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158
A
Media literacy education
Media education in training students to provide information and psychological security
Abstract. The article substantiates the need to use media education in teaching information and psychological security to students. Here are areas of media education implementation as a means of teaching and as a subject of studying information and psychological security. Media education is designed to help the student master the media space, and is aimed at providing knowledge of the basic laws of media, as well as at the ability to understand information messages, to realize the results of their impact on the psyche and to use them to solve educational and fundamental problems, to be able to assess and provide personal information security. We are realizing two conceptual media education lines: "analytical" ("critical"), aimed at forming critical thinking among students, reflecting on the material of media resources they are interested in (media, Internet resources, computer games) and "practical" lone aimed at developing students' ability to produce their own media texts, to use media resources. For the purpose of testing the efficacy of the implementation of media education, we conducted a study in which the ability of self-management and the level of subjective assessment (control) were chosen as psychological indicators of information and psychological safety of students. The study showed that, media education can serve as a means of ensuring the information and psychological security of an individual, by developing critical thinking, forming a subjective stance, kindling interest in theoretical thinking and theoretical knowledge in the field of information security.
Keywords: media education, information and psychological security, information culture, students.
Introduction
The ongoing process of informatization and digitalization of society accounts for intellectualization of all types of human activity, as well as the creation of a brand-new information environment of the society, opening access to information sources for every person.
Information society makes new demands on the education system. Modern educational process is inextricably connected with new information and communication technologies based on the use of the Internet, telecommunications and electronic educational resources.
The main objective of education system informatization is the development of transformational results of education, as well as a high level of information culture. Besides, the information culture should be not only a combination of knowledge and skills related to the consumption and creation of information resources, but also the ability to properly internalize information [Kislyakov et al., 2016].
Along with the benefits of the society informatization, there are emerging new threats and challenges that require prompt resolution. The information environment, affecting the
P.A. Kislyakov
Russian State Social University, 24, Losinojstrovskaya, Moscow, 107150 pack.81@mail.ru
Е.А. Shmeleva
Ivanovo State University, 29, Kooperativnaya, Shuya, 155900 noc_sspu@mail. ru
consciousness, mentality of the younger generation, changes their needs, values, opportunities, social space of existence and functioning, a multipronged system of relations.
In 1983, A. N. Leontiev said: "It is vital, that there is no impoverishment of the soul when enriching with information." Leontiev meant an impersonal accumulation of knowledge, of the danger of the education system as a means to mold a person; today this theory can be interpreted differently. Way of thinking, worldview, values, spiritual, material interests influence the process of information enrichment, development of moral and semantic filter [Khvorost, 2016].
Information impacts are classified as negative if they cause psycho-emotional and socio-psychological tension, distortion of moral criteria and norms, moral and political disorientation and, as a result, abnormal behavior of individuals, groups and masses of people. Manipulation of consciousness begins and manifests itself in a seemingly real-life situation. It is especially effective during childhood and adolescence, against the background of the human mentality formation and its high instability. A fundamental aspect of controlling mental, physical and social health and health preservation at social, cultural and national levels is the ability to establish adequate behaviour while receiving the information [Khvorost, 2016].
The Internet space provides not only freedom of access to information, but also is the platform to inculcate alien to a normal person values. Therefore, the Doctrine of Information Security of the Russian Federation (Approved by the Decree of the President of the Russian Federation of December 5, 2016 No. 646) updates such threats to information security as the information impacting the population of Russia, especially young people, in order to compromise traditional Russian spiritual and moral values; the widespread use by terrorist and extremist organizations of mechanisms of information impact on individual, group and public consciousness for the purpose of generating ethnic and social tensions, inciting ethnic and religious hatred or feud, encouraging extremist ideology, and attracting new proponents to terrorist activities. The Federal Law "On the protection of children from information that is detrimental to their health and nurture" specifies the information that harms the physical, mental and intellectual development of children, namely pornographic information, as well as information that induces actions that pose threat to their life and health, capable of causing a desire to use narcotic, psychotropic and other intoxicating substances, denying family values, justifying violence or cruelty, containing obscene language.
The Internet is almost beyond the control of censorship. Hence, not only its positive opportunities, but also collateral effects. The Internet extends human freedom, providing the opportunity to obtain information that is inaccessible via other sources, and openly express opinion at a time when it is impossible to do through a newspaper, radio, and TV. But such lack of control, all at the same time, allows in the most cynical form to spread electronic pornography, fascist or sectarian ideas, including those that are of apparently satanic orientation. The resources that openly encourage terror, national and racial enmity, incite religious conflicts, and extremism have found fertile ground on the Internet. The sites that advocate xenophobia, and offer recommendations on where and how to deal with foreigners are by no means are uncommon nowadays. There are suicides clubs, drug addict clubs, clubs that train rookie terrorists on the Internet. In those clubs one can order own death, buy weapons, learn how to properly select drugs. Those threats are of information and psychological nature and have a destructive effect causing disorientation in most people, especially in children and youth, resulting in an increase of social troubles, the growth of addictions, the criminalization of the social environment, and the deterioration of the social health of society [Kislyakov et al., 2015; Grigorova, 2006; Knizhnikova, 2017; Machenin, 2014].
Given the circumstances, the education system faces the goals of training the individual to provide information and psychological security, which in general terms can be described as a state of mental protection from the impact of negative information factors that threaten to deform consciousness and conduct. Provision of information and psychological security implies the
awareness by the individual of the negative information and psychological effects, as well as the skills for information and psychological self-defense [Ezhevskaya, 2011; Tylets, Krasnyanskaya, 2017; Shmeleva et al. 2017]. To be properly protected from information impact, trainees need to know the goals, techniques and means of contemporary manipulation by people's consciousness and be able to control the degree of their dependence on external influences. Consequently, information technologies in the educational process should act both as a learning tool and as a subject of study.
The influence of information on personality is studied by G.V. Grachev, S. Livingston, I. Melnik, S. Peipert; the information security system of school students in an educational institution has been proposed in a study by N.I. Sattarova; I. Morev, A.V. Fedorov, A.V. Sharikov are engaged in the study of issues pertaining to information security in the application of educational communication technologies. The aspects of information security of a school student are explored in the works of T.A. Malykh, and N.A. Perelomova.
G.V. Grachev believes that the psychological security of the individual is a state of the protection of mentality from the impact of diverse information factors that hinder or impede the formation and functioning of an adequate information-oriented basis of human social behavior and, in general, life-sustaining activity in modern society, as well as an adequate system of its subjective (personal, subjective-personal) relations both with the world around him and with himself [Grachev, 1998]. T.A. Malykh defines the information security of a school student as a pedagogically oriented process of developing a child's knowledge of the information threat and the ability to resist it to minimize the consequences of mental and moral impact. To successfully implement this process, a complex of pedagogical activities is essential, namely the organization of interaction between a teacher and students based on the principles of pedagogy of humanism, the teacher's readiness to accept the stance of a child, respect for the student's self-reliance, which in turn entails the need for targeted theoretical training of teachers on the issues of information security [Malykh, 2016].
Today, within the formation of information culture, information security of an individual, the so-called media education is under implementation both in our country and abroad. It is aimed at the specific study of the language of various media (television, radio, press, the Internet).
The combination of the goals for training an individual to ensure information and psychological security and the system of pedagogical education reflects its dual nature. The university should create conditions to train students, future teachers, to ensure personal information and psychological security. A graduate who has mastered the educational program on pedagogical education, being a teacher, is called upon to provide information and psychological safety for school students. The expertise of teachers in the field of information and psychological security depends on how much school students are prepared for a safe life in a modern society. It is this dualism that distinguishes the pedagogical education from any other education and calls for seeking new approaches in the professional training of pedagogical personnel, including the formation of appropriate information and psychological competence.
The need for the formation of information competence in future educators, which contributes to the provision of information and psychological security, was specified by the Federal State Educational Standard in the field of Pedagogical Education. So, among the general cultural competencies of a graduate are "the ability to understand the essence and importance of information in the development of the modern information society, to realize the dangers and threats arising therein, to comply with the basic requirements of information security, including protection of National Security Information."
The implementation of the educational process within the Federal State Educational Standard framework provides for extensive use of active and interactive forms of managing classes along with out-of-class work. Indeed, there is ample evidence that training in information
and psychological security issues is effective and achieves the set goals under the condition that the students:
- are open for training and are actively involved in relationships and cooperation with other participants in the educational process;
- they get an opportunity to analyze their activity (reflection) and realize their creative potential;
- are able to get prepared for the solution of security tasks, which they are likely to confront in real-life situations and professional activities.
The following didactic possibilities of information technologies are part and parcel of the educational process:
- providing the subjective standpoint of a learner, assuming his involvement in active participation of goal setting, planning, assessment of the results of his activities;
- shifting the emphasis from training to learning, which means focusing on a student's independent work shifting from mechanical accumulation of knowledge to mastering the ability to independently acquire new knowledge;
- focusing on creative processing of new educational information, providing for the existence of special class assignments for the development of research, creative, and mental abilities;
- the choice of an individual educational course;
- availability of educational materials at any time.
Materials and methods
The methodological basis for students studying the issues of information and psychological security was the approaches of media education. At the same time, we are realizing two conceptual media education lines, identified by A.V. Fedorov: "analytical" ("critical"), aimed at forming critical thinking among students, reflecting on the material of media resources they are interested in (media, Internet resources, computer games) and "practical" lone aimed at developing students' ability to produce their own media texts, to use media resources [Fedorov, 2014].
The structural basis of the technique for the development of critical thinking constitutes the basic model of the three stages - "challenge-awareness-reflection". At the stage of "challenge" actual knowledge and ideas about the subject are elicited [Halpern, 2000]. At the stage of "awareness" a student acquires new information. The student gets an opportunity to think about the nature of the object being studied, learns to formulate questions as the old and new information are correlated. At this stage a student adopts own standpoint. Finally, at the stage of "reflection," students consolidate new knowledge and actively rebuild their own primary ideas in order to include their new concepts. As a result, there is an "acquisition" of new knowledge and the formation of its own well-reasoned idea about the subject. Within the "analytical concept" of media education, students perform an analysis of information resources, including those placed on the Internet, for their destructiveness and manipulative characteristic. At the same time, we use the information resource analysis scheme developed by T.N. Le-Van. When performing the analysis, students answer the following questions:
- What is presented on the site (product, service, personality, organization, way of thinking, etc.)?
- Who created this site? Whose point of view is expressed in it?
- How is our attention drawn?
- Which sign systems are used (words, pictures, photos, symbols, colors, schemes and graphics, familiar images, noises, music, etc.)?
- What rational and emotional arguments are involved in the message?
- Is the message content different from reality?
- What way of life, values and viewpoints are presented explicitly and implicitly?
- What is the purpose to create the site and who is the beneficiary? [Le-Van, 2014].
As the subject of analysis, you can offer resources placed in today's popular social networks [Morozova, 2015]. There is a lot of extremist information in social networks, as well as calls for inciting national hatred. It was through none other than the social networks that calls were circulating for organizing riots in the UK in August 2011 and in Moscow in December 2010, on the eve of and after the election of the President of the Russian Federation, in the spring of 2012. Today, the content of the main Internet resources for promoting the ideology of violence (terrorist, extremist, nationalistic and other orientation) is offensive, aggressive, and is characterized by a substantial theoretical basis, a well-thought-out spectrum of methods of controlled information and psychological impact on users [Petrov et al., 2012].
There are also resources that promote the use, manufacture, sale of narcotic and psychotropic substances, containing instructions on the manufacture of drugs, as well as resources that call for committing suicides, etc.
It is advisable that the analysis of Internet sources conducted by students has theoretical, but also social and practical significance. This is achieved by attracting students to participate in the project "Union of Information Defenders" (http://www.npszi.ru), aimed at identifying "malicious content" and assisting state bodies in the fight against it.
It should be noted that when managing students during the performance of this work, the teacher should observe the principle of information security, which consists of clear selection of Internet resources, proper distribution of emphasis and strict observance of ethical norms and boundaries of psychological and pedagogical competence.
Within the framework of the "practical concept" of media education, we are implementing project training based on the use of information technologies. At the same time, the Internet is a means of practice-oriented education, a space for designing and forming links to bring together science, education and the information environment.
Training of students in the issues of information and psychological security is realized on the basis of the interactive project training technology, developed by V.S. Stupina. The author defines this technology as "subject and subject interaction of the participants in the educational process both with each other and with the information system for the implementation of their practical activities, with the aim of solving the problem from real-life situation, obtaining the product of this activity, carried out on the basis of information and communication technologies". This technology is aimed at training students for the design of educational products as the results of their personal-oriented vocational and educational activities [Stupina, 2008].
We implement his technology in several stages. At the first stage, students perform abstractive and search or abstractive and practical work in the form of homework (mini-projects). In doing so, the student should understand that the Internet is used by him not for mere copying, but for further development, research of a particular problem. An important impetus here is the student's awareness of the need to apply his own intellectual efforts and the understanding that he and the teacher are like-minded people.
It is essential to understand that the information placed on the network sites is of different quality, including those with obsolete data, with actual inaccuracies, so the proper organization of independent work is provided with involvement of the following specialized sites:
- websites of state executive bodies (Security Council of the Russian Federation: scrf.gov.ru);
- websites of public organizations and movements (Public Opinion Foundation: fom.ru);
- information and reference systems;
- electronic periodicals;
- forums and conferences (Science and education against terror: scienceport.ru);
- thematic resources (Youth for True Internet: truenet.info);
- educational resources.
At the second stage, students, using their own material, jointly create network-based educational content using the "forum" and "wiki" technologies on social networking sites. To wit, students created a group "Security of our society" in the social network "V kontakte". Working in a virtual group, students comment, edit their own and joint written network projects, and also supplement them with visual materials (photographs, audio recordings, video recordings), conduct sociological surveys on information security issues. Also, students take part in the Internet project of the youth association of students and young academics of Russia and CIS countries "Youth for True Internet" (truenet.info). The materials posted on the site reflect an independent point of view of youth and an active students' stance, based on clearly analyzed facts and events in the field of counteracting terrorism and extremism. This type of work allows students to develop skills of interaction and creative thinking. The students common communicative space enables collective assessing of processes and results of work, as well as monitoring the development of each member of the group and evaluating student's contribution to collective work.
In addition, the Internet is used for electronic scientific conferences and seminars, which allows to improve the quality of events by attracting a wide audience for public discussion of student research papers, exchange of ideas and comments. So, we organized a conference "Psychology and safety pedagogy" in the framework of the International Students Electronic Scientific Conference "Student Scientific Forum".
The third stage is pertaining to the implementation of innovative activities, coupled with the identification and registration of intellectual property. Together with teachers, students take an active part in the work on the promotion and production of ideas. For instance, the students took an active part (in the process of writing term thesis and final papers, creative and scientific projects) in compiling databases "Social Security of Personality, Society, State: Theory and Practice of Security", "Safety of Educational Institutions", "Sociology of Security" as well as the development of a computer program "Social Security and Health Preservation of Students". The databases analyzed and systematized scientific, educational and methodological and legislative sources on ensuring the security of an individual, society and the state; developed theoretical regulations, issues of self-control, test tasks, tasks for independent work of students; a list of bibliography, a dictionary of terms in this area were also completed. The material is illustrated by drawings and diagrams, video materials reflecting the essence of social hazards, including those in the information environment.
These approaches to the implementation of media education in training students for information and psychological security were implemented by us within the "Information Security", "Social Security of the Educational Environment" and "Audiovisual Information Management Technologies" courses, as well as in the framework of extracurricular activities.
Discussion
Consequently, one of the indicators of the information culture of a contemporary person should be the ability and the desire to resist information adversely affecting his consciousness. Building up an information culture, focusing the future generation on the values of not just any information, but only on those with specific qualities; it is also possible to improve the "ecology" of the information space, getting rid of a substantial amount of harmful "junk information", as well as prevent consciousness manipulation [Mahfuth, et al., 2017; Da Veiga, Martins, 2017; Kraus, et al., 2017].
Our study is consistent with the results of European and Russian research in the field of media education. Media education is designed to help the student master the media space, and is aimed at providing knowledge of the basic laws of media, as well as at the ability to understand information messages, to realize the results of their impact on the psyche and to use them to solve educational and fundamental problems, to be able to assess and provide personal information security [Amdam, 2017; Fedorov, 2014; Pasquini, Evangelopoulos, 2017].
Students need to show time and again that the manipulation of their consciousness is carried out not only and not so much through the implementation of global projects, the application of scientific methods and the state-of-art technical means which can be hard to confront. To a greater extent, it is the result of an ongoing influence, which we do not consider a manipulation [Petrov et al., 2012; Tayouri, 2015].
For everyday protection from gradual transformation into a "zombified creature", students need to know the goals, methods and means of modern manipulation of people's consciousness and be able to control the degree of their dependence on external influences on a daily basis and in each real-life situation. Relieving consciousness from lopsided information dependence is facilitated by a critical attitude to incoming information, as well as a creative approach to professional activities [Fedorov, Levitskaya, 2017].
The level of adequate behaviour formation depends on some specific factors like degree of information and psychological attitude, decision making ability, typical behaviour [Khvorost, 2016].
Therefore, when implementing the development methods of critical thinking, students master different ways of integrating information; learn to forge their own opinions on the basis of understanding different experiences, ideas and perceptions; draw inferences and logical chains of evidence; learn to express their thoughts clearly, confidently and correctly in relation to others [Jabari, Esmaeelbeygi, 2017; Petrucco, Ferranti, 2017; Tan, 2017]. All this contributes to the mastering by students of information and media technologies and skills for successful adaptation in the conditions of an aggressive information environment and negative impacts of society, and as a result, mitigation of information and psychological causes and factors of antisocial behavior.
Results
For the purpose of testing the efficacy of the implementation of media education, we conducted a study in which the ability of self-management and the level of subjective assessment (control) were chosen as psychological indicators of information and psychological safety of students.
To study the ability of self-management, the "the ability of self-management" technique was used. The technique was developed in the laboratory of psychological problems of the higher school of the Kazan University under the leadership of N.M. Peysakhov and includes eight sequential stages that can be attributed to the content of the concept of anticipation: the analysis of contradictions, prediction, goal-setting, the formation of criteria, quality assessment, decision-making, assessment, correction.
Self-management is a purposeful change, and the goal is put by a person who manages his own forms of activity: communication, behavior, activity and emotional experiences. Self-management is a creative process, involving the creation of something new, confronting uncommon situation or contradiction. It also involves the necessity of setting new goals, seeking after new solutions and means for achieving goals.
Before the self-management system begins to develop, there should be a need for it. Such a need really arises when the habitual, previously developed ways and means of communication, behavior, and activity fail to "work", and do not lead to success. A person has a feeling of dissatisfaction with his behaviour and actions, discontent with himself. A person begins to act by "trial and error," method sorting through known and unknown approaches, techniques. When
they fail to lead to success, there is a need to shift to a rational analysis of the status quo, to the analysis of the situation, to the development of the goal and to a purposeful change (self-management) of it. From now on, the formation of self-management system starts. It includes eight sequential stages: the analysis of contradictions, forecasting, goal-setting, formation of criteria, quality assessment, decision-making, assessment, correction [Peysakhov, 1997].
As is clear from the results of the study (Fig. 1), initially students showed low indicators of self-management abilities - lower than level 2 (below-average level).
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After training
Fig. 1. Dynamics of students' self-management ability level
In general, the number of students with a low level of general ability to self-management decreased from 46% to 12%. The percentage of students with a high level of general ability to self-management increased significantly from 21% to 42%.
The level of subjective assessment, as well as the ability to take responsibility for what was going on around them and other people who depended on them, was investigated by using the "Subjective control level" technique (J. Rotter, in the adaptation of E.F. Bazhin, E.A. Golynkina, L.M. Etkind).
The study of self-assessments of people with different types of subjective assessment demonstrated that people with a low level define themselves as selfish, reliant, indecisive, unfair, fussy, hostile, insecure, insincere, dependent, irritable. Inversely, people with a high level of subjective assessment consider themselves to be kind, independent, determined, fair, capable, friendly, honest, self-sustained, unperturbed. Therefore, the level of subjective assessment is associated with information and psychological security, with social maturity and individual independence [Bazhin et al, 1984].
Fig. 2 clearly shows that as a result of the research the number of students with a low level of subjective assessment decreased from 42% to 20%. After training using the system of psychological and pedagogical support of the process of formation and development of information and psychological security of an individual, most students with a low level of subjective assessment have moved to the mid-point level group. The percentage of students with a high level of subjective assessment has increased significantly from 8% to 28%.
50
42
■
■ 20
111 ■
52
28
8
■
^ Before After
low medium high
Fig. 2. Dynamics of student's subjective control level
level
Conclusions
Summing up, media education can serve as a means of ensuring the information and psychological security of an individual, by developing critical thinking, forming a subjective stance, kindling interest in theoretical thinking and theoretical knowledge in the field of information security; whereas, the information environment can become the space with communities fostering the security values of an individual, society and the state. The main task of the teacher is to increase the information and psychological competence of students, to teach them to navigate the flow of constantly changing information, to think independently, critically and creatively. In addition, the use of media education in the educational process is an important component of teaching students for further professional activity, and in many respects predetermines its innovativeness.
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