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2ISSUE 4, 2015
117
MEDIA SAFETY AND EDUCATION PROBLEMS
Abstract
Media education is the process of development and education of personality through and on the material of media. Media competence is the ability to use, critically evaluate and transfer media texts. Media competence includes consideration of the four leading indicators of the level of its development. To develop the ability for value-based judgment we used a modified model of the axiological analysis of a text of D. Mieth. Media education, in our understanding, is a process of development and self-development of a person critically using the materials of media.
Keywords
media education, media competence of students, development student's evaluative, critical attitude to the media
AUTHOR
Svetlana Troyanskaya
PhD in Education, Associate Professor Department of Pedagogics and Pedagogical Psychology Udmurt State University Izhevsk, Russia svetatroya@maH.ru
All discussions about media freedom need international co-operation in policy making and the inclusion of corporations and civil society along with the governments in order to keep the Internet a global open forum to exchange ideas across borders.
Another issue when it comes to safety of online media is the protection of minors. Young people today use media technology for entertainment, to learn, to buy, to communicate. Educators, government, library workers must teach young people important safety skills so that they can identify online hate in its many forms and understand the strategies used to target them. Young people should also be taught critical thinking skills and humanism core values. This is one of the aims of lifelong learning.
We would like to address three dimensions of media safety and security in online media:
1. Freedom of the media.
2. Safety of media actors.
3. Media education, protection of minors and young people.
How can the educational system prevent the threat of gradual, almost invisible, but total decrease in the level of critical assessment of the information used? Through the implementation of special educational programs you can achieve a harmonious balance between the growing technological might of the media and the collective values that determine the life activity of local cultural communities.
The idea of media education is now actively implemented into the educational and training process of contemporary educational institutions. According to UNESCO materials, media education is developing theoretical and practical skills for the purpose of mastering the modern means of mass communication.
Development of media and information literacy is one of the priorities of the strategic plan for UNESCO's program entitled "Information for Everybody." However, the modern concept of media education is aimed primarily at the introduction of new
technologies for obtaining information rather than at the development of critical thinking in students' and adequate psychological protection of their minds from aggressive information effects. Basic definition are:
Media education is the process of development and education of personality through and on the material of media.
The objectives of media education are:
• to develop the culture of communication, critical thinking and createve ability;
• to analyze and estimate media texts.
Alexander Fedorov is the author of the theory of media competence. He defines it in the following way: Media competence is the ability to use, critically evaluate and transfer media texts (Fedorov, 2015).
Media competence is understood as the ability to use media for personal purposes and without assistance, to understand and critically evaluate the content and various aspects of media, transmit, create and distribute media texts. (European Parliament Resolution of 16 December 2008 on Media Literacy in a Digital World)_[European Parliament Resolution).
Fedorov ' s scientific school is based on the concepts of media competence as a new paradigm of education and problems of training future media teachers.
Media education is understood by A.V. Fedorov as a process for the purpose of developing the culture of communication with media, creative, communicative skills, critical thinking, skills of interpretation, analysis and evaluation of media texts, and teaching different forms of self-expression with the help of media technology.
Based on the conceptual approach of D. Baake, and the developmental model of media competence of K.P. Troymann, W. Zander, D.Meister, the concept of "media competence" can be described as a result of personal and subject-based acquisitions of a student in the process of formal and informal education, which characterizes the individual readiness of a person to deal with media (Treumann, Sander, Meister, 2007).
Fedorov offers the folowing a classification of indicators of a personality's media competence:
1. Motivation - motives of contact with media and media texts: genre, theme, emotional, epistemological, hedonistic, psychological, moral, intellectual, aesthetic;
2. Contact - frequency of communication (contact) with the media and works of media culture;
3. Information - knowledge of the terminology, theory and history of media culture, the process of mass communication;
4. Perceptual - ability to perceive media texts;
5. Interpretation (evaluation) - the ability to critically analyze media texts of different types and genres based on certain levels of development of media sphere and critical thinking;
6. Motivation - motives of contact with media and media texts: genre, theme, emotional, epistemological, hedonistic, psychological, moral, intellectual, aesthetic;
7. Contact - frequency of communication (contact) with the media and works of media culture;
8. Information - knowledge of the terminology, theory and history of media culture, the process of mass communication;
9. Perceptual - ability to perceive media texts;
10. Interpretation (evaluation) - the ability to critically analyze media texts of different types and genres based on certain levels of development of media sphere and critical thinking;
11. Practical operational (active) - the ability to choose certain media and media texts, to create and distribute their own media texts, skills of self-education in the media field;
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12. Creative - the presence of creativity in different aspects of the activities (games, art, research) associated with the media.
When forming media competence, the priority is the development of media perception and the ability to analyze and evaluate media texts.
Media education, in our understanding, is a process of development and self-development of a person critically using the materials of media.
The study of the problems of students' media competence includes consideration of the four leading indicators of the level of its development:
1) media criticism as an axiological phenomenon focused on improvement of a person's readiness to the assessment activities at analytical, reflective, and value based (socially responsible) levels;
2) knowledge of media at informative and instrumental- technical levels;
3) media consumption with competences of perception and interactive activities;
4) media design at the innovative and creative levels.
According to the conception of media competence, students must be trained:
• Media culture as the expansion of cultural experience;
• Media criticism as the development of critical skills for analysis and evaluation of media texts;
• Media creativity as the development of creative skills and use of media for self-expression and communication.
According to a survey conducted by such experts in the field of Russian media education as E.A. Bondarenko, S.N. Penzin, it was discovered that media competence is understood as the development of students' ability to think critically. Because media today is an important factor in the process of individualization of young people, an ethical aspect of critical reflection should be given greater attention in the debates about media competence. In the process of developing the media competence of students, it is expedient to use the axiological approach, thanks to which the value-based self-identity of a student's personality is achieved, which represents a process of finding the meaning, goals and resources of one's own life in the time and space of education.
As a value-digital matrix for the development of students' media competence, we used A.V. Kiryakova's idea about the consistency of action for mechanisms ensuring the ascension of a person to values: search - evaluation - selection - projection (Kiryakova, Olkhovskaya, 2012). The value-based and meaning-based attitude of students was formed through the development of an ability of the value-based argumentations, which, according to G. Marcy, Behnke and M. Rath, expressed as a media critic, is a major element in the development of students' media competence. To develop the ability for value-based judgment we used a modified model of the axiological analysis of a text of D. Mieth (Mieth, 1999). The author substantiates the development of values in children and young people through the didactic use of analysis of text narration outside the scope of the narrative ethics: Analysis of the model - "What is being narrated? What is it all about?"; Analysis of the practice of narration - "How is it narrated? In which form the story is told?"; Analysis of the moral of narration - "Why is it narrated? What values are we talking about and which dilemma shows these values? How does the author try to achieve this?"
Second-year undergraduate students were asked to analyze the movies "Academy of death". Students were being interested the film "Academy of death" because the problem of neo-Nazism relevant today as ever. Student essays of film "Academy of death" had been analyses of content-analyses metodics and presented in table.
Criterion Opinion Number of sample
Analysis of the model - "What is being narrated? What is it all about?" About life in the Academy "Napola" 2
There are two lines of the story - life in the Academy, friendship between boys Friendship between boys About Friedrich, his formation and life values 3 6 4
Analysis of the practice of narration - "How is it narrated? In which form is The story goes through Outlook on the life at the Academy 5
Through relationships between boys, dialogue 6
the story told?" Through a look at the life in the Academy, then the dialogue between Frederick and Alberta, and at the end the monologue 4
Analysis of the moral of narration - "Why is it narrated? What values are Friendship 15
Moral values 13
we talking about and which dilemma shows these Human dignity 12
values? How does the author try to achieve this?" Kindness Mercy The choice between serving the Fuhrer and friendship, universal values 2 1 14
Motivating students to identify the moral dilemmas presented by the author and expressed through the clash of values, stimulates them to turn to their own life, to analyze their values and construct own axiological position and identity. Practicing reasoned evaluative judgment of the author, thinking about the clash of values of the characters, we develop students evaluative, critical attitude to the media, and hence to their own life path generated subjective stance. Thus, the model axiological analysis of text can be used the program on the development of critical thinking and, therefore, media competence of students.
REFERENCES
1. Fedorov, A.V. (2015) Media literacy education, Moscow, ICO "INFORMATION FOR ALL", 577 P.
2. European Parliament Resolution of 16 December 2008 on Media Literacy in a Digital World, from http://europarl.europa.eu/sides/.
3. Kiryakova, A. V., Olkhovskaya, T. A. (2012) "Axiological tools of development of innovative educational practice of modern university", Innovation in to science, No. 9.
4. Mieth, D. (1999) Moral und Erfahrung I. Grundlagen zur theologisch-ethischen Hermeneutik, Freiburg, 1999.
5. Treumann, K. P., Sander, U. & Meister, D. (2007) Medienhandeln Jugendlicher, Wiesbaden: VS Verlag fur Sozialwissenschaften.
