Media ecology and its problematic field

Stepanov V.N.

International Academy of Business and New Technologies
Moscow, Russia
E-mail: stepanov@mubint.ru

Modern mass media are actively shaping Russia's information and social space. They not only serve as tools for transmitting social information but also shape a distinct digital (virtual) reality, thereby influencing the modern worldview. Today, individuals, corporations, traditional media outlets, and entire nations (known as web presence) are represented on the internet, the information and telecommunications network.

The media space created by electronic media is a special environment in which individuals and their communities acquire a virtual dimension [28]. Social networks have become a medium for the formation of identity at all levels – individual, corporate, and international.

Currently, the Internet in Russia is actively competing with traditional media and developing methods and forms of information presentation that differ from those of traditional media. According to the indexation of the position of the Russian language in the world (the Global Competitiveness Index, the Sustainability Index in the Post-Soviet Countries), proposed by the research team of the A.S. Pushkin State Institute of the Russian Language, the Russian language ranks second in the world in terms of the number of information resources, after English [2].

Traditional media are no longer capable of providing the necessary level of efficiency and interactivity for mass communication. Transmedia, which has replaced traditional and hypermedia, is evolving significantly and is moving toward a new category of networks—"semantic networks" version 3.0—capable of not only transmitting information but also generating it. Under these new technological conditions, a new phenomenon is emerging— collective author, when the author is considered not only the "publisher" of the post, but also all those who left their comments under the post.

Following the euphoria of participation for participation's sake (Web 2.0), today's networks (Web 3.0) are becoming a working tool for public communication in various spheres of society. Social networks serve as a platform for informal public communication, facilitate the creation of fundamentally new media content, and expand the interactive and game-like experience of "networkers." Social networks are an important tool for finding like-minded people, collaborators, and partners. They are a key element in the sustainable development of communities, and they will soon be an integral tool for any public activity.

This work represents a preliminary attempt to categorize information resources whose subject area is related to the study and understanding of the effects of the new digital reality.

STATEMENT OF PROBLEMS

Modern social networks, as tools for both public and mass social communication, represent a universal communication simulator [26] that helps one master the modern media space, create, host, and promote one's own media projects, and learn to manage them, increasing one's own and one's community's publicity capital [25]. At the same time, they act as a crucial tool for regulating the psycho-emotional state of the individual and society, and fully realize their emotive and provocative potential [13; 14; 16].

Media projects in social networks, initiated by individuals and communities, are considered to be the most important subject of media communications.

Issues of systematic and regular management of the modern media environment are acquiring particular significance.

RESEARCH QUESTIONS

Mediatization plays a crucial role in understanding contemporary transformation processes in the field of mass communication. In this work, mediatization is understood as the formation of a technologically new public digital environment through mass communication channels, the virtualization and imprinting of the social experience of an individual, corporation, or territory. It is the mediatization of public communications that determines the power and priority of media reality [15; 27], which today increasingly intersects and blends with the educational space [30; 31].

Information channels are multiplying, intersecting, and self-organizing; the result of this integration (and collaboration) is called by modern researchers in different ways: the infosphere, the media sphere, the media field, the media environment, the «fourth world,» and the media space.

According to Professor Divina Frau-Meigs, head of the UNESCO Chair "Responsible for Sustainable Digital Development" at the Sorbonne Nouvelle (France), "we have quietly moved from simply browsing websites and chatting in chat rooms to extracting data for the purpose of manipulating and destabilizing society. This transformation of the media landscape once again demonstrates the growing need for education aimed at developing a critical perception of the media and the information space as a whole. It should help us rethink not only the concept of media itself, but also its political and ethical foundations" [18].

Following the law of the balance of power, manipulation and destabilization of society provoke counteraction from active socially oriented forces.

For example, the magazine about the future of education and the technologies that are changing it, «Edutainme» [21], and representatives of the community of the same name on social networks [22] defend the main thesis in their publications and discussions on forums: education must learn to compete with the entertainment industry.

In the digital environment, the authors believe, educational projects compete not only with other online courses, but also with media projects from cultural institutions (museums, libraries, theaters), computer games, television series, social networks, and simply any open websites and applications. It is entirely fair that the online learning environment is now viewed not simply as a stage on which the educational process unfolds, but primarily as a dynamic space with the unique ability to change its characteristics depending on the behavior of the participants (subjects, actors) of the modern media space. The concept of an educational scenario is slowly but steadily entering everyday pedagogical practice. The essence of this scenario is to consider the sequences of movement and "trajectories" of participants' movement through modules, sessions, sections, "quests," and "battles" when developing educational resources [11]. Technologically modern information platforms are adapting to the interests and needs of "players," and educational and educational information resources themselves are becoming targeted.

A new, digital pedagogy is being formed before our eyes - cyberpedagogy, for which a unified and established understanding has not yet emerged, particularly regarding how it should be structured. The modern technological environment offers a wealth of tools for testing and experimentation, which will serve as the basis for developing new working models.

«Manifesto» is another non-profit initiative of the «Edutainme» project, which unites teachers, psychologists, designers, information architects, and IT designers [6].

The Goethe-Institut in Moscow and the COLTA.RU portal have joined forces in the international project "The Earth Is Flat – How to Read Media?" The project, supported by the European Union, is dedicated to raising media literacy, developing critical thinking, and a mindful attitude toward media consumption [3; 5]. As part of this project, its authors are developing educational programs, producing content, and promoting media literacy ideas. They are utilizing a wide range of new formats across a broad technological spectrum—comics, podcasts, educational and discussion videos, documentaries, and animated films. Using fundamentally new media content, the developers pose and, to the best of their ability, answer questions about what is happening to people in a constantly changing and mediatized world here and now. Particular attention is paid to the self-study guide and media literacy tests available for public access [4].

With the support of the Kaliningrad Region Government, a new online community, "Media Ecology of Cyberspace," was established in 2020 [8; 9]. Its members are interested in a pressing issue: how the development of digital technologies and the emergence of new risks and threats in the digital space affect the social and psychological well-being of modern schoolchildren. It's hard to disagree with the organizers that the active presence of schoolchildren in cyberspace, coupled with the lack of adequate preventative measures and training for the safe and effective use of the internet in general and social media in particular, increases the likelihood that adolescents will encounter the dangers of cyberspace.

The relevance of the topics discussed in the community is beyond doubt:

firstly, trends in youth media consumption in the context of the digital environment and digital education;

secondly, the risks and threats to the psychological health of schoolchildren on the Internet;

thirdly, prevention of consumption of destructive content on the Internet;

fourthly, fake news and post-truth as a modern media reality;

fifthly, the problems of media education of modern schoolchildren.

The website of the electronic scientific and journalistic journal «Homo Cyberus» is available in the public domain [24]. It is an integral part of the informational and educational Internet portal «Homo Cyberus» of the international Internet community of researchers of the phenomenon cybersocialization [23].

The journal is aimed at specialists and scientists in the field of new social and humanitarian phenomena - cyberontology, cyberphilosophy, cyberpsychology, cybersociology, cyber pedagogy, as well as educators, tutors, school teachers, educators and psychologists of educational institutions of various types, and teachers of higher education institutions.

Traditionally, the focus of attention of cyber effects researchers is on the questions media psychology. For example, the CYBERPSY.RU project [20] is designed to help scientists, researchers, and students gain access to relevant materials on issues cyberpsychology.

And the scientific, educational and enlightenment project of the professor of the Voronezh State University Alla Mikhailovna Shesterina [19] is dedicated exclusively to understanding the issues of media psychology [7].

Let us move on to examining the basic concepts of the described problem field. So, media ecology – is a field of knowledge that studies the interaction and mutual influence of humans and the virtual dimension of their living environment, which is formed by media.

The main question that researchers are seeking an answer to today can be formulated as follows: to what extent do media influence human well-being and general sociocultural processes?

By examining this influence at several levels, scholars analyze, firstly, how people communicate with each other in the media environment, secondly, how they interact with media platforms, and thirdly, how social institutions develop under the influence of the digital environment in which they operate.

Neil Postman, a follower of Marshall McLuhan's ideas, spoke at the first meeting of the Media Ecology Association in 2000 about how people in new communication conditions exist in two different types of environments: physical ("natural") and media.

In the concept of media ecology, the phenomenon is important media spaces. The term "media space" itself was introduced into English-language research by Robert Stults and Steve Harrison, who defined it as "electronic conditions" that allow people who are not located in the same physical or temporal space to work together.

Today, the media space can be understood not only as a global environment of human life or a virtual reality supported by digital technologies, but also as the totality of all media texts, a system of mass communication, and a media market.

Basic principles of development informational и media literacy are presented in the Manifesto on the Digital Learning Environment, developed by UNESCO, and are discussed in the works of modern researchers and practitioners [1]. The world organization is actively working to develop information literacy.

Let us turn to the proposed principles of media literacy [4].

First, media, technology, the internet, libraries and any other form of information presentation are intended for critical thinking and sustainable development of society, and no one format is more or less significant than others.

Secondly, every person has something to say, and people should have access to new knowledge and self-expression.

Third, not all knowledge is true or neutral, and information consumers must be able to understand this.

Fourthly, every person wants to learn and understand new information (even if the person himself does not notice it).

Fifth, information and media literacy develops gradually; it is a dynamic and complex process.

«Fake news, or fakes, has become the scourge of modern public space. Experts in various fields are aware of this.

The winner of the IV International Competition of Students and Teachers of Professional Educational Institutions «Professional Stars – 2020/2021» was the textbook by professors of Voronezh University Iosif Abramovich Sternin and Alla Mikhailovna Shesterina «Markers of Fake in Media Texts» [17].

Researchers identify the following as the main issues faced by Internet users:

First, how do you determine if a source is reliable?

Secondly, what is the difference between a neutral point of view and a biased one?

Fake news traditionally viewed as unreliable, false, distorted, or incomplete information disseminated in the media, primarily in traditional media. It is generally believed that this process is planned and assumes that the source fake news deliberately misleads the audience. However, fake There may be not only a conscious and intentional forgery and simulation, but even careless typos and technical errors that, when they enter the mass consciousness, create a false reality.

Professors I.A. Sternin and A.M. Shesterina developed a method for analyzing media text to identify its fake nature [ibid.]. The researchers described fake markers in two types of texts: those containing socially significant information and those containing commercial information. In each type, text markers of fakeness and fake headlines were classified and illustrated. For texts containing socially significant information, fake markers on television and online video were described.

Checking the accuracy and reliability of information that the media processes and transmits to its audience is called fact-checking. Information verification technologies can be used by anyone.

According to Ksenia Luchenko [4], the basic principle of information verification is critical thinking and common sense.

The second principle is source analysis and finding the primary source, which allows you to determine how much you can trust the site.

The third principle: authorship and the status of experts. For example, a lawyer cannot act as an expert on a medical topic, just as a philologist cannot discuss biology.

The fourth principle: read not only the title, but also the following lines, which can significantly clarify it.

The fifth principle: pay attention to the publication date. Outdated news is often published, and its "re-publication" results in it functioning as fake news.

The sixth principle: consider whether it's a joke. Often, humorous messages are published as news, and people begin to disseminate them as reliable news. It's important to note that traditional manifestations of the comic in the medium of interest to us are reinterpreted and used (perceived) as destructive, which is expected in the context of indirect communication, which dominates the digital environment as a whole today [12; 29].

The seventh principle: analyze the format, qualify statements as containing opinions or facts.

When analyzing information about any event, first of all you need to establish what it consists of, it could be facts, factoids or empirical generalizations.

Fact is considered by researchers as an event supported by reliable evidence; people may have different views on the same event, but the facts cannot be disputed. In factoid As a rule, one or more parameters of a fact are missing, for example, when only the date is known, but not the place where a particular event occurred. And to empirical generalization This includes, for example, generalizing what one sees «with one’s own eyes» to a global scale.

The eighth principle: recognize your personal biases. As the researcher notes, the more a piece of news aligns with your beliefs and confirms your preconceived notions, the more likely it is to resonate with you.

The ninth principle: pay attention to literacy, since stylistic and especially spelling errors are often a sign of a fake.

The new media environment and digital communication conditions pose new ethical problems [30]. One of the most pressing is cyberbullying, In other words, cyberbullying is intentional, systematic aggression directed against a victim using electronic technology [4]. Cyberbullying can be encountered on all media platforms: websites, social networks, chats and forums, instant messaging apps, email, and SMS.

Digital technologies also expand the range of aggressive actions against victims: the aggressor can create offensive memes, collages, cartoons, and videos, invent and spread rumors, write threatening comments and private messages, publish information about the victim without their consent, blackmail them by disseminating personal data, hack accounts, and impersonate the victim's loved ones, colleagues, and teachers.

Experts believe that cyberbullying can be more dangerous than physical bullying for several reasons.

Firstly, while in the conventional school environment the victim knows exactly who is humiliating them, the online bully can remain anonymous and feel unpunished.

Secondly, an online bully is unable to assess the victim's true emotions and therefore cannot calculate the consequences of their actions.

Thirdly, while in a physical environment the number of witnesses to a bullying situation is always finite, online there can be an infinite number of them.

Several projects are underway in Russia to combat cyberbullying and develop strategies to combat it.

Although cyberbullying is typically discussed as a phenomenon affecting relationships within children and adolescents, teachers can also encounter online bullying from students.

Teachers who have been bullied by internet users outside of their school relationships also need support. For example, in the spring of 2019, Russian teachers launched a flash mob in support of their colleague from Barnaul, Tatyana Kuvshinnikova. Kuvshinnikova was forced to resign from the school after parents of students expressed outrage over a social media post in which she posed in a swimsuit during a winter swimming competition. Russian teachers began posting similar photos with the hashtag #eachersAreAlsoPeople.

Let's look at some recommendations for those who have encountered cyberbullying, offered by Irina Lukyanova [4].

First, send the bullies a private message (calmly, without swearing): "I see what you're doing, and it's called cyberbullying.".

Second, if you know who they are, tell them about them—de-anonymize them online so that bullying doesn't go unpunished and anonymously.

Third. Be calm about name-calling: "You can call me whatever you like, but it won't make you better or me worse." Bullies expect an emotional response; don't put on the theatrical performance they expect.

Fourth. Don't be afraid of bullying, don't hide it, and don't remain silent about it. There's no shame in being a victim of cyberbullying. It's important for others to know what's happening.

Fifth. Tell friends and family, find support and allies.

Sixth. Ban online bullies and write about them in support of social media.

Seventh. Individual offensive comments can be ignored and not objected to.

Eighth. Leave the internet when trolls and bullies appear there looking for a conversation.

Ninth. Store notes and screenshots.

Tenth. Spend more time in real life so that problems in virtual life don't become your only reality.

Eleventh. Make your account private and allow commenting only to friends.

The ethical issues discussed above point directly to the urgent need for a special kind of etiquette in online communication. And such etiquette already exists—digital etiquette, or "netiquette.".

«Netiquette is a set of rules of conduct (cyberethics), which are developed based on surveys and research to simplify and homogenize user behavior online.

«"Digital etiquette" aims, firstly, to ensure safe communication, the ability to argue on social networks, and to recognize trolling, cyberbullying, mobbing, and hate speech; secondly, to develop new standards necessary for regulating one's own daily practices of professional and personal presence online [4]. According to researchers and practitioners, "ethical media literacy" encompasses a full range of issues related to new ethical standards, human relations in the digital environment, and psychological and philosophical problems associated with the development of media and technology [ibid.]. These primarily address ethical dilemmas associated with the need to understand the phenomenon of a person's digital presence and the specifics of their interactions with others in this new environment, as well as the new moral norms emerging in this process. For example, the developers of the »New Ethics« project propose »to think about the extent of responsibility and subjectivity of a modern person in the face of digital reality, what is recognized as correct or unacceptable in this reality, and how the decisions of online communities influence the social structure« [10].

In conclusion, it should be noted that the current richness and diversity of mass communication channels (media) on the World Wide Web can be seen as a blessing, primarily due to the accessibility and openness of information they provide. New media are, to a certain extent, shaping a "transparent" world and, simultaneously, a new worldview for people in the digital age. But, in essence, humanity finds itself face to face with a civilizational challenge that, in addition to progressive ideas, poses dangers that threaten the psychological health of modern people. Consolidating the efforts and proactive actions of socially oriented communities contributes to the development of basic principles of media ecology and media literacy, media (cyber)ethics and digital etiquette, and the development of a comprehensive strategy to counter the destructive tendencies of the Internet.

The attempt at a primary cataloging of thematic information resources devoted to the current effects of the modern information space presented in this paper appears incomplete due to the rapid development of the information space itself and the communities engaged in understanding its effects. Overall, it should be recognized that thematic communities are systemic in nature and represent a structured space, the entities of which are thematic websites, collective and personal accounts on social networks. The problematic field includes research on current issues of cyberontology, cyberphilosophy, cyberpsychology, cybersociology, cyberpedagogy, and cyberethics. Within the subject field of research, several "problem areas" can be conditionally identified: firstly, unreliable information (fakes) and counteraction to it; secondly, bullying in the digital environment (cyberbullying) and counteraction to it; thirdly, freedom (and conditional permissiveness) of self-expression on the internet and its self-regulation (cyberetiquette).

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