engleski

Addicted to media and media manipulation - Socio-pedagogical implications and prevention

The most important thing in the analysis of the role of the Internet is to detect positive and negative sides of the Internet and to make a key question: who uses the Internet and for what purpose? Demonstrations of Croatian students and revolutions in Africa and Saudi Arabia, from the beginning of 2011, were organized through Internet. Internet is not only a revolution in learning and communication, but more and more a powerful tool for manipulation, abuse and organization of demonstrations and revolutions. It is important to research and substantiate by examples its ambivalent role. The sophisticated media demands put in front of a (young) person are social risks, fear of life, and creating the prerequisites for escape from this world into the world of virtual societies. In this way, boundaries between reality and fiction are being erased, and Internet expedites those demands, especially for young people and children. Researches in EU and USA show that children spend more time in front of the three screens than in school. This article emphasizes the fact that when it comes to the Internet usage negative consequences prevail over the positive ones. These consequences are Internet bullying, loss of interest in everyday contacts with friends and family, and with the long-term surfing our brain adapts to quick and unconcentrated reading and simultaneous browsing of information, which destroy the ability to concentrate. Manipulators in search of that technologically mediated virtual reality get the „lonely crowds, where Internet is, without good reason, called the new „social network“. This work actualizes the question of media manipulations, young people and children's addiction to electronic media, and the question when (their) cares for others start to „die“with the Internet. Communication of advertising is specific because of the fact that advertisements are messages conveyed by media, and media are the system of signs and symbols. Media and advertising make an integrated communication in order to create an ideology of seduction. In this work, we will show this phenomenon on the example of integrated communication of advertising and newspaper articles. Advertisements manipulate our needs, especially the needs of children and young people, by ascribing human, symbolic values to material things. Thus they imply that differences between people are based on the differences between the products they use, and deduce man to the homo consumens. As a result, and due to the fact that the media are an important factor of (children) socialization, pedagogy is confronting the issue of dichotomy of values and uncritical usage of the media contents. The answer to such challenges can be found in a special discipline called Media pedagogy, which has a task to decode symbols and meanings of the value exchange (with the help of semiotics and the theory of symbolic interactionism) and in that way divide the educational and manipulative components. Controversies in the interpretation of media competence products from ambiguous concepts intepretitanja media literacy and media competence. Media competencies include media literacy. It involves the acquisition of skills, knowledge and familiarity with the prevention of media manipulation. Media competence implies the ability to offer critical analysis of media, while using the media as a means for independent and creative expression. In other words, it is the ability of orientation, skills assessment and constructing knowledge (eg, via a PC ...), the ability to make the world media (especially electronic media: compjuter, Internet ...) which govern signs and symbols are decoded, understood, and educational applications. Baack first introduced the concept of "communicative competence". Media competence is a central concept in media pedagogy. It includes all the capabilities of the individual within the media and information society must adopt. Since the use of media products, exchange of media messages (communications media), the media reflect and media criticism. This refers to the in formation, as well as for educators. Media competence leads to media education, media education and media literacy. Media education relies on the acquisition of media competences. Media education deals with the adoption of media literacy, media competence and mastery. The goal of media competence and the protection of private sfrere, development (self-) criticism (i), intercultural dialogue, the adoption of analytical, reflexive and ethical dimension, right to information, the instrumental and aesthetic dimensions, developing skills for using innovative media, such as new computer software -and so on ... The aim is to know to live with the media, not to dominate our media. (Through the entertainment industry, fetishisation certain commercial products, the cult of appearance and / or beauty, virtual reality ...) This new horizons media competence should lead to the development of media education, media education and media culture that are an integral part of media pedagogy in the modern media environment to prevent further spread of the process of manipulating the media. In this sense, media pedagogy is the intellectual management of the acquisition of personal competence and social values, media and communication competence, and ultimately cultural competence. It must be a critical analysis of the relationship between man and culture media. Just as the media pedagogy will be a "foreign tissue" in the analysis of various experts of modern media and new forms of communication.

manipulation; socialization of the media; media pedagogy; values; identity; media competence; symbolic

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