1 June 19, 2020
1. Ľudmila Čábyová, Peter Krajčovič, Jana Paveleková
Digital Literacy and Readership of E-Books in Slovakia
International Journal of Media and Information Literacy, 2020, 5(1): 3-14.
Number of views: 788 Download in PDF
2. Irina Chelysheva, Galina MikhalevaInternational Journal of Media and Information Literacy, 2020, 5(1): 3-14.
Abstract:
Digital literacy and the level of digital skills represent a key determinant within the information-based and knowledge society. Thanks to development and higher accessibility of the Internet connection, its use is constantly growing outside the working environment, as well. The average age of users of the Internet or any other devices, such as computers, tablets or smartphones, has also increased. The level of digital literacy in specific countries has reported a considerable growth, which has brought about new opportunities connected with the use of these media. One of these is the question of the impact of digital media on readership of e-books. The paper is also analysing the level of digital skills in Slovakia and the extent of use of particular devices. The authors are studying what devices Slovak users have at their disposal, how often and for what purpose they use them. They are also observing what devices they prefer for specific activities. The emphasis is placed on readership of e-books through presentation of the results of their own research focusing on readership of electronic books. By means of various statistical methods, they are trying to define the statistical dependence between the respondents’ sex and readership of traditional books compared to readership of traditional and electronic books.
Digital literacy and the level of digital skills represent a key determinant within the information-based and knowledge society. Thanks to development and higher accessibility of the Internet connection, its use is constantly growing outside the working environment, as well. The average age of users of the Internet or any other devices, such as computers, tablets or smartphones, has also increased. The level of digital literacy in specific countries has reported a considerable growth, which has brought about new opportunities connected with the use of these media. One of these is the question of the impact of digital media on readership of e-books. The paper is also analysing the level of digital skills in Slovakia and the extent of use of particular devices. The authors are studying what devices Slovak users have at their disposal, how often and for what purpose they use them. They are also observing what devices they prefer for specific activities. The emphasis is placed on readership of e-books through presentation of the results of their own research focusing on readership of electronic books. By means of various statistical methods, they are trying to define the statistical dependence between the respondents’ sex and readership of traditional books compared to readership of traditional and electronic books.
Number of views: 788 Download in PDF
Content Analysis of University Students’ Interethnic Tolerance Reflected in Russian and English-Language Media Education of the Post-Soviet Period (1992−2000)
International Journal of Media and Information Literacy, 2020, 5(1): 15-30.
Number of views: 523 Download in PDF
3. Julia Gorelova, Nikolay KhilkoInternational Journal of Media and Information Literacy, 2020, 5(1): 15-30.
Abstract:
The article traces the evolution of teaching interethnic tolerance in Russia and in English-speaking countries. The authors analyse the main approaches to promoting interethnic tolerance among university students in the context of Russian and English-language media education of the post-Soviet period (1992−2000). Some official documents and researches made by Russian and foreign scholars regarding the issues of interethnic tolerance and interethnic relationships are studied. Theoretical and methodological approaches to fostering interethnic tolerance in the historical, philosophical, psychological, pedagogical, sociological, cultural contexts are presented. The authors provide a review and analysis of dissertations by Russian authors of the studied period reflecting the theoretical and methodological base for studying interethnic relationships, ethno-pedagogical culture of a democratic society, multicultural education and teaching the younger generation in new conditions for Russia caused by restructuring of the entire social system. Particular importance in the study is given to philosophical, pedagogical and sociocultural sources of teaching tolerant consciousness and culture, transformed interpretations of ‘tolerance’ as a concept, historical traditions of cultivating tolerant relationships and maintaining civil liberties in society, integration of a tolerant approach into formal and non-formal education systems, cultural and academic assimilation of migrants, ways to prevent hatred, aggression and violence among young people. The analysis shows that in Russian studies of this period, the topic of media education for developing interethnic tolerance among young people was practically ignored whereas in English-speaking countries the analysed period is characterized by active development of multicultural approaches to education, designing programs for students belonging to various national groups. The main emphasis in English-language researches is placed on critical thinking, media education in schools, methodological tools for media education, historical development of media culture and media education, etc.
The article traces the evolution of teaching interethnic tolerance in Russia and in English-speaking countries. The authors analyse the main approaches to promoting interethnic tolerance among university students in the context of Russian and English-language media education of the post-Soviet period (1992−2000). Some official documents and researches made by Russian and foreign scholars regarding the issues of interethnic tolerance and interethnic relationships are studied. Theoretical and methodological approaches to fostering interethnic tolerance in the historical, philosophical, psychological, pedagogical, sociological, cultural contexts are presented. The authors provide a review and analysis of dissertations by Russian authors of the studied period reflecting the theoretical and methodological base for studying interethnic relationships, ethno-pedagogical culture of a democratic society, multicultural education and teaching the younger generation in new conditions for Russia caused by restructuring of the entire social system. Particular importance in the study is given to philosophical, pedagogical and sociocultural sources of teaching tolerant consciousness and culture, transformed interpretations of ‘tolerance’ as a concept, historical traditions of cultivating tolerant relationships and maintaining civil liberties in society, integration of a tolerant approach into formal and non-formal education systems, cultural and academic assimilation of migrants, ways to prevent hatred, aggression and violence among young people. The analysis shows that in Russian studies of this period, the topic of media education for developing interethnic tolerance among young people was practically ignored whereas in English-speaking countries the analysed period is characterized by active development of multicultural approaches to education, designing programs for students belonging to various national groups. The main emphasis in English-language researches is placed on critical thinking, media education in schools, methodological tools for media education, historical development of media culture and media education, etc.
Number of views: 523 Download in PDF
Organizational Forms of Implementation of Pedagogical Technologies in the Media Education System
International Journal of Media and Information Literacy, 2020, 5(1): 31-36.
Number of views: 578 Download in PDF
4. Rashid Ali Khuhro, Muhammad Ahtisham ShoukatInternational Journal of Media and Information Literacy, 2020, 5(1): 31-36.
Abstract:
In the article various organizational forms of realization of media-promotional technologies are considered. The authors attempt to identify the specifics of the implementation of pedagogical technologies in the framework of various organizational forms at different levels (professional, semi-professional, amateur) and depending on the priority goals of participants in media associations. Specifically, the authors consider the features of the activities of such forms of organization as clubs for phototechnics enthusiasts, amateurs clubs, photo studios, photo workshops, artistic photographic schools, amateurs unions. Speaking about the role of media resources in media education three forms of mass media education are noted: additional education, distance education and independent (autonomous) one. It is observed that various pedagogical functions of media educational technologies reflect in creative self-realization. Organizational forms, which can be divided into three levels are actual: professional, semi-professional and amateur. The interests of amateurs are supposed to be realized through different organizational forms. Photo studios activity is based on the creative training, the activity of photo workshop – on transferring of the creative experience of the expert photo artist. At the same time creative support of these unions can be successful if there is a close connection with public organizations − amateur photographers unions, presentations.
In the article various organizational forms of realization of media-promotional technologies are considered. The authors attempt to identify the specifics of the implementation of pedagogical technologies in the framework of various organizational forms at different levels (professional, semi-professional, amateur) and depending on the priority goals of participants in media associations. Specifically, the authors consider the features of the activities of such forms of organization as clubs for phototechnics enthusiasts, amateurs clubs, photo studios, photo workshops, artistic photographic schools, amateurs unions. Speaking about the role of media resources in media education three forms of mass media education are noted: additional education, distance education and independent (autonomous) one. It is observed that various pedagogical functions of media educational technologies reflect in creative self-realization. Organizational forms, which can be divided into three levels are actual: professional, semi-professional and amateur. The interests of amateurs are supposed to be realized through different organizational forms. Photo studios activity is based on the creative training, the activity of photo workshop – on transferring of the creative experience of the expert photo artist. At the same time creative support of these unions can be successful if there is a close connection with public organizations − amateur photographers unions, presentations.
Number of views: 578 Download in PDF
Social Media Usage Patterns among Transgender People of Hyderabad, Sindh, Pakistan
International Journal of Media and Information Literacy, 2020, 5(1): 37-47.
Number of views: 583 Download in PDF
5. Mariana Kitsa, Iryna Mudra, Olena KuznetsovaInternational Journal of Media and Information Literacy, 2020, 5(1): 37-47.
Abstract:
Online digital culture and social media are integral to the lives of the youth, and the internet is fully embedded in their way of thinking and living (Jenzen, 2017). Though, social media has emerged as an instant two-way communication medium around the globe. It has become a significant part of a person's everyday life (Chauhan, 2020). Studies revealed that, like all other stakeholders of the society LGBT also use social media. Previously, no study has been conducted about social media use among transgender people in Pakistan. Thus, the purpose of this study to determine the social media usage patterns in transgender people in Hyderabad, Sindh, Pakistan. The researchers used a quantitative survey technique for data collection from 39 transgender people living Hyderabad with the help snowball sampling technique. Findings of this showed that most of the transgender people use Facebook and WhatsApp. Most of them spend above three hours daily on the use of social media, and the majority of them use social media the whole week. Besides, they have joined social media groups on Facebook and get friendship following through Real ID. Though most of them share others' posts on their wall. However, the purpose of social media usage among transgender people is to become more sociable and to create social identity. Instead of that, they entertain themselves through the sharing of pictures and posts on the wall by watching funny videos and movies. They also get information regarding social events, news, and current circumstances on social media. However, it is revealed that transgender people in Hyderabad did not follow government activities through social media. Besides, the findings showed that transgender people occasionally get information about their surroundings and get information about the activities of political leaders by social media.
Online digital culture and social media are integral to the lives of the youth, and the internet is fully embedded in their way of thinking and living (Jenzen, 2017). Though, social media has emerged as an instant two-way communication medium around the globe. It has become a significant part of a person's everyday life (Chauhan, 2020). Studies revealed that, like all other stakeholders of the society LGBT also use social media. Previously, no study has been conducted about social media use among transgender people in Pakistan. Thus, the purpose of this study to determine the social media usage patterns in transgender people in Hyderabad, Sindh, Pakistan. The researchers used a quantitative survey technique for data collection from 39 transgender people living Hyderabad with the help snowball sampling technique. Findings of this showed that most of the transgender people use Facebook and WhatsApp. Most of them spend above three hours daily on the use of social media, and the majority of them use social media the whole week. Besides, they have joined social media groups on Facebook and get friendship following through Real ID. Though most of them share others' posts on their wall. However, the purpose of social media usage among transgender people is to become more sociable and to create social identity. Instead of that, they entertain themselves through the sharing of pictures and posts on the wall by watching funny videos and movies. They also get information regarding social events, news, and current circumstances on social media. However, it is revealed that transgender people in Hyderabad did not follow government activities through social media. Besides, the findings showed that transgender people occasionally get information about their surroundings and get information about the activities of political leaders by social media.
Number of views: 583 Download in PDF
Travel Programs on TV as a Part of Entertainment Media Literacy
International Journal of Media and Information Literacy, 2020, 5(1): 48-59.
Number of views: 613 Download in PDF
6. Аndrii E. Lebid, Natal'ya A. ShevchenkoInternational Journal of Media and Information Literacy, 2020, 5(1): 48-59.
Abstract:
Travel programs are one of the popular parts of content of modern Ukrainian mediaspace. Appeared in 1995, such programs have one of the highest ratings on television. In our researching we examined the history of travel programs in Ukraine, offered our own classification of this programs by genre, purpose, theme. We also provided the poll of the viewers of travel programs in Ukraine (N 400). Most of our respondents are interested in the culture and history of the country, which is shown in the travel program, places to visit, food, attractions. Also viewers think that famous people as narrators increase the popularity and ratings of the program. However, this fact does not confirm on practice. We also found out that thanks to the travel programs, the audience learns more about other people, such TV product encourages and inspire travelers to learn the traditions and cultures of different people of the world. Besides, travel programs encourage people to travel more. Ukrainians like to watch beautiful frames of nature, buildings, architecture of countries abroad, though they believe that information in the program should be objective and truthful. Also there is a free niche of travel programs, which can be filled in the coming years.
Travel programs are one of the popular parts of content of modern Ukrainian mediaspace. Appeared in 1995, such programs have one of the highest ratings on television. In our researching we examined the history of travel programs in Ukraine, offered our own classification of this programs by genre, purpose, theme. We also provided the poll of the viewers of travel programs in Ukraine (N 400). Most of our respondents are interested in the culture and history of the country, which is shown in the travel program, places to visit, food, attractions. Also viewers think that famous people as narrators increase the popularity and ratings of the program. However, this fact does not confirm on practice. We also found out that thanks to the travel programs, the audience learns more about other people, such TV product encourages and inspire travelers to learn the traditions and cultures of different people of the world. Besides, travel programs encourage people to travel more. Ukrainians like to watch beautiful frames of nature, buildings, architecture of countries abroad, though they believe that information in the program should be objective and truthful. Also there is a free niche of travel programs, which can be filled in the coming years.
Number of views: 613 Download in PDF
Cultivating the Skills of Systems Thinking in the Context of Fostering the Basic and Professional Competencies Associated with Media Education and Media Literacy
International Journal of Media and Information Literacy, 2020, 5(1): 60-68.
Number of views: 499 Download in PDF
7. Anastasia Levitskaya, Alexander FedorovInternational Journal of Media and Information Literacy, 2020, 5(1): 60-68.
Abstract:
This paper examines some of the key mechanisms for cultivating the skills of systems thinking using methodologies such as the theory of inventive problem solving (TRIZ) and algorithms for solving problem situations (ARPS) in media education. The author puts forward a suggestion that the realities and needs of the present-day economy and its transition to the fifth and sixth technological paradigms will transcend traditional methods of education, bringing about change in approaches, methodologies, and objectives associated with the educational process, with a focus on replacing extensive forms and ways of teaching and learning with methods related to the intensive development of skills and professional competencies associated with media literacy and media education. A key objective in this context is to cultivate and foster the skills of systems thinking, which implies a capacity for strategic planning and design and creative solving of non-routine problems and an ability to detect inconsistencies and interdependencies in media texts and media messages. In this context, the paper brings forward several tools for fostering the skills of systems thinking, which are as follows: case problems, systems thinking tests, and systems mapping. The paper examines some of the key theoretical and applied aspects of the theory of inventive problem solving and algorithms for solving problem situations in the media sphere. The author’s conclusion is that the TRIZ–ARPS methodology can be employed quite efficiently in fostering the basic and professional competencies associated with media literacy and media education.
This paper examines some of the key mechanisms for cultivating the skills of systems thinking using methodologies such as the theory of inventive problem solving (TRIZ) and algorithms for solving problem situations (ARPS) in media education. The author puts forward a suggestion that the realities and needs of the present-day economy and its transition to the fifth and sixth technological paradigms will transcend traditional methods of education, bringing about change in approaches, methodologies, and objectives associated with the educational process, with a focus on replacing extensive forms and ways of teaching and learning with methods related to the intensive development of skills and professional competencies associated with media literacy and media education. A key objective in this context is to cultivate and foster the skills of systems thinking, which implies a capacity for strategic planning and design and creative solving of non-routine problems and an ability to detect inconsistencies and interdependencies in media texts and media messages. In this context, the paper brings forward several tools for fostering the skills of systems thinking, which are as follows: case problems, systems thinking tests, and systems mapping. The paper examines some of the key theoretical and applied aspects of the theory of inventive problem solving and algorithms for solving problem situations in the media sphere. The author’s conclusion is that the TRIZ–ARPS methodology can be employed quite efficiently in fostering the basic and professional competencies associated with media literacy and media education.
Number of views: 499 Download in PDF
Typology and Mechanisms of Media Manipulation
International Journal of Media and Information Literacy, 2020, 5(1): 69-78.
Number of views: 529 Download in PDF
8. Anastasia Levitskaya, Lyudmila SeliverstovaInternational Journal of Media and Information Literacy, 2020, 5(1): 69-78.
Abstract:
The discussion around the problem of media manipulation has dramatically intensified in recent years, especially in connection with the spread of fake news via the Internet. For example, studies show that most people, unfortunately, do not distinguish between fake news and other types of news. However, the problem of fake news is not only related to fabricated media texts, but also reflects the audience’s general dissatisfaction with traditional mass media, some influential politicians, parties and organizations. From the audience’s point of view, the problem of fake news is not limited to false news – it also concerns low-quality journalism, political propaganda and misleading forms of advertising, (dis)trust in public institutions and media agencies. The fact, that in the modern media world unambiguously true and explicitly false information is becoming increasingly rare, further complicates the situation. As a rule, rather sophisticated manipulation techniques that mix reliable and fake information are being used, so there can be no simple judgements regarding the development of mechanisms to ban or remove false media information. Countering disinformation can be based both on technological (computer) algorithms and on qualitative analytics. We also believe that mass media education of the audience can effectively contribute to the development of analytical thinking and media competence of an individual. In particular, the synthesized typology of mass-media manipulation techniques (based on an analysis of scientific research) by the authors of the article can contribute to the development of media competence.
The discussion around the problem of media manipulation has dramatically intensified in recent years, especially in connection with the spread of fake news via the Internet. For example, studies show that most people, unfortunately, do not distinguish between fake news and other types of news. However, the problem of fake news is not only related to fabricated media texts, but also reflects the audience’s general dissatisfaction with traditional mass media, some influential politicians, parties and organizations. From the audience’s point of view, the problem of fake news is not limited to false news – it also concerns low-quality journalism, political propaganda and misleading forms of advertising, (dis)trust in public institutions and media agencies. The fact, that in the modern media world unambiguously true and explicitly false information is becoming increasingly rare, further complicates the situation. As a rule, rather sophisticated manipulation techniques that mix reliable and fake information are being used, so there can be no simple judgements regarding the development of mechanisms to ban or remove false media information. Countering disinformation can be based both on technological (computer) algorithms and on qualitative analytics. We also believe that mass media education of the audience can effectively contribute to the development of analytical thinking and media competence of an individual. In particular, the synthesized typology of mass-media manipulation techniques (based on an analysis of scientific research) by the authors of the article can contribute to the development of media competence.
Number of views: 529 Download in PDF
Media Education Trends in Georgia
International Journal of Media and Information Literacy, 2020, 5(1): 79-89.
Number of views: 580 Download in PDF
9. Tamsila Naeem, Mohsin Hassan Khan, Faiqa Abdul KhaliqInternational Journal of Media and Information Literacy, 2020, 5(1): 79-89.
Abstract:
The study offers an analysis of the development of media education in the Republic of Georgia from 1992 to the present days. In the course of the study, a comparative analysis of individual scientific research in this area is carried out, the main stages of the historical development of media education in Georgia (1992−2019), goals and objectives, structure and content, as well as the basic concepts and development prospects in the near future, are identified. Notably, the most significant projects are initiated and funded by foreign foundations and/or directly by embassies of foreign states, thus acting as a “soft power” tool. The content analysis of such media literacy programs shows that quite a lot of them use propaganda techniques such as labeling and framing aimed at shaping prejudiced attitude towards Russian media, thus narrowing the wide scope of media literacy objectives and competencies to be developed. The authors come to conclusion that the role of authentic media education resources and curricular, produced by Georgian teachers, should be strengthened as an effective tool for ensuring lifelong education of citizens and sustainable development of the independent democratic State of Georgia.
The study offers an analysis of the development of media education in the Republic of Georgia from 1992 to the present days. In the course of the study, a comparative analysis of individual scientific research in this area is carried out, the main stages of the historical development of media education in Georgia (1992−2019), goals and objectives, structure and content, as well as the basic concepts and development prospects in the near future, are identified. Notably, the most significant projects are initiated and funded by foreign foundations and/or directly by embassies of foreign states, thus acting as a “soft power” tool. The content analysis of such media literacy programs shows that quite a lot of them use propaganda techniques such as labeling and framing aimed at shaping prejudiced attitude towards Russian media, thus narrowing the wide scope of media literacy objectives and competencies to be developed. The authors come to conclusion that the role of authentic media education resources and curricular, produced by Georgian teachers, should be strengthened as an effective tool for ensuring lifelong education of citizens and sustainable development of the independent democratic State of Georgia.
Number of views: 580 Download in PDF
Cultural Imperialism through Hollywood Cinematic Media on Pakistani Youth
International Journal of Media and Information Literacy, 2020, 5(1): 90-102.
Number of views: 506 Download in PDF
10. Marina TselykhInternational Journal of Media and Information Literacy, 2020, 5(1): 90-102.
Abstract:
Cinematic media is a very powerful tool, used by developed countries in the modern world, with a deliberate purpose to transmit their cultural legacy by projecting a variety of attractive features to influence the minds of youth. This study aims to scrutinize the impact of Hollywood cinematic media on Pakistani youth. The theoretical framework applied in this study is based on the Theory of Cultural Imperialism, propounded by Her Herbert Schiller in 1973. The theory postulates that the Western media has a strong effect on the Third World countries by imposing on them Western cultural standards and hence are destroying their own cultures. The study is quantitative based on a mixed survey, which consists of close-ended questions along with the opinions of the respondents. SPSS is used to compute the obtained data. The findings demonstrate that the Hollywood movies leave a significant impact on Pakistani youth, since they are prominently engrossed to the lifestyle of American culture. The study suggests that it is responsibility of Pakistani people and media authorities to pay serious heed to control such movies, which prove to be serious threat to their own cultural values.
Cinematic media is a very powerful tool, used by developed countries in the modern world, with a deliberate purpose to transmit their cultural legacy by projecting a variety of attractive features to influence the minds of youth. This study aims to scrutinize the impact of Hollywood cinematic media on Pakistani youth. The theoretical framework applied in this study is based on the Theory of Cultural Imperialism, propounded by Her Herbert Schiller in 1973. The theory postulates that the Western media has a strong effect on the Third World countries by imposing on them Western cultural standards and hence are destroying their own cultures. The study is quantitative based on a mixed survey, which consists of close-ended questions along with the opinions of the respondents. SPSS is used to compute the obtained data. The findings demonstrate that the Hollywood movies leave a significant impact on Pakistani youth, since they are prominently engrossed to the lifestyle of American culture. The study suggests that it is responsibility of Pakistani people and media authorities to pay serious heed to control such movies, which prove to be serious threat to their own cultural values.
Number of views: 506 Download in PDF
“Media Education is the Key to Understanding the Modern Information Society”: Interview with Prof. Dr. Alexander Fedorov
International Journal of Media and Information Literacy, 2020, 5(1): 103-107.
Number of views: 528 Download in PDF
11. International Journal of Media and Information Literacy, 2020, 5(1): 103-107.
Abstract:
On September 24, 2019 Professor Alexander Fedorov received the honorary international award "Global Media and Information Literacy - 2019" (UNESCO, 2019)/ He is the first person from Russia, who became the winner in this international nomination. This award, which was established with UNESCO’s participation, rewards information and media professionals, media culture researchers, educators, artists, activists, associations and other groups that integrate media and information literacy in their work and related activities in an innovative manner. These awards are given annually, with UNESCO’s support, to individuals and organizations for outstanding achievements and leadership in five sectors: education, research, policy, advocacy, media, communication/information. A. Fedorov told about many years of media literacy teaching at the universities, about research works in the field of media culture and media literacy education, which has been repeatedly supported by grants from Russian Science Foundation, Russian Foundation for Basic Research, Russian Humanities Research Foundation, the Presidential Funds, which finance leading scientific schools in Russia and projects of national importance in the field of culture and art, and grants from the Federal Targeted Program, Russian Ministry of Education and Science, a number of foreign funds. He is firmly convinced that media literacy education is the key to understanding the modern information society: today, a person is simply obliged to be media-competent, otherwise he or she will not only become an easy victim of numerous media manipulations, but will not be able to fully enter the differentiated world of media culture.
On September 24, 2019 Professor Alexander Fedorov received the honorary international award "Global Media and Information Literacy - 2019" (UNESCO, 2019)/ He is the first person from Russia, who became the winner in this international nomination. This award, which was established with UNESCO’s participation, rewards information and media professionals, media culture researchers, educators, artists, activists, associations and other groups that integrate media and information literacy in their work and related activities in an innovative manner. These awards are given annually, with UNESCO’s support, to individuals and organizations for outstanding achievements and leadership in five sectors: education, research, policy, advocacy, media, communication/information. A. Fedorov told about many years of media literacy teaching at the universities, about research works in the field of media culture and media literacy education, which has been repeatedly supported by grants from Russian Science Foundation, Russian Foundation for Basic Research, Russian Humanities Research Foundation, the Presidential Funds, which finance leading scientific schools in Russia and projects of national importance in the field of culture and art, and grants from the Federal Targeted Program, Russian Ministry of Education and Science, a number of foreign funds. He is firmly convinced that media literacy education is the key to understanding the modern information society: today, a person is simply obliged to be media-competent, otherwise he or she will not only become an easy victim of numerous media manipulations, but will not be able to fully enter the differentiated world of media culture.
Number of views: 528 Download in PDF