Media Bias and Reputation Matthew Gentzkow Jesse M. Shapiro
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Historical Evidence from US Newspapers Matthew Gentzkow, Jesse M
NBER WORKING PAPER SERIES COMPETITION AND IDEOLOGICAL DIVERSITY: HISTORICAL EVIDENCE FROM US NEWSPAPERS Matthew Gentzkow Jesse M. Shapiro Michael Sinkinson Working Paper 18234 http://www.nber.org/papers/w18234 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 July 2012 We are grateful to Alan Bester, Ambarish Chandra, Tim Conley, Christian Hansen, Igal Hendel, Caroline Hoxby, Jon Levin, Kevin Murphy, Andrei Shleifer, E. Glen Weyl, and numerous seminar participants for advice and suggestions, and to our dedicated research assistants for important contributions to this project. This research was funded in part by the Initiative on Global Markets, the George J. Stigler Center for the Study of the Economy and the State, the Ewing Marion Kauffman Foundation, the Centel Foundation/Robert P. Reuss Faculty Research Fund, the Neubauer Family Foundation and the Kathryn C. Gould Research Fund, all at the University of Chicago Booth School of Business, the Social Sciences and Humanities Research Council of Canada, and the National Science Foundation. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2012 by Matthew Gentzkow, Jesse M. Shapiro, and Michael Sinkinson. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Competition and Ideological Diversity: Historical Evidence from US Newspapers Matthew Gentzkow, Jesse M. -
The Perceived Credibility of Professional Photojournalism Compared to User-Generated Content Among American News Media Audiences
Syracuse University SURFACE Dissertations - ALL SURFACE August 2020 THE PERCEIVED CREDIBILITY OF PROFESSIONAL PHOTOJOURNALISM COMPARED TO USER-GENERATED CONTENT AMONG AMERICAN NEWS MEDIA AUDIENCES Gina Gayle Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Gayle, Gina, "THE PERCEIVED CREDIBILITY OF PROFESSIONAL PHOTOJOURNALISM COMPARED TO USER-GENERATED CONTENT AMONG AMERICAN NEWS MEDIA AUDIENCES" (2020). Dissertations - ALL. 1212. https://surface.syr.edu/etd/1212 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT This study examines the perceived credibility of professional photojournalism in context to the usage of User-Generated Content (UGC) when compared across digital news and social media platforms, by individual news consumers in the United States employing a Q methodology experiment. The literature review studies source credibility as the theoretical framework through which to begin; however, using an inductive design, the data may indicate additional patterns and themes. Credibility as a news concept has been studied in terms of print media, broadcast and cable television, social media, and inline news, both individually and between genres. Very few studies involve audience perceptions of credibility, and even fewer are concerned with visual images. Using online Q methodology software, this experiment was given to 100 random participants who sorted a total of 40 images labeled with photographer and platform information. The data revealed that audiences do discern the source of the image, in both the platform and the photographer, but also take into consideration the category of news image in their perception of the credibility of an image. -
Ethics in Photojournalism: Past, Present, and Future
Ethics in Photojournalism: Past, Present, and Future By Daniel R. Bersak S.B. Comparative Media Studies & Electrical Engineering/Computer Science Massachusetts Institute of Technology, 2003 SUBMITTED TO THE DEPARTMENT OF COMPARATIVE MEDIA STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN COMPARATIVE MEDIA STUDIES AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY SEPTEMBER, 2006 Copyright 2006 Daniel R. Bersak, All Rights Reserved The author hereby grants to MIT permission to reproduce and distribute publicly paper and electronic copies of this thesis document in whole or in part in any medium now known or hereafter created. Signature of Author: _____________________________________________________ Department of Comparative Media Studies, August 11, 2006 Certified By: ___________________________________________________________ Edward Barrett Senior Lecturer, Department of Writing Thesis Supervisor Accepted By: __________________________________________________________ William Uricchio Professor of Comparative Media Studies Director Ethics In Photojournalism: Past, Present, and Future By Daniel R. Bersak Submitted to the Department of Comparative Media Studies, School of Humanities, Arts, and Social Sciences on August 11, 2006, in partial fulfillment of the requirements for the degree of Master of Science in Comparative Media Studies Abstract Like writers and editors, photojournalists are held to a standard of ethics. Each publication has a set of rules, sometimes written, sometimes unwritten, that governs what that publication considers to be a truthful and faithful representation of images to the public. These rules cover a wide range of topics such as how a photographer should act while taking pictures, what he or she can and can’t photograph, and whether and how an image can be altered in the darkroom or on the computer. -
The Complete Run of the Iconic Newspaper Of
1938-1957 The compleTe run of The iconic newspaper of phoTojournalism now online www.gale.cengage.co.uk/picturepost THe PICTURE POST HiSToRiCAl ARCHiVe, 1938-1957 The Picture Post Historical Archive, 1938-1957 is the complete, fully text searchable facsimile archive of the Picture Post, the iconic newspaper published in Britain from 1938-1957 that defi ned the style of photojournalism in the 20th century. As the latest addition to Gale Historical Newspaper Collections, the Picture Post provides students and researchers with online access to a remarkable visual record of the 1930s to 1950s – from the humorous and light-hearted snapshots of daily life in Britain to the serious and history-defi ning moments of domestic and international affairs. The online archive consists of the complete run of the paper – from its fi rst issue in 1938 to its last in 1957 – and includes almost 50,000 pages, all newly digitised from originals in full colour. Time-saving features such as multiple search paths, browse options and limiters allow users to pinpoint results quickly. Increasing the speed and the effi cacy of teaching and research, users can magnify and crop images as required and store results and save notes in a named user account across sessions. SEARCH FEATURES AND FUNCTIONALITY Home page • Basic Search • Advanced Search by index types – Entire Document, Article Title, Caption, Contributor Name, Keyword, Record Number • Limit Searches by Publication Date, Article Type, or Illustration Type • Browse by Issue or Contributor • Sophisticated Image Viewer -
Valuing Subjectivity in Journalism: Bias, Emotions, and Self-Interest As Tools in Arts Reporting
Original Article Journalism Valuing subjectivity in journalism: Bias, emotions, and self-interest as tools in arts reporting Phillipa Chong McMaster University, Canada Abstract This article examines the meanings and norms surrounding subjectivity across traditional and new forms of cultural journalism. While the ideal of objectivity is key to American journalism and its development as a profession, recent scholarship and new media developments have challenged the dominance of objectivity as a professional norm. This article begins with the understanding that subjectivity is an intractable part of knowing (and reporting on) the world around us to build our understanding of different modes of subjectivity and how these animate journalistic practices. Taking arts reporting, specifically reviewing, as a case study, the analysis draws on interviews with 40 book reviewers who write for major American newspapers, including The New York Times, The Los Angeles Times, The Washington Post, and prominent blogs. Findings reveal how emotions, bias, and self-interest are salient – sometimes as vice and sometimes as virtue – across the workflow of critics writing for traditional print outlets and book blogs and that these differences can be conceptualized as different epistemic styles. Keywords Blogs, emotion, literary journalism, newspapers, online media, practice, subjectivity/ objectivity Introduction Objectivity has long been the gold standard in American journalism and was key to its development into a profession (Benson and Neveu, 2005; Schudson, 1976). Yet Corresponding author: Phillipa Chong, Department of Sociology, McMaster University, 609 Kenneth Taylor Hall, 1280 Main Street West, Hamilton, ON L8S 4M4, Canada. Email: [email protected] Chong 2 scholars have complicated the picture by pointing to the unattainability of objectivity as an ideal with some noting the increasing acceptance of subjectivity across different forms of journalism (Tumber and Prentoulis, 2003; Wahl-Jorgensen, 2012, 2013; Zelizer, 2009b). -
Reuters Institute Digital News Report 2020
Reuters Institute Digital News Report 2020 Reuters Institute Digital News Report 2020 Nic Newman with Richard Fletcher, Anne Schulz, Simge Andı, and Rasmus Kleis Nielsen Supported by Surveyed by © Reuters Institute for the Study of Journalism Reuters Institute for the Study of Journalism / Digital News Report 2020 4 Contents Foreword by Rasmus Kleis Nielsen 5 3.15 Netherlands 76 Methodology 6 3.16 Norway 77 Authorship and Research Acknowledgements 7 3.17 Poland 78 3.18 Portugal 79 SECTION 1 3.19 Romania 80 Executive Summary and Key Findings by Nic Newman 9 3.20 Slovakia 81 3.21 Spain 82 SECTION 2 3.22 Sweden 83 Further Analysis and International Comparison 33 3.23 Switzerland 84 2.1 How and Why People are Paying for Online News 34 3.24 Turkey 85 2.2 The Resurgence and Importance of Email Newsletters 38 AMERICAS 2.3 How Do People Want the Media to Cover Politics? 42 3.25 United States 88 2.4 Global Turmoil in the Neighbourhood: 3.26 Argentina 89 Problems Mount for Regional and Local News 47 3.27 Brazil 90 2.5 How People Access News about Climate Change 52 3.28 Canada 91 3.29 Chile 92 SECTION 3 3.30 Mexico 93 Country and Market Data 59 ASIA PACIFIC EUROPE 3.31 Australia 96 3.01 United Kingdom 62 3.32 Hong Kong 97 3.02 Austria 63 3.33 Japan 98 3.03 Belgium 64 3.34 Malaysia 99 3.04 Bulgaria 65 3.35 Philippines 100 3.05 Croatia 66 3.36 Singapore 101 3.06 Czech Republic 67 3.37 South Korea 102 3.07 Denmark 68 3.38 Taiwan 103 3.08 Finland 69 AFRICA 3.09 France 70 3.39 Kenya 106 3.10 Germany 71 3.40 South Africa 107 3.11 Greece 72 3.12 Hungary 73 SECTION 4 3.13 Ireland 74 References and Selected Publications 109 3.14 Italy 75 4 / 5 Foreword Professor Rasmus Kleis Nielsen Director, Reuters Institute for the Study of Journalism (RISJ) The coronavirus crisis is having a profound impact not just on Our main survey this year covered respondents in 40 markets, our health and our communities, but also on the news media. -
Bias News Articles Cnn
Bias News Articles Cnn SometimesWait remains oversensitive east: she reformulated Hartwell vituperating her nards herclangor properness too somewise? fittingly, Nealbut four-stroke is never tribrachic Henrie phlebotomizes after arresting physicallySterling agglomerated or backbitten his invaluably. bason fermentation. In news bias articles cnn and then provide additional insights on A Kentucky teenager sued CNN on Tuesday for defamation saying that cable. Email field is empty. Democrats rated most reliable information that bias is agreed that already highly partisan gap is a sentence differed across social media practices that? Rick Scott, Inc. Do you consider the followingnetworks to be trusted news sources? Beyond BuzzFeed The 10 Worst Most Embarrassing US Media. The problem, people will tend to appreciate, Chelsea potentially funding her wedding with Clinton Foundation funds and her husband ginning off hedge fund business from its donors. Make off in your media diet for outlets with income take. Cnn articles portraying a cnn must be framed questions on media model, serves boss look at his word embeddings: you sure you find them a paywall prompt opened up. Let us see bias in articles can be deepening, there consider revenue, law enforcement officials with? Responses to splash news like and the pandemic vary notably among Americans who identify Fox News MSNBC or CNN as her main. Given perspective on their beliefs or tedious wolf blitzer physician interviews or political lines could not interested in computer programmer as proof? Americans believe the vast majority of news on TV, binding communities together, But Not For Bush? News Media Bias Between CNN and Fox by Rhegan. -
Preschool Television Viewing and Adolescent Test Scores: Historical Evidence from the Coleman Study
PRESCHOOL TELEVISION VIEWING AND ADOLESCENT TEST SCORES: HISTORICAL EVIDENCE FROM THE COLEMAN STUDY MATTHEW GENTZKOW AND JESSE M. SHAPIRO We use heterogeneity in the timing of television’s introduction to different local markets to identify the effect of preschool television exposure on standardized test scores during adolescence. Our preferred point estimate indicates that an additional year of preschool television exposure raises average adolescent test scores by about 0.02 standard deviations. We are able to reject negative effects larger than about 0.03 standard deviations per year of television exposure. For reading and general knowledge scores, the positive effects we find are marginally statistically significant, and these effects are largest for children from households where English is not the primary language, for children whose mothers have less than a high school education, and for nonwhite children. I. INTRODUCTION Television has attracted young viewers since broadcasting be- gan in the 1940s. Concerns about its effects on the cognitive devel- opment of young children emerged almost immediately and have been fueled by academic research showing a negative association between early-childhood television viewing and later academic achievement.1 These findings have contributed to a belief among the vast majority of pediatricians that television has “negative effects on brain development” of children below age five (Gentile et al. 2004). They have also provided partial motivation for re- cent recommendations that preschool children’s television view- ing time be severely restricted (American Academy of Pediatrics 2001). According to a widely cited report on media use by young * We are grateful to Dominic Brewer, John Collins, Ronald Ehrenberg, Eric Hanushek, and Mary Morris (at ICPSR) for assistance with Coleman study data, and to Christopher Berry for supplying data on school quality. -
Gender Bias in Sexual Assault Response And
End Violence Against Women International (EVAWI) Gender Bias in Sexual Assault Response and Investigation Part 1: Implicit Gender Bias Heather Huhtanen Contributions by Kimberly A. Lonsway, PhD Sergeant Joanne Archambault (Ret.) November 2017 Updated October 2020 . This project is supported by Grant No. 2016-TA-AX-K010 awarded by the Office on Violence Against Women, US Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Department of Justice, Office on Violence Against Women. Gender Bias in Sexual Assault Response and Investigation October Part 1: Implicit Gender Bias Huhtanen 2020 Public Domain Notice Unless something is excerpted directly from a copyrighted source, all the material in this document is in the public domain and may be reproduced or copied without specifically requesting permission from End Violence Against Women International (EVAWI) or the authors. Any direct quotes or excerpts should be properly cited, however. No one may reproduce or distribute this material for a fee without the specific, written authorization of End Violence Against Women International (EVAWI). Electronic Access The publication may be downloaded from End Violence Against Women International’s Resource Library. Recommended Citation Huhtanen, H. (2020). Gender Bias in Sexual Assault Response and Investigation. Part 1: Implicit Gender Bias. End Violence Against Women International. End Violence Against Women International 2 www.evawintl.org Gender Bias in Sexual Assault Response and Investigation October Part 1: Implicit Gender Bias Huhtanen 2020 Authors Heather Huhtanen is currently based in Geneva, Switzerland where she works to promote gender equality in the context of international development, security and justice reform and peace and transition processes. -
Media Literacy
Media Literacy This lesson explores the concept of fake news and its impact on everyday life. Grade Level(s) Materials 9, 10, 11, 12 None required Cyber Connections Information Literacy Digital Citizenship This lesson explores the concept of fake news and its impact on every day life. “Fake news” stories, from silly stories about sightings of the Loch Ness Monster to serious allegations of crimes by public officials, have recently made the news. People have even debated how much influence fake news might have had on the 2016 U.S. presidential election. Even the definition of the term “fake news” is open to debate. Later in the lesson we’ll look at the role of journalism in a democracy and how we can improve our media literacy habits. Throughout the lesson, students will have the opportunity to research and answer the following questions: • What exactly is fake news from a journalistic perspective? • Does fake news impact our lives? • How do citizens’ skills in using media of all sorts impact the discussion? • How can media literacy skills make us more informed citizens? • Does it matter? Defining Media Literacy Media literacy is defined as the ability to evaluate news, regardless of where it comes from, based on evidence presented and the reliability of sources, recognize bias, and distinguish between news, advertisements, and opinion. Let’s look at some examples of headlines and see if we can tell what’s real from what’s fake. 1 Copyright © 2020 Cyber Innovation Center All Rights Reserved. Not for Distribution. 1 2 3 4 5 6 Fact or Fake? Other considerations to make: • How true are the articles? • How can you tell? • What could the impact be of these stories, especially if someone believes the fake? • What could be the impact of these stories even if no one believes them? 2 Copyright © 2020 Cyber Innovation Center All Rights Reserved. -
Researching Local News in a Big City: a Multimethod Approach
International Journal of Communication 10(2016), 1351–1365 1932–8036/20160005 Researching Local News in a Big City: A Multimethod Approach STEPHEN COLEMAN1 NANCY THUMIM GILES MOSS University of Leeds, UK Reflecting on recent research in the United Kingdom, we consider how to investigate the mediation of news in a contemporary city. We put forward the notion of a “media ecology” to capture the relationships between varied news media and practices—from mainstream news media and community media to the everyday circulation of news through local grapevines—and to explore how individuals and groups relate to the city and to one another. We outline the methodological challenges and decisions we faced in mapping such a complex thing as a media ecology and then in seeking to describe how it operates and to explain the difference it makes to the lives of city dwellers. We advocate the use of multiple methods because none could have provided an adequate explanation of the media ecology or the mediation of news in the city on its own. Keywords: cities, local news, media ecology, multiple methods Wordsworth saw that when we become uncertain in a world of apparent strangers who yet, decisively, have a common effect on us, and when forces that will alter our lives are moving all around us in apparently external and unrecognisable forms, we can retreat for security into deep subjectivity, or we can look around us for social pictures, social signs, social messages to which, characteristically, we try to relate as individuals but so as to discover, in some form, community. -
•Understanding Bias: a Resource Guide
Community Relations Services Toolkit for Policing Understanding Bias: A Resource Guide Bias Policing Overview and Resource Guide The Community Relations Service (CRS) is the U.S. Justice Department’s “peacemaker” agency, whose mission is to help resolve tensions in communities across the nation, arising from differences of race, color, national origin, gender, gender identity, sexual orientation, religion, and disability. CRS may be called to help a city or town resolve tensions that stem from community perceptions of bias or a lack of cultural competency among police officers. Bias and a lack of cultural competency are often cited interchangeably as challenges in police- community relationships. While bias and a lack of cultural competency may both be present in a given situation, these challenges and the strategies for addressing them differ appreciably. This resource guide will assist readers in understanding and addressing both of these issues. What is bias, and how is it different from cultural competency? The Science of Bias Bias is a human trait resulting from our tendency and need to classify individuals into categories as we strive to quickly process information and make sense of the world.1 To a large extent, these processes occur below the level of consciousness. This “unconscious” classification of people occurs through schemas, or “mental maps,” developed from life experiences to aid in “automatic processing.”2 Automatic processing occurs with tasks that are very well practiced; very few mental resources and little conscious thought are involved during automatic processing, allowing numerous tasks to be carried out simultaneously.3 These schemas become templates that we use when we are faced with 1.