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\nAlexander Fedorov  \nAbstract. The author of this article thinks, that the basic difficulties of wider introduction of media education in the Russian and French universities & schools first of all are connected with patent defect purposefully prepared of media educators; with the certain inertness of many educational establishments; with traditional approaches of the education ministry structures concentrating the attention on support of training computers’ courses and information technologies and much smaller attention to actual media education problems. The target to give media education movement a new pulse is connects with the consolidation of all educational and media educational organizations and media communities. As a whole the comparative analysis modern media education in France and Russia in XXI centuries has shown that, despite of the certain distinctions, it has common extremely actual in epoch refined media manipulations vector  \n- aspiration to development of critical and democratic thinking, creative abilities on media material-at all levels of training.  \nKeywords: Media education, media literacy, media competence, comparative analysis.  \nThe Audience's Involvement in Media Education  \nFrance. In the first decade of the 21st century media education in France has been developing quite intensively. The National Media Education Center (with many branches in different cities of France)– Centre de liaison de l’enseignement et des medias d’information (CLEMI) – undoubtedly, has assumed the country’s leadership. In 2007– 2008, for example, 30000 people were involved in media education (in the light of all CLEMI’s national departments) . Among them – 24.5% were school students, 8% – university students, 13.7% – teachers, 9.5% – members of various associations and 4.5% – researchers. Plus journalists, librarians, archivists, etc. [CLEMI, 2009, p. 10] . The 19th National Press and Media Week (2008) in schools involved 4.7 million students and 415 thousand teachers from 40000 schools throughout France [CLEMI, 2009, p.12] . As usual professional journalists from 1750 media agencies (press, radio, television, and the Internet) attended the Week of Press and Media. Unfortunately, France has not created a national media education association yet, like the associations existing, for example, in Canada, the United States and Russia.  \nRussia. At the beginning of the 21st century a team of media educators from Taganrog State Pedagogical Institute developed a package of documents for opening a new university media education specialization. In 2002, the Ministry of Education and Science of the Russian Federation approved and registered a new specialization for universities № 03.13.30.– Media Education. Since September 2002 Taganrog State Pedagogical Institute ([http://www.tgpi.ttn.ru](http://www.tgpi.ttn.ru)) has been training teachers in this specialization.  \nThe problems of media education development and information literacy promotion have recently interested the Public Chamber of the Russian Federation. In 2006-2008, the issues concerning media education were discussed at the Public Chamber’s working sessions. In May 2009, the Moscow City Parliament adopted recommendations to introduce optional and integrated media education in Moscow schools. In 2006–2008, there appeared new organizations to maintain and promote the media education movement in Russia: the Siberian Association for Media Education, the Ural Scientific  \nReceived 29 August 2009, accepted 13 October 2009, published 31 December 2009  \nMethodological Center for Media and Media Education ([http://www.urfomediacenter.ru](http://www.urfomediacenter.ru)) and the Regional Center for Media Education in Yekaterinburg ([http://www.omo-ps.ru](http://www.omo-ps.ru)), that initiated the issue of a new Russian media edition journal – ”Education. Media. Society: Space for Collab","cbCaij46QBHS2QTa","https://ap.wps.com/l/cbCaij46QBHS2QTa","pdf",159446,14,"English","# The Audience's Involvement in Media Education\n## France\n## Russia\n# Media Education Based on the Press","[{\"question\":\"What does the article identify as the main difficulties for media education in Russia and France?\",\"answer\":\"It points to defects in the purposeful preparation of media educators, inertia of educational institutions, and the education authorities’ traditional focus on computer-training support and information technologies rather than genuine media-education problems.\"},{\"question\":\"How does the article describe the early 21st-century development of media education in France?\",\"answer\":\"It describes intensive development through CLEMI, citing large participation figures across schools, universities, teachers, associations, and researchers, and noting major involvement in national press and media weeks.\"},{\"question\":\"How was media education institutionally advanced in Russia at the beginning of the 21st century?\",\"answer\":\"A team of media educators developed documents for a new university media-education specialization, which was approved and registered by the Ministry of Education and Science in 2002, followed by training of teachers under that specialization.\"}]","Volume 2 - Number 4 - MODERN FRENCH AND RUSSIAN MEDIA EDUCATION IN XXI CENTURY (2000-2009) | PDF",1792065181,35]