The Stubborn Pervasiveness of Television News in the Digital Age and the Field’s Attention to the Medium, 2010–2014

A secondary analysis of 2010–2014 World Values Survey (WVS) data (N = 81,229) is performed across 56 countries to assess frequency of exposure to television news versus the Internet and mobile phone as information sources. A large majority of the comparisons (105/112; 93.75%) reveal television to be used more frequently than Internet or mobile phones (p < 1.0E-09). A content analysis of works published in 9 communication journals from 2010 to 2014 indicates a precipitous decline in the attention political communication scholars are giving to television. Meanwhile, there is substantial growth in the focus on new media.     

写给新教师

我教书多年,现已退休,但是,我确信自己具有较为丰富的学识,能够跟上时代的发展.在教书期间,我通常都会在学期末请学生们讲一讲他们在学校这一年的情况以及为什么他们喜欢学校等等.我记得学生们说的比较突出的评语是他们喜欢我的幽默感,我的公正性以及我所给他们自由以培养他们的责任感的事实.所以在此我想针对新教师,当然也包括那些有经验的老师,给出以下建议:     

Partisan Enclaves or Shared Media Experiences? A Network Approach to Understanding Citizens’ Political News Environments

The abundance of political media outlets raises concerns that citizens isolate themselves to likeminded news, leaving the public with infrequent shared media experiences and little exposure to disagreeable information. Network analysis of 2008 National Annenberg Election Survey data (N = 57,967) indicates these worries are exaggerated, as general interest news outlets like local newspapers and non-partisan television news are central to the public’s media environment. Although there is some variation between the media diets of Republicans and Democrats (FOX News and conservative talk radio are central to Republicans’ information network), neither group appears to engage in active avoidance of disagreeable information. Individuals across the political spectrum are not creating partisan “echo chambers” but instead have political media repertoires that are remarkably similar.     

Schools as learning communities: Building capacity through network learning

This article reports on the results from a study which investigated the impact of guidance given in writing tasks on children's writing performance. Six hundred eleven year olds completed writing tasks with varying content and structural support and their writing was analysed for purpose and organisation, style, spelling, clause structure, word class, paragraphing and punctuation. The aim was to find out if support facilitated better writing and if the type of support had differing effects. The findings suggested that the support did not significantly affect performance in narrative and persuasive writing. Possible implications and initial indications from a follow-up qualitative study of children's thinking are discussed.