DYNAMIC AND COMPETENCE ASPECTS OF THE MEDIA EDUCATIONAL CONCEPT OF DEVELOPING A PERSON’S READINESS FOR LIFELONG SELF-EDUCATION

2019 ◽  
pp. 23-33
Author(s):  
S. V. Akmanova ◽  
L. V. Kurzaeva ◽  
N. A. Kopylova
Keyword(s):  
Informal Education ◽  
Great Influence ◽  
Formal Training ◽  
Life Stages ◽  
Media Technologies ◽  
Educational Concept ◽  
The Media ◽  
The Individual ◽  
Competence Models ◽  
Scientific Achievements

The harmonious existence of the individual in the modern informational era, which is overly saturated with rapidly developing media technologies, is almost impossible without the developed readiness of the individual for lifelong continuous self-education. The formation and development of this readiness can begin during the formal training at the stage of higher education of the person and continue during informal education throughout his future life. Stages of socialization and professionalization of the person have a great influence on the level nature of this readiness. Based on scientific achievements in the field of self-education of university students, national and world media education, we developed dynamic and competence models of media educational concept of developing a person’s readiness for lifelong self-education. The concept demonstrates interconnection of these two models, as well as consistency with the previously developed normative model of developing this readiness.

scholarly journals NEKRASOV'S DISCOURSE OF THE MODERN INTERNET SPACE

2020 ◽  
Vol 117 (6) ◽  
pp. 157-164
Author(s):  
Tatiyana I. Erokhina ◽  
Keyword(s):  
Media Culture ◽  
The Internet ◽  
Information Communication ◽  
Modern Culture ◽  
Media Technologies ◽  
Creative Personality ◽  
The Media ◽  
The Creation ◽  
The Individual ◽  
Cultural Hero

In modern culture, a special place is occupied by the Internet space, which is a space for obtaining information, communication, constructing virtual reality and self-realization of the individual. The Internet space has a multifunctional nature and is part of the media culture, in the context of which ideas about the creative personality, artistic creativity, and cultural memory are updated. The process of representation of a creative personality in the Internet space is especially actively developing during anniversary events and dates that form an informational occasion. On the eve of the 200th anniversary of Russian poet N. A. Nekrasov, the author of the article turned to understanding the Nekrasov discourse of the modern Internet space. The aim of the research is to analyze the Nekrasov discourse in terms of its representation, specificity, and functions. In the course of the study, the author considered options and ways to represent the poet's work on the Internet: special projects dedicated to the life and work of N. A. Nekrasov were analyzed. There is a tendency to represent biographical information about N. A. Nekrasov on the Internet, which transforms or destroys the stereotypical ideas about the poet received in the course of school education. Special attention is paid to the media technologies of the mythologization of the personality and creativity of N. A. Nekrasov, which are associated with the creation of new myths about the poet as a cultural hero who acquires a trickster beginning, and the mythologization of the Nekrasov chronotope is indicated. The author draws attention to the specifics of the Nekrasov discourse, which is associated with the creation of hypertext in the Internet space. The article considers the principles of hypertextual construction of the Nekrasov discourse, notes its non-linearity, actualization of the creative activity of the addresser and addressee, and features of modeling the Nekrasov text in the Internet space. The author outlined the main functions of the Nekrasov discourse that have informational and symbolic meaning, and noted its positive and negative connotations.

A media educational concept of the formation and continuous development of personal readiness for self-learning during the life

2020 ◽  
pp. 17-26
Author(s):  
S. V. Akmanova ◽  
L. V. Kurzaeva ◽  
N. A. Kopylova ◽  
A. R. Akmanov
Keyword(s):  
Human Life ◽  
Dynamic Factor ◽  
Continuous Increase ◽  
Media Environment ◽  
Media Technologies ◽  
Competent Person ◽  
Educational Concept ◽  
The Media ◽  
The Relationship ◽  
Self Learning

The continuous increase of media information volume in the personal and professional individual space with constantly improving mechanisms of its management and distribution, the accelerated penetration of media technologies into various spheres of human life and activities, the ever-growing influence of the media environment on people’s consciousness actualize the problem of preparing a person with highly developed media educational competences, that is capable for continuous self-learning. This significance is especially evident in connection with the difficult people living conditions during periods of epidemics and pandemics. The article describes the media educational concept of the formation and development of lifelong self-learning personal readiness. It assumes dynamic, factor and competence-based aspects of the realization, which accordingly take into account the stages (phases, levels) of the formation and development of this readiness, the factors of the relationship between the person and the environment of his/her development, as well as a certain content from the standpoint of acquiring the necessary personal self-learning competences. The concept will allow lecturers and universities’ administration to successfully design pedagogical activities to form a media-competent person, ready for continuous self-learning throughout life.

The factors of developing individual readiness to self-learning by means of media education at the stage of institutional training

2019 ◽  
pp. 5-13
Author(s):  
S. V. Akmanova ◽  
L. V. Kurzayeva ◽  
N. A. Kopylova
Keyword(s):  
Formal Education ◽  
Factor Model ◽  
Human Life ◽  
Educational Activity ◽  
Ordinary Life ◽  
Media Technologies ◽  
Educational Concept ◽  
The Face ◽  
The Media ◽  
Self Learning

The main peculiarity of the information age is the introduction of media technologies in various spheres of educational activity and human life, which means that the effectiveness of mastering everything new largely depends on self-learning individual readiness in the face of changing media realities. To form and develop self-learning individual readiness in order to continuously update the level of their knowledge and skills, both in their professional sphere and in ordinary life, is necessary to start in the process of their education at a higher educational establishment, taking into account external and internal factors of this development, and also their relationship. We have identified the shown factors at the stage of individual training at a university and developed a factor model of the media educational concept of developing self-learning individual readiness, demonstrating the main mechanism of the relationship between a person and the environment of their development. Based on this model, teachers can successfully influence on the process of developing self-learning individual readiness, both at the stage of formal education and at the interface of formal and non-formal forms of individual education, helping to improve their self-learning readiness after graduation from a university in constantly changing media conditions.

MEDIA SOCIALIZATION OF PERSONALITY IN THE CONTEXT OF INMUTATION IN THE MASS MEDIA

2021 ◽  
pp. 104-109
Author(s):  
Chernysh O.O.
Keyword(s):  
Mass Media ◽  
Negative Impact ◽  
Effective Interaction ◽  
Individual Characteristics ◽  
Media Culture ◽  
Active Growth ◽  
Media Space ◽  
The Media ◽  
The Individual

The urgency of the researched problem is connected with the growing role of mass media in modern conditions leads to change of values and transformation of identity of the person. The active growth of the role of the media, their influence on the formation and development of personality leads to the concept of “media socialization” and immutation in the media. The aim of the study is to outline the possibilities of the process of media socialization in the context of immutation in the media. The methods of our research are: analysis of pedagogical, psychological, literature, synthesis, comparison, generalization. The article analyzes the views of domestic and foreign scientists on the problem of immutation in the media and the transformation of the information space. In the context of the mass nature of the immutation of society, the concept of “media socialization” becomes relevant, which is the basis for reducing the negative impact of the media on the individual.The author identifies the lack of a thorough study of the concept of “media socialization” in modern scientific thought. Thus, media socialization is associated with the transformation of traditional means of socialization, and is to assimilate and reproduce the social experience of mankind with the help of new media.The article analyzes the essence of the concepts “media space”, “mass media” and “immutation”. The influence of mass media on the formation and development of the modern personality is described in detail.The study concluded that it is necessary to form a media culture of the individual, to establish safe and effective interaction of young people with the modern media system, the formation of media awareness, media literacy and media competence in accordance with age and individual characteristics for successful media socialization. The role of state bodies in solving the problem of media socialization of the individual was also determined. It is determined that the process of formation of media culture in youth should take place at the level of traditional institutions of socialization of the individual.The author sees the prospect of further research in a detailed analysis and study of the potential of educational institutions as an institution and a means of counteracting the mass nature of the immutation of society.Key words: immutation, media socialization, mass media, media space, information.

Disruptive Fixation

2017 ◽  
Author(s):  
Christo Sims
Keyword(s):  
New York ◽  
New York City ◽  
New Media ◽  
Media Technologies ◽  
Complex Processes ◽  
Middle Schoolers ◽  
The Social ◽  
The Media ◽  
Class Divisions ◽  
Conventional Type

In New York City in 2009, a new kind of public school opened its doors to its inaugural class of middle schoolers. Conceived by a team of game designers and progressive educational reformers and backed by prominent philanthropic foundations, it promised to reinvent the classroom for the digital age. This book documents the life of the school from its planning stages to the graduation of its first eighth-grade class. It is the account of how this “school for digital kids,” heralded as a model of tech-driven educational reform, reverted to a more conventional type of schooling with rote learning, an emphasis on discipline, and traditional hierarchies of authority. Troubling gender and racialized class divisions also emerged. The book shows how the philanthropic possibilities of new media technologies are repeatedly idealized even though actual interventions routinely fall short of the desired outcomes. It traces the complex processes by which idealistic tech-reform perennially takes root, unsettles the worlds into which it intervenes, and eventually stabilizes in ways that remake and extend many of the social predicaments reformers hope to fix. It offers a nuanced look at the roles that powerful elites, experts, the media, and the intended beneficiaries of reform—in this case, the students and their parents—play in perpetuating the cycle. The book offers a timely examination of techno-philanthropism and the yearnings and dilemmas it seeks to address, revealing what failed interventions do manage to accomplish—and for whom.

Filthy Material

2018 ◽  
Author(s):  
Chris Forster
Keyword(s):  
Twentieth Century ◽  
New Media ◽  
Twentieth Century Literature ◽  
Modernist Literature ◽  
Literary Value ◽  
Radclyffe Hall ◽  
Media Technologies ◽  
The Face ◽  
History Of ◽  
The Media

Modernist literature is inextricable from the history of obscenity. The trials of such figures as James Joyce, D. H. Lawrence, and Radclyffe Hall loom large in accounts of twentieth-century literature. Filthy Material: Modernism and the Media of Obscenity reveals the ways that debates about obscenity and literature were shaped by changes in the history of media. The emergence of film, photography, and new printing technologies shaped how “literary value” was understood, altering how obscenity was defined and which texts were considered obscene. Filthy Material rereads the history of modernist obscenity to discover the role played by technological media in debates about obscenity. The shift from the intense censorship of the early twentieth century to the effective “end of obscenity” for literature at the middle of the century was not simply a product of cultural liberalization but also of a changing media ecology. Filthy Material brings together media theory and archival research to offer a fresh account of modernist obscenity with novel readings of works of modernist literature. It sheds new light on figures at the center of modernism’s obscenity trials (such as Joyce and Lawrence), demonstrates the relevance of the discourse of obscenity to understanding figures not typically associated with obscenity debates (such as T. S. Eliot and Wyndham Lewis), and introduces new figures to our account of modernism (such as Norah James and Jack Kahane). It reveals how modernist obscenity reflected a contest over the literary in the face of new media technologies.

scholarly journals ‘You wouldn’t get that from watching TV!’: Exploring audience responses to virtual reality non-fiction in the home

2020 ◽  
pp. 135485652097996
Author(s):  
David Philip Green ◽  
Mandy Rose ◽  
Chris Bevan ◽  
Harry Farmer ◽  
Kirsten Cater ◽  
...  
Keyword(s):  
Virtual Reality ◽  
New Media ◽  
Home Setting ◽  
Media Technologies ◽  
Non Fiction ◽  
Audience Responses ◽  
The Media ◽  
The Cost ◽  
Watching Tv ◽  
At Home

Consumer virtual reality (VR) headsets (e.g. Oculus Go) have brought VR non-fiction (VRNF) within reach of at-home audiences. However, despite increase in VR hardware sales and enthusiasm for the platform among niche audiences at festivals, mainstream audience interest in VRNF is not yet proven. This is despite a growing body of critically acclaimed VRNF, some of which is freely available. In seeking to understand a lack of engagement with VRNF by mainstream audiences, we need to be aware of challenges relating to the discovery of content and bear in mind the cost, inaccessibility and known limitations of consumer VR technology. However, we also need to set these issues within the context of the wider relationships between technology, society and the media, which have influenced the uptake of new media technologies in the past. To address this work, this article provides accounts by members of the public of their responses to VRNF as experienced within their households. We present an empirical study – one of the first of its kind – exploring these questions through qualitative research facilitating diverse households to experience VRNF at home, over several months. We find considerable enthusiasm for VR as a platform for non-fiction, but we also find this enthusiasm tempered by ethical concerns relating to both the platform and the content, and a pervasive tension between the platform and the home setting. Reflecting on our findings, we suggest that VRNF currently fails to meet any ‘supervening social necessity’ (Winston, 1996, Technologies of Seeing: Photography, Cinematography and Television. British: BFI.) that would pave the way for widespread domestic uptake, and we reflect on future directions for VR in the home.

Studies on the structure and function of the mammalian testis V. Steroid metabolism by isolated interstitium and seminiferous tubules of the human testis

1974 ◽  
Vol 186 (1083) ◽  
pp. 99-120 ◽  
Keyword(s):  
Metabolic Activity ◽  
General Pattern ◽  
Steroid Metabolism ◽  
Human Testis ◽  
Clinical Aspects ◽  
Seminiferous Tubules ◽  
Bicarbonate Buffer ◽  
The Media ◽  
The Individual ◽  
And Function

Tissue was obtained from the testes of three men, two in the age range 72-75 years (subjects A and B) and one aged 25 years (subject C). Parts of the testes were dissected to obtain samples of interstitium and tubules. The individual components and whole tissue were each incubated with equimolar concentrations of [7 α - 3 H]pregnenolone and [4- 14 C]progesterone in Krebs-Ringer bicarbonate buffer pH 7.4, at 35 °C with the addition of glucose but without cofactors. Some incubations were carried out with the substrates [4- 14 C]androstenedione and [7 α - 3 H]testosterone. The media were extracted both at various time intervals throughout the incubation for a kinetic study of the metabolic activity and after a fixed interval of time at the end of the incubations. In some incubations with whole tissue both media and tissue were extracted. Both the tubules and interstitium displayed steroid metabolic activity. Qualitatively they yielded the same range of metabolites, one series leading to the formation of testosterone (∆ 5 pathway) and the other to a variety of C 21 compounds as represented by 5 α -pregnan-3 β -ol-20-one. With similar amounts of tissue there was little difference in the yields of the main products formed by the tubules as compared with those formed by the interstitium; in incubations with [4- 14 C]androstenedione the rate of conversion to [ 14 C ]testosterone by the tubules greatly exceeded that due to the interstitium. Marked differences were found in the pattern of steroid metabolism by whole tissue as compared to the general pattern presented by the corresponding tubules and interstitium. It is concluded that the seminiferous tubules and interstitium of the human testis are both capable of steroid metabolism and hence that whole tissue incubations alone are of limited value and could give rise to misleading data. Some clinical aspects of the results are briefly discussed.

scholarly journals Film education: Memory and heritage

Comunicar ◽  
2010 ◽  
Vol 18 (35) ◽  
pp. 25-32 ◽  
Author(s):  
Michel Clarembeaux
Keyword(s):  
Young People ◽  
Collective Memory ◽  
Digital Age ◽  
Cultural Dimension ◽  
Audiovisual Media ◽  
Film Education ◽  
The Media ◽  
The Individual ◽  
Medios De Comunicacion ◽  
Sobre Todo

Film education in the digital age should be based on three closely-related and complementary fundamentals: to see, to analyze and to make films with young people; three basics that must interact and support each other. The concept of creative analysis could be the glue the binds this subject together, making it coherent and efficient for educational purposes. If cinema is an art, it is above all the art of memory, both individual and collective. This article suggests that we can join the pedagogy of film education to the citizen’s desire to perpetuate memory and preserve cultural heritage. The author describes various types of films to prove this hypothesis, and at the same time indicates the economic and cultural dimension of the media. The essay starts with an approach to film education in the digital age. Later, it analyzes certain aspects of films of memory, referring specifically to the typology of standpoints of film-makers and the treatment of their sources. Lastly, there is a reflection on the convergence of the concept of creative analysis, promoted by film education, and the production of videos by young people dedicated to the individual or collective memory. This convergence matches European Union proposals concerning the production and creation of audiovisual media from this viewpoint. La educación para el cine en la era digital debería apoyarse en tres polos complementarios y estrechamente asociados: ver, analizar y hacer películas con jóvenes. Estos tres polos han de potenciarse mutuamente. El concepto de análisis creativo podría ser la argamasa que diera coherencia y eficiencia al dispositivo educativo. Si el cine es un arte, es sobre todo el arte de la memoria, tanto colectiva como individual. Este artículo sugiere que es posible hacer converger la pedagogía de la educación cinematográfica y la voluntad ciudadana de perpetuar la memoria, al tiempo que se protege el patrimonio cultural. El autor propone una serie de películas para ilustrar estos planteamientos, que ponen de relieve la dimensión económica y cultural de los medios de comunicación, respondiendo en esta convergencia a las más recientes directrices de la Unión Europea sobre creación y producción, desde esta perspectiva, de medios audiovisuales. El trabajo se inicia con una aproximación a la educación para el cine en la era digital. Posteriormente se recogen algunas singularidades de las «películas de la memoria», aludiendo concretamente a la tipología de los puntos de vista de los realizadores y al tratamiento de sus fuentes. Por último, se refleja el encuentro entre el concepto de «análisis creativo», fomentado por la educación cinematográfica, y la realización de videogramas hechos por jóvenes y dedicados a la memoria individual o colectiva.

scholarly journals Media Literacy in the Lifeworlds of Malaysian Children

2013 ◽  
Vol 3 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Shanthi Balraj Baboo
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Meaning Making ◽  
User Experiences ◽  
Childhood Experiences ◽  
Media Technologies ◽  
School Settings ◽  
The World ◽  
The Media ◽  
Home And School

Many children grow up in contemporary Malaysia with an array of new media. These include television, video games, mobile phones, computers, Internet, tablets, iPads and iPods. In using these new media technologies, children are able to produce texts and images that shape their childhood experiences and their views of the world. This article presents some selected findings and snapshots of the media lifeworlds of children aged 10 in Malaysia. This article is concerned with media literacy and puts a focus on the use, forms of engagement and ways that children are able to make sense of media technologies in their lives. The study reveals that children participate in many different media activities in their homes. However, the multimodal competencies, user experiences and meaning-making actions that the children construct are not engaged with in productive ways in their schooling literacies. It is argued that media literacy should be more widely acknowledged within home and school settings.

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