International Journal of Media and Information Literacy

75-107

Authors: Alexander Fedorov

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.

116-121

Authors: Galina Mikhaleva

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.

128-145

Authors: Milena I. Tsvetkova

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.

4-10

Authors: Emma Camarero, David Varona

Life story has been repeatedly resorted as a research technique in the field of social sciences. The data provided of life stories in the context of the assessment of how learning in media literacy could serve to improve the living condition of an individual, are especially interesting. This paper presents a first scientific approach to study of a success story in media literacy through education project “Training, education and innovation in audiovisual media to raise awareness of hunger in Nicaragua (Nica Project)”. It shows how narrative knowledge is created and constructed through the story Oduber Guevara – one of young people without resources who has participated in this formation- tells about his lived and trained experiences, and explores the concept of ‘narrative knowing’ (Bruner, 1986). Information provided by his live story has been completed with other investigative techniques, which add data about the relevance, appropriateness and necessity to creation of a model of media literacy focused on social change in order to promote empowerment and employability in poor communities.

18-26

Authors: Dana Petranova, Norbert Vrabec

Evaluating media literacy levels in Europe involves a full range of socio-demographic indicators. These include age, gender, highest attained level of education, place of residence where the respondent lives, income level and others. Each of these indicators has a specific influence on the level of media literacy. The objective is to investigate the age of respondents as we consider it one of the most important indicators applied in media literacy research. This article is based data from Slovakia generated in a study named Media Literacy of the Adult Population in Slovakia conducted from 2014 to 2015. This representative study was conducted on a sample of 2815 respondents ranging in age from 16 to 83. The article focuses on selected segments of the research data involving statistical age testing as an important socio-demographic indicator of the level of media literacy in the adult population in Slovakia. The results of the study focused on the level of media literacy of the adult population in Slovakia showed the most significant differences involve age differences. Differences were found across the individual age groups involving traditional and new media, as well as user skills and critical thinking. This is more than a simple generational divide related to digital media as it also involves individual aspects of traditional media, where the level of media competencies and critical thinking appears to decline with age.

43-53

Authors: Irving Lee Rother

This paper offers an inquiry that involves media education, literacy, media production, and analysis as modes of teaching and inquiry related to students labeled "at-risk." Included are traditional, methodological, interpretive, social, and media issues that are inherent in literacy practices in classroom settings. At the same time, it outlines, practical, and tried non-traditional approaches that consider literary practices with an expanded notion of literacy, both a conceptual and practical bearing on areas such as English Language Arts Methods and Media Education curriculum, multi-media, video production, media text analysis and collaborative learning. Finally this paper argues that the struggle for literacy is one that can often be resolved in unexpected ways. Some of the key questions of this paper are: 1. To what extent are the observations I made about the responses of the ACE students to my Media Education Curriculum idiosyncratic? 2. To what extent are the ACE students’ abilities in dealing with traditional forms of texts affected by their experiences with Media Education Curriculum? 3. Perhaps most important, are the curricular and pedagogical questions which arise from my inquiry. One question is, "Are we willing to rethink who, how, and what we are teaching in order to develop approaches and methodologies that motivate and encourage, not only students who are struggling with traditional schooling practices, but also all students?"