Political journalists rely heavily on their occupational status and reputation. This article addresses how political journalists negotiate their standing and enforce their legitimacy on Twitter amidst the online environment that directly challenges them. So far, practice-oriented studies have only looked at journalists in general. Studies have also tended to investigate the content published to journalists’ Twitter feeds, neglecting other aspects of the Twitter profile that can affect the perceived image of journalists. This exploratory study examines the Twitter profile pages of 20 political journalists who work for the top broadsheet newspapers in the United States. It uses the conceptual framework of personal branding to identify patterns and trends of how and where political journalists actively communicate their presence on the platform. This process is delineated by three complementary and co-existing brand identities – the organizational, the professional, and the personal – as well as a digital media skills-based dimension that political journalists use to position their journalistic brand on Twitter. Findings suggest that it could be most appropriate to think of political journalists’ Twitter profiles as digital business cards or digital portfolios, deliberately crafted to differentiate the journalist and establish competitive superiority.
This chapter reports on a study conducted in seven countries in which young children's (aged under 8) digital practices in the home were examined. The study explored family practices with regard to access to and use of technologies, tracing the ways in which families managed risks and opportunities. Seventy families participated in the study and interviews were undertaken with both parents and children, separately and together, in order to address the research aims. This chapter focuses on the data relating to parental mediation of young children's digital practices. Findings indicate that parents used a narrow range of strategies in comparison to parents of older children, primarily because they considered their children too young to be at risk when using technologies. However, children's own reports suggested that some were able to access online sites independently from a young age and would have benefitted from more support and intervention. The implications of the study for future research and practice are considered.
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