New" role" for alternative media -education

Life in the Information Society, in addition to the undeniable positives, especially rapid flow of information and access to databases, carries with it a huge risk. One of the main consequences of the growing number of communications is a huge amount of information that the average consumer becomes even noise information. The sheer volume of important and unimportant messages the user must make a selection of the material. Hence the need for a conscious, selective and thorough selection of the most valuable and important position, so that in the thicket of information the recipient can make the right choice, the information "... is because their value only if it is available where it is needed, where it is needed for to whom it is needed, and for the purpose for which it is needed, "(Morbitzer 3)

Media education through deliberate and intentional actions of teachers should therefore aim to shape positive attitudes towards the media. One of them is critical attitude that engaging the intellect, "excludes naive attitude to the content published in the media, deference to others' opinions and content of propaganda, and assumes knowledge of the main mechanisms of the media, emotional distance to the received messages and derive information from multiple sources and comparing them (evaluation assurance)"(Nowakowska 33). Among the desirable attitudes are also listed in the attitude of selectivity, which implies a deliberate choice by the received content, by making children aware of the consequences of its absence, for example, unnecessary loss of time. Media education should also seek to shape the attitudes of creative activity, which is an alternative to the passive reception of media.
Reckless, excessive use of the media coverage causes a decrease in human social activity and the changes in his psyche and perception of the world. The most common include a reduction in hearing sensitivity - young people can watch, but can not listen to others and talk to them. The technique makes it difficult integration between people, creating only the possibility of indirect contacts, which do not teach people to be with. As a result, the young man feel even more lonely. Disturbing symptom are also difficulties in concentration and memory-controlling text.
Staying too long in the world of the media may also lead to the development of anxiety, feelings of alienation and powerlessness of man to the reality in which he lives. Educators describing the impact of television on young people's awareness, emphasizes that "... the resulting images are fragmented and unconnected with each other, which is not a good ground to the unit of analysis and synthesis"(Walczak 14) . The consequence of this is the gap between the physical and the accelerated development of puberty delay in emotional and mental successive vintages of children and young people.

For many young members of the media also appears dangerous fascination with the phenomenon of virtual reality, especially when they give you a chance to interactivity. New techniques of multimedia, combining audio, video, three-dimensional, and even touch, creating the impression of reality that a return to the real world becomes a problem. Often young man identifies himself with the virtual character, it does not at-will see the border between fantasy and the real world. This "Doping feature the latest media deserves close attention, because it can lead to unconscious change the joystick on a baseball bat,"(Goban 303)The effect of frequent watching scenes of aggression and violence, there is also acceptance of such behavior and blunting of sensitivity, defined as the social insensitivity.

1. J. MORBITZER lc page 3
2. I. NOWAKOWSKA-Buryła Attitudes of children towards the media "Media Education" 2003 No. 1 page 33
3. M. WALCZAK Sun TV virtual world. 2 "Librarian's Guide" 2003 No. 2 page 14
4. T. Goban-CLASS Media and Communication ... plot cit p 303

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