ERG SES D 02, Pecha Kucha Poster Session
Poster +Pecha Kucha Session
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.
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.
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.
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