Media Education = Mediaobrazovanie

408-414

Authors: Ludmila Brusenskaya, Victor Barabash, Ella Kulikova, Nataliia Usenko

Modern media discourse is largely focused on downgraded speech registers, manifested in jargon, increased negative emotionality and conflictogenicity of used language means. The article suggests combining the most significant destructions with one concept of "humilation". Even in classical rhetoric it was understood an unreasonable therefore erroneous downgrading in style. Many manifestations of humilation are typical for media discourse. The article on the material of current media texts of 2021 discusses the humilation types connected with the choice of some language units, as well as with the use of destructive speech strategies not corresponding to ethical and speech and linguolegal standards. Humilation manifested in the very choice of the topic, the object of discussion and speech strategies, is analyzed on news stories about the "Skopinsky maniac" return. The main ways to counteract the abuse of speech freedom and the right to information are to increase the level of public legal awareness, consciously improve the mechanisms of self-regulation in the media. The methodological basis of the study of humilation in media is the multidimensional representation of the language system and its subsystems. The authors used the method of semantic and modal explication of speech acts with cumulative elements, the linguopragmatic and linguolegal analysis method, the contextual interpretation method.

426-434

Authors: Irina Chelysheva

The World Wide Web opened incredible opportunities for the contemporary younger generation: it includes the communication with virtual interlocutors from any part of the world, the exchange of information, instant feedback getting and many other options. It led to contemporary users’ communicative boundaries widening meanwhile it evoke the risks connected with unreliable information spread, stirring the enmity to other nationalities representatives. These problems become more acute in youth environs. In this respect today social networks media content-focused work organization acts as an important component of professional training of students – future teachers, psychologists, the youth work organizers. In the article the analysis of methodological and methodical tools of educational, upbringing media education aims usage in the context of student youth interethnic tolerance development is introduced. The technologies and methods of educational classes conduction with elements of media education in higher education institutions, stimulating the culture of interethnic communication based on material of social Internet networks are described by the author. The process of work with media content on the problem of interethnic tolerance among the student youth is based on different kinds of analysis usage: structural, autobiographical, iconographic, identification al, ethical, semiotic, storyline, media stereotypes, characters analysis, the analysis of structural mythology and others supported by key notions of media education.

443-451

Authors: Alexander Fedorov, Anastasia Levitskaya

In this article, as a result of content analysis, it is concluded that anti-Russian propaganda in the Internet communications of modern Ukraine in the media education framework of various groups of the population has become a reaction of the Ukrainian government in the field of education, culture, mass communications to the main political, ideological vectors of the Ukrainian state policy having been formed since 2014, and the conflict between Ukraine and Russia. Internet communications were chosen as the field of the anti-Russian media war as the most popular sources of information. Thus, the very process of media education, the positive impact of which is in demand all over the world, has become in Ukraine a kind of convenient, “civilized” cover for an anti-Russian media campaign aimed primarily at such target audiences as schoolchildren, students, young adults, and teachers.

460-468

Authors: Ludmila Gritsai

The article analyzes the parental opinion on features of the usage of modern media resources in organizing for the development of the personality process in a family. The purpose of research was to study of parents’ understanding of the goals and objectives of media education and also the real parents’ needs in media resources to facilitate the process of personality development their children and give them new information about the process of education. We used the following methods of cognition: a problem method, a survey method, a system-structural method. The study involved 500 parents from different regions of Russia (62 regions). Parents were asked 6 questions. The survey showed that parents confuse the concepts of "media education" and "information communication technologies". They mean digital education by media education. This creates a false understanding of the goals of media education. Also most often parents refer to media resources to look for ready-made solutions to educational tasks for their children. At the same time the potential of educational media platforms and other resources for personality development children remains little in demand. The use of media resources by parents to study various approaches to raising children is difficult due to the peculiarities of people mentality of the country, accustomed to adopt the model of education from parent family. The study made it possible to identify the difficulties of learning schoolchildren with the help of media resources. It concludes that, first of all, parents do not indicate the difficulty of a technical nature (the lack of a computer in the family, the lack of an Internet connection) and distrust to the usage of new information technologies as children’s personality development tools. The difficulties were in organizing qualitative learning process in new conditions that children could master with a high degree of motivation and independence. Parents are often not aware of the goals and objectives of media education. Therefore, parents and children need clarification about the goals of media education. Competent pedagogical support of the media education process can help parents become "allies", and not "opponents" of teachers in the formation of media skills of schoolchildren.

476-484

Authors: Irina Maksimova, Irina Skachkova

The first part of the article highlights the need for further development of media education in Russia, which is related to the role of media education in the formation of human capital and the implementation of civil rights enshrined in the Constitution of the Russian Federation. The section emphasizes that the implementation of the rights of Russian citizens in public finance management is inextricably linked with the level of digital literacy of the citizens themselves. The second part of the article describes the methods used in conducting the study, emphasizing the role of analysis and synthesis of information obtained from the publications of modern authors on the problem, the reports of Rosstat, official sources of Ministry of Finance of the Russian Federation, Ministry of Digital Development, Communications and Mass Communications of the Russian Federation and Ministry of Education and Science of the Russian Federation. The third part of the article presents the results of the analysis of different authors’ research of an assessing the digital literacy of Russians. The main conclusion drawn from the results of the analysis is the need to increase the digital literacy of Russians as an important condition, without which the further development of participatory budgeting in Russia is impossible. At the same time, the mass media have an important role to play in raising Russians’ digital literacy and political activism, as demonstrated by the research of numerous scholars in the field of effective communication in solving social and political problems. The fourth part of the article contains the author’s recommendations for improving the public administration of digital literacy of Russians. The importance of improving the training of specialists in public and municipal administration is emphasized here. To improve the quality of public administration and municipal management professionals, it is proposed to expand the range of professional competences to include competences that promote the acquisition of skills: to provide and receive public services; to enable the future professional to participate in solving public problems; to adapt communication strategies to specific audiences, taking into account cultural and age differences; to prevent health risks and threats to physical and psychological well-being through the use of digital technologies. The fifth part of the article summarizes the main results of the study.

496-506

Authors: Galina Mikhaleva

The focus of this study is the analysis of psychotherapists’ representation in films. The material is two most recent Russian film series featuring a psychotherapist as the main character – Trigger (Russia, 2018) and Psycho (Russia, 2020). The dominant representations include non-observance of the ethical principles of the psychotherapist’s work, the use of risky methods of work and a constant psycho-emotional stress, anxiety and fear, which can form the image of a psychotherapist as a person who himself desperately needs the help of a specialist to solve his/her own psychological problems. After watching film representations of the psychotherapists’ practice, and the social roles expected of them, several roles or categories, can be identified. The generalized film image of a psychotherapist in contemporary Russian cinema can be characterised as follows: 1. He is the antipode of the traditional image of the psychotherapist who deliberately and outrageously violates the established rules and ethics codes; moreover, he prefers to use his own innovative method of treatment or therapy which is based on provocation and manipulation. 2. He is presented ambivalently, although his behaviour is outwardly negative, his motives and goals are positive, for despite acting as a manipulator, provocateur, and a violator of ethics principles, he is genuinely devoted to his profession and is a decent personality. 3. He is a dynamic image, in some aspects resembling a detective whose life is dangerous and full of risk and adventure, associated with solving riddles. In a way this image may popularize the profession of psychologist, especially it may seem rather attractive to a youth audience, since the protagonist is young, creative, smart and daring, his actions are unpredictable and unconventional, he is a man of character and very purposeful, possesses leadership qualities. 4. The dominant mental and emotional disorders that the psychotherapist has to deal with in Russian films can be identified as mainly individual, marital and family psychotherapy and counselling: the generation gap, childhood traumas, addictions, manipulations or abuses, grief and depression, eating disorders, etc. 5. The psychotherapist himself needs professional psychological support and supervision since he suffers from a serious psychological trauma. Besides he is constantly in a conflict situation, external or internal, personal and professional. He is obviously a dramatic image, for all his professional success, he is not able to solve his own problems in interpersonal relationships with his close people; sometimes he exhibits sociopathic inclinations. 6. The image leaves a contradictory impression on the viewer, though his methods of treatment may seem to some audiences quite unacceptable or even dangerous for both the psychologist and the patient, still, they turn out to be effective in the long run according to the film. 7. Such film image may discredit the psychology-related professions in the eyes of the audience since it allows the psychologist to violate the key ethics principles and professional standards of conduct for the counselling professions such as privacy and confidentiality, human relations (avoiding sexual harassment, physical or mental harm).

515-523

Authors: Arina N. Pislegina, Nicholas W. Mitiukov

The synthesis of media arts gives a modern person great opportunities for translating his most incredible ideas and intentions into real projects, which gives us the opportunity to cognize not only our reality but also other worlds created in virtual space. This, in turn, causes the appearance of metamorphosis – the transformation of a product from one type of art to another, which provides people with new experience of knowing this product at the level of visual, tactile, auditory and psychological perception. Currently, one can observe a tendency towards the synthesis of all arts, the unification of directions, the mixing of styles and techniques for the execution of the concept of projects, creations and the tendency of metamorphosis of relevant, demanded and competitive product of media art or art – the transition of a product from one type of art to another. As a result of the study, a closed three-staged scheme of product metamorphosis was revealed: "printed edition – film adaptation – multimedia product" in material perception and "comprehension – sensation – interaction / cognition" in sensory perception. The principle of the development of the project during the metamorphosis was revealed, presented in a linear scheme: idea – development of an idea – addition / rethinking. Four schemes obtained in the course of the research were combined into a single scheme of metamorphosis of the media art product and its idea. It can be concluded that all three stages of metamorphosis are those ideas and achievements of art that a person of the 21st century wants to know, comprehend and feel due to people lacking single reality to satisfy all their sensory and emotional needs.

529-543

Authors: Yaroslav Slutskiy

The article examines the experience of the practical application of video, audio, text and Internet components of media education in the process of formation and development of linguistic and cultural patterns by foreign students at universities and colleges in the US. It focuses on the contribution of linguistic and cultural patterns to more effective acculturation of a foreign student and, subsequently, their ability to have quality interpersonal interactions academically and socially. The analysis of the theoretical framework of the media education components and programs using certain media components is based on research methods such as analysis and synthesis (which allowed separating and combining practical programs and identify existing connections within a program that ensured the integrity of the adaptation training of foreign students), deduction (which, in fact, allowed singling out the video, audio, text and Internet components of media educations in the educational, cultural, linguistic and psychological elements of the acculturation triad), induction (in order to classify the practical programs of the US HEIs by media education components), classification (which provided the interpretation of the Internet direction of adaptation training as a separate component of media education), analogy (demonstrating the existence of close connections and similar characteristics between the media education components, which make them complementary). In the course of examination of the influence of media education on adaptation programs in the US HEIs, we identified the use of four components: video, audio, text and Internet, which are used both for the “direct” (adaptation of foreign students) and “reverse” (adaptation of representatives of the host country) acculturation. The article emphases that media education components can be used simultaneously (leading to the minimisation of their separate use). Since it is important for foreign students to learn about historical and cultural events that had a direct impact on the society of the host country, as well as to form and develop linguistic and cultural patterns, we created a list of films that have had a historical, social and cultural impact on the society of the United States.

553-570

Authors: Eugenia Smyrnova–Trybulska a , *, Dominika Zegzuła

This article describes selected results of research referred to as "Digital Internet resources in learning and development in future educators’ opinion – a case study", conducted in the years 2018–2019 at the University of Silesia. This research project was one of the many components of long–term research called “The Role of the Faculty Distance Learning Platform in Increasing the Quality of the Development of Future and In–service Teachers’ Competences”, conducted at the Faculty of Arts and Sciences of Education at the University of Silesia. The long–term research was intended to provide an initial description of two issues: how do students themselves rate their own knowledge, and what is the actual level of students’ knowledge in the field of the Copyright Act and licenses, necessary for searching for and properly using Internet content as well as students’ awareness of information and search competences that determine the education process. The research also looked at students’ ability to search for and verify information necessary for them to prepare for class and the awareness of the opportunities offered by the use of resources and websites as well as applications and programs determining how leisure time is spent. The text certain theoretical aspects of ICT and media competence and looks at soft competences, including the use of IT tools to search for information, critical thinking. Finally, the conclusions are presented.