Международная научно-практическая конференция «News Literacy и проблемы современного медиаобразования» (Национальный исследовательский университет Высшая школа экономики. Москва, 5-6 марта 2014 года)
The article is devoted to the development of methodology of sociological analysis of mediaspace. The author distinguishes three dimensions of mediaspace (mediated, mediatized and media), shows the main directions and opportunities for studying each of them. The presented theoretical model allows us to investigate mediaspace on an interdisciplinary level, in the context of different theoretical and methodological approaches.
Media in the USSR was introduced as a subject of study and education in the 1960s. Media education, as a major attempt at general democratic and humanistic teaching and social development, appears in the new Russia in the early 90s.
News Literacy is the new concept for Russia and the direction of education. Russia's first News Literacy course has been developed at the Faculty of Media Communications (National Research University Higher School of Economics, Moscow) in 2013. In 2013-2014 the course held more than a hundred undergraduate students. The curriculum includes lectures and seminars and consists of two-modules. The aim of the authors of the course was to show that News Literacy develops "critical thinking" and "critical autonomy" of the audience. To appreciate the result the implementation of the course has given, the research with the participation of more than two hundred students in two reference groups was conducted. The questions were divided into several categories: the use of media gadgets; variety of information channels/ sources; trusting different information sources. The first-year student group before the course and the second-year student group after the course differ greatly in their attitude to the core concepts of News Literacy.
We are witnessing now a coming closer together of two pedagogical movements – that of media education (media literacy) and that of information literacy, both of them having previously existed parallel to each other, and without actually crossing each other’s path.
Critical media literacy has gained much importance in Western educational curricula lately but still remains insufficiently explored and implemented in the English language education in Russian universities. This article explores the theoretical foundations of critical media literacy, discusses the necessity to focus on developing students’ critical thinking skills with regard to the proper use of media in the context of English for journalism and provides examples of practical applications. Most English for Specific Purposes (ESP) courses that are designed for future journalists and specialists in media communications are focused solely on either theoretical knowledge about the profession or on general knowledge about the professional world and the language it uses, which is clearly not enough for a successful future activity. The rapid development of the mass media causes a need for journalists of a new type: creative professionals, people who are able to access, analyze, evaluate, distribute media messages and act using all forms of communication. On the basis of the works of leading Russian and international researchers in the field of media education, the author offers a rationale for incorporating critical media literacy into the process of English language acquisition. Therefore, strategies that can be used to strengthen critical thinking abilities are given as well as an in depth analysis outlining the benefits of media literacy for journalism students.
The review of introduction and adaptation of a news literacy course (based on key concepts of Stony Brook University program) to the educational and scientific program of National Research University Higher School of Economics in 2013-2017 as well as additional short-term news literacy workshops for students and teachers from other universities and schools from Russian regions will be made in the text.
The monograph is devoted to the study of the links between the civilization processes of globalization, informatization and digitalization with the processes occurring in communication systems mediated by media technologies. It is proposed to fit all these processes into the context of a categorical apparatus based on the concepts of “life world”, “personality world”, “information and communication universum”, “communicative matrices”, etc. Due to the breadth and heterogeneity of the problems raised in this work, a large number of sources of a philosophical, sociological, psychological, and political nature were used to describe and analyze them. The monograph is intended for specialists in the field of media communications. This book may be useful for graduate students in the humanities.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.