The notion «media» in the concept of media informational literacy

TitleThe notion «media» in the concept of media informational literacy
Publication TypeConference Paper
Author(s)Zhilavskaya, I.
Affiliation (1st Author)M A Sholokhov Moscow State Humanitarian University, Ph.D. in Philology
Section or WGMedia Education Research Section
DateSat 29 June
Slot CodeMERS1a
Slot Code (Keyword)MERS1a
Time of Session9:00-10:30
RoomCG20
Session TitleIntegrative methodologies and research methods
Submission ID6943
Abstract

The idea of media-informational literacy is logically included into the concept of the noospheric education (N.V. Maslova),[1] which is the convergence of natural science and unscientific educational concepts and practices of the end of the XX century. The noospheric education includes all the world’s best practices in science, education, psychology, philosophy, culture, and history of thought development. V.I. Vernadsky named this integration level the sphere of mind – the noosphere. Noospheric education ideology and fundamentals relating to methodology of science can be regarded as a basis of the modern media education concept. The new and important factor for development of media-informational literacy media-informational literacy and media-education concept is recognition that media-education should be informal to a wide extent.[2] Still little-studied informal education (from the Latin word “informalis” – informal) is the undirected exploration of socio-cultural experience beyond the strict bounds of the organized pedagogical process. Realized in family, in various groups and communities, including educational communities, libraries, museums, via different kinds of media, it occurs in the process of any communicative action. The informal education is flexible; it depends on learner’s needs and can be realized in any place and at any time. In this context the informal education manifests itself in internal human motivation to perceive the world, in self organization and determination. “I am the source of information and its consumer at the same time. I develop myself and determine my development pathway by myself”. Media organize the process of information perception in a special way. Making communicative connections, by the mere fact of its existing, they remove space and time out of communication and permeate every aspect of our lives. And more importantly, we understand that people become media themselves in a sense, letting information flow through them, transforming it and becoming a source of new information. However, the great majority of experts in media-informational literacy and media educators use the word “media” to mean mass media, which is far from covering the wide notion of the word. In such a case the following notions drop out of sight: book, letter, speech, music, painting, sculpture, etc. Besides, there are direct media, unlike the mass media involving point-to-point communications with the consumer. Such means of message delivery as post, telephone, telegraph, fax and others relate to the direct media. Media texts created in these and any other kinds of media appear to be beyond the sphere of the media-informational literacy, which is focused mostly on television, Internet, print media and sometimes on advertisement and movies. This fundamental disagreement wrongfully restricts the scope of the media-informational literacy and media education distribution; prevents from building a holistic conception based on the idea of the Universal Media, and makes integration processes in this area rather difficult.   [1] http://academiakm.ru/library_1.htm [2] I.V. Zhilavskaya. Informal media sphere as a factor of media education development. All-Russian research/practice conference collector “The information field of the modern Russia: practices and effects” Kazan, KazGU, 2009. p. 

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