FILM PEDAGOGY AGAINST CLIP THINKING: CRITICAL MEDIA LITERACY AS A MEANS OF OVERCOMING THE FRAGMENTARY IMAGINATION OF STUDENTS

Abstract

The article examines the phenomenon of clip thinking among students in the context of a rapidly evolving digital information environment. It is argued that the constant flow of fragmented media content and the widespread practice of media multitasking contribute to decreased attention span, superficial information processing, and weakened ability to construct coherent cognitive frameworks. In response to these challenges, the study substantiates the pedagogical potential of critical media literacy and film pedagogy as effective means of overcoming fragmented perception and fostering deeper analytical thinking.

Particular attention is paid to the role of film as a complex audiovisual text that combines narrative structure with emotional engagement, thereby creating conditions for sustained attention and meaningful interpretation. The article outlines a structured methodology for guided film analysis, which includes pre-viewing, viewing, and post-viewing stages. Each stage is designed to support the restoration of contextual thinking through targeted analytical tasks, collaborative discussion, and reflective interpretation.

The findings emphasize that the effectiveness of film pedagogy depends on deliberate instructional design, including the integration of theoretical concepts with practical analysis, the use of clear analytical frameworks, and the encouragement of multiple interpretations. It is demonstrated that such an approach enables students to develop the ability to identify causal relationships, interpret media messages critically, and understand the socio-cultural and ideological dimensions of media texts.

The study concludes that the integration of critical media literacy and film-based teaching strategies into higher education contributes to the development of holistic thinking, improves the quality of learning outcomes, and enhances students’ capacity for critical engagement with contemporary media environments.