies on a qualitative methodology; structured interviews with EFL teachers of secondary school. The findings show that the Moroccan teachers of EFL agree that media literacy is not recognized as an official and fundamental part of the national curriculum. Besides, this study presumes that the Moroccan education system is not offering to both educators and learners the necessary requirements in order to realize a working and fruitful media literacy project.
Media has become an inseparable part of our lives whether we are children, young people, or adults; we all have our share of media-related exposure on a daily basis. Being literate in the 21st century requires a change in pedagogy of the current education system. Thus, teachers perceive a need for media literacy education in their classrooms. Including media literacy education as part of the school curriculum is imperative as a way to challenge students’ critical and creative skills in order to assimilate the diverse codes involved in the contemporary media system. The purpose of this paper, therefore, is to examine the manifestation of media literacy education in the EFL (English as a Foreign Language) classroom by focusing on EFL teachers’ ML perceptions and classroom practices. This study relies on a qualitative methodology; structured interviews with EFL teachers of secondary school. The findings show that the Moroccan teachers of EFL agree that media literacy is not recognized as an official and fundamental part of the national curriculum. Besides, this study presumes that the Moroccan education system is not offering to both educators and learners the necessary requirements in order to realize a working and fruitful media literacy project.
Number of views: 921 Download in PDF
Media Culture and Digital Generation
International Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 116–121.
Number of views: 912 Download in PDF
4. Warat KaruchitInternational Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 116–121.
Abstract:
The problem of media culture and media literacy of the younger generation is becoming increasingly urgent nowadays in view of the growing and ambiguous effects of present-day digital technologies and their content on a personality and society development. Media educated citizens with a high level of information and media culture are one of the strategic European educational and sociocultural objectives. This is especially relevant for children and youth since a low level of media users’ information and media culture may actualize the risk of younger audiences being manipulated by some destructive forces, whichsometimes leads to asocial behavior among children and teenagers. The research objective is to analyze psychological and pedagogical strategies for maximizing the benefits (developing, educational, instructional, cultural, etc.) of information and communication technologies for children and young people, and strategies for minimizing online risks and potential harm. Hence, the main aim of contemporary media education is a media educated personality with a high level of digitalliteracy and media culture that is indispensable for safe and socially significant self-fulfillment, sociocultural and personal development in ICT mediated cross-cultural communication.
The problem of media culture and media literacy of the younger generation is becoming increasingly urgent nowadays in view of the growing and ambiguous effects of present-day digital technologies and their content on a personality and society development. Media educated citizens with a high level of information and media culture are one of the strategic European educational and sociocultural objectives. This is especially relevant for children and youth since a low level of media users’ information and media culture may actualize the risk of younger audiences being manipulated by some destructive forces, whichsometimes leads to asocial behavior among children and teenagers. The research objective is to analyze psychological and pedagogical strategies for maximizing the benefits (developing, educational, instructional, cultural, etc.) of information and communication technologies for children and young people, and strategies for minimizing online risks and potential harm. Hence, the main aim of contemporary media education is a media educated personality with a high level of digitalliteracy and media culture that is indispensable for safe and socially significant self-fulfillment, sociocultural and personal development in ICT mediated cross-cultural communication.
Number of views: 912 Download in PDF
Negative Effects of Digital Media on Thai Youngsters: Case Studies from Thailand and Abroad
International Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 122–127.
Number of views: 1281 Download in PDF
5. Milena I. TsvetkovaInternational Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 122–127.
Abstract:
This study analyzes the forms of digital communication that could negatively affect children and youngsters and proposes guidelines for creative usage of digital media and for the fostering of digital media literacy for children and youngsters for anyone involved. The study found that the negative effects of digital media on youngsters could be divided into 8 categories and the total of 30 sub-categories as the following: 1. Deceptions; 2. Inappropriate Content; 3. Online Mischief; 4. Dissatisfaction caused by digital media usage; 5. Misunderstanding or being misled caused by digital media usage; 6. Unconstructive use of time; 7. Violation of laws; 8. Inappropriate behavior caused by digital media. In the short term, there should be laws to regulate and reduce the risks of digital media usage. 2. In the long term, all relevant parties must hurry to build “media literacy” and “digital literacy” for youngsters. 3. Parents must learn and understand potential online dangers so they can give their children sound advice, and also lessening their own risks of becoming online victims themselves. In the long term, all relevant parties, including government offices, non-profit and for-profit organizations, mass media, and academic institutes at all level must hurry to build media literacy for youngsters.
This study analyzes the forms of digital communication that could negatively affect children and youngsters and proposes guidelines for creative usage of digital media and for the fostering of digital media literacy for children and youngsters for anyone involved. The study found that the negative effects of digital media on youngsters could be divided into 8 categories and the total of 30 sub-categories as the following: 1. Deceptions; 2. Inappropriate Content; 3. Online Mischief; 4. Dissatisfaction caused by digital media usage; 5. Misunderstanding or being misled caused by digital media usage; 6. Unconstructive use of time; 7. Violation of laws; 8. Inappropriate behavior caused by digital media. In the short term, there should be laws to regulate and reduce the risks of digital media usage. 2. In the long term, all relevant parties must hurry to build “media literacy” and “digital literacy” for youngsters. 3. Parents must learn and understand potential online dangers so they can give their children sound advice, and also lessening their own risks of becoming online victims themselves. In the long term, all relevant parties, including government offices, non-profit and for-profit organizations, mass media, and academic institutes at all level must hurry to build media literacy for youngsters.
Number of views: 1281 Download in PDF
Conflicts with the Reading and their Decisions through the Bibliopsychology
International Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 128–145.
Number of views: 1076 Download in PDF
6. International Journal of Media and Information Literacy, 2016, Vol. 1, Is. (2), pp. 128–145.
Abstract:
A reason for this research is the 70th anniversary from the death of the first theorist of the reading Nicolas A. Roubakine (23th of November 1946), with which expires the period of protection of the copyright on his works and their transition into the public domain. The real aim of the analysis is identification of the actual problems in the field of the mass communication and reading, which can be solved with the method of the bibliopsychology, created by Roubakine at the beginning of ХХth century. The methods answers to the requirements of theoretical study with application of the methods deduction and extrapolation in the system „problem – decision“, accompanied by a secondary research conducted through selective monographic method, document method, scientific critics of sociological researches, secondary data analysis and overview of scientific publications, available in the libraries worldwide. They are lead fifteen sharply conflict zones in the sphere of the reading, those regulation and management requires bibliopsychological approach. During the process of the study are determined two unpopular contributions of Nicolas Roubakine towards the theory of the communications – he creates the communication formula with “The 5 W“ decades before Harold Lasswell and formulates the method of bibliopsychological archeology a half century before the appearance of the discipline media archeology. The possibilities of the bibliopsychology aren’t still used, although it is a subject of study of other sciences as library science, bibliography, psycholinguistics, linguistics, psychology. The modern attempts for development of this scientific discipline are insufficient. Very often the attention of the researchers is directed towards other sciences because the examined subject is considerably more complex.
A reason for this research is the 70th anniversary from the death of the first theorist of the reading Nicolas A. Roubakine (23th of November 1946), with which expires the period of protection of the copyright on his works and their transition into the public domain. The real aim of the analysis is identification of the actual problems in the field of the mass communication and reading, which can be solved with the method of the bibliopsychology, created by Roubakine at the beginning of ХХth century. The methods answers to the requirements of theoretical study with application of the methods deduction and extrapolation in the system „problem – decision“, accompanied by a secondary research conducted through selective monographic method, document method, scientific critics of sociological researches, secondary data analysis and overview of scientific publications, available in the libraries worldwide. They are lead fifteen sharply conflict zones in the sphere of the reading, those regulation and management requires bibliopsychological approach. During the process of the study are determined two unpopular contributions of Nicolas Roubakine towards the theory of the communications – he creates the communication formula with “The 5 W“ decades before Harold Lasswell and formulates the method of bibliopsychological archeology a half century before the appearance of the discipline media archeology. The possibilities of the bibliopsychology aren’t still used, although it is a subject of study of other sciences as library science, bibliography, psycholinguistics, linguistics, psychology. The modern attempts for development of this scientific discipline are insufficient. Very often the attention of the researchers is directed towards other sciences because the examined subject is considerably more complex.
Number of views: 1076 Download in PDF