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Calls for coordinated interaction among higher-education institutions, journalism faculties, media-education centers, and state structures, supported by collaboration between educators and the media community. Reviews foundational scholars and discusses conceptual frameworks for defining media education and selecting educational technologies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-contemporary-mass-media-education-in-russia-in-search-for-new-theoretical-conceptions-and-models-volume-5-issue-1-2012/588488/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-contemporary-mass-media-education-in-russia-in-search-for-new-theoretical-conceptions-and-models-volume-5-issue-1-2012/588488.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the article highlight about media education in Russia?","Question",{"text":63,"@type":64},"It states that media education in Russia has not moved from theoretical concepts and local experiments to wide practical implementation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the article emphasize coordination among educational and media institutions?",{"text":68,"@type":64},"It argues that consolidating higher-education pedagogical institutions, journalism faculties, and media-education centers—and coordinating interaction with state structures—is necessary for practical expansion.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article describe I.A. 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Media education in Russia in general has still not moved from the theoritical conceptions and local experiments to the wide practical implementation. It is necessary to consolidate pedagogical institutions of higher education, universities, faculties of journalism, experimenters in media education and also the media community, coordination of the interaction of state structures, the existing media educational centersand experimental sites in this sphere.  \nKeywords: media education, media literacy, media competence, theoretical conception, models, Russia, researches.  \nIntroduction  \nFor many decades the professional educators and arts critics from Russian Academy of Education (L.M. Bazhenova, E.A. Bondarenko, S.I.Gudilina, A.A. Zhurin, L.S. Zaznobina, L.S. Pressman, K.M. Tikhomirova, Y.N. Usov, A.V. Sharikov, E.N. Yastrebtsova and others) and from pedagogical institutes and universities (O.A. Baranov, N.B. Kirillova, S.N. Penzin, G.A. Polichko, A.V. Fedorov, N.F. Khilko) have been working out theoretical conceptions and models of mass media education. Russian professional journalists and/or professorate, who taught journalism in institutes of higher education, didn't hurry to develop the theoretical sphere of this direction of pedagogics for the time being. They preferred to remain in the familiar range of problems of training of future media professionals, and/or to promote the traditional development of the practical branch of media education for schoolchildren and the youth (school and student newspapers, film/radio/television studios, etc.) .  \nHowever, under the obvious influence of the significant progress of media education in the West (first of all in the leading English-speaking countries), and in Russia itself, the most mobile and active representatives of Russian journalism one after another began to develop this relevant field in the beginning of the XXI century.  \nMedia Education and Journalism  \nThe first serious theorist and journalist who paid attention to mass media education was A.P. Korochensky. In his doctoral thesis and monograph he justly substantiated the common tasks of media criticism and media education (Korochensky, 2003) . Then S.G. Korkonosenko took the baton of interest of professional journalism to mass media education (Korkonosenko, 2004) . In 2007 I.A. Fateeva published her monograph “Media Education: Theoretical Fundamentals and the Experience of Realization”, which became a kind of manifesto of“journalistic view” on the problems of mass media education in Russia.  \nFirstly I.A. Fateeva proposed her own variant of the definition of the term “media education”, interpreting it as “the scientific and educational field of study which subject is the means of mass media and communication in pedagogical aspect of their manifold connections with the world, society and mankind. In theoretical terms this field lies at the intersection of pedagogics and the complex science of media. In practical terms it presupposes joint activities of trainers and trainees in  \npreparation of people for the life in mediatized world,… all the deliberate and systematic actions intended to satisfy the educational needs arising from the very fact of the existence of mass media. In other words it is the organized and sustained process of communication which gives rise to teaching of the production of mass media as well as their use”(Fateeva, 2007, p.11, 13-14) .  \nAs we can see, this definition is relatively tight and unlike the series of detailed definitions of UNESCO put forward from 1970s to 2000s (see, for example, the definition of UNESCO, 2001, which emphasizes the democratic and humanistic principles of media education), it tends to universality and neutrality of generalization.  \nSecondly, after analyzing various theories of media education elaborated by medi","cbCaircbZRjFlW0A","https://ap.wps.com/l/cbCaircbZRjFlW0A","pdf",216659,12,"English","# Introduction\n## Media Education and Journalism\n## Defining “media education”","[{\"question\":\"What problem does the article highlight about media education in Russia?\",\"answer\":\"It states that media education in Russia has not moved from theoretical concepts and local experiments to wide practical implementation.\"},{\"question\":\"Why does the article emphasize coordination among educational and media institutions?\",\"answer\":\"It argues that consolidating higher-education pedagogical institutions, journalism faculties, and media-education centers—and coordinating interaction with state structures—is necessary for practical expansion.\"},{\"question\":\"How does the article describe I.A. Fateeva’s view on defining media education?\",\"answer\":\"It presents her definition as an interdisciplinary scientific and educational field focused on mass media and communication in pedagogical relations, involving organized and sustained communication that supports both understanding and teaching media production and use.\"}]","THE CONTEMPORARY MASS MEDIA EDUCATION IN RUSSIA: IN SEARCH FOR NEW THEORETICAL CONCEPTIONS AND MODELS - Volume 5 - Issue 1 - 2012 | PDF",1792065348]