Instagram and intermodal configurations of value

2021 ◽  
Author(s):  
Michele Zappavigna ◽  
Andrew S. Ross
Keyword(s):  
Food Choices ◽  
Theory Approach ◽  
Multimodal Analysis ◽  
Food Items ◽  
Instructional Discourse ◽  
Interesting Pattern ◽  
Everyday Aesthetics ◽  
Textual Features ◽  
Grounded Theory Approach ◽  
Made In

Abstract This paper explores how ideological positions associated with food are construed multimodally in Instagram posts produced by everyday social media users. Discourse about food choices is an important site for revealing syndromes of values that characterise the ideological positions that are embedded in everyday life. An example of a highly valued food is the avocado which is an important bonding icon in semantic domains from veganism, clean eating, keto/low-carb eating, ethical/sustainable eating to fitness. We explore how values associated with avocado toast are enacted intermodally through the interplay of meanings made in the images, captions, and tags in a corpus of 64,585 Instagram posts tagged #avotoast. The study draws on previous social semiotic work on visual intersubjectivity and everyday aesthetics in social photography (Zhao and Zappavigna 2018a) to interpret the visual meanings made in these posts. It also draws on research into intermodal coupling (image-text relations) and ambient affiliation (online social bonding) (Zappavigna 2018) to understand how different values are construed in these texts. A modified grounded theory approach is used to isolate and exemplify the visual and textual features at stake, and then to explore ideological positionings through close multimodal analysis. A particularly interesting pattern in the corpus is the interaction of aesthetic and moralising discourses. For instance, a regulative metadiscourse realised through hashtags is used to project an instructional discourse about how to eat and what is considered ethical, sustainable, and nutritious food consumption. Rather than being directly encoded as judgement of behaviour these assessments tended to be expressed as appreciation of food items and their aesthetics or worth (e.g., clean, healthy, etc.).

scholarly journals College Students’ Views on Functional, Interactive and Critical Nutrition Literacy: A Qualitative Study

2021 ◽  
Vol 18 (3) ◽  
pp. 1124 ◽  
Author(s):  
Jade McNamara ◽  
Noereem Z. Mena ◽  
Leigh Neptune ◽  
Kayla Parsons
Keyword(s):  
College Students ◽  
Qualitative Study ◽  
Focus Groups ◽  
Food Environment ◽  
Critical Appraisal ◽  
Good Health ◽  
Food Choices ◽  
Nutrition Information ◽  
Theory Approach ◽  
Grounded Theory Approach

This research aimed to uncover how the nutrition literacy domains (functional, interactive, critical) influence the dietary decisions of young adults in college. For this qualitative study, undergraduate college students aged 18–24 years old (n = 24) were recruited to participate in focus groups. The focus group transcripts were independently coded for primary and secondary themes using a grounded theory approach and a basic thematic analysis. Four focus groups with 5–7 participants per group were conducted. The three domains of nutrition literacy emerged in the focus groups with two themes per domain. Themes within functional nutrition literacy included ‘food enhances or inhibits good health’ and ‘components of a healthy diet’; themes within interactive nutrition literacy included ‘navigating the college food environment’ and ‘awareness of food marketing on dietary behavior’; themes within critical nutrition literacy included ‘critical appraisal of nutrition information’ and ‘awareness of societal barriers to good health’. Understanding how the different nutrition literacy domains relate to college students’ food choices can inform future researchers on how to appropriately assess nutrition literacy and design programs aimed at improving dietary behaviors of college students.

scholarly journals Challenge of History Teachers in Teaching and Learning Higher Order Thinking Skills (HOTS)

2020 ◽  
Vol 30 (1) ◽  
pp. 36-45
Author(s):  
Estik Wijayasari ◽  
Kurniawati Kurniawati ◽  
Murni Winarsih
Keyword(s):  
Teaching And Learning ◽  
Thinking Skills ◽  
Theory Approach ◽  
History Teachers ◽  
Higher Order Thinking Skills ◽  
Teacher Understanding ◽  
Learning History ◽  
History Learning ◽  
Grounded Theory Approach ◽  
Made In

This study aims to identify the challenges faced by teachers and the efforts made in the implementation of HOTS-based history learning. In this study, a qualitative method was used by taking research at the Lab School in Kebayoran Jakarta. The analysis was carried using Strauss & Corbin grounded theory approach. The results illustrate three interrelated things, namely the concept of HOTS used, implementation, and challenges faced by history teachers. This study shows that the difficulty faced by history teachers in teaching and learning history based on HOTS is that assessment has been carried out using the HOTS model. On the other hand, training in learning that supports HOTS has not been provided to teachers, many curriculum demands, teacher competencies/skills, lack of time in the learning process, and the learning design made by the teacher does not yet support HOTS. The efforts to answer these challenge can be overcome by (1) increasing teacher understanding/mastery of HOTS concepts, (2) the planning of learning devices arranged to suit the needs of students, and (3) during the implementation of learning using models that support HOTS namely inquiry learning.Penelitian ini bertujuan untuk mengidentifikasi tantangan yang dihadapi guru dan upaya yang dilakukan dalam pelaksanaan pembelajaran sejarah berbasis HOTS. Dalam penelitian ini, metode kualitatif digunakan dengan mengambil penelitian di SMA Lab School Kebayoran Jakarta. Analisis dilakukan dengan menggunakan pendekatan teori ground Strauss & Corbin. Hasil penelitian menggambarkan tiga hal yang saling terkait, yaitu konsep HOTS yang digunakan, implementasi, dan tantangan yang dihadapi oleh guru sejarah. Studi ini menunjukkan bahwa kesulitan yang dihadapi oleh guru sejarah dalam pengajaran dan pembelajaran sejarah berdasarkan HOTS adalah penilaian telah dilakukan dengan menggunakan model HOTS. Di sisi lain, pelatihan dalam pembelajaran yang mendukung HOTS belum diberikan kepada guru, banyak tuntutan kurikulum, kompetensi / keterampilan guru, kurangnya waktu dalam proses pembelajaran, dan desain pembelajaran yang dibuat oleh guru belum mendukung HOTS. Upaya menjawab tantangan ini dapat diatasi dengan (1) peningkatan pemahaman guru / penguasaan konsep HOTS, (2) perencanaan perangkat pembelajaran yang disesuaikan dengan kebutuhan siswa, dan (3) selama pelaksanaan pembelajaran menggunakan model yang mendukung HOTS yaitu pembelajaran inkuiri.

The Analysis of Qualitative Data: The Grounded Theory Approach

1992 ◽  
Vol 37 (10) ◽  
pp. 1074-1075
Author(s):  
Janet Ward Schofield
Keyword(s):  
Grounded Theory ◽  
Qualitative Data ◽  
Theory Approach ◽  
Grounded Theory Approach

A Qualitative Study toward Understanding the Process of Religious Experiences of Christian North Korea Defectors: Through the Grounded Theory Approach

2019 ◽  
Vol 30 (4) ◽  
pp. 173-207
Author(s):  
Myung Hee Jun ◽  
Sook Hee Jung ◽  
Kyung Sook Kim ◽  
Jae Hwan Kim ◽  
Kyung Song
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
North Korea ◽  
Theory Approach ◽  
Religious Experiences ◽  
Grounded Theory Approach

The Analysis of Nurses’ Positive Deviance Behaviours as a Measure in Preventing the Transmission of Healthcare-Associated Infections (HAIs) at M. Djamil Hospital, Padang, West Sumatera

2018 ◽  
Vol 1 (1) ◽  
pp. 3-7
Author(s):  
Esthika Ariany Maisa ◽  
Yulastri Arif ◽  
Wawan Wahyudi
Keyword(s):  
Grounded Theory ◽  
Wound Care ◽  
Positive Deviance ◽  
Care Practice ◽  
Theory Approach ◽  
Nursing Managers ◽  
Theoretical Sampling ◽  
Develop Theory ◽  
Healthcare Associated ◽  
Grounded Theory Approach

Purpose: To explore the nurses’ positive deviance behaviors as an effort to provide solutions in preventing and controlling infections in the hospital. Method: This is a qualitative research using grounded theory approach. Thirteen nurses from Dr.M.Djamil hospital were selected based on theoretical sampling in order to develop theory as it appears. Nurses were interviewed from June to September 2014. Interviews were thematically analyzed using techniques of grounded theory to then generate a theory from themes formed. Findings: The modes of positive deviance behavior identified were practicing hand hygiene beyond the standards (bringing handsanitizer from home), applying nursing art in wound care practice, placing patients with MRSA infections at the corner side, giving a red mark on a MRSA patient’s bed for easy identification by nurses, changing clothes and shoes in hospital, reducing hooks on the wall, and cleaning the ward on scheduled days. Conclusion: The study shows that nurses have a number of positive deviance behaviors to prevent infection transmission in the wards. It is sugested that the hospital management and nursing managers adopt some of the uncommon solution highlighted by the nurses to solve the HAIs problems in the hospital.

Analysis of Entrepreneurship Education Model of Technology-Driven Agri-Food Industry Applying Line-by-line Coding Method of Grounded Theory

2019 ◽  
Vol 118 (8) ◽  
pp. 266-274
Author(s):  
Byung- MoonSeol ◽  
Young-Lag KIM
Keyword(s):  
Grounded Theory ◽  
Comparative Analysis ◽  
Statistical Analysis ◽  
Food Industry ◽  
Entrepreneurship Education ◽  
Theory Approach ◽  
Coding Method ◽  
Open Coding ◽  
Education Model ◽  
Grounded Theory Approach

Background/Objectives: This paper investigated and analyzed the phenomena in implementing the curriculum and characteristics of an entrepreneurship education model existing technology-driven agri-food industry. Methods/Statistical analysis: The line-by-line coding method of grounded theory approach by Strauss & Corbin was applied for this study and the collected data was analyzed with the NVIVO 12 program from QSR which is a tool for analyzing quality comparative analysis for better efficiency in open coding.

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