scholarly journals Participatory Journalism, Blurred Boundaries: Introducing Theoretical IS Frameworks to Re-Orient Research Practices

Author(s):  
Nora Martin
2019 ◽  
Vol 7 (4) ◽  
pp. 31-44 ◽  
Author(s):  
Katherine M. Engelke

This article presents a systematic literature review of 378 studies (1997–2017) on online participatory journalism, i.e., audience participation in the professional news production process. Participation can challenge established understandings of journalism and affect the relationship between journalists and audience members as peripheral actors due to the increasingly blurred boundaries between these actors and the renegotiation of authority and power. The review captures research practices regarding the theoretical, conceptual and empirical approach as well as results pertaining to the impact participation has on the journalist–audience relationship and is both interdisciplinary and global in nature. The results show that research mostly focuses on journalism in Europe and North America and examines participation in the interpretation stage rather than in the formation or dissemination stage of the news production process. Longitudinal and comparative studies, examinations of regional and local participation, in-depth audience studies as well as analyses of participation in all three production stages are rare. 121 studies explicitly deal with participation’s impact on the journalist–audience relationship and produce conflicting results: 51% see journalists retaining control over news production process; 42% see shared power; and 7% see mixed results. Notably, power structures differ depending on the examined world region, production stage, and actor perspective. The review illustrates the status quo of research practices as well as the role the audience as peripheral actors play in the news production process and concludes with five observations about the field as well as future avenues to close identified research gaps.


ASHA Leader ◽  
2005 ◽  
Vol 10 (15) ◽  
pp. 8-27 ◽  
Author(s):  
Jennifer Horner ◽  
Michael Wheeler
Keyword(s):  

2013 ◽  
Vol 2 (4) ◽  
pp. 356-380
Author(s):  
Daniel Makagon

This article uses a course that meets from 10 p.m. to 1 a.m. as a context to critically examine collective collaborative fieldwork as an experiential pedagogy that helps students better understand and practice qualitative fieldwork interviews. A collective interviewing experience can provide each student with practice and establish a situation for relatively sustained learning-focused dialogue and debate about interviewing ethics. With this context in mind, I critically examine how interviewing participants in a group scenario can help students understand spurned interview requests, the effects on researcher-participant relationships, and the alteration of temporal and spatial scenes in which interviews take shape as well as teach students about the important nuances of translation during interviews. Taken together, these four issues offer important ways to think about team-based fieldwork projects as an alternative to lone-ethnographer models of research practices that are foregrounded in qualitative research literature and in fieldwork-based courses.


2018 ◽  
Author(s):  
Dick Bierman ◽  
Jacob Jolij

We have tested the feasibility of a method to prevent the occurrence of so-called Questionable Research Practices (QRP). A part from embedded pre-registration the major aspect of the system is real-time uploading of data on a secure server. We outline the method, discuss the drop-out treatment and compare it to the Born-open data method, and report on our preliminary experiences. We also discuss the extension of the data-integrity system from secure server to use of blockchain technology.


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