Socio-Mediated Scandals: Theorizing Political Scandals in a Digital Media Environment

2020 ◽  
Author(s):  
Diana Zulli
Keyword(s):  
Digital Media ◽  
Digital Technology ◽  
Digital Age ◽  
Theoretical Framework ◽  
Future Research ◽  
American Democracy ◽  
Collaborative Process ◽  
Media Environment ◽  
Political Scandals

Abstract Political scandals are a conspicuous characteristic of American democracy, and yet they have received little theoretical attention that might nuance our understanding of their nature and form. One key context yet to be extensively explored is digital technology and the enabling of vernacular discourses in the scandal narrative. Thus, this article develops a theoretical framework for studying political scandals in the digital age. I discuss this as a transformation from mediated scandals to socio-mediated scandals. Socio-mediated scandals: (a) reflect a more collaborative process, (b) are increasingly personalized, (c) are subject to amplified partisanship, and (d) are characterized by liveness, wherein scandals are quick, explosive, and then dissipate. The implications of this framework and opportunities for future research are discussed.

Digital visibility and the role of mutual interaction expectations: Reframing the journalist–audience relationship through the lens of interpersonal communication

2020 ◽  
pp. 146144482090702 ◽  
Author(s):  
Claudia Wilhelm ◽  
Helena Stehle ◽  
Hanne Detel
Keyword(s):  
Digital Media ◽  
Interpersonal Communication ◽  
Digital Age ◽  
Theoretical Framework ◽  
Mutual Interaction ◽  
Expectancy Violations ◽  
Expectancy Violations Theory ◽  
Media Environments

In the light of a new level of reciprocal visibility in the digital age, the journalist–audience relationship has fundamentally changed. Mutual expectations become visible or evolve anew. The question arises as to how these expectations and their (non-)fulfillment influence the journalist–audience relationship. Taking an interpersonal communication perspective by following expectancy violations theory, we focus on the level of interactions and propose a theoretical framework explaining how the interplay of journalists’ and audience’s mutual expectations affects their relationship. Our aim is to contribute to a better understanding of the journalist–audience relationship in digital media environments—and to provide indications for its functioning or failure.

scholarly journals A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Maria Vedechkina ◽  
Francesca Borgonovi
Keyword(s):  
Cognitive Control ◽  
Digital Media ◽  
Digital Technology ◽  
Technology Use ◽  
Public Discourse ◽  
Rapid Development ◽  
Digital Technologies ◽  
Past Research ◽  
Future Research

The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The current review presents findings from three main bodies of literature on the implications of technology use for attention and cognitive control: television, video games, and digital multitasking. The aim is to identify key lessons from prior research that are relevant for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users’ characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. The finding emerging from the review on the large degree of heterogeneity in associations is especially relevant due to the rapid development and diffusion of a large number of different digital technologies and contents, and the increasing variety of user experiences. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader organizing framework in order to guide emerging technology-based research and practice. We end with a discussion of some of the challenges and unaddressed issues in the literature and propose directions for future research.

ESCR Review

2020 ◽  
pp. 603-627
Author(s):  
Simeon J. Yates ◽  
Gerwyn Jones ◽  
William H. Dutton ◽  
Elinor Carmi
Keyword(s):  
Social Movements ◽  
Literature Review ◽  
Digital Media ◽  
Cyber Security ◽  
Technology Use ◽  
Digital Age ◽  
Future Research ◽  
Urban Migration ◽  
Internet Regulation ◽  
Time Period

This chapter describes the analyses and results for the ESRC Domain of Governance and Security, guided by two questions: What are the challenges of ethics, trust, and consent in the digital age? How do we define responsibility and accountability in the digital age? It first provides an overview of the major insights from the literature review and analysis, the Delphi surveys, and workshop discussions about pertinent concepts of governance and security in a digital age. The most frequent concepts emerging from topic modelling included social movements and protest communication, Internet governance, measurement, automation, EU commission and privacy, urban migration mobile, social media, law enforcement, and Marxist analysis. Comparing these results with the most common words in the literature review, five major topics emerged: state use of digital media, especially surveillance of social movements and protest; Internet regulation and governance, both national and international; children’s use of digital media, both protection and regulation; regulation and governance of automated systems; and deception in digital media. Gradually, emphases shifted from regulation of general technology use to concerns with privacy, data protection, and children’s use of digital technologies. The analyses also identified the kinds of theory, methods, and approaches in the literature. The review provides examples of literature in the project’s time period that illustrate these topics. It ends with a discussion of future research directions (e.g., accountability for digital systems and their impacts, algorithms and the law, human factors in cyber security, and ethics) and research challenges (e.g., cybersecurity, governance, and transnational governance).

scholarly journals Mediated Skewed Diffusion of Issues Information: A Theory

2018 ◽  
Vol 4 (3) ◽  
pp. 205630511880031 ◽  
Author(s):  
Bree McEwan ◽  
Christopher J. Carpenter ◽  
Jill E. Hopke
Keyword(s):  
Information Dissemination ◽  
Theoretical Framework ◽  
Media Ecology ◽  
Future Research ◽  
Interpersonal Processes ◽  
Media Environment ◽  
Societal Issues ◽  
Modern Media ◽  
Theoretical Perspectives ◽  
The Media

The modern media ecology has changed drastically over the last decade yet scholarly theoretical perspectives lag behind lay theories regarding news diffusion making it difficult to fully articulate and understand the processes driving dissemination of information and persuasion across networks and media contexts. The proposed theoretical framework takes into account extant research on the multiple mechanisms, specifically, cognitive ego involvement, the media environment, and interpersonal processes that operate in concert to influence the way information about societal issues is diffused through digital communication channels. The theoretical framework of mediated skewed diffusion of issues information provides 11 testable propositions. These are put forth to provide a foundation and encourage future research on information dissemination, online persuasion, and position polarization.

scholarly journals The Role of Digital Technology in English Language Teaching in Azerbaijan

2019 ◽  
Vol 9 (2) ◽  
pp. 364 ◽  
Author(s):  
Milana Abbasova ◽  
Narmin Mammadova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Digital Media ◽  
Digital Technology ◽  
Qualitative Methodology ◽  
English Language ◽  
Language Teaching ◽  
Future Research ◽  
Use Of Technology

The current study uses qualitative methodology to explore the role that digital technology plays in both second language acquisition and teaching. In-depth interviews were conducted with 6 teachers aged between 23 and 55 who are currently employed by Khazar University, Azerbaijan. Teachers indicate that the use of technology has an important impact on student’s second language learning. Although some of the teachers displayed negative effects of modern technologies on getting students’ attention, positive feedback is more available. Teachers demonstrated how the use of technology in teaching and learning supports students’ engagement in education. Overall, this study provides a reader with a general understanding of both students and teachers’ involvement in digital media as well as the effectiveness of second language teaching with technologies at higher educational institutions of Azerbaijan. Future research in the same area of study is needed to compare both teachers’ and students’ perceptions separately in broader sample and identify the key factors that affect teacher’s decision to choose rather traditional methods.

8. Chromebooks vs. Printed Books – Exploring Influences on Students’ Reading Comprehension and Dictionary-use

2018 ◽  
Author(s):  
Stacie Kerr
Keyword(s):  
Reading Comprehension ◽  
Digital Media ◽  
Digital Technology ◽  
Quantitative Methods ◽  
Digital Age ◽  
Research Project ◽  
Pedagogical Tools ◽  
Printed Books ◽  
Significant Difference ◽  
Dictionary Use

The digital age is an era beginning in the 1980s in societies wherein the retrieval, management, and transmission of information using digital technology is a principal activity (Flewitt, Messer, & Kucirkova, 2015). In recent years, digital technology has been rapidly incorporated into Canadian schools, inspiring a debate concerning how educators should use newly emerging digital technology in the classroom, and ultimately whether digital media platforms should be accepted as a replacement for print-based media platforms at all. This research project uses quantitative methods and a within-subjects research design to compare fifth grade Eastern Ontarian students’ frequency of dictionary-use and reading comprehension scores when reading a Chromebook and using an online dictionary, in contrast to when reading a printed book and using a printed dictionary. It was hypothesized that students would achieve higher reading comprehension scores and demonstrate more frequent dictionary-use when reading with a Chromebook and online dictionary than when reading a printed book and using a printed dictionary. This was due to the reportedly more ergonomic nature of digital media platforms (Dundar & Akcayir, 2012), and to the unique set of skills acquired by many children growing up during the digital age (Steeves, 2014). It was found that the participants used the online dictionary significantly more frequently than the printed dictionary, but no significant difference was found between participants’ reading comprehension scores in the two conditions. The results of this research project may have implications for the pedagogical tools and practices used in local Eastern Ontarian elementary school classrooms.

scholarly journals Managing Technological Change in the Digital Age: The Role of Architectural Frames

2014 ◽  
Vol 29 (1) ◽  
pp. 27-43 ◽  
Author(s):  
Ola Henfridsson ◽  
Lars Mathiassen ◽  
Fredrik Svahn
Keyword(s):  
Technological Change ◽  
Digital Technology ◽  
Design Patterns ◽  
Digital Age ◽  
Future Research ◽  
Loosely Coupled ◽  
Complementary Approach ◽  
Powerful Approach

Inspired by Herbert Simon's notion of nearly decomposable systems, researchers have examined modularity as a powerful approach to manage technological change in product innovation. We articulate this approach as the hierarchy-of-parts architecture and explain how it emphasizes decomposition of a design into loosely coupled parts and subsequent aggregation of these into an industrial product. To realize the scale benefits of modularity, firms successively freeze design specifications before production and therefore only allow limited windows of functionality design and redesign. This makes it difficult to take advantage of the increased speed by which digitized products can be developed and modified. To address this problem, we draw on Christopher Alexander's notion of design patterns to introduce a complementary approach to manage technological change that is resilient to digital technology. We articulate this approach as the network-of-patterns architecture and explain how it emphasizes generalization of ideas into patterns and subsequent specialization of patterns for different design purposes. In response to the increased digitization of industrial products, we demonstrate the value of complementing hierarchy-of-parts thinking with network-of-patterns thinking through a case study of infotainment architecture at an automaker. As a result, we contribute to the literature on managing products in the digital age: we highlight the properties of digital technology that increase the speed by which digitized products can be redesigned; we offer the notion of architectural frames and propose hierarchy-of-parts and network-of-patterns as frames to support innovation of digitized products; and, we outline an agenda for future research that reconsiders the work of Simon and Alexander as well as their followers to address key challenges in innovating digitized products.

scholarly journals A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children

2020 ◽  
Author(s):  
Maria Vedechkina ◽  
Francesca Borgonovi
Keyword(s):  
Digital Media ◽  
Digital Technology ◽  
Technology Use ◽  
Public Discourse ◽  
Rapid Evolution ◽  
Digital Technologies ◽  
Past Research ◽  
Future Research ◽  
Bodies Of Evidence

The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The rapid evolution of the technological landscape in recent years has made it increasingly difficult to study how digital devices might interact with cognition in a way that directly informs the present generation of media users. The current review presents findings from three main bodies of evidence on the implications of technology use for attention and executive functions: television, video games, and digital multitasking with the aim of identifying key lessons from prior research for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users’ characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader theoretical framework in order to guide emerging technology-based research. We end with a discussion of some of the challenges and unaddressed issues in the literature, and propose directions for future research.

The Oxford Handbook of Digital Technology and Society

2020 ◽  
Keyword(s):  
Interpersonal Relationships ◽  
Digital Technology ◽  
Social Research ◽  
Digital Age ◽  
Theory And Practice ◽  
Future Research ◽  
Technology And Society ◽  
Health Politics ◽  
State Of Research ◽  
The Uk

This book is a guide into the increasingly interconnected domains of digital technology and society. It presents extensive reviews into several domains affected by digital technology and media, such as health, politics, and interpersonal relationships, which are developed from the findings of the “Ways of Being in a Digital Age” project commissioned by the UK Economic and Social Research Council (ESRC). The book includes interdisciplinary, comprehensive reviews on central aspects of the current digital age. Aside from a look into the methodology of the ESRC project, the book contains chapters discussing individual and relational domains to more organizational, community, and citizenship domains, and then to more societal and governance domains. The chapters within each section provide a solid foundation for understanding the current state of research and theory in each of these areas, and for grounding future research, theory, and practice. They also bring to bear literature from a wide variety of disciplines, necessary for understanding the interrelationships between digital technology and society.

Teachers’ Knowledge for the Digital Age

2019 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Pedagogical Content Knowledge ◽  
Digital Media ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Dynamic Equilibrium ◽  
Digital Age ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Future Research ◽  
Pedagogical Content

The 21st-century explosion and decisive impact of digital media on education has highlighted the need for rethinking the required teacher knowledge for guiding students in taking advantage of improved technological affordances. The reformed teacher knowledge, called technological pedagogical content knowledge (TPCK or TPACK), is knowledge reflecting a dynamic equilibrium for the interaction of technology, pedagogy, and content. The intersection of these three knowledge domains reveals four additional subsets: technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge and technological pedagogical content knowledge. The summation of these domains resides within the intellectual, social, and cultural contexts of education, to reveal the knowledge known as TPCK/TPACK. Teacher educators, researchers, and scholars have been and continue to be challenged with identifying appropriate experiences and programs for assessing and developing this teacher knowledge for integrating digital technologies as learning tools in reformed educational environments. Two questions guide this review of the literature surrounding the active, international scholarship and research toward understanding the nature of TPCK/TPACK and guiding the development of teachers’ TPCK/TPACK. The response to the first question describes the nature of this teacher knowledge for the digital age and how it differs from prior descriptions of teachers’ knowledge. The response to the second question explores the research and scholarship unveiling how this knowledge is developed and assessed at the pre-service and in-service teacher levels. From this scholarly work, three distinct views on the nature of TPCK/TPACK are proposed to explain various approaches in how this teacher knowledge is both developed and assessed in pre-service and in-service preparation programs. The integrated, heterogeneous vision recognizes the distinctness of the multiple subsets in the model and calls for specific preparation in each of the domains as key to developing the teacher knowledge for the digital age. The transformative, homogeneous vision considers the knowledge as a whole, composed through the integration of the multiple subset. Through the educational processes, the multiple subsets are rearranged, merged, organized, integrated and assimilated in such a way that none are any longer individually discernible. The third vision, called the distinctive vision, acknowledges the critical nature of the primary domains of pedagogy, content and technology and proposes the value of preparing teachers in each of these distinct domains. Supporting teachers for gaining the TPCK/TPACK-based knowledge, the preparation must respond to changes in content knowledge, pedagogical knowledge, and technological knowledge. These cumulative scholarly efforts provide a launchpad for future research focused on developing teachers’ knowledge for teaching in the digital age.

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