Online Journalism: Research Methods
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Descriptive AI Ethics: Collecting and Understanding the Public Opinion
Descriptive AI Ethics: Collecting and Understanding the Public Opinion GABRIEL LIMA, School of Computing, KAIST and Data Science Group, IBS, Republic of Korea MEEYOUNG CHA, Data Science Group, IBS and School of Computing, KAIST, Republic of Korea There is a growing need for data-driven research efforts on how the public perceives the ethical, moral, and legal issues of autonomous AI systems. The current debate on the responsibility gap posed by these systems is one such example. This work proposes a mixed AI ethics model that allows normative and descriptive research to complement each other, by aiding scholarly discussion with data gathered from the public. We discuss its implications on bridging the gap between optimistic and pessimistic views towards AI systems’ deployment. 1 INTRODUCTION In light of the significant changes artificial intelligence (AI) systems bring to society, many scholars discuss whether and how their influence can be positive and negative [21]. As we start to encounter AI systems in various morally and legally salient environments, some have begun to explore how the current responsibility ascription practices might be adapted to meet such new technologies [19, 33]. A critical viewpoint today is that autonomous and self-learning AI systems pose a so-called responsibility gap [27]. These systems’ autonomy challenges human control over them [13], while their adaptability leads to unpredictability. Hence, it might infeasible to trace back responsibility to a specific entity if these systems cause any harm. Considering responsibility practices as the adoption of certain attitudes towards an agent [40], scholarly work has also posed the question of whether AI systems are appropriate subjects of such practices [15, 29, 37] — e.g., they might “have a body to kick,” yet they “have no soul to damn” [4]. -
A Decade of the Knight News Challenge: Investing in Innovators to Advance News, Media, and Information
A DECADE OF THE KNIGHT NEWS CHALLENGE: INVESTING IN INNOVATORS TO ADVANCE NEWS, MEDIA, AND INFORMATION PRESENTED TO November 2017 1 / 31 TABLE OF CONTENTS INTRODUCTION AND MAJOR FINDINGS 3 OVERVIEW OF KNIGHT NEWS CHALLENGE WINNERS 6 KNIGHT NEWS CHALLENGE IMPACT ON WINNERS 16 FIELD IMPACT 21 CONCLUSION 26 APPENDIX A 28 SELECTED WINNER CONTRIBUTIONS TO THE FIELD APPENDIX B 30 METHODOLOGY INTRODUCTION AND MAJOR FINDINGS Over the last two decades, technology has transformed the way consumers interact with news and media, including how they create, consume, and share information. These advances have challenged traditional media organizations to adapt the way they deliver content to stay relevant to readers, fulfill their missions, and sustain their work. In 2006, the Knight Foundation launched the Knight News Challenge (KNC) to invest in new ideas and individuals to support innovation in news and information. Since its launch, the KNC has provided more than $48 million to fund 139 projects in the United States and around the world. 3 / 31 To better understand how the Challenge impacted winners1 , their projects, and the broader fields of news, media, and journalism, Arabella Advisors conducted a retrospective evaluation of the last 10 years of the KNC (2006– 2016)2. Through this research, we identified ways the Challenge has impacted the field and its winners, including: Enabling and Advancing Innovators in Journalism and the Media The KNC helped to support a group of individuals and organizations working at the nexus of technology and journalism and, in large part, has kept those individuals within the media field. Of all winners, 84 percent remain in the fields of journalism, technology and, media. -
An Invitation to Qualitative Research
CHAPTER 1 An Invitation to Qualitative Research n recent years, binge drinking has caused considerable concern among admin - istrators at colleges and universities, compelled by statistics that show marked Iincreases in such behavior. A qualitative researcher studying this topic would seek to go behind the statistics to understand the issue. Recently, we attended a fac - ulty meeting that addressed the problem of binge drinking and heard concerned faculty and administrators suggest some of the following solutions: • stricter campus policies with enforced consequences • more faculty-student socials with alcohol for those over 21 years old • more bus trips into the city to local sites such as major museums to get students interested in other pastimes Although well-intentioned, these folks were grasping at straws. This is because although they were armed with statistics indicating binge drinking was prevalent and thus could identify a problem, they had no information about why this trend was occurring. Without understanding this issue on a meaningful level, it is diffi - cult to remedy. At this point, we invite you to spend 5 to 10 minutes jotting down a list of questions you think are important to investigate as we try to better under - stand the phenomenon of binge drinking at college. What Is Qualitative Research? The qualitative approach to research is a unique grounding—the position from which to conduct research—that fosters particular ways of asking questions and particular ways of thinking through problems. As noted in the opening dis - cussion of binge drinking in college, the questions asked in this type of research usually begin with words like how, why, or what. -
SCIENCE and the MEDIA AMERICAN ACADEMY of ARTS & SCIENCES Science and the Media
SCIENCE AND THE MEDIA AMERICAN ACADEMY OF ARTS & SCIENCES SCIENCE AND THE MEDIA AMERICAN ACADEMY OF ARTS Science and the Media Edited by Donald Kennedy and Geneva Overholser AMERICAN ACADEMY OF ARTS & SCIENCES AMERICAN ACADEMY OF ARTS & SCIENCES Science and the Media Please direct inquiries to: American Academy of Arts and Sciences 136 Irving Street Cambridge, MA 02138-1996 Telephone: 617-576-5000 Fax: 617-576-5050 Email: [email protected] Web: www.amacad.org Science and the Media Edited by Donald Kennedy and Geneva Overholser © 2010 by the American Academy of Arts and Sciences All rights reserved. ISBN#: 0-87724-087-6 The American Academy of Arts and Sciences is grateful to the Annenberg Foundation Trust at Sunnylands for supporting The Media in Society project. The statements made and views expressed are solely the responsibility of the authors and are not necessarily those of the Annenberg Foundation Trust at Sunnylands or the Officers and Fellows of the American Academy of Arts and Sciences. Contents vi Acknowledgments vii Preface 1 Chapter 1 Science and the Media Donald Kennedy 10 Chapter 2 In Your Own Voice Alan Alda 13 Chapter 3 Covering Controversial Science: Improving Reporting on Science and Public Policy Cristine Russell 44 Chapter 4 Civic Scientific Literacy: The Role of the Media in the Electronic Era Jon D. Miller 64 Chapter 5 Managing the Trust Portfolio: Science Public Relations and Social Responsibility Rick E. Borchelt, Lynne T. Friedmann, and Earle Holland 71 Chapter 6 Response to Borchelt, Friedmann, and Holland on Managing the Trust Portfolio: Science Public Relations and Social Responsibility Robert Bazell 74 Chapter 7 The Scientist as Citizen Cornelia Dean 80 Chapter 8 Revitalizing Science Journalism for a Digital Age Alfred Hermida 88 Chapter 9 Responsible Reporting in a Technological Democracy William A. -
Graduate Journalism Course Descriptions
Graduate Journalism Course Description Handbook Table of Contents JOUR 500 Introduction to Newswriting and English-Language Reporting 3 JOUR 503 Visual Literacy and Introduction to Documentary Storytelling 3 JOUR 504 Introduction to Emerging Technology 3 JOUR 505 The Practice: Journalism’s Evolution as a Profession 4 JOUR 508 Introduction to Video Reporting 4 JOUR 510 Special Assignment Reporting 4 JOUR 511 Introduction to Narrative Non-Fiction 4 JOUR 512 Advanced Interpretive Writing 4 JOUR 515 Introduction to Audio Storytelling 4 JOUR 517 Advanced Investigative Reporting 5 JOUR 519 Advanced Writing and Reporting for Magazine and the Web 5 JOUR 521 Documentary Pre-Production 5 JOUR 522 Video Documentary Production 6 JOUR 523 Public Radio Reporting 6 JOUR 524 Advanced Broadcast Reporting 6 JOUR 525 This California Life: Storytelling for Radio and Podcasting 6 JOUR 526 Advanced Broadcast News Production 6 JOUR 527 Advanced Disruption: Innovation with Emerging Technology 6 JOUR 528 Summer Digital News Immersion 6 JOUR 531 Fall Digital News Immersion 7 JOUR 533 Web Journalism and Editorial Site Management 7 JOUR 539 Introduction to Investigative Reporting 7 JOUR 540 International Journalism Seminar I 7 JOUR 542 Foreign Affairs Reporting 7 JOUR 545 International Internships in the Media 7 JOUR 546 News, Numbers and Introduction to Data Journalism 7 JOUR 547 Navigating the Media Marketplace 8 JOUR 552 Television Reporting and Production 8 JOUR 553 Coding and Programming for Storytelling 8 JOUR 554 Reporting with Data 8 JOUR 555 Advanced Coding -
CH 01 Study Guide
Okami Study Guide: Chapter 1 1 Chapter in Review 1. Psychology is the scientific study of mental processes and events (mind) and any potentially observable or measureable activity of a living organism (behavior). Psychological science uses methods grounded in modern scientific knowledge to conduct research in order to advance psychological knowledge. Variable topics and points of view characterize psychology. 2. Although people have always been interested in questions of mental life and the connection between mind and behavior, psychology as a concept did not exist in the ancient world. Early attempts to treat psychological questions include the teachings of Buddha, Aristotle, Chinese philosophers such as Confucius and Lao- tze, and Renaissance philosophers such as René Decartes (dualism) and John Locke (British empiricism). 3. Scientific psychology was born during the late 19th century as a union between philosophy and biology. Some important early schools of scientific psychology include structuralism (Titchener), functionalism (James), psychoanalysis (Freud), behaviorism (Watson, Skinner), and humanism (Rogers, Maslow). 4. Psychology today is distinguished by employment setting (university, hospital, business, clinic) and focus (research or application of research to solving real- world problems); by the psychologist’s field of study (e.g., developmental psychology, clinical psychology, cognitive psychology, etc.); and by the psychologist’s perspective, or point of view. Contemporary perspectives include cognitive, biobehavioral, psychodynamic, evolutionary, sociocultural, and positive psychology. 5. Science is an empirical method of gaining knowledge of the natural world. It is not the only empirical method of gaining this knowledge, but it is the best one. This is because science is less prone to bias than other methods, has built-in methods to change errors in thinking, and constantly refines knowledge gained in the past. -
Phenomenology: a Philosophy and Method of Inquiry
Journal of Education and Educational Developement Discussion Phenomenology: A Philosophy and Method of Inquiry Sadruddin Bahadur Qutoshi Karakorum International University, Pakistan [email protected] Abstract Phenomenology as a philosophy and a method of inquiry is not limited to an approach to knowing, it is rather an intellectual engagement in interpretations and meaning making that is used to understand the lived world of human beings at a conscious level. Historically, Husserl’ (1913/1962) perspective of phenomenology is a science of understanding human beings at a deeper level by gazing at the phenomenon. However, Heideggerian view of interpretive-hermeneutic phenomenology gives wider meaning to the lived experiences under study. Using this approach, a researcher uses bracketing as a taken for granted assumption in describing the natural way of appearance of phenomena to gain insights into lived experiences and interpret for meaning making. The data collection and analysis takes place side by side to illumine the specific experience to identify the phenomena that is perceived by the actors in a particular situation. The outcomes of a phenomenological study broadens the mind, improves the ways of thinking to see a phenomenon, and it enables to see ahead and define researchers’ posture through intentional study of lived experiences. However, the subjectivity and personal knowledge in perceiving and interpreting it from the research participant’s point of view has been central in phenomenological studies. To achieve such an objective, phenomenology could be used extensively in social sciences. Keywords: descriptive nature, interpretative nature, method of inquiry, phenomenology, philosophy Introduction Phenomenology as a philosophy provides a theoretical guideline to researchers to understand phenomena at the level of subjective reality. -
The Argument That Too Little Science Is Available in News Media Is Certainly
JOURNALISTS NEED TO KNOW HOW TO WRITE ABOUT SCIENCE – AND WE CAN TEACH THEM By Steve McIlwaine Introduction Australian journalists need to write and broadcast more about science. The view that too little science is available in news media, a constant complaint of the science lobby, is certainly supported by public opinion. Surveys in Australia have mirrored those in Britain and the US in showing repeatedly and overwhelmingly that news audiences want to hear and see more about science in their media and that they consistently rate science as more desirable than politics or sport (Metcalfe and Gascoigne 1995; Lowe 1997). Clearly, it is in the interests of journalism and news organisations to tap this underexploited resource. But journalists appear to avoid science topics and are largely unequipped to handle medical science, environmental science, or any science, in ways that do not distort, misrepresent or misunderstand the science and that do not promote a continuing feud with scientists. Journalism and journalism education are unlikely, for their own good reasons of scepticism, to adopt the broadly uncritical acceptance of the promotion of science communication as a “motherhood statement”. Journalism should – and increasingly does – see science as an important area of human activity that has no inherent precedence over other important activities. But journalism and journalism education can obviously not ignore the fact that science is playing an ever-greater role in the everyday life and concerns of news audiences. Just as journalists have seen it as their responsibility to present information and interpretation in such fields as politics, economics and the legal system, so they are becoming increasingly less able to avoid responsibility for informing about and interpreting science in its manifold forms. -
Digital Journalism Studies the Key Concepts
Digital Journalism Studies The Key Concepts FRANKLIN, Bob and CANTER, Lily <http://orcid.org/0000-0001-5708-2420> Available from Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/26994/ This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published version FRANKLIN, Bob and CANTER, Lily (2019). Digital Journalism Studies The Key Concepts. Routledge key guides . Routledge. Copyright and re-use policy See http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archive http://shura.shu.ac.uk <BOOK-PART><BOOK-PART-META><TITLE>The key concepts</TITLE></BOOK- PART-META></BOOK-PART> <BOOK-PART><BOOK-PART-META><TITLE>Actants</TITLE></BOOK-PART- META> <BODY>In a special issue of the journal Digital Journalism, focused on reconceptualizsing key theoretical changes reflecting the development of Digital Journalism Studies, Seth Lewis and Oscar Westlund seek to clarify the role of what they term the “four A’s” – namely the human actors, non-human technological actants, audiences and the involvement of all three groups in the activities of news production (Lewis and Westlund, 2014). Like Primo and Zago, Lewis and Westlund argue that innovations in computational software require scholars of digital journalism to interrogate not simply who but what is involved in news production and to establish how non-human actants are disrupting established journalism practices (Primo and Zago, 2015: 38). The examples of technological actants -
Science Journalism in India
Science Journalism in India Manoj Patairiya ABSTRACT Man could well have originated science communication with the early discoveries, the most important being the discovery of fire and dissemination of its knowledge. In India, sage Atharvan is credited for the discovery of fire churning technology and its dissemination during ancient period. A whole host of scientific literature was created in India during ancient, Vedic, post Vedic and classical periods. Medieval period saw emergence of newer trends in science communication when commentaries on earlier scientific texts were written and structures like Jantar Mantar (observatory) were built, but these were accessible to a few elites in the society. The real shift in science communication in favour of the common man became evident in modem times when it was now possible to bring out publications in large numbers. Science journalism started in India in 1818 with the publication of monthly Digdarshan published in Hindi, Bengali and English, carrying a few articles on science and technology. Science communication proliferated in independent India. This paper discusses the trends now emerging in India given the efforts, the slackness in quality and moves to improve it, the plurality of mass media, and a sound science and technology base of the country; arrived at through an in-depth study intended at furthering the cause of science communication and scientific attitude. The study indicates that science coverage attributed to mass media is abysmally poor, i.e. around 3 percent, which is far below the desired level of 10-15 percent. The present work is an attempt to find out the extent of demand and supply of S&T coverage in various mass media and presenting an emerging scenario of science and technology journalism in the country. -
Newspaper Copy Desks in 2000: the Impact of Pagination, Design and Journalism Education
NEWSPAPER COPY DESKS IN 2000: THE IMPACT OF PAGINATION, DESIGN AND JOURNALISM EDUCATION By AMY MOULDEN A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN MASS COMMUNICATION UNIVERSITY OF FLORIDA 2001 Copyright 2000 by Amy Moulden ACKNOWLEDGMENTS I would like to thank Mindy McAdams, the Knight Chair professor of journalism at the University of Florida, for her guidance in creating the online survey for this study. I also would like to thank my committee--Dr. Leonard Tipton, committee chair, Dr. John Griffith and Dr. Kurt Kent--for their guidance. In addition, I am grateful to the news desk supervisors, copy editors and designers who took the time to talk with me about their jobs. iii TABLE OF CONTENTS page ACKNOWLEDGMENTS...................................................................................................iii ABSTRACT........................................................................................................................vi CHAPTERS 1 INTRODUCTION ............................................................................................................1 2 LITERATURE REVIEW..................................................................................................4 Evolution of Copy Editors .............................................................................................. 4 Technology Grows Up ................................................................................................... 4 -
Qualitative Methodologies: Ethnography, Phenomenology, Grounded Theory and More
Page - 1 Qualitative methodologies: ethnography, phenomenology, grounded theory and more Have a look at my web page and follow the links to the teaching resources http://www.brown.uk.com I live in room 0.20b in the Hawthorn Building xtn 8755 or on [email protected] Aim of session: • To introduce some of the applications of qualitative methodologies to research questions the philosophical basis that underlies the qualitative methodology such as ethnography, phenomenology and grounded theory • To advance knowledge of key approaches to qualitative or descriptive research Learning Outcomes: By end of session students should be able to: • Be better equipped to make discerning choices about the appropriate methodology and analytic approach to their topic of enquiry. • Appreciate the contribution of these kinds of description to our knowledge of the social world Qualitative methods There are a great many of these, so I shall have to be selective. I’m sure you’ll find more, but some of my favourites are: Ethnography ‘The ethnographer participates overtly or covertly in people’s daily lives for extended periods of time watching what happens, listening to what is said, asking questions. In fact collecting whatever data are available to throw light on issues with which he or she is concerned’ (Hammersly & Atkinson 1983, p.2). ‘The social research style that emphasises encountering alien worlds and making sense of them is called ethnography or ‘folk description’. Ethnographers set out to show how social action in one world makes sense from the point of view of another’ (Agar 1986, p.12). How did it start? Various traces can be found within the history of ethnography and qualitative methodology: 1) Henry Mayhew – ‘London Labour and the London Poor’ – massive ethnographic study of low paid, unemployed, homeless etc.