Die Studienreihe "Media-Analyse" ist eine jährlich durchgeführte, systematische Erhebung des Nutzungsverhaltens von Medien innerhalb der deutschen Bevölkerung. Träger der "Media-Analyse" ist die "Arbeitsgemeinschaft für Media-Analyse (AGMA)", in der alle wesentlichen Publikumsmedien, Werbeagenturen sowie verschiedene werbetreibende Unternehmen zusammengeschlossen sind. Dabei wird jährlich eine Zufallsstichprobe in einem persönlichen Interview zu ihrer Mediennutzung befragt. Im Fokus der vorliegenden Studie aus dem Jahr 1997 liegt der Konsum von Pressemedien.
Die Studienreihe "Media-Analyse" ist eine jährlich durchgeführte, systematische Erhebung des Nutzungsverhaltens von Medien innerhalb der deutschen Bevölkerung. Träger der "Media-Analyse" ist die "Arbeitsgemeinschaft für Media-Analyse (AGMA)", in der alle wesentlichen Publikumsmedien, Werbeagenturen sowie verschiedene werbetreibende Unternehmen zusammengeschlossen sind. Dabei wird jährlich eine Zufallsstichprobe in einem persönlichen Interview zu ihrer Mediennutzung befragt. Im Fokus der vorliegenden Studie aus dem Jahr 1996 liegt der Konsum von Pressemedien.
Die Studienreihe "Media-Analyse" ist eine jährlich durchgeführte, systematische Erhebung des Nutzungsverhaltens von Medien innerhalb der deutschen Bevölkerung. Träger der "Media-Analyse" ist die "Arbeitsgemeinschaft für Media-Analyse (AGMA)", in der alle wesentlichen Publikumsmedien, Werbeagenturen sowie verschiedene werbetreibende Unternehmen zusammengeschlossen sind. Dabei wird jährlich eine Zufallsstichprobe in einem persönlichen Interview zu ihrer Mediennutzung befragt. Im Fokus der vorliegenden Studie aus dem Jahr 1996 liegt der Konsum von Pressemedien.
This study finds that audience exposure and attention to three media—newspapers, television news, and radio news—are separate dimensions, based on a telephone survey of 234 individuals 18 years old and up in Bloomington, Indiana. The relationships among exposure and attention and knowledge gain, opinion direction, opinion strength, and actual behavior are less clear, although there is evidence that newspapers are more likely to influence cognitive learning while television influences both cognition and attitudes. Radio news was less influential.
Part One. Overview. Global perspectives on media literacy -- A Snapshot : the state of media literacy education in the United States -- Media literacy in the age of big data -- Four fundamental challenges in designing media literacy interventions -- Part Two. Media literacy, news, and propaganda. Focusing on facts : media and news literacy education in the age of misinformation -- Propaganda critic, Russian disinformation, and media literacy : a case study -- The imperative of Latino-oriented media and news literacy -- Blame attribution, warrants and critical thinking : South Africa's Overvaal debacle as a case study -- Media literacy and a typology of political deceptions -- Part Three. Media literacy and education. Media literacy and professional education : oil and water? -- News media literacy in the digital age : a measure of need and usefulness of a university curriculum in Egypt -- The MOOC for media literacy : examining media literacy practices in a massive open online course -- A model for media literacy across a lifespan : wisdom from pedagogical pilots -- Part Four. Media literacy and social action. Civic standpoint and the pursuit of media literacies -- The Colombian Freedom of Information Act : using media literacy to understand and implement the law -- The literacies of participatory cultures -- Civic engagement, social justice, and media literacy -- Critical media literacy and environmental justice.
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Introduction: media power, media politics / Jeremy D. Mayer -- The presidency and the news media / Jeffrey Crouch and John Anthony Maltese -- The Congress and the news media / Mark J. Rozell and Richard J. Semiatin -- Interview: the Honorable Stephanie Herseth Sandlin (d-sd) -- Press coverage of the United States Supreme Court / Vincent James Strickler and Richard Davis -- Assignment: generational change in media consumption -- Civil rights and liberties: the gate keeping power of the media / Nina Therese Kasniunas -- Interview: Janet Terry, local news writer/producer -- Bureaucracy and the media / Jan Vermeer -- Assignment: media exposure survey -- A little knowledge is a dangerous thing: what we know about the role of the media in state politics / Tari Renner and G. Patrick Lynch -- Interview: Brenna Holmes, online political activist/consultant -- Political parties and the media / C. Danielle Vinson -- Presidential elections and the media / Mary E. Stuckey and Kristina E. Curry -- Interview: David Marks, politics editor of Politico.com -- The news media and organized interests in the United States / Ronald G. Shaiko -- Assignment: the political message of your favorite movie -- The media and public opinion / Stephen K. Medvic and David A. Dulio -- The new bully pulpit: global media and foreign policy / Maryann Cusimano Love -- Assignment: playing politics on social networks -- The central role of media and communication in terrorism and counterterrorism / Brigitte L. Nacos -- Interview: Ed Morrissey, political blogger -- The new media / Jeremy D. Mayer and Michael Cornfield
Media Impact: Misfits in the Media examines the role of media representations in our society and how they are connected to our political economy. It also investigates the effects of these representations and how they can shape our own views and thoughts. This study is motivated by media representations and the term 'misfit.' I explored the history of these media representations and the impact it has had on today's society. I also evaluated what it means to be a 'misfit' in today's society. Using the television shows Glee, Modern Family, Buffy the Vampire Slayer, and the movie Mean Girls, I explored these elements of being a misfit especially as a woman, trying to fit in, and as a part of the Lesbian/Bisexual/Gay/Transgender community. This study is also motivated by the bullying that occurs against 'misfits.' As predicted, most of these instances happen when there is little to no supervision. Another form of bullying happens because of homophobia. Homophobia is used to control others. The findings offer insights into media representations and how they impact our society, the different effects of bullying, and the roles of the teacher.
The concepts of media accountability, media criticism and media governance are analysed and discussed in a Swedish setting; how they relate to each other and interact. This is achieved by using various methods – a survey to editors, analy- ses of parliamentary debates, interviews, direct observation and document stu- dies – in studying different stakeholders, media representatives and governance conditions in Sweden during the last 70 years. The findings point in a direction of dynamic complexities with a central role for media criticism. The type, level and intensity of media criticism may affect the functioning of the media governance structure and is a vital part of the media accountability process. The media governance structure – which in addi- tion to media criticism is influenced by international conditions, technological developments and political factors – may in turn affect the media accountability process. In this process, media representatives aim to defend obtained positions of societal influence, achieve and maintain positive PR and enhance editorial quality at the same time. Media criticism may start a substantial media accountability process if the discontent is widespread and not countered by market approval or political iner- tia. The process is facilitated if the critique is connected to more than one frame of accountability and if stakeholders see opportunities for dual objectives. Very strong and widespread media criticism may be difficult for media organizations to neglect. The accountability process in Sweden has become less dependent on corpora- tive negotiations between organized interests and political assemblies. Instead, two other tendencies seem to have emerged: on the one hand a possibility for media organizations to favour such accountability processes that they are able to control, and on the other hand the rise of a rich variety of sometimes short-lived accountability instruments that may develop for specific occasions and are difficult to control.
The Companion to Media Studies and Digital Humanities is about researching media through new media: for example, playing games to better understand their politics and mechanics, exhibiting new media art to witness how people engage it, building stories to become more familiar with their structures and narratives, making wearable technologies to explore the overlaps between norms and fashion, or developing software to examine its relation to writing and literacy. In this introduction, I survey some tensions and overlaps between media studies and digital humanities and then focus on four key areas of analysis emerging from their intersection in this companion: moving beyond text in digital humanities research, foregrounding the importance of collaboration and laboratories outside of the sciences, underscoring the need for cultural criticism and social justice research when working with technologies, and expanding what "intervention" and "research contribution" mean in a moment obsessed with "doing," "making," and "hacking." I conclude the introduction with an outline and rationale for each of the Companion's five sections: Access, Praxis, Justice; Design, Interface, Interaction; Mediation, Method, Materiality; Remediation, Data, Memory; and Making, Programming, Hacking.
