The main theories of media education

The next question concerns what media education theories are considered most important by the experts. The results are present in Chart 4.

Chart 4. The experts’ attitude to the main theories of media education/media literacy

N	The main theories of media education/media literacy	The number of the experts, preferring to base on the given theory:

	Critical Thinking/Critical Autonomy/Critical Democratic Approach	22(84,61%)
	Cultural Studies Approach	18(69,23%)
	Sociocultural Approach	17(65,39%)
	Semiotic Approach	15(57,69%)
	Aesthetical/Media as Popular Arts Approach	12(46,15%)
	Practical/Hands-On Production Approach	13(50,00%)
	Ideological Approach	10(38,46%)
	Uses an Gratifications Approach	8(30,77%)
	Inoculatory/Protectionist/Hypodermic Needle/Civil Defense Approach	4(15,38%)

Besides the theories given in the chart, some experts added other approaches that could be the basis for the media educational process: ethical, religious (S.Penzin), instructional systems design (R.Cornell).

The overwhelming majority (84,61%) singled out the approach of critical thinking as the leading one (that totally correspond to the leadership of the analogous aim in the previous question). Then quite evenly follow the cultural studies (69,23%), sociocultural (65,39%) and semiotic (57,69%) approaches. Predictably, the least popular among the experts (15,38%) is the protectionist approach (that is concentrating on the protection of the audience from the harmful influence of media). Besides, foreign experts support the practical approach, uses as gratifications approach and ideological theory, while the Russian-give preference to the aesthetical approach. The aesthetical orientation of the Russian media education has a long time tradition, so the results just confirmed a well-known fact. In our opinion, the non–popularity of the ideological approach among the Russian experts is quite comprehensible too: Russian pedagogic, having experienced the strict ideological pressing, today is very negative about the ideology in the educational process, although, ideology still (in an obvious or concealed manner) remains the influential power in any society, and therefore cannot but be reflected in any educational processes.

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The Main Media Educational Purposes	\|	Sociocultural situation

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