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Media Literacy in Modern Russia

Prof.Dr.Alexander Fedorov, Head of Chair of Social & Cultural Development of Personality, Taganrog State Pedagogical Institute (Taganrog, Russia) e-mail: fedor@pbox.ttn.ru

www.mediaeducation.boom.ru       www.medialiteracy.boom.ru   www.mediaeducation.ru/publ/fedorov.shtml

This paper were created with the grant’s support from State Scientific Program “Russian University” and in the frame of EuroMedia Project (the leader of this project was Dr. Andrew Hart, UK).

Provision & development. Curriculum space

Just like the education on the whole, media literacy in Russia resided under harsh ideological pressure for many years. Access to media information (press, television, films, etc.) was denied by censorship. However media education in Russia has existed for about 80 years.

Contemporary media & Internet education can be distinctly divided into three main directions:

- media education of future media professionals;

- media education of future media educators or school & university teachers (through special courses at universities, vocational training, web-sites, etc.);

- media education as a part of traditional education of pupils and students in primary schools, high schools, colleges, universities (through educational curricula), etc.

Today media literacy in Russia is not compulsory for all schools & universities (except for some secondary schools on an experimental basis and media orientated universities and faculties). Media education can be integrated into informatics (Internet & computer application lessons), aesthetic (literature, art, music, artistic culture, aesthetics), linguistic (Russian and foreign languages), historical & philosophical (history, philosophy, law) and some other courses. Another variant: optional media education courses.  Russia has not got the compulsory General Curriculum in the field of media education. Some Russian teachers consider the basis of media training to be practical, hands-on studies of media materials, some teachers prefer theory to practice; some focus on the aesthetic value of media text.

Whilst Russian school authorities are enthusiastic about new media challenges, unfortunately, media & Internet literacy in Russia has been facing and is still facing numerous difficulties (financial, technical et al.). Many Russian schools and universities don't have the money for modern audiovisual and Internet equipment. And many teachers do not get their salary paid regularly.

Still, many Russian educational web-sites & CD-ROMs were created since the begin of 90s. But educational CD-ROMs don’t have a real big market because of the abundance of media pirates. The number of Russian educational web-sites is very impressive now (about 1,000). These are the sites for all kinds of problems of education & researches, special web-sites about distance education, the methodical web-sites for Russian teachers of different disciplines, the internet  magazines & journals about education (for example, YNPRESS Agency (Agency of Young People, Children & Press): http://www.glasnet.ru/~ynpress/eng/index.html  “Media Library’ of School Sector: http://school-sector.relarn.ru/efim/mainframe.html Media Center Journal: http://edu.km.ru/mcenter  Of course, Russian teachers can use all these web-sites for educational purposes.

I think modern Russia needs concrete strategies of diffusion and development of the projects based on the new media. These strategies must concentrate their intention not only on technical equipment of Russian schools but on the new ways of methodologies, of consuming digital images and all types of media information. Russian education needs real cooperation of Educational Ministry, Association for Media Education, Federation for Internet Education, Educational CD-ROMs’ and web-sites’ producers.

Media & Internet Education  Associations and groups

Russian Association for Film & Media Education

The history of Russian Association for Film & Media Education goes back to the Russian Association for Film Education. The first attempts to instruct in media education appeared in the 1920’s but were stopped by Stalin’s repressions. And a new history of Russian Association for Film Education began in the 1960s.  The end of the 1950s - the beginning of the 1960s was the time of the revival of media education in primary & secondary schools, universities, children centers   (Moscow, Petersburg, Voronezh, Samara, Kurgan, Tver, Rostov, Taganrog, Novosibirsk, Ekaterinburg, etc.), the revival of media education seminars & conferences.

The first Russian Council for Film Education in Schools & Universities was created as the section of the Russian Union of Filmmakers (Moscow) in 1967. This Council was transformed into Russian Association for Film & Media Education in 1988. Honorary President of Russian Association for Film & Media  Education is Prof.I.Waisfeld, currently working in the Russian Institute of Cinematography, Moscow. Head of Russian Association for Film & Media Education is Dr.G.Polichko (Moscow Institute of Management). Head of South Russian Department of Association for Media Education is Alexander Fedorov. The number of members of Russian Association for Film & Media Education is about 300: primary & secondary level schoolteachers, high school, university, college, lyceum teachers & professors, leaders of film-clubs, etc.  For examples, Dr.O.Baranov, Dr.S.Penzin, Dr.A.Sharikov, Dr.A.Spitchkin, and others. Russian Association for Film & Media Education includes also members of the Laboratories of Screen Arts and Media Education (Russian Academy of Education, Moscow).  The "epoch of reforms" in the 1990s had its impact on Russian media education too.

Now Russian Association for Film & Media Education has not got the financial support of the State. But this Association initiated the number of successful projects (International media education conferences in Tashkent (1990) & Moscow (1992) and Taganrog (2001), Russian-British Media Education seminar (1992, 1995), the special courses for media teachers, Internet web-sites, etc. Another example of a recent media education project is a summer media literacy school in Uglich (1998-2000).

The basic directions of Association are:  Media Literacy Practice in School & Universities; Media Education Projects & Presentations; Media Education School & University Programs, Teacher Training Programs; Media Education Conference & Seminars; Media Education Publications; Media Education Researches; Media Education Webs, Media Education Festivals, etc. The webs of Russian Association for Film & Media Education  are:

 www.mediaeducation.boom.ru          www.medialiteracy.boom.ru

These web-sites inform about the history, theory, methods and projects of Russian media education.

Federation for Internet Education

Federation for Internet Education was born in April 2000. The main goal of this non-commercial organization is the development of Russian education system through Internet technologies.  The Observation Council of this Federation includes Vice-prime minister of Russia V.Matveenko, Minister of Education V.Filippov, Head of Russian petroleum company M.Shodorkovsky. The members of Coordination. Council of this Federation are: V.Savinykh, S.Andreeva,  A.Asmolov,  Y.Grymov, A.Ermolin, A.Kiselev, S.Monakhov, E.Polat, S.Tsymbalenko, E.Yastrebtseva and other (Ministry of Education officers, university & schools’ directors & professors). Internet projects of this Federation give  opportunities for Russian people (main target audiences are: school children, students, teachers, librarians, disadvantaged groups) to the access for modern awareness and educational technologies. Federation wants to create the unit educational environment for more open and effective pedagogical system in Russia.

Russian petroleum company “UKOS” began a new project of Federation for Internet Education:   “Generation.ru” two yeas ago. This project will create the new Centers for Internet Education in 50 Russian regions. 250,000 of Russian teachers will have the Internet Education training in this centers in the course of next 5 years. These Internet-literate teachers will chare their skills with 10 millions of Russian school children from different regions.

Federation for Internet Education has special methods for the development of  Regional Internet Centers. Federation spends about  2-2, months for the creation of a Center.   All of these Centers can accept more than 40 Russian teachers for one educational course.   All of these Centers have modern PC’s with on-line Internet possibilities. Every  Regional Center for Internet Education (Moscow, Petersburg, Voronezh, Samara, Tomsk, Krasnoyarsk, Novosibirsk,  Barnaul, V.Novgorod, Belgorod, Irkutsk, Bryansk, Rostov on Don, Saransk, Stavropol, Tambov, Tumen  and others) can prepare 1000 Internet literate teachers every year.

The conferences for Internet Education are the important part of Federation’s work. For example, conferences “Information Technologies & Education” and others.

The basic part of the programs for Internet education was created Moscow Center of Internet Education (the main programs are: “Internet Technologies for Teachers”, “Methodologist of Internet Education”, “Tutor of Internet Education”, “Information Technologies’ Use in the Management of Education”, “Internet for the Manager in the Social Area”, “Manager of a Regional Center for Internet Education”, etc.

Federation for Internet Education created web-project “Teacher.ru” for all Russian educators.  Every teacher, professor, education manager can send his pedagogical article, book, program in ths web-site. Every teacher can use Internet Pedagogical Forum possibilities, etc. Another projects of Federation for Internet Education are: “Parent.ru” and “Teenager.ru”.

The web of Federation for Internet Education is:  www.fio.ru

Russian Academy of Education (Laboratories for Screen Arts & Media Education)

The Laboratory for Media Education (the head is Dr.A.Jurin) and the Laboratory of Screen Arts (the head is Dr.L.Bagenova) as the departments of the Russian Academy of Education (Moscow) published the programs and literature concerning Film & Media Education.  The key themes of these media education programs are “media language”, “media audience”, “media perception”, “media category“, “media technology”, “esthetic qualities of media text”, “media representation”, “media agency”, etc.

The webs of Laboratory of Media Education (Russian Academy of Education) is:

www.mediaeducation.ru  

The web of research Group “School Media Library”  is  www.ioso.ru/scmedia

Open Society Institute (Soros Foundation, Moscow Office) & Project Harmony (Moscow Office)

            Open Society Institute has the special program for the establishment of Internet Centers at the 33 main Russian universities (including Moscow, Nyzhny Novgorod, Samara, Rostov-on-Don, etc.). Some  other American non-commercial foundation & organization have the Internet programs also. For example, “Project Harmony” Program: education and access for Internet, grants for Internet Educational projects, seminars for Internet Education, etc.

Web of Open society Institute (Moscow) is: www.osi.ru

Web of “Project Harmony” is:  http://iatp.projectharmony.ru                    

Teacher education and training (pre-service and in-service)

Pre-service teacher’ media education has existed in Russia (Pedagogical Universities in Kurgan, Tver, Voronezh, Rostov, etc.) since the 1960’s.  For example, a course in media education has been offered in the Taganrog State Pedagogical Institute since 1981. Its students are trained to teach media education classes in schools. To fulfill diploma requirements some of them write reviews and assays on themes of media literacy.  Some special media education courses (or short seminars) exist also for in-service Russian school teachers (Moscow, Kurgan and so on). Since 2000 the Federation for Internet Education began Internet training courses for Russian teachers in many Russian regions.

Reality bites: as a rule, only some Russian teachers want to use media & Internet equipment in their lessons. It is not typical that Russian teachers of Humanities (Russian Language, Literature, History, Arts, Ecology, etc.) are eager to integrate media education (including Internet Education) into their lessons. The salary of an ordinary Russian teacher is very small (about $20-$30 per month). That’s why young men do not choose this profession. So about 90% of Russian teachers are women, and the majority is middle-aged women. Russian women have a lot of home & family chores to do. And they think about media/Internet literacy in the class: “It is an additional job for me. I don’t want to do it because I don’t get paid additional money for it”.

Theoretical position and frameworks

I can generalize Russian models of media education into the following types: 1) educationally-informational models (the studies of the theory and history of media & media language); 2) instructionally-ethical models (study of moral, philosophical problems on the media material); 3) developing models (social & cultural development of a creative person in aspects of perception, imagination, visual memory, interpretations, analysis, critical thinking, etc.); practical models (Internet & computer training, media practical use training, etc.) (Penzin, 1987; Sharikov, 1990; Usov, 1993, Spitchkin, 1999; Zaznobina, 1999; Fedorov, 2001).

I can distinguish also some of the Russian media literacy’s principles: development of the personality (the development of media perception, aesthetic consciousness, of creative capabilities, of individual critical thinking, analysis, etc.) in the process of study; the connection of theory with practice; transition from training to self-education; connection of training with life; consideration of individual peculiarities of students.  The main functions of media literacy are the following: tutorial, adaptational, developing and controlling. The tutorial function presupposes the understanding of the theories and laws, the adequate perception and critical analysis of a media work, capability to apply this knowledge in other situations, logical capability. Adaptational function manifests in initial stage of communication with media. The developing function implies the development of creative, analytical and other capacities of personality. Task controlling functions - the providing conditions for the analysis of media works (Penzin, 1987; Sharikov, 1990; Spitchkin, 1999; Usov, 1993, Fedorov, 2001, etc.).

Here are the main stages of my Media Education Model (Fedorov, 1989; Fedorov, 1999, Fedorov, 2001):

1) Verification module (the determination of the levels of students' media development and level    of media perception);

2) Module of practical creation & perception (mastering creative abilities on the media material and the formation of the media perception of the structure of media texts (including Internet sites);

3) Module of analysis (the development of abilities of analysis in the sphere of media);

4) Module of media history (acquaintance with main events in the media culture history, with the contemporary social & cultural situation);

This model includes the cycle of creative practical exercises in the field of media: 1)writing of verbal texts (plans, scenarios, articles, including texts for Internet sites); 2) practical creation of media audiovisual media texts (including Internet pictures and photos); 3) “post-production works” (Fedorov, 2001).

Resources (textbooks, materials, technology)

The Moscow publishing houses have published many media literacy books for schoolchildren & teachers. Articles about media education were published in magazines “Alma Mater”, “Pedagogic”, "Cinema Art", "Specialist", "Cultural & Information Work", etc. One of the main media education source is a scientific research. The first Ph.D. dissertations devoted to the problems of media literacy emerged else in the '1960s-'1970s (O.Baranov, Y.Rabinovich, I.Levshina, S.Ivanova, S.Penzin, U.Usov, etc.). First dissertations devoted to the media education of pupils opened the way for the investigation on the media education problem in Russian universities. The most notable works on the media education theme in universities emerged in the 1980s – 1990s  (S.Penzin, S.Odintsova, A.Fedorov, etc.).  First works touching the problems of the new media education (including Internet Literacy) were written in the end of 1980’s - middle 1990’s (A. Sharikov, A.Fedorov, L.Zaznobina, E.Yastrebseva)

Since the mid 1960s Russian educators  (U.Usov, S.Penzin, A.Sharikov, A.Spitchkin, L.Zaznobina,, E.Yastrebtseva  and others) have publishes dozens of programs on media & Internet education. I can distinguish the following types of the tutorial media education programs (basic education, distance & Internet education, combined education):

- programs for the future professionals in the field of media:    screen-writers, directors, camera-men, film-critics, etc. (L.Zaitseva, K.Isaeva,  I.Waisfeld, I.Trutko, M.Vlasov,  R.Urenev and others);

- programs for secondary schools (L.Bagenova, E.Bondarenko, A.Jurin, U.Usov, U.Rabinovich, L.Zaznobina, A.Sharikov, E.Yastrebtseva, etc.);

- programs for universities and colleges, including pedagogical institutes, the institutes of the  teacher training institute (E.Gorbulina, O.Nechai, S.Penzin, G.Polichko, U.Usov, A.Spitchkin, A.Fedorov, etc);

-  programs for the complementary education of the audience  in  centers of the aesthetic and Internet education (sorts of “community centers”): I.Grachenkova, E.Yastrebtseva, Y.Bykhovsky, etc.

According to the types of media education's models these programs can include the history and theory of media, creative, practical, games, discussions. As to the typology of the tutorial material of programs, they can be linearly or spirally (Penzin, 1987; Sharikov, 1990; Usov, 1993; Fedorov, 2001).  

Teacher’s school context & available support

The Status of Media Education is not strong in modern Russia. General National Curriculum for Media Education does not exist yet. Still media education in Russia is a compulsory part of the basic education in some secondary schools. Media education elements take place at different lessons in Russia: Informatics, Language, Arts, History, Literature, etc. (plus extra-curriculum media work – school radio & newspapers, including Internet papers). As media education is not an obligatory separate course, pupils do not take final examinations in it. School inspectors basically seldom talk with Russian teachers about media & Internet teaching (because for the most part they do not know what  media education is about). But some school principals encourage the application of media & Internet education.

Media education is a cross-curricular subject integrated in traditional subject (Languages, History, Arts, etc.). But media education is also an independent option for specific lessons in some Russian schools & universities. Russian teachers prefer audiovisual media to print media, but only less part of Russian teachers can use the Internet because of hard economic situation in the state. Russian school authorities have limited financial resources for expansion of the new media in schools. Many Russian secondary schools have a special “computer class”. But these personal computers, as a rule are out-dated, and many schools don’t have Internet acce That’s why the impact of computer-based media on methodologies and the organization of Russian schools is limited.

Many Russian teachers think that media literacy is a traditional education with the help of technical media resources. Media language is seldom a subject of  school lessons. Russian teachers comment on the difference between  traditional teaching and media teaching in this way: “Media teaching is effective for the development of consciousness” (20%); “Media teaching is an effective means of communication & information” (10%);  “Media teaching is a more effective means of education” (20%); “Media teaching is a more informative means of education” (30%); “Media teaching is effective for development of aesthetic perception” (10%).  Russian teachers see the long-term media aims for their pupils in the development of pupils’ personality, critical & aesthetical consciousness (“I want to develop pupils’ critical consciousness”, “The pupil must distinguish between the true & false information”, “The pupil must learn to use Internet “, “I want to develop pupils’ personality, including aesthetic aspects”, “I want my pupils to become more media literate”).

General conclusions: issues and problems

My researches revealed that as media & Internet education is not yet an obligatory component of the state Russian schools program, lots of teachers (especially older generation) do not implement it. It should be noted that actually it is even worse: the large majority of teachers have no idea about the existence of media & Internet education or what it is about.

Well, some school teachers use media in their classroom just as an illustration for the lesson’s theme. A media text is not a matter of study in that case. And only few teachers do try to integrate elements of media literacy. For the most part, these are “advanced”, interested, competent teachers who graduated from Teacher Training Institutes where special course on media & Internet literacy was taught and who have an access to quality resources including theoretical books, textbooks, model lessons or magazines on media and Internet literacy.  The interviewed teachers follow the “Popular Arts paradigm” and Critical paradigm”. Sometimes their attitude to media education is a synthesis of these two paradigms.

In contradiction to some other countries (for example, the USA), the school education is centralized in Russia. The Ministry of Education works out the national basic school program, the one and compulsory for all schools. The number of elective subjects is very small compared to the obligatory ones. As I have already mentioned, the state educational curriculum does not include media literacy. Some institutions take media literacy initiations: the laboratory of media education of Russian Academy of Education (Moscow) wrote experimental educational standards on media education at schools (integrated into the curriculum), the Kurgan Teacher Training Institute uses its own programs of media education (Spitchkin, 1999). However these innovations are realized just in relatively few schools. That is why the development of media & Internet literacy in Russia depends on the individual efforts of teachers (relatively young as a rule), who try to integrate media & Internet education in different subject areas or conduct extra-curricular classes (or clubs) on media culture.

The major barrier that impede the development of media & Internet education in Russia is a poor technical equipment of schools. As a rule there are no  modern computers, DVD-players or video cameras at schools. The Ministry of Education is aware of this problem and in future promises to provide technological resources in the areas of sound,  video & Internet equipment (for example with the help of Federation for Internet Education), but currently teachers have relatively few opportunities to use the digital technological advances at their lessons.

One of the institutions that provide assistance for the media literacy is Russian Association for Film & Media Education. Teachers and university professors who joined it write doctors’ thesis on  media & Internet literacy, elaborate models of media education, curriculum materials for schools and universities, publish books (Fedorov, 1989,1999 and 2001; Penzin, 1987; Sharikov, 1990; Spitchkin, 1999; Usov, 1993 and others), provide workshops and seminars on media education. These efforts are aimed at developing pupils’ and students’ personality – developing an appreciation and aesthetic understanding of the media creativity, critical thinking and ultimately, critical autonomy.

Teachers that I interviewed define their approach to media & Internet literacy in this way: media education is subsidiary to basic education; media & Internet education as effective means for the development of personality; media education is a new possibility for the creative games & group forms of media work;  media & Internet education is the means of active practical work with pupils.

Russian teachers report that their long-term media aims are the development of pupils’ personality, critical & aesthetical consciousness with the help of advanced media equipment, including Internet.

I think that modern Russia needs the concrete strategies of development of the media & Internet literacy projects. This strategy must concentrate their intentions not only on the technical media & Internet equipment of Russian schools but also on the new methodologies, of consuming digital images and information.  Russian education needs a productive cooperation with the Ministry of Education, Association for Media Education, Federation for Internet Education, Educational web-sites’ & CD-ROMs’ producers. Russian education needs also international cooperation for Internet and Media Literacy.

References

Fedorov, A. (1989). It is Hard to be Young: Cinema & School, Moscow: Cinema-Center.

Fedorov, A. (1999). The Cinema Art in the Structure of Modern Russian Education. Taganrog: Taganrog State Pedagogical Institute Publishing House.

Fedorov, A. (2001).  Media Education: History, Theory and Methods. Rostov: CVVR, 708 p.

Penzin, S. (1987). Cinema and Aesthetic Education: Methodology Problem, Voronezh: Voronezh University Press.

Sharikov, A. (1990). Media Education: The World & National Experiment, Moscow: Academy of Pedagogic Science.

Spitchkin, A. (1999). What is Media Education. Kurgan: Institute of Teachers Training.

Usov, U. (1993). The Basis of Screen Culture, Moscow: New School.

Yestrebsteva, E., Bykhovsky, Y. (2001). My region is the Center of  the Universe: The Development of Telecommunication & Educational Activities in the Regions. Moscow: Federation for Internet Education, 240 p.

 

CURRICULUM  VITAE

Prof. Dr. Alexander Fedorov

Kusnechna, 257-177,

Taganrog-39, 347939, Russia

Tel. 7-8634338035, 7-8634462472,

e-mail: fedor@pbox.ttn.ru      web:  www.mediaeducation.boom.ru

www.mediaeducation.ru/publ/fedorov.shtml    www.medialiteracy.boom.ru

DATE OF BIRTH : NOVEMBER 4, 1954,  RUSSIA.

Education:

UNIVERSITY/ INSTITUTE:

FIELD OF STUDY:

DATES:

DEGREE, DATES:

 

 

 

 

RUSSIAN ACADEMY OF EDUCATION, MOSCOW, RUSSIA

MEDIA-EDUCATION

1991/1992

Ph.D. Dec. 1993

INSTITUTE OF ART’S EDUCATION, MOSCOW, RUSSIA.

FILM-EDUCATION

1983/1986

Candidate of Educational Science  June, 1986

STATE INSTITUTE OF CINEMATOGRAPHY, MOSCOW (VGIK), RUSSIA.

FILM-CRITICISM, HISTORY OF CINEMA

1979/1983

M.A.,  June, 1983

TAGANROG UNIVERSITY, RUSSIA

COMPUTERS & INFORMATION

1972/1977

B.S. June, 1977

NAME OF DISSERTATION FOR DOCTOR DEGREE: «THE TRAINING SYSTEM OF UNIVERSITIES STUDENTS FOR THE AESTHETIC EDUCATION OF THE PUPILS BASED ON  THE SCREEN ARTS /CINEMA, TV, VIDEO/».

Experience:

DATES:

POSITION:                                                       

DEPARTMENT:

INSTITUTION:

MAY 1987- PRESENT

HEAD  OF THE CHAIR OF SOCIAL AND CULTURAL DEVELOPMENT OF PERSONALITY, PROFESSOR.   Courses  currently teaching: MEDIA EDUCATION, MEDIA-ARTS,  PEDAGOGIC.

SOCIAL PEDAGOGIC

TAGANROG  STATE PEDAGOGICAL INSTITUTE, TAGANROG, RUSSIA.

SEP.1983 - MAY1987

TEACHER OF MEDIA-ARTS, ARTS, MEDIA EDUCATION, AESTHETIC, PEDAGOGIC.

METHODS OF EDUCATION

TAGANROG  STATE PEDAGOGICAL INSTITUTE, TAGANROG, RUSSIA.

NOV.1980 - SEP.1983

TEACHER OF MEDIAEDUCATION

HUMANITIES

TAGANROG  SCHOOL N 28, TAGANROG, RUSSIA

JAN.1980 - NOV.1980

JOURNALIST

CULTURE

NEWSPAPER «TAGANROG PRAVDA», TAGANROG, RUSSIA

OCT.1977 - JAN.1980

COMPUTER ANALYST

COMPUTERS’

COMPUTERS’ & INFORMATION CENTER, TAGANROG, RUSSIA

ACADEMIC HONOR RECEIVED: DOCENT /1989/, PROFESSOR /1994/.

HONORS, GRANTS, FELLOWSHIPS:

Grants from Russian  Foundation for Humanities: research grants in humanities (1999-2000, 2001-2003). 

Grant from President of Russian Federation in the culture area (2002);

Grant of the Program “Russian Universities” in the humanities area (2002);

Grant from Maison des Science de l’Homme Foundation (France, 2002);

Grants from Soros Foundation (USA): 1) grant of Research Support Scheme (RSS, 2000-2002); 2)grant  for the best journalistic project (Program “Civil Society”, 1998-1999); 3) grant HESP (HESP-CDC - Curse Development Competition, 1998); 4) grant from Senior Visiting Fellows Program -ECHO (Central European University – CEU, Oct.1998); 5) grant for the best text of university lectures (1997).

Grant from Jan Vrijman Fund for the best screen synopsis (Holland, Amsterdam, 2000).

Grant from DAAD (Germany):  Senior Visiting Research Grant  (Kassel University, Jul.-Sept. 2000)    

Grant from Switzerland Scientific Foundation:  travel grant for the  International Media Education Conference (Geneva, November 2000).

Grant from Russian Ministry of Education: Research grant in Humanities (1997-2000).

Grant from MacArthur Foundation (USA): travel grant for UNESCO International Media & Media Education Conference (Paris, April 1997). 

LANGUAGES:

Fluent in Russian, Proficient in English and French.

ASSOCIATIONSMEMEBERSHIP

Member of Russian Association for Film &  Media Education, member of  Russian Union of Filmmakers , member of   CIFEJ /International  Center of Films for Children and Young People, Canada/, member  IRFCAM /International Research Forum On  Children and Media, Australia/, member of the UNESCO International Clearinghouse on Children and  Violence on the Screen, member of FIPRESCI.

PROFESSIONAL TRAVEL:

FRANCE (STRASBOURG):  COUNCIL OF EUROPE - HEARING ON INTERNET EDUCATION, SPEAKER
BELGIUM (BRUSSEL): APRIL-MAY 2001: RESEARCH TRIP FROM SOROS FOUNDATION (RSS). GREECE, MARCH 2001: INTERNATIONAL SUMMIT “MEDIA FOR CHILDREN”, SPEAKER.  SWITZERLAND, NOV. 2000: GENEVA INTERANTIONAL MEDIA EDUCATION CONFERENCE : SPEAKER.  GERMANY, JUN.-SEP.2000: RESEARCHER IN KASSEL UNIVERSITY (KASSEL). CANADA. MAY 2000: INTERNATIONAL SUMMIT OF MEDIA & EDUCATION (TORONTO) – SPEAKER. GREECE. JUN.1999: MEDIA LITERACY CONFERENCE  - SPEAKER. AUSTRIA, APRIL, 1999: UNESCO MEDIA EDUCATIONAL CONFERENCE (VIENNA) – SPEAKER.  FRANCE, MAR.1999: INTERNATIONAL ECOLOGICAL MEDIA FESTIVAL IN AURILLAC. – MEMBER OF THE  JURY.  HUNGARY, OCTOBER, 1998: RESEARCHER IN THE CENTRAL EUROPEAN UNIVERSITY (BUDAPEST).  BRAZIL MAY 1998,  UNESCO INTERNATIONAL MEDIA EDUCATION CONFERENCE (St-PAULO ). – SPEAKER.   CANADA, OCT.1997. FORUM«MEDIA & SCIENCE»(MONTREAL). MEMBER OF THE JURY.  FRANCE, APR. 1997, UNESCO INTERNATIONAL MEDIA CONFERENCE (PARIS), SPEAKER.  SWITZERLAND, OCT. 1996, GENEVA, CINEMA-FORUM.   NORWAY, JULY 1995, OSLO, VISIT TO DIRECTOR OF NORWAY MEDIA ASSOCIATION.  GERMANY, APR. 1994, OBERHAUSEN INTERNATIONAL FILM FESTIVAL: MEMBER OF THE JURY.

 

 

List of Selected Publications of Prof. Dr. Alexander Fedorov  (I have 200 articles)

 

BOOKS:

1.     FEDOROV, A. (2001). MEDIA  EDUCATION:  HYSTORY, THEORY AND METHODS. ROSTOV: CVVR PUBLISHING HOUSE. 708 P.

2.     FEDOROV, A., CHELYSHEVA,I.(2002). MEDIA EDUCATION IN RUSSIA: SHORT HISTORY OF DEVELOPMENT. TAGANROG: POZNANIE, 265 p.

3.     FEDOROV, A. (2000). METHODICAL MATERIALS: SPECIAL UNIVERSITY COURSE «ART OF CINEMA & THEATER». TAGANROG: TAGANROG INSTITUTE OF MANAGEMENT & ECONOMIC.

4.     FEDOROV, A. (1999). CINEMA ART IN THE STRUCTURE OF MODERN RUSSIAN EDUCATION. TAGANROG: TAGANROG STATE PEDAGOGICAL INSTITUTE PUBLISHING HOUSE.

5. FEDOROV, A. (1994). THE TRAINING SYSTEM OF THE STUDENTS OF THE PEDAGOGICAL INSTITUTES AND UNIVERSITIES FOR THE AESTHETIC EDUCATION OF THE PUPILS ON THE BASIS OF THE SCREEN ARTS /CINEMA, TV, VIDEO/. TAGANROG. TAGANROG PEDAGOGICAL INSTITUTE PUBLISHING HOUSE. 383 PP.

6. FEDOROV, A. (1990). VIDEO DISCUSSION: CINEMA - VIDEO - YOUTH. ROSTOV. ROSTOV  STATE BOOKS’ PUBLISHING HOUSE.

7. FEDOROV, A. (1989). IT DOES HARD TO BE YOUNG /CINEMA & SCHOOL/. MOSCOW. CINEMA-CENTER PUBLISHING HOUSE.

8. FEDOROV, A. (1989). EDUCATION OF STUDENTS BY THE MEANS OF ARTS. ROSTOV. ROSTOV STATE PEDAGOGICAL INSTITUTE PUBLISHING HOUSE.

9. FEDOROV, A. (1987) «FOR» & «AGAINST»: MOVIES & SCHOOL. MOSCOW. CINEMA-CENTER PUBLISHING HOUSE.

10. FEDOROV, A. (1983). AESTHETIC EDUCATION BY THE MEANS OF ART OF CINEMA. TAGANROG:  TAGANROG PEDAGOGICAL INSTITUTE PUBLISHING HOUSE.

 

ARTICLES IN THE MAGAZINES:

1. FEDOROV, A. (2002). MEDIA EDUCATION IN BELGIUM// PEDAGOGICA. N 1. P. 97-99.

2.  FEDOROV, A. (2002). CINEMA ART AND ART EDUCATION// PADAGOGICA. N 2. P. 21-26.

3. FEDOROV, A. (2002). MEDIA EDUCATION IN CANADA// higher EDUCATION IN RUSSIA. n 1. P. 116-118.

4. FEDOROV, A. (2002). RUSSIAN CINEMA: VERY SHORT STORY//TOTAL DVD. N 5. P. 38-45.

5. FEDOROV, A. (2002). MEDIA EDUCATION  in accordance with s.n.pENZIN //pENZIN S.N. VORONEZH STATE UNIVERSITY. P. 21-30.

6. FEDOROV, A. (2001). A RUSSIAN PERSPECTIVE// EDUCOMMUNICATION (BELGIUM).  N 55. P. 92-95.

7. FEDOROV, A. (2001). MEDIA AND MEDIA EDUCATION(co-author: A.Novikova)// ALMA MATER. N 11. P. 15-23.

8. FEDOROV, A. (2001). VON DER FILMPADAGOGIK ZUR MEDIAENPADAGOGIK//MERZ (MEDIEN + MERZIEHUNG,  GERMANY). N 4.  P. 256-261.

9. FEDOROV, A. (2001). MEDIA EDUCATION IN FRANCE// ALMA MATER . N 3, P. 46-47.

10. FEDOROV, A. (2001). PROBLEMS OF AUDIOVISUAL PERCEPTION// ART & EDUCATION.  N 2. P. 57-64.

11. FEDOROV, A. (2001). THE SHORT HISTORY OF MEDIA EDUCATION IN RUSSIA//PROBLEMS OF  EDUCATION OF HUMANITIES’ UNIVERSITIES IN THE FOCUS OF MODERN INFORMATION THECHNOLOGIES. – TAGANROG:  TAGANROG  PEDAGOGICAL INSTITUTE PUBLSHING HOUSE. – P. 74-77.

12. FEDOROV, A. (2001). MEDIA EDUCATION AS ONE OF THE WAY OF HUMANITIES’ EDUCATIONAL PROCESS// HUMANITARIAN CULTURE OF THE SPECIALIST. – TAGANROG: INSTITUTE OF MANAGEMENT AND ECONOMICS,  P. 188-194.

13. FEDOROV, A. (2001). MEDIA EDUCATION AS ONE OF THE WAY OF LEISURE-TIME’S ORGANIZATION OF THE ACTIVITY OF STUDENTS & YOUTH: THE SHORT HISTORICAL ESSAY// TEORETICAL & PRACTICAL PROBLEMS OF SOCIAL PEDAGOGIC. – TAGANROG: TAGANROG  PEDAGOGICAL INSTITUTE PUBLSHING HOUSE. – P. 65-85.

14. FEDOROV, A. (2001). DATA/VIDEOSPILL: MEDIEVOLD OG TENARINGER// MEDIA I SKOLE OG SAMFUNN/NORWAY.  N2. -  P.41.

15. FEDOROV, A. (2001). RUSSISK MEDIEUNDERVISNING I INFORMAJONS-ALDEREN// MEDIA I SKOLE OG SAMFUNN/NORWAY.  N 1. -  P.36-37.

16.   FEDOROV, A. (2001). VIOLENCE ON THE TV AND RUSSIAN YOUTH//JOURNAL OF RUSSIAN FOUNDATION FOR HUMANITY. N 1. P. 131-145.

17.  FEDOROV, A. (2000). THE DIGITAL MEDIA CHALLENGE & RUSSIAN MEDIA EDUCATION//PEDAGOGY AND MEDIA: THE DIGITAL SHIFT. GENEVA: ICEM-CIME. P. 21.                          

18. FEDOROV, A. (2000). EN SAMMENLIGNENDE ANALYSE MELLOM TYSKLAND OG RUSSLAND//MEDIA I SKOLE OG SAMFUNN/NORWAY.  N 4. -  P.38-41.

19. FEDOROV, A.(2000). VIOLENCE IN RUSSIAN FILMS AND PROGRAMMES//              INTERNATIONAL CLEARINGHOUSE ON CHILDREN AND VIOLENCE ON THE SCREEN/UNESCO.  N 2.  P.5.

20. FEDOROV, A. (2000). MEDIA EDUCATION IN RUSSIA: PAST AND PRESENT//INTERNATIONAL CLEARINGHOUSE ON CHILDREN AND VIOLENCE ON THE SCREEN/UNESCO.  N 2.  P.7.

21. FEDOROV, A. (2000). CINEMA-ART IN THE STRUCTURE OF RUSSIAN MODERN ARTS EDUCATION/ INTERNATIONAL RESEARCH FORUM ON CHILDREN AND MEDIA/AUSTRALIA. N 9. P. 5.

22. FEDOROV, A. (2000). RUSSIAN TEENAGERS AND VIOLENCE ON THE SCREEN: SOCIAL INFLUENCE OF SCREEN VIOLENCE FOR THE RUSSIAN YOUNG PEOPLE/ INTERNATIONAL RESEARCH FORUM ON CHILDREN AND MEDIA/AUSTRALIA.  N 9.  P. 5.

23. FEDOROV, A. (2000). FILMMAGASINER I RUSSLAND. MEDIA I SKOLE OG SAMFUNN/ NORWAY. N 2, 45-47

24. FEDOROV, A. (2000). SUMMIT 2000:CHILDREN, YOUTH, AND THE MEDIA BEYOND THE MILLENIUM. MEDIA I SKOLE OG SAMFUNN/ NORWAY. N 2, 6-8.

25. FEDOROV, A. (2000) VIOLENCE ON THE SCREEN. VSTRECHA. N 9,  16.

26. FEDOROV, A. (2000) THE TERMINOLOGY OF MEDIA EDUCATION. ART & EDUCATION. N 2, 33-38.

27. FEDOROV, A. (2000). UNGDOM OG RUSSISK FILMVOLD. MEDIA I SKOLE OG SAMFUNN/ NORWAY. N 1, 16-23.

28. FEDOROV, A. (2000). STUDENTS’ PERCEPTION OF MEDIA SCREEN ARTS. SCIENCE & EDUCATION OF TRANS-URAL. N 1, 190-193.

29. FEDOROV, A. (2000). CINEMA & EDUCATION. VSTRECHA. N 1, 20.

30. FEDOROV, A. (1999). VOLD PA SKJERMEN: SOCIAL PAVIRKNING PA RUSSISK UNGDOM. MEDIA I SKOLEN /NORWAY. N 5, 37-39.

31. FEDOROV, A. (1999). CINEMA ART IN THE STRUCTURE OF RUSSIAN MODERN MEDIA EDUCATION //EDUCATING FOR THE MEDIA AND THE DIGITAL AGE. VIENNA: AUSTRIAN FEDERAL MINISTRY OF EDUCATION AND CULTURAL AFFAIRS & UNESCO,  100-105.

32. FEDOROV, A. (1999). MEDIA EDUCATION IN RUSSIA //EDUCATING FOR THE MEDIA AND THE DIGITAL AGE: COUNTRY REPORTS. VIENNA: AUSTRIAN FEDERAL MINISTRY OF EDUCATION AND CULTURAL AFFAIRS & UNESCO,  93-95.

33. FEDOROV, A. (1999). THE CINEMA MARKET: WHAT ABOUT RUSSIA? CANADIAN JOURNAL OF COMMUNICATION. VOL. 24, 141-142.

34. FEDOROV, A. (1999).ADVANCED COURSE FOR FINAL YEAR UNGRADUATED STUDENTS – THE MASS AND INDIVIDUAL TERROR IN THE MIRROR OF THE RUSSIAN CINEMA-ART// INTERNATIONAL RESEARCH FORUM ON CHILDREN AND MEDIA/AUSTRALIA. N 8, 16.

35. FEDOROV, A. (1999).THE RIGHTS OF THE CHILD AND THE PROBLEM OF VIOLENCE ON THE RUSSIAN SCREEN// INTERNATIONAL RESEARCH FORUM ON CHILDREN AND MEDIA/AUSTRALIA. N 8, 16.

36. FEDOROV, A. (1999).RUSSIAN TEENAGERS AND VIOLENCE ON THE SCREEN// INTERNATIONAL RESEARCH FORUM ON CHILDREN AND MEDIA/AUSTRALIA. N 8, 10.

37. FEDOROV, A. (1999).CINEMA-ART IN THE STRUCTURE OF RUSSIAN MODERN ARTS EDUCATION// INTERNATIONAL RESEARCH FORUM ON CHILDREN AND MEDIA/AUSTRALIA. N 8, 10.

38. FEDOROV, A. (1999). THE CREATIVE TASKS IN THE SYSTEM OF EDUCATION OF FUTURE TEACHERS ON THE MATERIAL OF SCREEN ARTS// SCIENCE AND EDUCATION OF TRANSURAL. N 3-4, 124-127.

39. FEDOROV, A.(1998).THE MASS AND INDIVIDUAL TERROR IN THE MIRROR OF THE RUSSIAN CINEMA-ART: THE PROGRAM OF ADVANCED COURSE FOR UNDERGRADUATE STUDENTS. TAGANROG: TAGANROG PUBLISHING HOUSE.  32 PP.

40. FEDOROV, A. (1998).KANADISK MEDIE-KUNNSKAPSBOK//MEDIA I SKOLEN.N4, 39.

41. FEDOROV,A.(1998).SCREENING IMAGES//MEDIA I SKOLEN. N 5, 58-59.

42. FEDOROV, A.(1998). THE PROBLEM OF AESTHETIC EDUCATION OF STUDENTS’ YOUTH ON THE SCREEN ARTS’ MATERIAL /PSYCHOLOGICAL & PEDAGOGICAL PROBLEMS OF THE PERSONALITY’S FORMATION IN EDUCATION SYSTEMS. MOSCOW: PUBLISHING HOUSE OF INTERNATIONAL  ACADEMY OF EDUCATION, 129-138.

43. FEDOROV, A.(1998). MEDIEUDERVISNING FOR RUSSISKE STUDENTER. MEDIA I SKOLEN/NORWAY, N 3, 40.

44. FEDOROV, A.(1998).MEDIA EDUCATION OF RUSSIAN STUDENTS ON THE MATERIAL OF THE MEDIA-SCREEN ARTS. REVISTA DE CIENCIA E TECNOLOGIA: INTERNATIONAL CONGRESS ON COMMUNICATION AND EDUCATION/BRAZIL. SAO PAULO, N 2, FILE 003.

45. FEDOROV, A.(1998). MONTREAL: FESTIVAL OF TELESCIENCE. AUDIENCE/ U.S.A. N 199,  21.

46. FEDOROV, A.(1998).FROM BOARDING SCHOOL TO NUTHOUSE. AUDIENCE/U.S.A.  N 199, 19-21.

47.  FEDOROV, A.(1998).THE YOUTH CINEMA-WAVE: HIGH TIDES & LOW TIDES// VSTRECHA/MOSCOW: CULTURE-PROSVET.RABOTA. N 1, 26.

48.  FEDOROV, A.(1998).TV - CINEMA: THE SCORE 10:0?//VSTRECHA/MOSCOW: CULTURE-PROSVET.RABOTA. N 5,  13.

49.  FEDOROV, A.(1997).THE CINEMA AND TV PREFERENCES OF RUSSIAN STUDENTS. LES JEUNE ET LES MEDIAS DEMAIN: PROBLEMSTIQUES ET PERSPECTIVES/FRANCE. PARIS. UNESCO-GRREM PUBLISHING HOUSE, 16.

50.  FEDOROV A.(1997).THE ART-EDUCATION OF STUDENTS ON THE MATERIAL OF SCREEN ARTS. PSYCHOLOGY AND PEDAGOGIC IN THE SYSTEM OF PROFESSIONAL EDUCATION. TAGANROG:  TAGANROG RADIO-TECHNOLOGY UNIVERSITY, 85-87.

51.  FEDOROV, A.(1997).YOUNG PEOPLE AND MEDIA: PROBLEMS AND PERSPECTIVES. VSTRECHA/MOSCOW: CULTURE-PROSVET.RABOTA. N 11, 44.

52.  FEDOROV,A.(1997).UNGDOM OG MEDIER I MORGEN: PROBLEMER OG FREMTIDSUTSIKTER. MEDIA I SCOLEN/NORWAY. N 3, 12-13.

53.  FEDOROV,A. (1997).THE UN’S NEW MEDIA MOVEMENT.AUDIENCE/USA.N 196, 40.

54.  FEDOROV, A.(1997).AMERICA, AMERICA. CINEASTE/USA. VOL. XXII, N 4, 62.

55.  FEDOROV, A.(1996).FESTIVAL OF GENEVA. AUDIENCE /USA. N 192,  9.

56.  FEDOROV, A.(1996).THE BASIC FORMS AND WAYS OF TRAINING THE FUTURE TEACHERS FOR AESTHETIC EDUCATION OF  SCHOOL’S PUPILS. THE PROBLEMS OF EDUCATION IN THE RUSSIAN AND FOREIGN SCHOOLS. TAGANROG:  SECTION OF ACADEMY OF PEDAGOGIC AND SOCIAL SCIENCE, 110-119.

57.  FEDOROV, A.(1996). THE TALL BLONDE IN AMERICAN BOOT. VIDEO-ACE PREMIERE.  N 33, 134-135.

58.  FEDOROV, A.(1996) DEN RUSSISKE REGISSOREN NIKITA MIKHALKOV. MEDIA I SKOLEN/NORWAY. N 1,  25-32.

59.  FEDOROV, A.(1996). VIDEOPIRATES . AUDIENCE/ USA. N 187,  2-4.

60.  FEDOROV, A.(1996).CRIME ON THE RUSSIAN SCREEN. AUDIENCE/ USA. N 186,      14-16.

61.  FEDOROV, A.(1995).A NIGHTMARES ON FRIDAYS AND OF THE OTHER DAYS. VIDEO-ACE PREMIERE. N 26, 142-143.

62.  FEDOROV, A. (1995).THE ROAD IS EVERYWHERE FOR YOUTH. VIDEO-ACE PREMIERE.  N 25, 90-91. N 26, 58. N 27, 104-105.

63.  FEDOROV, A.(1995).RUSSISKE STUDENTERS KINO-OG TV-PREFERANSER. MEDIA I SKOLEN/ NORWAY. N 4, 54-56.

64.  FEDOROV, A.(1995). RETROSTYLES. AUDIENCE / USA. N 185,  14- 16.

65.  FEDOROV,A. (1995).FILM & TV - THE FEATURES OF MASS CULTURE. AUDIENCE/ USA.  N 184, 40-41.

66.  FEDOROV, A.(1995). CINEMACLUBS YESTERDAY & TODAY. AUDIENCE /USA.  N 183,  15- 17.

67.  FEDOROV, A.(1995). A LA HITCHCOCK, LELOUCH, CHRISTIE & VADIM. AUDIENCE. N 182,  4-7.

68.  FEDOROV, A.(1995). THE OUTSIDERS: TWO FILMS BY SERGEI BODROV. AUDIENCE /USA. N 181,  27-28.

69.  FEDOROV, A.(1995). UNDER THE ROOFS OF PARIS. AUDIENCE /USA. N 181, 24-26.

70.  FEDOROV, A.(1995).FANTASY, PROPHECY, PARODY {PERHAPS}.AUDIENCE /USA.    N 180,  13-17.

71.  FEDOROV, A.(1994). OBERHAUSEN: THE EXPERIMENTAL CINEMA LIVE. VIDEO-ACE EXPRESS.  N 28, 4-5.

72.  FEDOROV, A.(1994).THE SCREEN ARTS AND YANG SPECTATORS. THE MEANS OF COMMUNICATION AND THE PROBLEMS OF DEVELOPMENT CHILD’S PERSONALITY . MOSCOW. UNGPRESS, 55-57.

73.  FEDOROV, A.(1994). THE RUSSIAN SCREEN SINCE 1960.AUDIENCE /USA.  N 179,  20-22.

74.  FEDOROV,A.(1994). RUSSLAND: FILM ETTER FILM. MEDIA I SKOLEN/NORWAY.  N 6, 50-52.

75.  FEDOROV,A.(1994).THE TRAINING OF STUDENTS OF THE PEDAGOGICAL INSTITUTES FOR AESTHETIC EDUCATION OF STUDENT YOUTH. SPECIALIST. N 1,  15-19.

76.  FEDOROV, A. (1993). THE SCREEN ARTS AND THE STUDENT YOUTH. THE PROBLEMS OF CINEMA-EDUCATION NOW. MOSCOW.  ASSOCIATION OF MEDIA EDUCATION,  100-104.

77.  FEDOROV, A.(1993).LES DERNIERES-NEES. LES REVUES DE CINEMA DANS LE MONDE. PARIS. Ed. CINEMACTION - CORLET - TELERAMA,  136.

78.  FEDOROV, A.(1992). HVA SER VI PA I RUSSLAND?. MEDIA I SKOLEN /NORWAY.  N 5, 55-57.

79.  FEDOROV, A.(1992). RED ALERT. FILM THREAT /USA. N 6, 13.

80.  FEDOROV, A.(1992).LES GAIETES MORTELLES DE L’ARMEE ROUGE. PANORAMIQUES /FRANCE.  N 6, 116-117.

81.  FEDOROV,A.(1992).C’EST PAS DU CINEMA. PANORAMIQUES /FRANCE. N 6, 118.

82.  FEDOROV, A.(1990).THE CINEMA-PEDAGOGUES, AND NOT THE CINEMA-DILETTANTES. KINOMECHANIC.  N 12,  7-8.

83.  FEDOROV,A.(1989).CAN IT REALLY BE AN AMUSEMENT?.KINOMECHANIC.N12,5-6.

84.  FEDOROV, A.(1989). THERE IS NOT ONLY THE CINEMA IN LIFE. KINOMECHANIC. N 3, 12-15.

85.  FEDOROV, A.(1988). HELP THE PEDAGOGUES. SOV. ECRAN. N 15, 17.

86.  FEDOROV,A.(1988).THE VIDEO HALL OR VIDEO-CLUB?.KINOMECHANIC.N 10,6-7.

87.  FEDOROV, A.(1988). I CAN TALK. KINO. N 8, 12-13.

88.  FEDOROV, A.(1988). THE CINEMA EDUCATION OF YESTERDAY, TODAY AND...KINOMECHANIC. N 2,  18.

89.  FEDOROV,A.(1987).AND THE PROBLEMS ARE THE SAME.KINOMECHANIC.N7.P.2-4.

90.  FEDOROV, A.1987). THE UNSEEN MASTERPIECES: STILL OR YET? ISKUSSTVO KINO.  N 3, 87-89.

91.  FEDOROV, A.1987). THE LESSONS OF THE CINEMA. ISKUSSTVO KINO.N 1, 125.

92.  FEDOROV, A.(1985). THE STORY ABOUT THE TEACHER. KINO. N 4, 18-19. 

 FEDOROV, A.(1982). FROM THE CINEMA LESSON TO THE CINEMACLUB//CLUB. N 18, 18.