The Necessity for Integration of Critical Media Literacy within English for Specific Purposes (ESP) Journalism
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.
Yearbook World of Media has been being published since 2009. It represents an annual review of original researches in the field of media and journalism studies conducted by Russian authors from diverse cities and institutions.World of Media is aimed at promoting the development of Russian media and journalism studies in both national and global contexts, and stimulating a wider public interest in the journalism theories, methods, findings and applications generated by research in communication and allied fields. Yearbook World of Media is affiliated with National Association of Mass Media Researchers (NAMMI).
World of Media is published in the English language.
In this article the types and methods of teaching are reviewed with respect to psychological characteristics of a potential student.
Formation of democratic societies of the Western type presupposes appearance on the historical scene of a new strong actor - the bourgeois class: "No bourgeoisie, no democracy" (Barrington Moore). The articulation and defense of vital interests of that class creates a new social space - "the bourgeois public sphere" which helps to make up "counterbalance" to absolutism of a corporate state - a civil society, the core of which is composed by public opinion. In the confrontation between the authorities and society one of the most important roles is played by the press that provides free debate and discussion of generally valid problems, especially economic and political. The recognition of the mass media role was stamped in its characterization in XIII century as "the fourth power". Technological development of the media incredibly expanded its functions, turning journalists into creating informational analogue of reality, saturating daily life with new meanings. Methods of the representation of reality, the specific nature of political influence of journalists - key members of the reflexive elites (Helmut Shelski), are the themes of this article.
Публичная сфера, журналистика, четвертая власть, порядки знания, Повседневность, научное и повседневное знание, экспертиза, Репрезентация, public sphere, journalism, fourth estate, orders of knowledge, Everyday life, scientific and everyday knowledge, Expertise, representation
The textbook is meant for students continuing to study English (levels B1-B2 according to the European Framework) and majoring in science. The exercises and tasks are aimed at developing speaking, writing and reading skills on the basis of authentic texts on the achievements of scientists rewarded the Nobel Prize in the years 2000-2014
The high speed of development in the field of Information Technology and the fact that information and knowledge are regularly and quickly becoming obsolete have led to the situation where Self-Regulated Learning (SRL) is becoming an intrinsic part of one’s life-long learning strategy. In fact, SRL has been increasingly recognized as a core educational process. It is generally seen as one’s ability to plan, control and self-assess his/her learning progress towards personal learning goals. To be successful, SRL requires special cognitive and metacognitive skills.
In higher education, students have to study in a self-regulated manner most of the time. Quite often, however, they are not instructed on how to work effectively and efficiently in this regard. Moreover, research on SRL proves that only few students naturally develop skills required for successful SRL (Zimmerman, 2008).
Widely available ICT (Information & Communication Technologies) tools are often incorporated into the educational process and have become the platform to host self-study courses. However, even though numerous studies have shown the benefits of incorporating web-based tools into learning (Bartolome & Steffens, 2011), some students feel stressed and discouraged when using these tools; they find themselves lost and neglected compared to the traditional classroom-based instructions and study conditions. As a result, instead of the expected good results, poor academic performance and lack of motivation can become the key outcomes of ICT-supported SRL (Zimmerman, 2008).
This paper is concerned with some issues of English for Occupational Purposes and English for Academic Purposes. The main objective of the paper is to describe possible approaches to integrating EOP and EAP on the basis of the pilot English for Specific Academic Purposes course introduced at National Research University – Higher School of Economics, Saint-Petersburg, Russia.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.