Your search found 2959 results.

Descriptors:
News Media; Role; Democracy; Citizenship Education; Media Literacy; Development; Measures (Individuals); College Students; Measurement Techniques; Predictive Validity; Knowledge Level; Test Reliability

Abstract:
Using a framework previously applied to other areas of media literacy, this study developed and assessed a measurement scale focused specifically on critical news media literacy. Our scale appears to successfully measure news media literacy as we have conceptualized it based on previous research, demonstrated through assessments of content, construct, and predictive validity. Among our college student sample, a separate media system knowledge index also was a significant predictor of knowledge about topics in the news, which suggests the need for a broader framework. Implications for future work in defining and assessing news media literacy are discussed. (Contains 4 tables and 50 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Public Health; News Media; Medicine; Audiences; Scientific Literacy; Role; Information Sources; Journalism; National Surveys; Regression (Statistics); Correlation; Gender Differences; Age; Race; Ethnicity; Health Education; Health Behavior; Minority Groups

Abstract:
The news media play a vital role in disseminating health information, yet little is known about the social characteristics of health journalists or the impact they have on the newsmaking process. This study examines how the social group influences of US health journalists impact two important aspects of news production--"media agenda-setting" and "framing". Using data from a national survey of health and medical science journalists, the authors conducted multivariable logistic regression analyses to study the links between the gender, age and race/ethnicity of respondents, and the ways in which they utilized news sources, other resources, news priorities and story angles. Female respondents were more likely than males to say that educating people to make informed decisions and disseminating new, accurate information are important priorities. Female and minority journalists were more likely than white males to use a variety of sources, and to say it is important to develop the health and scientific literacy of audiences and influence public health behaviors. The gender and race/ethnicity of journalists play an important role in the production of health news. Health educators can foster improved coverage by learning more about the life experiences of health journalists and developing better working relationships with them. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Safety; News Media; Autism; Internet; Immunization Programs; Expertise; Intention; News Reporting; Undergraduate Students; Information Sources; Correlation

Abstract:
Controversy surrounding an autism-vaccine link has elicited considerable news media attention. Despite being widely discredited, research suggests that journalists report this controversy by presenting claims both for and against a link in a relatively "balanced" fashion. To investigate how this reporting style influences judgments of vaccine risk, we randomly assigned 320 undergraduate participants to read a news article presenting either claims both for/against an autism-vaccine link, link claims only, no-link claims only or non-health-related information. Participants who read the balanced article were less certain that vaccines are safe, more likely to believe experts were less certain that vaccines are safe and less likely to have their future children vaccinated. Results suggest that balancing conflicting views of the autism-vaccine controversy may lead readers to erroneously infer the state of expert knowledge regarding vaccine safety and negatively impact vaccine intentions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Incentives; Newspapers; Teacher Attitudes; Health Behavior; Patients; Internet; Audience Response; News Media; Health Promotion; Costs; Chronic Illness; Negative Attitudes

Abstract:
Background: There has been considerable interest in using financial incentives to help people improve their health. However, paying people to improve their health touches on strongly held views about personal responsibility. Method: "The New York Times" printed two articles in June 2010 about patient financial incentives, which resulted in 394 comments from their online audience. The authors systematically analyzed those online responses to news media in order to understand the range of themes that were expressed regarding the use of financial incentives to improve health. Results: "The New York Times" online readers revealed a broad range of attitudes about paying individuals to be healthy. Many comments reflected disdain for financial incentives, describing them as "absurd" or "silly." Other comments reflected the notion that financial incentives reward individuals for being irresponsible toward their health. Many individuals communicated concerns that paying individuals for healthy behaviors may weaken their internal drive to be healthy. A smaller set of comments conveyed support for financial incentives, recognizing it as a small sum to pay to prevent or offset higher costs related to chronic diseases. Conclusions: Although a measurable group of individuals supported financial incentives, most readers revealed negative perceptions of these approaches and an appeal for greater personal responsibility for individual health. Despite experimental success of financial incentives, negative perceptions may limit their public acceptability and uptake. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Older Adults; News Media; Anxiety; Family Violence; Grounded Theory; Internet; Coding; Aging (Individuals); Public Opinion; Consciousness Raising; Journalism

Abstract:
Purpose: The purpose of this study was to gain insight into public awareness of intimate partner violence (IPV) in late life by how individuals respond to incidents of IPV reported in the newspaper. Design and Methods: Using grounded theory techniques, online news items covering 24 incidents of IPV in late life, and the reader comments posted to them were analyzed. The news items were examined for incident details, story framing, and reporting style. An open coding process (Charmaz, K. [2006]. "Constructing grounded theory: A practical guide through qualitative analysis". Thousand Oaks, CA: Sage Publications.) was used to generate a comprehensive understanding of themes and patterns in the comments posted by readers. Results: Few posters indicated that incidents were episodes of IPV. As many posters struggled to make sense of incidents, they attempted to remove guilt from the perpetrator by assigning blame elsewhere. Comments were influenced by personal assumptions and perspectives about IPV, relationships, and old age; reporting style of the news items; and comments posted by other posters. Implications: Altering public views of IPV in late life requires raising awareness through education, reframing the ways in which information is presented, and placing greater emphasis on the context of the violence. By engaging interactive news media, reporters, participatory journalists, and policymakers can enhance public recognition and understanding of IPV in late life. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Mixed Methods Research; Experiments; Research Design; Qualitative Research; Semi Structured Interviews; Focus Groups; Communication Research; Periodicals; Visual Aids; Interaction; News Media; Web Sites; Pretests Posttests

Abstract:
This article presents a hybrid methodological technique that fuses elements of experimental design with qualitative strategies to explore mediated communication. Called the "qualitative experiment," this strategy uses focus groups and in-depth interviews "within" randomized stimulus conditions typically associated with experimental research. This mixed methods research draws on the advantages of qualitative inquiry to better understand meaning construction and gain a more holistic reading of response differences between varied groupings of mediated content. (Contains 1 note, 1 table, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Children; Foreign Countries; News Media; Military Personnel; Males; Weapons; Popular Culture; War; Grouping (Instructional Purposes); Interviews

Abstract:
Over the past decade, child soldiers have inundated the popular media. Images of boys armed with AK47s appear ubiquitous, providing a cautionary tale of innocent childhood gone awry. While these representations turn commonly held assumptions of a protected and innocuous childhood on its head, what they conceal is as provocative as what they reveal. Popular news media tells us little about the children behind the guns or the complexity of their wartime and post-war experiences. Attempting to move beyond the narrow depictions, this paper explores the realities of a cohort of child soldiers in Sierra Leone and their experiences of armed conflict. Drawing upon in-depth interviews conducted over a two-year period, children's experiences defy the limiting portrayals offered by media discourse. While these children are frequently constructed through a framework of extremes (as either extreme victims, extreme perpetrators or extreme heroes), in reality, the lives of these children fall within the grey, ambiguous and paradoxical zones of each. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Public Education; Preschool Education; Elementary Secondary Education; National Programs; Data Collection; Special Education; School Statistics; Information Dissemination; State Departments of Education; Educational Administration; Federal Government; State Government; Public Officials; Public Policy; Educational Research; Educational Researchers; Educational Policy; News Media; Citizen Participation; Educational Finance; National Surveys; School Surveys; Enrollment; Average Daily Attendance

Abstract:
This documentation is for the revised file (Version 1b) of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) National Public Education Financial Survey (NPEFS) for school year 2008-2009, fiscal year 2009 (FY 09). It contains a brief description of the data collection along with information required to understand and access the data file. The Governments Division of the U.S. Census Bureau conducts the NPEFS data collection on behalf of NCES. The Education Sciences Reform Act of 2002, section 151(b) (3), 20 U.S.C. 9541, authorizes NCES to collect these data. NPEFS provides state aggregate finance data for revenues and expenditures for public elementary and secondary education. NPEFS data are useful to: (1) chief officers of state education agencies; (2) policymakers in the executive and legislative branches of federal and state governments; (3) education policy and public policy researchers; (4) the press; and (5) citizens interested in information about education finance. State education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, and four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands) report state aggregate finance data to the NPEFS program. The data file is organized by state or jurisdiction and contains revenue data by funding source, expenditure data by function and object, and average daily attendance (ADA) data. The file also includes total student membership data from the 2008-2009 CCD State Nonfiscal Survey of Public Elementary/Secondary Education 1c file. Appended are: (1) Record Layout and Description of Data Elements; (2) Glossary; (3) State Abbreviations and American National Standards Institute (ANSI) State Codes; (4) Imputations and Edits List; (5) Fiscal Data Plan Questions; (6) Fiscal Data Plan Responses; (7) Value Distribution and Field Frequencies; (8) State Notes; and (9) Survey Form. (Contains 3 tables, 7 exhibits and 11 footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2706K)

Descriptors:
News Media; Citizenship Education; Democracy; High School Students; Discussion (Teaching Technique); Educational Experiments; Research Methodology; Discourse Analysis; Politics; Mass Media Use

Abstract:
With the growing size of the "Millennial Generation" and its potential impact on American democracy, the civic education of this cohort deserves study. Using news media and discussion of politics at home and in the classroom at four public high schools in New Jersey, we conducted an experiment to measure changes in media use, political knowledge, and political efficacy. Although the experiment generated useful substantive findings, we also learned important lessons about the challenges associated with conducting research in high schools. We present suggestions to aid in studying a crucial segment of the population: adolescents who are on the cusp of entering the electorate. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Critical Theory; Discourse Analysis; Interdisciplinary Approach; Writing (Composition); Rhetoric; Research Methodology; Ideology; Power Structure; Ethics; News Media; Educational Change; Social Environment; College Students; Social Justice

Abstract:
Over the past two decades, critical discourse analysis has emerged as a major new multidisciplinary approach to the study of texts and contexts in the public sphere. Developed in Europe, CDA has lately become increasingly popular in North America, where it is proving especially congenial to new directions in rhetoric and composition. This essay surveys much of this recent literature, noting how rhet/comp has incorporated CDA methodology in a variety of studies of inequality, ethics, higher education, critical pedagogy, news media, and institutional practices. CDA uses rigorous, empirical methods that are sensitive to both context and theory, making it ideal for the demands of a range of projects being developed in our field. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website