Analysis of the development of mass media education in the CIS countries showed that the main sections of the contents of the media education program (the existence of a section depends on the age and professional status of the audience) can be presented in the following way: the place and role, media and media education functions in the modern society, types and genres, media languages; basic terms, concepts related to media culture; historical stages of development of media culture in the world; analysis and evaluation of the functioning of media and media texts of different types and genres in the socio-cultural and ideological contexts; technologies of creation and distribution of media texts of various kinds and genres. Areas of application of such programs are: schools, secondary special educational institutions, universities, advanced training courses, additional education institutions and leisure centers; distant media education courses aimed at various population groups; independent (continuous/lifelong) media education, for example, through Internet sites. Modern models of media education in the CIS countries (with all the diversity of age and professional whole groups of the population) contain diagnostic, contenttargeted and effective components. Thereat, the author of the article believes that the CIS countries should not build the development of mass media education of their citizens based on confrontation and ideological propaganda. Thematical units of media education syllabi should evenly give the audience an idea that there is no single supreme democratic state in the world with ideally objective mass media. That is why the basis of media education activity must be sociocultural concepts (including, of course, analytical and practical components) rather than ideological ones that will allow the audience to comprehensively master the ambiguous world of media culture.
- : http://ejournal53.com/journals_n/1536583503.pdf
- : Alexander Fedorova and Anastasia Levitskaya
- : Media Education Journal