Engaging the Audience in a Digitised Television Production Process

This article discusses producer practices and the reasons why they engage their audience in the production process. In a digitised media context, audiences have become more visible, mainly through social media, and have more means to participate. Our research deconstructs the production process of a particular television programme by means of the “hierarchy of influences” model, which separates micro and macro levels that influence production. It draws on in-depth interviews with all editors of Flemish current affairs programme De Afspraak (The Appointment) and on a three-month participatory observation. We conclude that immersive ways of engaging the audience are applied in our specific case. More broadly, we argue that although practices change, pre-existing norms and values about the television audience remain central to how producers engage their audience through digital and social media.     

Depictions of Gender on Primetime Television: A Quantitative Content Analysis

To document current portrayals of women and men on primetime television, a quantitative content analysis was conducted. A 1-week composite of primetime television programming across 9 broadcast and cable networks was randomly sampled, yielding 89 programs and 1,254 characters. Consistent with prior findings, women were significantly underrepresented on primetime TV when compared with men. Analyses examined representations of gender in the realms of occupation, aggression, sexualization, and stereotypically masculine and feminine attributes, with comparisons drawn across different age groups. Contrary to popular belief, these findings suggest that the current state of primetime television does not represent a “golden age” for women. Although it appears that some gender stereotypes have declined when compared to previous decades, others (e.g., dominant men, sexually provocative women) have persisted. Implications are discussed in terms of cultivation and social cognitive theories.     

Body Politics: Coverage of Health Topics and Policy in U.S. Feminist Magazines

This study considered health coverage in 3 highly circulated U.S. feminist magazines: Ms., Bitch, and Bust. The authors used critical discourse analysis to examine 80 print and online articles for representations of liberal, social, radical, and postfeminist feminist ideologies in health coverage; the rhetorical strategies publications used for health content and how they compare with mainstream women’s magazines; and their emphasis on health policy and public health initiatives. The findings suggested that the magazines relied on discursive approaches resembling those of mainstream magazines when covering health, such as prioritizing personal health issues and individualized responses. However, through distinctive feminist lenses, they also performed better than mainstream women’s magazines in presenting health issues, representing a broader range of concerns affecting women, addressing people from diverse communities, and suggesting opportunities for collective response.     

Relative Effectiveness of Expository and Field Trip Methods of Teaching on Students' Achievement in Ecology

The study was a pre‐test treatment post‐test control design. Three educational districts from the Niger Delta region of Nigeria were treated as clusters. Twenty boys and 20 girls were randomly selected, making up a total of 40 students, in each of Group A, Group B, and Group C. Students in Group A were taught ecology by taking them to the school farm, pond, and nearby stream, while students in Group B were taught ecology strictly in the classroom. Students in Group C were not taught but have knowledge of ecology. Findings of the study revealed a highest performance of Group A relative to Group B and Group C. Students in Group A (field trip) were thus able to perform highest because of their opportunity of having first‐hand experience of organisms in their natural habitat.     

Blogging with pre-service teachers as action research: when data deserve a second glance

The implementation of digital pedagogies (i.e. blogging) is one way to mediate large classroom discussions in culturally relevant ways. This 2.5-year longitudinal mixed-method action research study reflects on the ways blogging can further promote culturally relevant discussions explored in face-to-face classes. Findings include pre-service teachers’ use of blogs in: interrogating issues as a means of developing cultural competence; recognizing their own trepidation and lack of self-knowledge related to topics of diversity; and exploring the disconnect between their current knowledge and future practice. Additionally, this study explores ways in which the authors could have further assisted students in challenging their beliefs and strengthening cultural competencies through blog responses.