THE TEACHING OF JOURNALISTIC STYLISTICS IN THE LIGHT OF MEDIA SOCIOLOGY

: We consider the teaching of journalistic stylistics as a part of education for using the media and satisfying individual cultural needs. Media literacy requires diverse interdisciplinary knowledge, which also includes the ability to perceive expressive devices, that is, the style of a particular newspaper genre. In this paper we give a detailed and critical presentation of journalistic stylistics in elementary and secondary education and point to the possibilities of applying new theoretical knowledge in the field of linguistic stylistics and functional stylistics.


Introduction
The study of mass media is a broad, multidisciplinary field, which belongs to both social and humanistic sciences, and can be studied in the light of media sociology, media linguistics, media stylistics, media philosophy, in the light of rhetoric, communicology, psychology, economics, politics or anthropology. It is believed that sociology itself has made the greatest contribution to the development of this field of scientific research (Holz, Wright, 1979, p. 193).
Media sociology has been developing within the study of the media, communication and journalism (Pooley and Katz, 2008, p. 767), in the 1960s and 1970s it paid more attention to studying deeper meanings in media contents (Mattews, 2017, p. 212), and it hasn't been given enough attention in recent times, despite the obvious influence of journalism on contemporary social life (Peters and Pooley, 2012). Mass media are mediators of social values and 'have a certain influence on choices and attitudes of their audience' (Milutinović, 2017, p. 504).
The understanding of the information presented in the media is significant from a sociological point of view, as it allows a large number of people to use important informa-tion in social life (Penezić, 2013, p. 134), and the management of information is also the management of knowledge (Jevtović, Vulić, 2018, p. 108). The knowledge in the field of sociology of education contributes to the development of modern teaching and learning strategies in the entire education system (Vasilijević, Bojović and Mihajlović, 2018, p. 130).
Young people spend a lot of time in the virtual world and use new forms of communication (Bazić, 2017, p. 535), search information on the Internet and prefer electronic press releases to the print ones (Perić et al., 2017, p. 55). However, within cultural and educational policies there is not enough attention paid to education directed towards leisure time and the satisfaction of cultural needs (Vilotijević, Mitić, Vilotijević, 2018, p. 925), as well as to non-formal and informal education in total (Popović, Despotović, 2018, p. 42).
Media education represents a process 'in which the knowledge necessary for understanding the phenomenon of mass media and effective behavior along with it and towards it is being acquired' (Zindović Vukadinović, 2008, p. 167). Media literacy is a part of media education and it implies 'teaching the language and script of the media, that is, the sign and symbolic script in which messages are written and meanings are suggested' (Zindović Vukadinović, 2008, p. 167), while media literacy, as a result of media education and media literacy, represents a critical attitude towards media messages, a distance 'which is the result of the ability to detect, recognize and evaluate entries from the point of view of the context in which they are placed and the context outside the media themselves' (Zindović Vukadinović, 2008, p. 168). Critical literacy includes the consideration of cultural ideologies and social practices that influence the meaning of a text, it leads to a deeper understanding of texts and represents an alternative path for personal and social development (Bonsor Kurki 2015, p. 17).
The media function and evolve alongside the development of society itself (Jevtović, Vulić, 2018, p. 108). Besides classical media (newspapers, radio, television, the Internet portals) the term media also includes civic, convergent journalism. The acquisition of media literacy implies the development of certain competencies and active application of skills, and a higher level of media literacy implies awareness of different levels of the meaning of a media message, which leads to a better understanding of such a message, and the ability to evaluate it (Potter, 2011). Media literacy also includes the interpretation of messages from the aesthetic aspect, that is, the understanding of a way in which media messages are produced, the perception of aesthetic elements of media messages and the personal seal, that is, the style of the author of a media message (Potter, 2011). It can be said that media education, limited to film taught at mother tongue classes in primary school, and not being represented in high school at all, is still in its infancy and lags behind contemporary concepts of media literacy, because it requires diverse interdisciplinary knowledge about the functioning of all media (Erjavec 2005, p. 98). Media literacy of high school students needs to be given greater attention also because the current level of media literacy with most adults is almost the same as it was when they were teenagers (Potter, 2011, p. 15). At the end of the 20th century, the ways in which media education could fit into a 4 to 18-year-old's education program were being pointed out (Alvarado, Boyd-Barret, 1992), whereby the training in media literacy was recommended to be a broad one, so that along with other elements it should include both aesthetic assessment and research (Aufderheide, 1993). On the ways of improving media education, its implementation into schools, media literacy strategies (Buckingham, 1999) and on the relationship between the media and educational curricula, it has already been pointed out that it is possible to have an independent curriculum for media education and teaching, as well as to include media education and teaching as integral parts of the school curriculum (Stanisavljević, Petrović 2011, p. 389).
The pedagogical aspect of stylistic analysis of non-literary texts has long been an important and a very current topic of numerous research studies in the world. A great number of studies in foreign literature (Breen, Short, 1988, Jeffries, McIntyre , 2011Watson, Zyngier, 2007;Zyngier, Fialho, 2010) has been devoted to the importance of pedagogical stylistics in the teaching of language and literature and to the problem of finding the best way to teach the methodology and the technique of stylistic analysis.

The teaching of journalistic stylistics in elementary school
In the fourth grade there are classes which deal with funny news, students are assigned the task of finding an interesting piece of news in newspapers or magazines for children, to write news from school life by themselves, to read them and talk about them. In the teaching of the Serbian language in the second education cycle, news is studied in the fifth grade, reports and articles in the sixth grade, and reportages in the eighth grade.
More or less attention is paid to the study of newspaper genres in the Serbian language textbooks by different publishers for elementary school, which we have already pointed out, by offering additional possibilities for accomplishing different tasks in the teaching of the Serbian language through the study and practice of writing news as the basic journalistic genre (Spasić, 2012, p. 35-47), reports (Spasić, 2012a, p. 83-92) and reportages (Spasić, 2014, p. 75-85).
When studying the news genre in the fifth grade of elementary school, especially working with gifted pupils in regular classes or additional classes, a teacher can prepare news-interesting stories from children's magazines or nonsense news from children's literature (Spasić 2012, p. 43), because motivation through humor enables the acquisition of productive and deepened knowledge. When studying the report genre in the sixth grade of elementary school, it is necessary to indicate to students the main language and stylistic features that distinguish reports from news articles (Maksimović, 2016;Spasić, 2017, p. 609-628). A problem approach to the report genre implies the use of reports that deal with current topics close to students, by which 'we are updating the teaching of the mother tongue and school becomes a part of life' (Spasić, 2012a, p. 86). By offering an interesting and current news reportage as a template for analysis and by using an the model of insight, the teacher can assign the following research tasks to students: 'a) to perceive the features common to news, reports and reportages; b) to perceive the elements of literary text structure in the text of the reportage; c) to perceive the elements of other functional styles (in addition to the literary style, the presence of elements of the conversational style is possible as well); d) to examine the lexicon used in the text of the reportage, to find unusual words and expressions; e) to find stylistic devices in the text of the reportage (epithet, contrast, irony, metaphor, metonymy, etc.)' (Spasić, 2014, p. 80).
School newspaper clubs are not the favorite extracurricular activity of elementary school students 2 . In school practice, in journalism workshops in which participants apply the acquired knowledge of journalistic functional styles, after practicing specific genres, students could visit a daily press office and go through all phases of magazine development with the journalism workshop facilitator, with the publication of the school newspaper as the final result of the journalism workshop. Students would already have the audience they are writing for, which is a special motivation method. The method could further be improved by the use of new technologies in the teaching of the Serbian language which would enable the creation of an electronic edition of the school newspapers.

The teaching of journalistic stylistics in high schools
Although worldwide research studies have long indicated the importance of studying the language and style of non-literary texts for the development of awareness of high school students about the functional suitability of a language, there has been a small number of studies in our academic environment that have non-literary stylistics within the high school teaching of the Serbian language as the subject of study. The methodological approach to studying the scientific functional style in the high school classes of the Serbian language was examined (Nikolić, 2013), as well as the possibilities of a stylistic analysis of business letters in secondary vocational schools (Nikolić, 2014). The functional-stylistic approach to the language teaching was pointed out, using linguo-methodical texts from all functional styles of the Serbian language, which 'enables the correlative-integrative teaching system to be applied in the integration of teaching areas-language and culture of expression' (Nikolić, 2014, p. 40), whereby abstract grammatical contents are studied in contextualized examples (Petrovački, Savić, 2014).
Improving students' stylistic competence through the understanding of the purpose of applying certain linguistic means in a particular newspaper genre leads to a deeper understanding of given news articles (Spasić, 2017a, p. 66), as well as to the development of the linguo-cultural competence as an element of students' cultural awareness, which falls under key competences for lifelong learning (Spasić, 2017a, p. 67). With the development of all elements of cultural awareness, students associate their identity with the identity of society and thus build their own cultural identity (Koković, 2002, p. 163-171).
Tabloids, which are defined as circulating, popular, mass print media, have a great impact on youth, because 'the greatest percentage of today's youth are exposed to the influence of tabloid media' (Todorović, 2008, p. 45). Young people who did not receive any media education before enrolling the faculty have become 'mere consumers, victims of the media (non)culture' (Todorović, 2008, p. 45). General education in Serbia does not necessarily include media education, which is based on media literacy. In the teaching of Civic Education in the first semester of the fourth grade, media literacy is planned, but this teaching subject belongs to a group of elective subjects, and 'it is this part of the curriculum that professors have the greatest difficulty with, having not been empowered to lecture such content' (Valić Nedeljković, 2008, p. 142). In 1964, UNESCO pointed out the need for media education, its experts offered the first model of media education in 1967, and in 1982, a Declaration on compulsory media education from the level of preschool to university was adopted, which was accepted and implemented by the countries which are most media conscious (Scandinavian countries, Canada, Ireland, Great Britain, Hungary, Slovenia), while in the second group of countries (Austria, the USA, Italy, Croatia) media education is conducted 'through different types of optional education' (Todorović, 2008, p. 47). The necessity of introducing media education either as a new subject or through the contents of existing teaching subjects in secondary schools is even greater taking into account the fact that generations enrolling faculties are the ones whose 'knowledge' has been mostly acquired through media, that is, tabloid media (Todorović, 2008, p. 48-49). Introducing critical media literacy aims to create an active audience, a media educated generation that will actively participate in the formation of a new media system (Todorović, 2008, p. 49). Media education existed 'in so disputed vocational education of the former Yugoslavia' (Todorović, 2008, p. 49). In a school system where media education has never been implemented systematically, 'media education in secondary school will also show some characteristics of a basic literacy process' (Zindović Vukadinović, 2008, p. 169). The research on media literacy in Serbia showed that most high school students did not have the opportunity to participate in the creation of some type of media, that a large part of students would like to talk more about the media in classes and would be happy to participate in workshops with the media theme (Stamenković, 2013, p. 23).
The Serbian language high school textbooks that are nowadays in use provide little information on the journalistic (publicist) style, pointing out short sentences and word selection known to a wide circle of readers as the main features (Stanojčić 2010). In the manual for the first grade of gymnasiums and secondary vocational schools, several characteristics of the journalistic style are distinguished, genre variety being among them, which is not mentioned in the textbooks: Journalistic (publicist) functional style: -use: used in the media (radio, television, press -newspapers, the Internet); -purpose: for a wide population of different degrees of education; -characteristics: a short and clear sentence (with as few words as possible), high degree of informativity, objectivity, actuality; -most common forms of journalistic expression: the news, report, reportage, interview. (Đorđević et al., 2013, p. 321). Within former vocational education, in the field of culture and public information for future journalists-assistants and specialists in the public information service, the teaching of the Serbo-Croatian language and literature was divided into three teaching subjects, so attention could equally be paid to the teaching of languages, teaching of literature and teaching of stylistics. In the textbook by М. Mladenov used in the teaching of stylistics, the journalistic style was presented in five pages and defined as the use of language 'in the media (press, radio, television, informative film), while creating very diverse factual, analytical, belletristic messages that should be accessible to a wide range of recipients (Mladenov, 1983, 28). In this textbook, students were introduced to the fact that the journalistic style represents 'a specific unity of all existing language uses' because it transmits messages from different areas, thus representing a special linguo-stylistic category that is evaluated primarily from the point of view of the purpose of a public message (Mladenov, 1983, p. 28). Examples of newspaper articles illustrate the genre richness of journalistic style, its linguistic and stylistic width, and a number of titles from daily press illustrate the figurativeness and versatility of the journalistic style, which shows that the journalistic style is 'a special linguistic system that is maximally adapted to the needs of public informa-tion (mass communication), which corresponds to the media (press, radio, television) and genre requirements (news, report, reportage, comment, etc.)' (Mladenov, 1983, p. 28).
In an efficient school, the use of different information resources enables students to acquire knowledge and develop their creative potential on their own (Nikolić, Mandić, Kostadinović, 2017, p. 548). With the integration of contemporary information-communication technologies in the teaching of the Serbian language, with an interdisciplinary connection of the Serbian language and computer science, writing a blog could become part of mobile learning because smart devices are contemporary teaching tools with which children are familiar: "For this reason, digital and media literacy of students from the earliest age must have an important role and place. It is not difficult to conclude that, with the use of mobile devices, young people acquire competencies they will need in many different future occupations. The task of the educational system is that teachers educate and prepare students for life by introducing them to interactive applications brought by web technologies and mobile devices". (Ristić, Mandić, 2018, p. 1049.
In the teaching practice, the newspaper genres, news, reports, reportages are being studied, while the specificity of electronic editions of print media and contemporary journalistic forms on the Internet, such as blogs, are not paid any attention to.
The teaching of journalistic stylistics and education for the use of leisure time The innovative teaching of journalistic stylistics can improve competences of young people so that, being conscious and educated citizens in the 21st century, they search for current, complete, objective and true information and view reality with 'their own eyes, not the eyes of programmed, ignorant and powerless consumers' (Todorović 2013, p. 40).
While studying the journalistic functional style on concrete examples of linguo-methodical texts, it is necessary for students to develop critical attitudes towards the language of the media. Texts written in the journalistic style can serve as a stylistic exercise in which a stylistically-improved, clearer and shorter text would be obtained by removing the features of the bureaucratic language (Klikovac, 1997).
Newspaper texts can be used in the classes dedicated to practicing culture of expression, in the Serbian language classes, in order to raise the level of communicative competence from the earliest school age (Spasić, 2017a, p. 67). In order to improve the functionality of students' knowledge on certain aspects of the language, it is necessary to continually connect different language and stylistic teaching topics. For example, in the third grade of secondary school, it is possible 'to connect the knowledge about phraseologisms, the knowledge about syntactic language structure and the knowledge about the journalistic functional style' (Spasić, 2017a, p. 65) through the use of shorter newspaper articles in exercises.
In order to acquire the necessary knowledge about transmitting information through the media, in the teaching of language, more attention should be paid to the choice of linguistic and stylistic devices in the news, as a basic genre of journalistic expression, and the report, as a genre that evolved from the news. An analysis of the language and style of news and reports showed that 'it is not enough, neither in science nor in the teaching practice, to highlight the extensiveness of reports compared to news as the only difference between news and reports' (Spasić, 2017, p. 622). In addition to the length of text, the way the text is elaborated in a report, the presentation of details of the event, its location in a wider context and a series of lexical, syntactic and stylistic characteristics that distinguish reports from news should be pointed out (Spasić, 2017, pp. 609-628). The selection of language devices by which individuals and objects that are the subject of reporting are positioned in space is an important element of the title, the lead paragraph and the first sentence of news and reports (Spasić, 2018, p. 25-38). The spatio-temporal determination of the event was previously exclusively associated to the time when the text was written, while in contemporary press there are other tendencies as well (Čutura, Spasić, 2016, p. 6).
Students should be made aware of the lexical and syntactic devices by which journalists refer to their sources or hide the identity of a source (Spasić, 2012b, p. 179-194;Spasić, 2013, p. 109-127;Papaz, 2018, p. 265-282). For a deepened understanding of the process of transmitting information through the media, which is a part of wider social communication, it is necessary to point to syntactic-semantic devices used for the purpose of precision, which ensure the intelligibility of statements and provide further information, especially within the background (Spasić, 2014a, p. 299-308). Students can be made aware of linguistic devices that create a humorous effect, through which the public opinion on political issues is formed (Kamensky, Lomteva, 2018). Also, it is necessary to point out the role of ideology in the journalistic context, both in the press, and in the alternative and online media (Reynolds, 2019).
One of the possibilities of studying media messages is analyzing narrative elements of fairy tales, that is, their eight key characters (the villain, the hero, the donor, the helper, the emperor, the emperor's daughter, the fake hero) and around thirty functions they have (Propp, 1982). Media stories (movies, advertisements, political campaigns ...) often contain a story within a story, have elements of myths and wider cultural patterns (Zindović Vukadinović, 2008, p. 170). Another possibility is raising awareness of 'personal responses to media messages and detecting the causes of these reactions' (Zindović Vukadinović, 2008, p. 171). The first step of media education is education of teachers during their education, their training for critical analysis of media messages from a cultural and pedagogical point of view (Zindović Vukadinović, 2008, p. 171).
One of the reasons for a more serious inclusion of journalistic stylistics in the educational process is also the emergence of civic journalism, in which classical forms of journalism are becoming outdated and new forms of expression and writing practices are being created, corresponding to the nature of the new media (Todorović, 2013, p. 30). Students' attention should be drawn to the difference between newspaper articles written by civilians -laypeople and those written by journalists -professionals, because in postjournalism anyone can publish texts on the Internet on every day basis, which is becoming the center of the global information market (Craig, 2010, p. 11). Given the tendency of the young to spend their leisure time on the Internet rather than reading books or newspapers 3 , students should at least be introduced to the basic features of online journalism (Craig, 2010).

Conclusion
In the education for the use of leisure time more attention should be paid to modernizing the teaching of journalistic stylistics at all levels of education. Interpretation of the purpose of the use of language resources within the teaching of journalistic stylistics is essential for the use of the media and evaluation of messages sent through the media, but also for the creation of newspaper articles within new forms of communication. Besides introducing future teachers to newest knowledge in the field of journalistic stylistics within the initial education and modernization of textbook contents in this field, it is necessary to integrate contemporary information and communication technologies in the teaching of the Serbian language and civic education, and students should be introduced not only to classical forms of journalism, but also to the specifics of electronic editions of the print media and contemporary journalistic forms on the Internet.