| Abstrakt: |
From 1960 to 2019, about six hundred Ph.D. theses on media literacy education were defended in the USSR and in the CIS countries, of which about five hundred theses were defended in the XXI century. Meanwhile, the dynamics of the research defense on media education is as follows: from 1960 to 1969 - 15; from 1970 to 1979 - 22; from 1980 to 1991 - 37; from 1992 to 1999 - 38; from 2000 to 2009 - 151, from 2010 to 2019 - 324. Therefore, with the exception of some stagnation (explainable by the general decline in the number of scientific research in the CIS countries in all sciences) in the 1990s, it is possible to trace a consistent increase in the number of dissertations of media education topics (moreover, in the second decade of the XXI there were twice as many as in the first). The content analysis of the Ph.D. dissertations in the CIS countries shows that globalization trends in media culture and media literacy education have led to the fact that the traditional for the USSR priority of aesthetically-oriented media education in the CIS countries of the 21st century have been replaced by sociocultural and cultural studies. The analysis suggests that in the foreseeable future, the development of media education in the CIS countries will continue to be dominated by socio-, and cultural studies and practice-oriented models guided by corresponding theories and objectives (based on the synthesis of media material). Most likely, a small increase in the number of dissertations on the material of pre-school institutions and institutions of secondary special education is also possible. The trend of the synthesis of media education and journalism (including media criticism) is going to grow. In general, the forecast regarding the development of research on media education in the CIS countries is optimistic: the content analysis of dissertation research in the CIS countries allows to anticipate a further increase in the volume of studies (mainly due to regional research teams) related to problems of media education, media literacy, and media competence. [ABSTRACT FROM AUTHOR] |
