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The Main Media Educational Purposes

Our next question dealt with the rating of the main media educational purposes. Undoubtedly, the wording of the question itself made it somewhat vulnerable. For example, one of the leading British media educators Cary Bazalgette in her letter concerning our survey expressed her doubts in the rightfulness of the attempt to single out the most important aim of media education: “But surely different priorities apply in different contexts? Designing an examination course for 16-18 year olds with a strong practical element in an 'arts' context to be taught be specialised teachers, will be quite different from designing a media education module for non-specialist teachers to use with 7-11 year olds in the context of traditional literacy teaching (both of these are real examples, from amongst many others, in the UK). In other words, what matters in media (or indeed any other sort) education is not the theory and the endless comparison of different policy documents, but the practical realities of developing accessible and teachable frameworks and resources for real learners and real teachers in real classrooms subject to real legislation and (probably) unreal political priorities. What media education theorists like to convince each other that they are doing is a lot less interesting than what - if anything - anyone actually learns” (C.Bazalgette).

Certainly, media educational goals can vary depending on the specific theme and objectives of a lesson, age of the students, theoretical basis, etc. However life shows that one way or another, many media educators can rather distinctly choose the most important aims for them. We offered them to give each of the 11 goals in the chart below its place (with 1 - being the most important, 11 - the least important). Then each of the number was given the corresponding amount of points: 11 points for each first place, 10 points – for each second, and so on. The calculation of the average number of points let us define the final “score”. The results are presented in the Chart 3.

Chart 3. The experts’ attitude to the main purposes of media education/media literacy

The analysis of the data of the Chart 3 shows that media education experts consider all the above mentioned aims important, but mostly distinguishing the development of critical thinking/critical autonomy (84,27%), the development of appreciation, perception and understanding & analysis of media texts (68,88%) and the preparation of a student for living in the democratic society(61,89%). The outsiders of the rating became such goals as to learn about the theory and history of media and media culture (from 37,76% to 47,90%).

Just the two experts expressed the wish to add to the list of media educational goals. Thus, the Russian media educator A.Korochenskyi thinks that another main purpose is the development of creative skills of students (with the development of critical thinking and critical autonomy) and the American R.Cornell adds to the list the goal “to prepare media practitioners for a career in our field”.

It should be noted that the foreign experts on the whole gave a higher rating for the goal of preparing students for the life in the democratic society, while their Russian colleagues paid more attention to the goal of developing skills of perception (including the aesthetics), evaluation, understanding of media texts. Besides, experts from all the countries placed the aim of the development of critical thinking and critical autonomy in the first place.

Comparing our results with the results of the similar survey, conducted by A.Sharikov in 1990 (23 experts took part in it) [4, 50-51], we encounter the coincidence of the opinions concerning the importance of developing critical thinking abilities. But the high rating of the aim of the communicative abilities’ development, shown by the survey in 1990, didn’t repeat itself in our case.

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