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Alexander Fedorov - One of the best experts on this subject based on the ideXlab platform.
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Media Education and Media Criticism in the Educational Process in Russia
European Journal of Contemporary Education, 2017Co-Authors: Alexander Fedorov, Anastasia LevitskayaAbstract:Media criticism and Media Education have a lot in common. For example, both Media Education and Media criticism attach great importance to the development of analytical thinking of the audience. Indeed, one of the most important tasks of Media Education is precisely to teach the audience not only to analyze Media texts of any types, but also to understand the mechanisms of Media texts' creation and functioning in society. Actually, the same is emphasized by Media criticism, addressing experts, and a wider audience as well. Therefore the synthesis of Media criticism and Media Education is vital. Hence it is very important to debate on the role and functions of the Media in society and analysis of Media texts of different types and genres in classrooms of schools and universities.
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On Media Education.
2015Co-Authors: Alexander FedorovAbstract:This monograph analyzes the theory and practice of Media Education and Media literacy. The book also includes the list of Russian Media Education literature and addresses of websites of the associations for Media Education.
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Media Education Around the World: Brief History
2015Co-Authors: Alexander FedorovAbstract:UNESCO defines Media Education as the priority field of the cultural Educational development in the XXI century. The article presents the development of Media Education since the beginning of it up to our days. The sections of the article are the main periods for the development of the Media Education. In each section more countries are mentioned. The first movements in Media Education were made in 1920s in France. The Media Education in Great Britain and Russia is also old, dating back to 1920s. Nowadays Media Education became important in many countries. Along with Britain, France still remains one of the most active European countries to develop the Media and ICT Education. Recently quite a few books, collections of articles textbooks and other publication have been published in Great Britain, and translated into foreign languages. Schools in Germany began their Media Education practice with its integration into the required curriculum and Media culture is taught in the majority of German universities. Canada, Australia and USA have a developed Media Education. In spite of the difficulties in the 1990s, Media literacy has good prospects in Russia. We can also see the fast progress of Media Education in other Eastern European countries. Hungary became the first European country to introduce obligatory Media Education courses in secondary schools. Zusammenfassung: UNESCO definiert Medien Bildung als vorrangige Bereich der kulturellen Bildung Entwicklung in der XXI Jahrhunderts. Der Artikel stellt die Entwicklung von Bildungs4Medien seit dem Beginn der es bis zu unseren Tagen. Die Abschnitte des Artikels sind die wichtigsten Perioden fur die Entwicklung der Medienerziehung. In jedem Abschnitt mehr Lander erwahnt werden. Die ersten Bewegungen in den Medien Bildung wurden in 1920er Jahren in Frankreich. Die Medienerziehung in Grosbritannien und Russland ist auch alt, aus dem Jahre 1920. Heute Medienerziehung wurde in vielen wichtigen Landern. Zusammen mit Grosbritannien, Frankreich nach wie vor einer der aktivsten europaischen Landern zur Entwicklung der Medien4und IKT4Bildung. In jungster Zeit eine ganze Reihe Bucher, Sammlungen von Artikeln Lehrbuchern und anderen Publikation veroffentlicht wurden in Grosbritannien, und in Fremdsprachen. Schulen in Deutschland begann ihre Medienerziehung der Praxis mit ihrer Integration in den Lehrplan erforderlich Kultur und Medien wird in der Mehrzahl der deutschen Universitaten. Kanada, Australien und den USA haben eine entwickelte Medienerziehung. Trotz der Schwierigkeiten in den 1990er Jahren, Medienkompetenz hat gute Chancen in Russland. Wir konnen auch sehen, die schnelle Fortschritte bei der Medienerziehung in anderen osteuropaischen Landern. Ungarn wurde das erste europaische Land die Einfuhrung obligatorischer Medienerziehung Kursen in weiterfuhrenden Schulen.
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MODERN Media Education MODELS
2015Co-Authors: Alexander FedorovAbstract:The author supposed that Media Education models can be divided into the following groups: - Educational-information models (the study of the theory, history, language of Media culture, etc.), based on the cultural, aesthetic, semiotic, socio-cultural theories of Media Education; - Educational-ethical models (the study of moral, religions, philosophical problems relying on the ethic, religious, ideological, ecological, protectionist theories of Media Education; - pragmatic models (practical Media technology training), based on the uses and gratifications and 'practical' theories of Media Education; - aesthetical models (aimed above all at the development of the artistic taste and enriching the skills of analysis of the best Media culture examples). Relies on the aesthetical (art and cultural studies theory); - socio-cultural models (socio-cultural development of a creative personality as to the perception, imagination, visual memory, interpretation analysis, autonomic critical thinking), relying on the cultural studies, semiotic, ethic models of Media Education.
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Interview: Paper Media Education is an Integral Part of the Development of Critical Thinking
2015Co-Authors: Alexander FedorovAbstract:Two years have passed since our editors Natalia Kaloshina and Alison Preece last interviewed Professor Alexander Fedorov, President of the Russian Association for Film and Media Education, Editor-in-chief of the journal Mediaobrazovanie (Media Education, consultant to the Interregional affiliate of UNESCO’s “Information for All”Program, and Pro-Rector for Science of Taganrog State Pedagogical Institute. What is going on in Media Education today?
Robert Kubey - One of the best experts on this subject based on the ideXlab platform.
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obstacles to the development of Media Education in the united states
Journal of Communication, 1998Co-Authors: Robert KubeyAbstract:This article examines the political, economic, historic, and cultural explanations for why the United States lags behind other major English-speaking countries in the formal delivery of Media Education. The research relies on formal documents and newsletters, interviews with leading Media Education researchers and teachers from numerous nations, and site visits to five countries. Among the many factors explored are the sheer physical size of the U.S., its highly heterogeneous population, resistance to the federal government’s making central Educational or broadcasting policy, the fact that the U.S. exports far more Media products than it imports, and a long-standing reluctance to take the popular arts seriously. * * * The United States finds itself in the ironic position of being the world’s leading exporter of Media products while lagging behind every other major Eng1ish-speaking country in the world in the formal delivery of Media Education in its schools. Are there specific reasons that explain the less developed state of U.S. Media Education? If so, what obstacles lie ahead? The formal research for this study began in 1993 when I began collecting material from around the world, including formal documents, brochures, newsletters, and Educational plans; interviewing leading Media Education scholars and researchers, as well as experienced Media Education master teachers and inexperienced teachers from around the world; and directly observing in five countries, spending the greatest periods in England, Scotland, and the United States. A worldwide movement in Media literacy Education has been growing for roughly 30 years. Since the mid-1990s, Australia has mandated Media Education from kindergarten through 12th grade. Ontario has mandated it for grades 7-12 since 1987. In Britain in 1996, approximately 25,000 students took their GCSE exams (for 16-year-olds) and some 8,000 university-bound 18-year-o1ds took their A Level (advanced level) exams in Media studies. Even before the fall of apartheid, South Africa was already ahead of the United States in formal Media Education (Criticos, 1997). Numerous non-English-speaking regions and countries have also developed Media Education initiatives at a rapid rate. Substantive developments have occurred in Scandinavia, South America, Europe, Asia, Russia, and Israel (see Brown, 1991; Piette & Giroux, 1997). In the United States, significant statewide initiatives are now in place in New Mexico and North Carolina, with noteworthy developments having occurred in Wisconsin, Minnesota, and other states. Most states are home to one or more organized groups working to advance the cause of Media Education, locally, statewide, or nationally. In 1992, the first National Leadership Conference on
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Obstacles to the Development of Media Education in the United States
Journal of Communication, 1998Co-Authors: Robert KubeyAbstract:This article examines the political, economic, historic, and cultural explanations for why the United States lags behind other major English-speaking countries in the formal delivery of Media Education. The research relies on formal documents and newsletters, interviews with leading Media Education researchers and teachers from numerous nations, and site visits to five countries. Among the many factors explored are the sheer physical size of the U.S., its highly heterogeneous population, resistance to the federal government’s making central Educational or broadcasting policy, the fact that the U.S. exports far more Media products than it imports, and a long-standing reluctance to take the popular arts seriously. * * * The United States finds itself in the ironic position of being the world’s leading exporter of Media products while lagging behind every other major Eng1ish-speaking country in the world in the formal delivery of Media Education in its schools. Are there specific reasons that explain the less developed state of U.S. Media Education? If so, what obstacles lie ahead? The formal research for this study began in 1993 when I began collecting material from around the world, including formal documents, brochures, newsletters, and Educational plans; interviewing leading Media Education scholars and researchers, as well as experienced Media Education master teachers and inexperienced teachers from around the world; and directly observing in five countries, spending the greatest periods in England, Scotland, and the United States. A worldwide movement in Media literacy Education has been growing for roughly 30 years. Since the mid-1990s, Australia has mandated Media Education from kindergarten through 12th grade. Ontario has mandated it for grades 7-12 since 1987. In Britain in 1996, approximately 25,000 students took their GCSE exams (for 16-year-olds) and some 8,000 university-bound 18-year-o1ds took their A Level (advanced level) exams in Media studies. Even before the fall of apartheid, South Africa was already ahead of the United States in formal Media Education (Criticos, 1997). Numerous non-English-speaking regions and countries have also developed Media Education initiatives at a rapid rate. Substantive developments have occurred in Scandinavia, South America, Europe, Asia, Russia, and Israel (see Brown, 1991; Piette & Giroux, 1997). In the United States, significant statewide initiatives are now in place in New Mexico and North Carolina, with noteworthy developments having occurred in Wisconsin, Minnesota, and other states. Most states are home to one or more organized groups working to advance the cause of Media Education, locally, statewide, or nationally. In 1992, the first National Leadership Conference on
Chi-kim Cheung - One of the best experts on this subject based on the ideXlab platform.
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The Implementation of Media Education in Hong Kong’s Secondary Curriculum: Reasons, Means, and Impact
2015Co-Authors: Chi-kim CheungAbstract:This paper is based on different projects conducted by the author during the last few years to ascertain the reasons for the implementation of Media Education secondary schools in Hong Kong, how schools have integrated Media Education into the curriculum, and whether the implementation of Media Education has had any impact on students. In Hong Kong, Media Education was introduced into schools in the late nineties, with teacher training courses being offered in the universities (Cheung, 2012). This paper aims to examine the reasons for the implementation of Media Education in secondary schools in Hong Kong, how schools have integrated Media Education into the curriculum and whether the implementation of Media Education in lessons has had any impact on students. Reasons Inoculation and empowerment When Media has become students' first curriculum and schooling has become the second, what can be done? Media Education is regarded as a tool to inoculate students against the effects of overexposure to Media messages In Hong Kong, Cheung (2004) examined the reasons for implementing Media Education in schools and noted that schools often take an inoculative approach to Media Education, with students being taught about the bad effects of the Media. However, Media Education is more than a tool with which to warn students about the bad effects of the mass Media; it can empower students to be more analytical, participative, and motivated to learn. While the inoculative approach was dominant in the early stages of Media Education, later stages have seen a shift in emphasis. Another study by Cheung (2006) noted that Media Education 'enables students to
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Media Education in Asia - Media Education in Asia
2009Co-Authors: Chi-kim CheungAbstract:INRTODUCTION Cheung Chi Kim THE TIMES THEY ARE A CHANGING: Media Education Cheng Kai Ming MAKING Media Education HAPPEN: A GLOBAL VIEW David Buckingham & Kate Domaille YOUNG PEOPLE AND PARTICIPATORY CULTURE: RECONCEPTUALISING AUSTRALIAN Media Education FOR 21ST CENTURY CITIZENSHIP Michael Dezuanni A SUCCES STORY: Media TEACHING IN NEW ZEALAND Geoff Lealand Media Education IN SOUTH KOREA: HISTORY, DYNAMICS AND CHALLENGES Hyeon-Seon Jeong DISCIPLINING Media: A CASE STUDY OF TWO SCHOOL Media IN HONG KONG Donna Chu A STUDY OF Media PEDAGOGIES IN THREE ASIAN SOCIETIES Sanjay Asthana CHALLENGES FACING Media Education IN INDIA Arul Aram Media Education IN JAPAN: CONCEPTS, POLICIES, AND PRACTICES Kanae Suzuki OPPORTUNITIES AND CHALLENGES FOR Media Education IN MAINLAND CHINA Xu, Wen NAVIGATING THROUGH THE MIST: Media LITERACY Education IN TAIWAN Lin T.B. Media Education IN SINGAPORE -NEW Media, NEW LITERACIES? Sun Sun LIM & Elmie NEKMAT Media Education IN THAILAND: CONTEXTS AND PROSPECTS Nuntiya Doungphummes & John Langerand THE SIGNIFICANCE OF Media Education: CURRENT REALITIES AND FUTURE POSSIBILITIES. Cheung Chi Kim
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The Teaching of Moral Education through Media Education
The Asia-Pacific Education Researcher, 2008Co-Authors: Chi-kim CheungAbstract:During the past few decades, the mass Media in Hong Kong have moulded the environment in which its citizens now live. The impact of Media has particularly affected our pupils. The strong influence of the mass Media is, of course, not unique to Hong Kong, but is a worldwide phenomenon. What can we do when the mass Media exert such a great influence on pupils? One proposal has been for the introduction of a new school subject: Media Education. This paper attempts to argue for the teaching of moral Education through Media Education. It first describes the development of moral Education in Hong Kong, then looks at the aims of Media Education, and teaching content and pedagogy, as important reasons of practicing moral Education through Media Education. It uses a study of a secondary school and a primary school to illustrate its arguments.
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Media Education as a Vehicle for Teaching Religion: A Hong Kong Case.
Religious Education, 2006Co-Authors: Chi-kim CheungAbstract:Abstract In this age of advanced technology, the pervasive influences of the Media on pupils has aroused widespread concern among educators in general and religious educators in particular. This article argues for the teaching of religion through Media Education. It first discusses the interest of religious groups in Media Education and how Media Education might make an important contribution to the teaching of religion. Then it provides data from two schools who have adopted Media Education in the teaching of religious Education to see how teachers and pupils have responded to this initiative.
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Media Education in Hong Kong Schools: Possibilities and Challenges.
Educational Studies, 2004Co-Authors: Chi-kim CheungAbstract:In Hong Kong, Media Education is not a new initiative. With the recent Education reform, curricular space will undergo significant changes. Instead of having fixed subject boundaries, key learning areas will be introduced. As such, Media Education will find much more space for negotiating a place in the reformed curriculum. This study aims to look at how Media Education is implemented in schools in Hong Kong and the content and pedagogy of the Media Education curriculum against the background of Education reforms.
David Buckingham - One of the best experts on this subject based on the ideXlab platform.
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Media Education in the uk moving beyond protectionism
Journal of Communication, 1998Co-Authors: David BuckinghamAbstract:In this essay I describe the history of Media Education in the UK, tracing its evolution from its Leavisite origins, through the advent of cultural studies to the more explicitly political approaches developed in the 1970s. These approaches reflect a gradual democratization of the curriculum, as well as a form of cultural or political protectionism. I also discuss recent moves beyond this approach, resulting from changing views of young people’s relationships with the Media, and from classroom-based research. I outline the conceptual framework of contemporary Media Education and discuss the unresolved questions about learning and pedagogy. In comparison with the U.S., Media Education in Britain has a much longer history and is more firmly established within the school curriculum. Like many areas of Education, it has been characterized by an ongoing debate about its aims and methods. Past generations of Media educators tended to espouse a form of protectionism, seeking to defend students against what were seen as the negative cultural, moral, or ideological influences of the Media. Such approaches have been criticized for failing to acknowledge the complexity of young people’s experiences with the Media, and to equip them for a dramatically changing Media environment. In recent years, however, a new approach has emerged that moves beyond the protectionism of earlier perspectives. In this essay I describe some of the fundamental characteristics of these developments. The essay begins with a brief sketch of the evolution of Media Education in the UK and then moves on to provide a concise account of contemporary approaches. Although the details may be specific, the broad lines of development summarized here have striking parallels with the situation in many other countries.
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Media Education: Beyond the millennium
1995Co-Authors: David BuckinghamAbstract:In this article, based on his keynote address at the 1994 ATOM Conference, David Buckingham of London University assesses the contradictory implications of curriculum change and of new Media forms and technologies for the future of Media Education.
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Watching Media Learning: Making Sense of Media Education.
1990Co-Authors: David BuckinghamAbstract:Media Education - from pedagogy to practice. Part 1 School knowledge, commonsense knowledge: stepping into the void - beginning classroom research in Media Education, David Buckingham, Pete Fraser, Netia Mayman how do teachers and students talk about television?, Pete Fraser. Part 2 Theory and practice: redefining creativity - extended project work in GCSE Media studies, Roy Stafford playtime - learning about Media institutions through practical work, Jenny Grahame. Part 3 Reading presentations: teaching and learning about representation - culture and "The Cosby Show" in a North London comprehensive, Julian Sefton-Green intervening in popular pleasures - Media studies and the politics of subjectivity, Chris Richards. Part 4 Media Education and the curriculum: implementing a Media Education across the curriculum policy, Jocelyn Robson, Jonathan Simmons and Martin Sohn-Rethel Teaching the text: Media studies and english, Andy Freedman. Conclusion Making it explicit: towards a theory of Media learning, David Buckingham.
Anton Chekhov - One of the best experts on this subject based on the ideXlab platform.
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Культурология Media Education in Russia: Past and Present
2014Co-Authors: Alexander Fedorov, Anton ChekhovAbstract:Within the framework of conferences the reports directly concerning questions of Media Education, problems of the organization of multiMedia databases, electronic libraries, and Mediateques in libraries for children and youth were heard. Important objective for Russian Media educators is to open (get it registered by the Russian Ministry of Education and Sciences) a new university major speciality (major) ―Media Education‖ within the framework of which it will be possible to prepare professional Media educators for universities and schools. Within the context of increasing interest to Media Education worldwide, the UNESCO program‘s support, recent developments such as the introduction of a pre-service teacher training, and the systematic publication of a journal, Media Education has good prospects in Russia.
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Культурология Moscow Media Education Centers for Non-professionals in the Media Fields
2013Co-Authors: Alexander Fedorov, Anton ChekhovAbstract:The analysis of the basic Media Education models used in Moscow Media Education centers has shown that nowadays the synthetic Media Education models are most typical; they are based on the synthesis of the sociocultural, Educational and informational, practical and utilitarian models. And they lean towards the maximum usage of Media Education potential depending on the aims and objectives; they are characterized by variability, and the capacity to entirely or partially integrate into the Education process. The suggested Media Education technology is based as a rule on blocks or modules of creative and role play/gaming assignments for the teachers to use both in school and out-of-school activities. An important peculiarity of the analyzed models is that they have a wide field of application: schools, universities, institutions of additional Education and leisure activity. Media studies may be organized in the form of lessons, optional classes, and special courses integrated into different school subjects, or used in school societies. Keywords: Russia; Moscow; Media Education literacy; Media culture; Media competence. Introduction. The comparative analysis of Russian Media Education centers is closely connected not only with their goals and objectives but also with the typology problem of Media Education theories. In this connection Irina Fateeva suggests using a generalized term "action / activity theory" instead of the traditional pool of such theories (cultural studies theory, semiotic, socio-cultural, aesthetic, practical and other theories). This dominant practical approach is aimed at: - adequate appreciation of Media texts as human production, understanding of their origin and circulation, their critical assessment and well-grounded judgment of them;