Chinese news publications potentially play a crucial role in mitigating global climate change. Presently, the majority of scholars treat the Chinese news media system as one single entity. We expect, however, Chinese party-sponsored and market-oriented newspapers differ in their representation of climate change. Using the conceptual framework of news diversity, we examined how Chinese journalists reported on climate change by examining their use of media frames, source types, and multiple viewpoints in news articles. The results revealed that market-oriented newspapers were indeed significantly different by including more diverse viewpoints, conflict frames, and environmental nongovernmental organizational sources, while party-sponsored newspapers employed more domestic political, science, and scientific uncertainty frames. The results suggest that researchers should be cautious about generalizing past findings to the entire Chinese media ecosystem because it is unique, diverse, and complex.
The participant observation method involves numerous methodological competencies and procedures, yet no systematic research has been found to date that evaluates the qualitative practice. The method has played a foundational role in the field of journalism and is growing in use among researchers. Despite its contributions to knowledge about organizations, movements, and cultures, the procedures that encompass the method may be unfamiliar or unclear for some researchers according to the literature. The study analyzed journalism researchers’ reporting of methodological information in studies involving news contexts and assessed scholars’ adherence to methodological reporting best practices in 150 journal articles. The results showed participant observation researchers employed data trustworthiness techniques by primarily using qualitative formal interviews and they also provided site selection logic. The results, however, also showed evidence of methodological conceptual ambiguity when referring to participant observation method techniques and low reporting of several specific recommended techniques associated with participation observation. The narrative reflects our desire to help other researchers learn more about the method, while also encouraging methodological transparency to improve the collective understanding of the method. We put forth eight participant observation reporting recommendations rooted in anthropology and sociology to consider when reporting methodological practices. The hope is this introduction and the proposed measures will initiate discussions and support community around the practice of participant observation.
"Schools today are not a humanizing or an edu cational force as much as a credentialing agency, sorting people out who do not fit into the regular channels of educational development. Schools function to certify that someone is not harmful rather than to develop the potential of all."
The emergence of citizen journalism has prompted the journalism field and scholars to readdress what constitutes journalism and who is a journalist. Citizen journalists have disrupted news-media ecosystems by challenging the veracity and representativeness of information flowing from mainstream news-media newsrooms. However, the controversy related to the desired level of citizen involvement in the news process is a historical debate that began before the citizen-journalism phenomenon. As early as the 1920s, journalist and political commentator Walter Lippman and American philosopher John Dewey debated the role of journalism in democracy, including the extent that the public should participate in the news-gathering and production processes. This questioning of citizen involvement in news reemerged as an issue with the citizen journalism phenomenon around the late 1990s. People with no news-media organizational ties have taken advantage of the convenience and low cost of social computing technologies by publishing their own stories and content. These people are referred to as citizen journalists. Scholars have assessed the quality and credibility of citizen-journalism content, finding that citizen journalists have performed well on several standards of traditional news-content quality. Levels of quality differ dependent upon citizen journalists’ goals and motivations, such as serving the public interest, increasing self-status, or expressing their creative selves. As it is an emerging area of study, unarticulated theoretical boundaries of citizen journalism exist. Citizen-journalism publications emphasize community over conflict, advocacy over objectivity, and interpretation over fact-based reporting. In general, citizen journalists have historically acted when existing news-media journalists were not fully meeting their community’s informational needs. Scholars, however, vary in how they label citizen journalists and how they conceptually and empirically define citizen journalism. For example, researchers have shifted their definitional focus on citizen journalists from one of active agents of democratic change to people who create a piece of news content. The mapping of the citizen-journalism literature revealed four types of citizen journalists based on their levels of editorial control and contribution type: (1) participatory, (2) para, (3) news-media watchdog, and (4) community. Taken together, these concepts describe the breadth of citizen-journalist types. For those of us interested in journalism studies, a more targeted approach in the field of citizen journalism can help us build community around scholarship, understand citizen journalists’ contributions to society and practice, and create a more a stable foundation of knowledge concerning people who create and comment on news content.
University reward systems (i.e., tenure and promotion standards) can shape educators’ behaviors and dedication to teaching. This study contributes to knowledge by conceptually mapping teaching evaluation standards through a thematic analysis of U.S. tenure and promotion documents from media- and communication-centric departments. The results revealed that evaluation criteria coalesced around three areas: (a) teaching performance, (b) teaching service, and (c) scholarship of teaching and learning. Performance was the most formalized teaching evaluation approach, while scholarship of teaching, a distinct area, was much less present. Conceptual and empirical clarification associated with the scholarship of teaching and learning is presented.
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