The Use of Media Texts in the Organization of the Training Process of Future Specialists in the Field of Communications
Author(s):
Sofiya Gaponova (presenting / submitting) Nataly Voskresenskaya (presenting)
Conference:
ECER 2014
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Poster

Session Information

ERG SES D 02, Pecha Kucha Poster Session

Poster +Pecha Kucha Session

Time:
2014-09-01
13:30-15:00
Room:
FPCEUP - 114
Chair:
Fiona Hallett

Contribution

 

The huge role of the media in the life of modern people has identified the need for the development of media education in the world. The ability of perception, analysis, evaluation and  media texts creation, understanding the socio-cultural context of the media functioning in the modern world are the necessary conditions of people’s  life in the information society [1, 2, 3, 4].

The role of mass media in the modern society is dual. On the one hand, they can have a manipulative influence, limit the surrounding world perception , stereotype mind,  provoke viewers to copy aggressive behavior models [5, 6, 7, 8, 9, 11, 13]. On the other hand, mass media are the inexhaustible source of information, capable of providing the most difficult information clearly and figuratively, enriching the viewers’ perception, developing the propensity to work , creativity and active position in obtaining information [14, 15, 16]. So, the goals of media education can be divided into two major blocks. The first block of objectives is aimed at curbing the negative media effects. The second block is oriented at the formation and development of skills concerning the use of various media for solving personal and professional problems.

Media texts are a convenient tool used in the training environment organization  to contribute to the solution of these tasks:

- With the help of media texts, you can create professional situations, «similar to the real world» of the future specialist in the most various areas of activity, controlling all the experimental components of these situations;

- The training environment with the use of media texts is programmable and allows to change the  objects parameters and the situations occurring to them depending on the tutor’s tasks easily;

- One can have an opportunity to complete the registration of behavioral reactions with the help of the tests selected by the experiment conductor on purpose:

- Media texts can provide bright visual and auditory images at one and the same time, thus intensifying the informational impact;

-While analyzing their personal attitude and their fellow students’ attitude towards media texts through the prism of psychological laws students get the practical understanding of the specificity of the media texts psychological influence on a person ;

-Analyzing and comparing the media texts grouped according to the thematic blocks, finding out their identities and differences can make it possible to assimilate the obtained information at a deeper level and form the critical attitude towards the information they get;

-The work with media texts because of their ambiguity and potential variety of senses can influence the development of students’ creative approach towards the problems to solve;

-While working with media texts, self-controlling and controlling the right position in solving the problems, students can reveal the capability of the reflexive analysis of their own actions, that helps to realize the necessity of self-development and stimulate the cognitive motivation;

- Analyzing the peculiarities of the media texts positive and negative  influence either on the whole society or on an individual gives opportunities to realize the attitude towards moral and ethical problems concerning the Mass Media functioning in our society.

The aim of the research : working out and approbation of the programme for the use of media texts in the organization of the learning process of future specialists in the sphere of communications.

Hypotheses:

The use of media texts concerning the future specialists’ professional activity as an educational resource will positively influence the complex of individual personal characteristics including creativity, values of humanistic nature, adequate self-esteem from the point of view of the future professionals, communicative and organizational skills.

Method

On the basis of the theoretical modelling of psychological and pedagogical conditions of the use of media texts in the educational process, a formative experiment was worked out. During the training the following types of work were held with the students of the experimental group: 1. The work with media texts in microgroups of 3-5 students. The aim of the exercises was the following: on the basis of the media texts the students were to find out: identities and differences in the media texts, flaws and assets concerning the effectiveness of their influence on the viewers. The students were also to distinguish how media text creators used psychological techniques while constructing media messages and to formulate their own point of view concerning the messages. 2. Creative workshops in groups of 8-10 students were organized. The aim of the tasks was creating their own media texts based on the knowledge they got while studying the course. 3. Exercises on intensifying the processes of creative decision-making while designing their own media projects. 4. Discussions concerning the social responsibility of the mass media, the purpose of which was forming the realized position on the problem of socially responsible behavior of the specialist in the sphere of communications. An important role was given to the ability to listen to the opponents and to prove their points of view. 132 students took part in the research work: 81 fifth year students were included in the control group; the experimental group consisted of 51 fourth year students. The control of the dynamics concerning the students’ professional and personal development in both the groups was held with the help of psycho-diagnostic toolkit and the control of mastering the educational material. We have used the questionnaire called “Career Anchors” by E.H. Schein, the methodology of studying the values of a personality by S.H. Schwartz;t he verbal creativity diagnostics ( adaptation test by S.A. Mednich, A.N. Voronin and T.V. Galkin); non-verbal creativity diagnostics ( the short variant of E.P. Torrance’s test), communicative and organizational skills diagnostics , our own questionnaire aimed at distinguishing the students’ views concerning professionally important qualities and the self-estimation of the level of their development. For the data processing and analysis integrative packages VS Excel, SPSS 11.5 for Windows were used.

Expected Outcomes

Results and discussion. The programme of the media texts use in the learning process has favourably influenced the process of the complex of individual personal qualities formation. Such qualities are professionally important in the students’ future jobs in the sphere of communication. . The research revealed the dynamics in creativity in the experimental group. In this group judging by the originality index as well as by the number of the unique responses the results of the second measure were statistically higher than the initial indicators with the level of significance p < 0,001 (according to t-test for the dependent selected groups). The group organization of the students’ work on the analysis of media texts having the polysemy of senses has positively influenced their organizational and communicative skills. The students have fully discovered for themselves such values as “Independence” and “ Openness towards other people’s opinions” (p<0,05) Debates on the personally important topic of the morality in relation to the specialists in the sphere of communication were held with the students while working with media texts. Such debates helped students to define their own position concerning valuable references connected with the problem of a professional’s social responsibility. . Thus, when the program was being conducted the phenomenon of “non- immediate insight” was considered [17] when the students started analyzing the problem from the new point of view. That gave them opportunities to understand the essence of the notion under research, their personally important position having been formed. The results of the given research tells about the effectiveness of using media texts in the learning process, where an important role is given to such technologies as creative thinking development, communicative competence and interactive education. The active use of the exercises dealing with media texts analysis as well as creative workshops in the learning process for the constructing of the students’ own media messages , media texts analysis and discussion will positively influence the complex development of the individual personal qualities which provide suitable psychological conditions for the future professional and personal success

References

1. Council of Europe, 1989. Resolution on Education and Media and the New Technologies. Paragraph 5. Strasbourg: Council of Europe. 2. Dorr, A., 2001. Media Literacy. In: International Encyclopedia of the Social & Behavioral Sciences. Vol. 14 / Eds.N.J.Smelser & P.B.Baltes. Oxford, pp: 9494-9495. 3. Fedorov, A., 2003. Media Education in the Western World. – Taganrog, pp: 238. 4. McCoombs, M.E., Shaw, D.L., 1993. The agenda setting function of mass media. Public Opinion Quarterly 36, pp: 176-187. 5. Bandura, A., 1994. Social cognitive theory of mass communication. In J. Bryant & D. Zillmann (Eds.) Media effects: Advences in theory and research. – Hillsdale, NJ: Erlbaum, pp: 61-90. 6. Bercowitz, L., 1974. Some determinants of impulsive aggression: The role of mediated associations with reinforcements for aggression. Psychological Review, 81, pp: 165-176. 7. Breakwell G.M., 1993. Social representations and social identity / papers on social representations. V2 (3), pp: 198-217. 8. Fazio, R.H., 1990. Multiple processes by which attitudes guide behavior: the MODE model as an framework / R.H. Fazio // Advances in Experimental Social Psychology, Vol. 13, pp: 75-109. 9. Federman, J., 1997. National Television Violence Study. Vol. 2. Santa Barbara: Center for Communication and social Policy University of California, pp: 54. 10. Kubey, R. (Ed.), 1997. Media Literacy in the Information Age. New Brunswick (U.S.A.) and London (UK): Transaction Publishers, pp: 484. 11. Masterman, L., 1997. A Rational for Media Education. In: Kubey, R. (Ed.) Media Literacy in the Information Age. New Brunswick (U.S.A.) and London (UK): Transaction Publishers, pp: 15-68. 12. Tyner, K., 1998. Literacy in the Digital World: Teaching and Learning in the Age of Information. Mahwan, NJ: Lawrence Erlbaum Associates, pp: 291. 13. Price, M.E. (Ed.), 1998. The V-chip debate: Content filtering from television to the Internet. Mahwah. NJ: Lawrence Eribaum Associates 14. Asmolov A.G., Asmolov G.A., 2010. From We-media to I-media: Identity transformations in the virtual world. Moscow university bulletin (vestnik). Seria 14. Psychology, 1: pp. 3-21. 15. Voiskounsky A.E., Menshikova G.Ya, 2008. The use of virtual reality systems in psychology. Moscow university bulletin (vestnik). Seria 14. Psychology, pp: 22-35. 16. Gaponova S. A., Voskresenskaya, N. G., 2013. The formation of the media competence of future specialists on public relations and advertising. World of education and education in the World, 2, pp: 89-106. 17. Brushlinskii A.V., 1979. Thinking and forecasting. (Logical-psychological analysis) Series: Institute of Psychology, Academy of Sciences of the USSR, Moscow, pp: 232.

Author Information

Sofiya Gaponova (presenting / submitting)
Minin University, Nizhni Novgorod
Department of Social and Organization Psychology
Nizhni Novgorod
Nataly Voskresenskaya (presenting)
Nizhny Novgorod state University
international relations faculty
Nizhny Novgorod

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