Sentiment Analysis and Summarization of Facebook Posts on News Media

Social media has become part of daily life in the modern world. News media companies (NMC) use social network sites including Facebook pages to let net users keep updated. Public expression is important to NMC for making valuable journals, but it is not cost-effective to collect millions of feedback by human effort, which can instead be automated by sentiment analysis. This chapter presents a mobile application called Facemarize that summarizes the contents of news media Facebook pages using sentiment analysis. The sentiment of user comments can be quickly analyzed and summarized with emotion detection. The sentiment analysis achieves an accuracy of over 80%. In a survey with 30 participants including journalists, journalism students, and journalism graduates, the application gets at least 4.9 marks (in a 7-point Likert scale) on the usefulness, ease of use, ease of learning, and satisfaction with a mean reliability score of 3.9 (out of 5), showing the effectiveness of the application.

Leveraging Interdisciplinary Collaboration to Improve Technology Dependency and Intercultural Competencies

In this chapter, the authors discussed the use of virtual exchange (VE) courses in a global context to prepare college students, including journalism students and pre-service teachers, for technology dependency and intercultural competencies through the faculty-librarian-instructional designer collaboration. They shared the pedagogical and technological issues encountered when implementing the VE courses with their international partner professors and described their journey of an ongoing process of collaboration and problem solving prior to and during the pandemic. Concrete examples were provided to demonstrate how they used VE to produce meaningful student learning outcomes and to expand accessible international education. The authors also discussed future research and further implementation of the VE courses.

Using a Headshot Assignment to Incorporate Critical Theory Into Photojournalism Classrooms

This case study uses a diversity and critical thinking exercise in a photojournalism class to show how journalism educators can incorporate race and gender conversations about ethics and judgment into traditionally skills-oriented courses. It is crucial that journalism students learn how to apply their skills properly in an era of social unrest, inequality, and dwindling media trust. Democratic citizenship and journalism are intertwined, but often the bigger ethical conversations are left out of skills-oriented courses. This can lead to a disconnect between the skills themselves and the responsibility of practicing the skills, especially when it comes to matters of power and representation. The field of photojournalism remains predominately White and male, which makes it all the more crucial for students to interrogate their own biases to ensure ethical coverage of their communities. The assignment asks students to make 36 portraits of strangers, and the subsequent classroom exercise has them confront their inherent biases by looking at the demographics of the people they photographed compared to the general population. Data for this case study consist of observations of the classroom conversations and a reflexive journalism exercise the students completed afterward. Findings indicate this exercise is a successful way to introduce racial and gender considerations as part of photojournalistic ethics and judgment. Students initially neglected to think about representation and diversity in their selection of people to photograph but afterward said they could effectively incorporate reflexivity into their work in an effort to provide more representative imagery and confront their own biases.

ASSESSMENT OF JOURNALISM STUDENTS’ WRITING PROJECTS COMPLETED INDIVIDUALLY AND IN COLLABORATION

The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data. The participants were 21 second year and 15 third-year students, who wrote 18 fiction stories for preschool children (3 were written in the collaborative writing groups of 4, where the students were allowed to choose partners for small groups; 3 in the collaborative writing groups of 4, where the students were not allowed to choose partners; 6 after prewriting group discussion, and 6 without any collaboration). 12 six-year students evaluated delivered texts. We also interviewed 12 teachers of the Department of Publishing and Editing about the collaborative writing tasks at the meeting of the Department. Teachers’ interviews were recorded, transcribed and analysed. The students and teachers expressed positive attitudes towards collaborative writing, that contributes to students’ learning outcomes and prepare them for teamwork. The highest score got the texts written individually after the prewriting discussion. The stories written by the students who were allowed to choose partners in a group work gained higher scores than texts prepared in randomly created groups. The participants in the self-selected conditions reported that they enjoyed а high level of participation, sharing the workload and supportive behaviour. We also observed the evidences of unequal participation of students in collaboration in small groups where the partners were not familiar. The lowest average score got the texts written with no collaboration. So, we proved that there is a need for implementing prewriting group discussions in the learning process. It is necessary to differentiate the role of each student in collaborative writing to evaluate individual results correctly.

The Process and Barriers in Computer-Mediated Communication (A Case Study of Indonesian and Australian Students' Collaboration Project)

This paper describes how university students from diverse cultural background and separated by geographical distance conduct communication process using computer-mediated communication (CMC). The purpose of our research is to examine the communication process and identify potential barriers that can disturb the collaboration. We also aim to find which cultural dimensions influence the communication process. The population is 15 Journalism students from UPH, Indonesia and 15 Journalism students from QUT, Australia who joined a collaboration project from October – November 2018. We use a qualitative case-study, with analytical descriptive method. We analyze multiple sources of evidence such as: logbook and recorded correspondence, Focus Group Discussions (FGD) and depth interview for data collection. Results show the students use mostly asynchronous communication such as chat text and Google Docs for their communication medium. The main barriers are language proficiency and slow internet connections. This study analyzes one case study involving students from two different nations. We find that Individualism, Masculinity and Power Distance cultural dimensions influence how they communicate to each other.

Editing as part of an advertising and public relations curriculum

The general philological discipline, Editing, has been part of a journalism curriculum since the middle of the last century. There are leading experts and practice-proven methods of teaching editing to journalism students. In his publication, the author argues for including editorial competencies training in the curriculum of a bachelor’s degree in advertising and public relations. The study draws on the Federal State Educational Standard of Higher Education and the syllabus of the academic discipline. It takes into account market conditions (professional competition, high demands on the part of consumers for the quality of media communications) and the staffing and methodological support for teaching editing in applied communications at St. Petersburg University. The discipline, Editing in Advertising and Public Relations, is focused on an activity-based approach in training specialists in applied communications. Drawing on educational and methodological literature, instruction follows a developed methodology for editorial work with advertising and PR texts.

Mediadiscourse of fashion: processes, phenomena, effects

The monograph is devoted to the study of the Russian-language discourse of fashion, actualized in the space of modern mass media: in television broadcasts and glossy magazines, blogs and social networks. The main attention is paid to the processes of hybridization of fashion discourse and media discourse and their linguistic and speech manifestations, reflecting the intersection of fashion discourse with other types of discourse. The book is addressed to specialists in the field of media linguistics and journalism, students, teachers and researchers, employees of the fashion industry, as well as all those who are interested in fashion and style issues.

THE USE OF WEB-SERVICES AND APPLICATIONS IN FORMING MEDIA LITERACY OF FUTURE JOURNALISTS

This research paper exposes functional features of the existing applications that are worth including in the journalism educational programs. Such inclusion will pursue the purpose of teaching media literacy to junior university students (namely, freshmen and sophomores) along with designing the Google browser AntiSepar Application. The application has been tested in practice by students majoring in journalism studies. The paper also sets the preconditions of the application’s technical tasks that were elaborated within the framework of the research project “Tools of asymmetric response to hybrid aggression in the humanitarian field” carried out at the Department of Publishing and Editing (Publishing and Printing Institute) at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine. The designed questionnaire completed by university trainees has confirmed the efficacy of the developed system which can be a helpful tool for analyzing media content on a variety of topics (100 respondents filled out a survey). Additionally, during distant group discussions and practice sessions, senior journalism students were offered a more sophisticated algorithm of information processing worked out with the help of the automated systems of wavelet data analysis. A few media-cases were analyzed to work out the main schemes of information processing through InfoStream and Attack Index services. The second part of the research contains the results of the survey, conducted among the Master’s degree students (64 students were interviewed). Finally, the authors concluded that the application of these tools makes it possible for media specialists to monitor news streams and their interconnections as well as the sources of information dissemination with ease and efficacy.

REVIEW: Noted: Entire region ignored by UNESCO manual

Reporting on Migrants and Refugees: Handbook for Journalism Educators. Paris: UNESCO, 2019. 304 pages. ISBN 9789231004568 WHILE this book will be of immense benefit to anybody teaching about the broader issues of immigration and trying to train journalists and journalism students to write on the topic with more understanding, it is a pity that it so effectively ignores the Pacific. This book has some excellent ideas and some really useful guidelines on how to report on migrants more sympathetically and with more understanding, but it is very heavily focussed on Africa and Europe—and Europe to a large extent means Germany.

Current Trends in Journalism Education as Responding to Professional Journalistic Standards and Demands of Media Industry

In this study, we discuss the training of mass communication specialists in terms of competence approach and compliance with professional standards. The relevance of the topic of the study is due to changes in journalism education in Russia and abroad, the emergence of organizational innovations in higher education, and the development trends of the system of professional journalism. The study examined the formation of professional competencies, job responsibilities, knowledge, skills, and abilities in students as a result of mastering the basic educational curriculum for Bachelor's and Master's degree programs in journalism. The study was based on the educational standard and the basic educational program for Bachelor's and Master's degrees in Journalism at the Institute of Philology and Journalism of the National Research University Lobachevsky State University of Nizhny Novgorod. The methodology allowed us to study effective strategies in contemporary media education and a comparative typological analysis of the types of professional journalistic activities. To evaluate the quality of education and the professional standing of future journalists on the labor market, journalism students of the Institute of Philology and Journalism of Lobachevsky University were asked to fill out a questionnaire. The survey participants were 2nd–4 year undergraduate students and first-year graduate students. The experience of the Institute of Philology and Journalism of Lobachevsky University in developing and implementing self-established educational standards illustrates one of the vectors of modernizing the basic educational program for Bachelor's and Master's degrees in Journalism, which represents a balanced combination of the needs of employers, the traditions of classical education, and an awareness of the social, cultural and educational role of journalism in society. The authors concluded that it is necessary to continuously work on improving the process of training future specialists in the field of mass communication, in accordance with the opportunities for further professional self-fulfillment of graduates. The results of this study may be of interest to the developers of educational programs in the field of journalism, the staff of educational and methodological commissions, and the executive staff of educational institutions of higher education.