Media Education = Mediaobrazovanie

593-600

Authors: Marina Berezhnaia, Sergey Korkonosenko

The article deals with the issues of the humanitarian nature and pedagogical attitudes of journalistic education, mainly in Russian universities. These topics have become more acute and sensitive in some relevant contexts. First, all over the world, and in Europe in particular, the contradictions between the traditional mission of universities as keepers of spiritual values and the concepts of entrepreneurial university have intensified. Second, the humanitarian traditions of higher education are under pressure from the rapid expansion of digital technologies. A new concept of humanitarian resistance has entered the teachers’ professional vocabulary. Journalism education in Russia feels the influence of these contradictory contexts in full measure. In order to clarify the attitude of the teaching community to the changes taking place in this regard, the authors of the article conducted an expert interview with the heads of educational departments and professors from different regions of the country. This is the methodological basis of the article. Full videos of the conversations are presented on the special page of the research project "Theoretical and Pedagogical Schools of Journalism in Russia" (2019-2021), part of which were expert interviews. The study confirmed the hypothesis that Russian journalism teachers are committed to humanitarian values and educational traditions, although they are not opposed to technological and methodological innovations.

612-622

Authors: Alexander Fedorov, Anastasia Levitskaya

The theoretical media-educational model developed by the authors of the article, aimed at the effective development of the audience's ability to reasonably counter the false (or partially false) information contained in the anti-Russian Internet communication sources from Ukraine (taking into account the ability to analyze the political, ideological, economic and other motives that lead to anti-Russian propaganda in Ukrainian media educational Internet communication portals, websites) consists of the following main structural building blocks (units): Unit 1. Technology of development of audience’s skills to reasonably confront false (or partially false) information contained in anti-Russian Ukrainian Internet communication sources (knowledge of media communication processes, propaganda influences and typology of false (or partially false) information; knowledge of basic techniques of analysis of Internet communication sources (including fact checking, political, ideological, economic and other motives conditioning anti-Russian propaganda in Ukrainian (media education) Internet communication portals, websites; skills to apply this knowledge in the process of the analysis of various web resources, containing anti-Russian propaganda. Unit 2. Anti-propaganda Internet communications competence of the individual (information competence in the field of Internet communications and countering propaganda influences; analytical competence in the field of Internet communications related to detecting propaganda and/or fake messages). Unit 3: The main indicators of anti-propaganda Internet communication competence of an individual (high level (a wide range of knowledge in the field of Internet communication, types and technologies of media influences, propaganda; types and technologies of media information analysis); medium level (limited knowledge in the field of Internet communication, types and technologies of media influences, propaganda; types and technologies of media information analysis); low level (no knowledge (or minimal knowledge) of these (see above). Unit 4: Creative application of knowledge about media communication processes, propaganda influences and the typology of false (or partially false) information and analytical skills in this area (including the ability to independently apply knowledge about media communication processes, propaganda influences and the typology of false (or partially false) information and analytical skills in this area in new conditions and using new samples).

632-644

Authors: Olga Kosachova

The article analyses the representation of historical and current issues in fiction and documentary cinematography. The author outlines the general complexity of the historical genre, often accompanied by criticism of the society, power structures, and institutions of the church. A dramaturgy analysis of films, as well as expressive directing and camera means and techniques, sound direction have been carried out. Special attention is paid to the analysis of methods of gathering information in documentary films: observation, working with documents, interviews, etc., inherent in the work of a TV reporter. The participatory and poetic modes of documentary are examined in detail. It was revealed that documentary films are more independent than fiction films, primarily from the budget issues and critical acclaim, therefore a store of issues covered in documentary films is much wider. The documentary cinematography is also richer by expressive means. The authors of modern historical drama create documentary-style films, unjustifiably transforming films from feature ones into a chronicle displaying a series of changing facts from the plot of the script. Suggestions have been made to revise the principles of work on the historical genre, enabling to reach a new level of development of feature films.

654-663

Authors: Elena Lomteva, Natalia Vorobyeva, Alexei Demidov

The article presents results of a survey of teacher college students on their attitude and readiness to implementation of film education in the elementary school educational process. The work was conducted by the Center for Economics of Continuing Education (CECE) of RANEPA and the Institute of Secondary Vocational Education (ISVE) named after K. Ushinsky of the Moscow City Pedagogical University (MCPU) in 2021 and was based on the quantitative method of sociological research. A total of 318 respondents – undergraduate students enrolled in various secondary vocational education (hereinafter referred to as SVE) programs in the field of pedagogics – were interviewed. The article substantiates that the majority of future elementary school teachers support integration of film education in the elementary school educational structure and analysis of data obtained during the study showed that future teachers' readiness for implementation of this type of activity does not mean availability of exact knowledge of the basics of film education and media pedagogics as well as methodological approaches to teaching of the subject matter. The materials presented in the article allow readers to form methodological didactic approaches to the problem of students' training at the level of education in SVE organizations as well as consider issues of readiness of future teachers to implement film education in their pedagogical activities.

676-683

Authors: Galina Mikhaleva

The article discusses the following research areas in the context of educating university students for civic engagement based on the material of Russian feature films: – analysing patriotic feature films, historical dramas and war films about the exploits of Russian people, films about love and self-sacrifice for the Motherland; – analysing Russian feature films about real heroes and their exploits, as well as films about heroic deeds committed by ordinary people in peacetime, films about public and official duties; – analysing film images of famous Russian historical personalities in Russian and foreign feature films; – analysing feature films about love for the “small” homeland, about professional and civic responsibility; – analysing film images of national heroes or famous citizens of various professions who contributed to the development of Russia, its culture, science, art, sports, etc.; – a comparative analysis of Russian and foreign film adaptations of classic Russian literary works, a critical analysis of national stereotypes in Russian and foreign feature films; – a critical analysis of antisocial images in feature films in order to form correct models of social and civic consciousness and behaviour among university students; – film education of youth based on social film dramas.

693-701

Authors: Elena Muryukina, Victoria Voychenko

A comparative analysis of media education in the USSR during perestroika and the period of modern Russian history has shown us some similarities and differences. The position of researchers on the need to develop media education in the context of the main global trends, the use of a unified conceptual framework, and to rely on the international regulatory framework remains unified. A comparative analysis has proved that a large number of media-educational technologies used today in media-education activities were developed by media-educators during the perestroika period. They are a synthesis of Russian and foreign techniques that have proven effective in achieving media-educational goals. We note that the interest of media educators in media club activities has not diminished. The set of goals and tasks implemented at the classes of the media club has not undergone major changes and is focused to a greater extent on fostering the following qualities in the participants. The difference between the periods being compared is the understanding that the subjects of media education include not only students, but also teachers of secondary and higher schools and institutions of supplementary education. The new professional standard will reflect the qualification requirements in the field of media competence.

715-722

Authors: Marina Tselykh

Professor Alexander Fedorov's monograph "The Best and Worst Films of Soviet Film Distribution: Opinions of the Readers of the Soviet Screen Magazine" (1958-1991) (Fedorov, 2022), along with a comparative review of the results of the audience voting, provides a broad retrospective analysis and characterization of the state of Soviet cinema of this period. At the same time, the author proceeds not only from the changes that took place in the ideology and socio-political situation in the USSR, but also relies on objective statistical data. The book systematizes data on the dynamics of the production of full-length feature films, the figures for the annual attendance of Soviet and foreign films per capita in the USSR, the size of the circulation of the magazine Soviet Screen, the number of readers of the magazine who participated in the annual survey, and much more. All this allows the thoughtful reader to better understand the main guidelines that directed the audience in assessing films in different historical periods, as well as the vector of evolution of viewer preferences, expressed in the results of readers' questionnaires. This historical and statistical approach is especially important and valuable for young viewers, as it connects the history of cinema with the history of the country, film press and film statistics.