In Brief: Briefing explores digital media effects

2004 ◽  
Author(s):  
J. McIntyre
Keyword(s):  
Author(s):  
Pedro Ribeiro ◽  
Anna Michel ◽  
Ido Iurgel ◽  
Christian Ressel ◽  
Cristina Sylla ◽  
...  

Author(s):  
Gianpietro Mazzoleni ◽  
Sergio Splendore

This entry offers a review of works in communication studies. It discusses the theoretical debate and empirical research that have contributed to define, highlight, and expand the concept of “media logic.” The concept is grounded in the media sociology perspective, but it acquires an interdisciplinary nature from its numerous applications in different domains. Media logic is connected both with the ideas of production of media content and with the area of media effects. From the production perspective, the concept leans on the sociology of journalism, and particularly on studies of newsmaking. In this sense, media logic consists predominantly of a formatting logic that determines the classification of materials, the choice of mode of presentation, and the selection of social experience. When David Altheide and Robert Snow—in Altheide and Snow 1979 and Altheide and Snow 1991 (both cited under Core Texts)—worked out the concept of media logic, they pointed at the formats, the processes by which media produce their content. The “media logic” refers to the organizational, technological, and aesthetic determinants of media functioning, including the ways in which they allocate material and symbolic resources and work through formal and informal rules. If media logic refers to the processes for constructing messages within a particular medium, “format” becomes a key term because it refers to the rules and codes for defining, selecting, and presenting media content. From the perspective of media effects, the concept also envisions the impact media have on institutions. One popular theoretical development of the media logic approach is the concept of “mediatization” of society. The media logic is seen as the ‘engine’ of the processes of mediatization. Mediatization is then the result of the influence of mass communication on society, where many societal institutions, politics especially (Mazzoleni and Schulz 1999, cited under Journal Articles on Mediatization of Politics), adapt themselves, their aims, their statutes, their conducts, and their logics to typical production formats and imperatives, mainly of a commercial nature, of modern communications. Schulz 2004 (cited under Mediatization) explains such processes in terms of “extension, substitution, amalgamation and accommodation.” However, the establishment of digital media environments prompts scholarly reflection on developing new theoretical perspectives, looking beyond traditional ‘formats’ (Klinger and Svensson 2015, cited under Digital Media Logic).


Author(s):  
Andrea Lawlor

Mass media has taken on an increasingly influential role with respect to the design, implementation and critical evaluation of public policy. This chapter explores the many ways in which media “matters” to the policy process, by highlighting media’s traditionally limited role in the scholarly literature on public policy, then moving on to a wider discussion of the direct and indirect capacity of media to influence the policy process. Media effects on policy such as framing and agenda setting are reviewed, as are concepts such as the institutional factors that guide political media production and the relationship between policymakers, public opinion and the media. The chapter concludes with a reflection on some of the contemporary challenges for the media-policy relationship in a rapidly evolving digital media environment.


Rhetorik ◽  
2017 ◽  
Vol 36 (1) ◽  
Author(s):  
Olaf Kramer

AbstractDigitalization and social media have profoundly changed the way in which we communicate and share knowledge. As a result, traditional formats of situational speech - including the specific case of academic speeches and lectures - have come under some scrutiny and pressure: Today’s digital society calls for innovative formats of situational academic communication that strategically incorporate considerations regarding social media and digitalization. Shedding light on this challenge, this paper takes a closer look at three new formats of academic speech: Slams, TEDTalks, and Science Notes. It shows that for all three formats, cross-media effects are of key importance - with attendees immediately addressed within the original situational setting becoming part of an overarching communicative event that is relayed to a wider audience via digital media. By examining the specific consequences which these and other effects entail with respect to questions of setting and performance as well as textual and content-related strategies, the paper illustrates the challenges and chances arising from new formats of situational communication in the field of knowledge communication. I argue that Slams, Ted Talks and Sciences Notes provide illuminating examples of how to combine the powerful immediacy and fascination of situational interaction with the innovative communicative possibilities of the digital era (by adapting the traditional medium of academic speech to the requirements of today’s digital society). In this sense, digitalization does not appear as heralding the end of situational speech, but rather as a genuine chance for its modernized revival.


2021 ◽  
Vol 8 (2) ◽  
pp. 205316802110169
Author(s):  
Kevin Munger ◽  
Ishita Gopal ◽  
Jonathan Nagler ◽  
Joshua A. Tucker

An emerging empirical regularity suggests that older people use and respond to social media very differently than younger people. Older people are the fastest-growing population of Internet and social media users in the US, and this heterogeneity will soon become central to online politics. However, many important experiments in this field have been conducted on online samples that do not contain enough older people to be useful to generalize to the current population of Internet users; this issue is more pronounced for studies that are even a few years old. In this paper, we report the results of replicating two experiments involving social media (specifically, Facebook) conducted on one such sample lacking older users (Amazon’s Mechanical Turk) using a source of online subjects which does contain sufficient variation in subject age. We add a standard battery of questions designed to explicitly measure digital literacy. We find evidence of significant treatment effect heterogeneity in subject age and digital literacy in the replication of one of the two experiments. This result is an example of limitations to generalizability of research conducted on samples where selection is related to treatment effect heterogeneity; specifically, this result indicates that Mechanical Turk should not be used to recruit subjects when researchers suspect treatment effect heterogeneity in age or digital literacy, as we argue should be the case for research on digital media effects.


Author(s):  
Peter Nikken ◽  
Jos De Haan

Using an online questionnaire among 785 parents (children 0-7 years) in the Netherlands we investigated a) whether parents experience problems when guiding children’s digital media usage, b) whether they feel competent in dealing with these problems, c) whether they need parenting support, and d) how these problems, competences and need for support are related to the characteristics of the parents, the family and the child. The analyses reveal that the parents’ experiences of problems is associated with negative views on media effects, the presence of older siblings living at home and occur especially when their child is active on social media. Parents’ feelings of competence are enhanced by positive views on media effects, older children being present in the home, and the involvement of the young child in educational games and media skill level. Parents feel less confident if their child is active on social media. Support is primarily dependent on the level of problems at hand. Moreover, professionals are consulted especially when parents feel less competent, their child is active on social media and no older siblings are present at home. Parents ask family or friends for advice when they have a negative view on media effects.


1996 ◽  
Vol 41 (6) ◽  
pp. 599-601
Author(s):  
Louis P. Cusella
Keyword(s):  

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