EU cultural policy and audience perspectives: how cultural value orientations are related to media usage and country context

Abstract

This article studies how people across Europe think about cultural value, including cultural heritage, and how this is related to their media usage. Drawing on data from the Eurobarometer in October 2017, which were designed with EU cultural policy goals in mind, we examine which cultural value orientations are most prevalent among citizens in European Union countries, and how these are related to their use of legacy news media and online media, their trust in professional journalists and social networks, and the media system their country belongs to. Our findings show three distinct types of cultural value orientation among Europeans: valuing cultural heritage, valuing cultural exchange, and skepticism towards European culture. These orientations map onto two out of three pillars of EU policy goals. While individual media usage and trust are important predictors of these orientations, we find limited effects of media systems, including market shares of public broadcasters.

A Study on the Influencing Factors of Social Media in the Communication of Cultural Heritage Education: A Systematic Literature Review

“…One theme is in Cuba (Dá vila et al, 2020). Three are in the UK (Hoeven, 2020;Kidd et al, 2022;Verboord & Nørgaard, 2021) Examining the research topic from the perspective of the country's geography, Europe and Asia pay more attention to this topic, with Korea, Italy, and the United Kingdom being the most prominent ones. It can be found that Italy, the United Kingdom, and South Korea are developed countries that pay more attention to the link between cultural heritage and the people, the impact of cultural heritage on the people, and the people's need for cultural heritage on a spiritual level.…”

“…One study was based on school education and focused on targeting the importance of social media in the cultural heritage education industry and exploring related curriculum models (Benedetti et al, 2021); the other study broke away from the limitations of school education and defined the education target as a youth to explore a new model of cultural heritage education (Gao & Lee, 2022).2 Two articles use social media to change users' views and perceptions of cultural heritage (Roszczyńska-Kurasińska, 2021;Hoeven, 2020). nine articles create cultural heritage communities through social media and explore the importance of communities for the dissemination and development of cultural heritage (Kelpšienė, 2021;Monti et al, 2018;Kamba & Buba, 2022;Su et al,2019;Lopez et al,2019;Farahani et al, 2018;Dá vila et al, 2020;Grimaldi et al, 2020;Longhi-Heredia, 2022;Kidd et al, 2022;Verboord & Nørgaard, 2021). three studies focus on the digitization of cultural heritage, attempting to expand the forms of cultural heritage, better integrate it with public life, and increase public participation (Kim et al, 2019;Varriale et al, 2021;Cui et al al., 2021).…”

Theoretical and applied aspects of understanding the concept “legal orientation” in legal science

“…in a wide variety of contexts and meanings. Specifically, in medicine -"value orientations" (Heim et al, 2019), "political orientations" ( Kannan & Veazie, 2018); psychology -"value orientations" (Braithwaite, 1998;de Groot & Steg, 2010), "political orientations" (Lassetter & Neel, 2019; Pazhoohi & Kingstone, 2021; Verkuyten et al, 2022); in sociology -"social orientations" (Manfredo et al, 2021), "social-value orientations" (Chirumbolo et al, 2016), "social-value orientation theory" (Lewis & Willer, 2017); in economy -"socially oriented economy" (Moskvina, 2019); in ecology -"political orientations" (Trémolière & Djeriouat, 2021); in pedagogy -"professional orientation" (Ihnatovych et al, 2014) and "value orientations" (Ennis, 1992); in cultural studies -"cultural-value orientations" (Schwartz, 2006;Verboord & Kristensen, 2021), "value orientations" (Schwartz, 2014), "value-orientational approach" (Watkins & Gnoth, 2011); in public administration -"professional orientation" (Orlovska, 2021), etc. Therewith, each of these word constructions has its meaning, which can be understood only from the context of the scientific material read.…”