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Journal articles on the topic 'Media and communication studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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1

Lule, Jack. "(New) Media Studies." Critical Studies in Media Communication 23, no. 4 (October 2006): 339. http://dx.doi.org/10.1080/07393180600933162.

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Dauncey, Sarah. "Disability media studies." Communication Review 22, no. 2 (April 3, 2019): 162–64. http://dx.doi.org/10.1080/10714421.2019.1607998.

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Stang, Sarah. "Feminist media studies." Critical Studies in Media Communication 37, no. 4 (August 7, 2020): 391–93. http://dx.doi.org/10.1080/15295036.2020.1807683.

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4

Sooryamoorthy, Radhamany. "Trends in media and communication studies: Toddlers, media consumption, and development communication." International Sociology 29, no. 2 (March 2014): 81–88. http://dx.doi.org/10.1177/0268580914524107.

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5

van Vuuren, Kitty. "Review: Dictionary of Media and Communication Studies, Dictionary of Media Studies." Media International Australia 122, no. 1 (February 2007): 215. http://dx.doi.org/10.1177/1329878x0712200136.

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6

Brunning, Dennis. "SAGE Video--Communication and Media Studies." Charleston Advisor 17, no. 3 (January 1, 2016): 31–33. http://dx.doi.org/10.5260/chara.17.3.31.

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7

Davis, Wendy. "Review: Media and Communication." Media International Australia 127, no. 1 (May 2008): 200–201. http://dx.doi.org/10.1177/1329878x0812700135.

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8

Dunas, Denis, and Anna Gureeva. "Media Studies in Russia: Defining its Academic Status." Theoretical and Practical Issues of Journalism 8, no. 1 (January 31, 2019): 20–35. http://dx.doi.org/10.17150/2308-6203.2019.8(1).20-35.

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In the last decades Russian media scholars have attempted to identify a research field that focuses on media: defining it as "theory of journalism" (teoriya zhurnalistiki), "communicativistics" (kommunikativistika) (the russism from "communication science"), "media theory" (mediateoriya), etc. Such a definition as the "theory of mass communications" (teoriya massovoj kommunikacii) has not expanded outside the sociological field. The history of media studies development in Russia demonstrates, how media researchers, focusing on different fields — from journalism and mass media to media communications — have sought to indicate a unique field of knowledge — outside of sociology and even humanitarian knowledge — with its own theoretical and conceptual apparatus and methodological tools. As a result a deeply rooted in Soviet philological tradition and strongly established system of theoretical views was formed under the name of "theory of journalism". However, the "theory of journalism" has not become a leading name in the field, unlike "communicativistics", which studies the humanitarian aspects of the development of media processes in different regions of the world. The communicativistics (together with communication theory, or communicology) occupies a priority place in the academic discourse and creates a large system of knowledge that analyzes and explores the universal laws of communication in the information society. This field of research connects journalism with a huge amount of communication processes and issues. Widely spread determination is "mediology", whose task is "the synthesis of the theory of the media and the theory of journalism. But "mediavistics" as a study of the aggregate of real and virtual communication processes that provides to a public a sociocultural dialogue in the society is not a widely spread title. The theoretical consideration of media communication has become topical recently. Media communication is not tied to either a mass audience or to mass information, as well as to exclusively interpersonal communication, but it is accurately characterized by the availability of a media channel, digital channel, first of all. Nevertheless, the theory of media communications as an independent field of knowledge takes a quite modest place. It is obvious that at present in the Russian academic community there is no consolidated position on the definition of the research area, which studies media. This is a direct evidence of the activity of the four-level fermentation process in the Russian media studies. The research aims to identify the place of media studies in Russian scientific classifiers, in fundamental academic institutions and in the system of basic scientific funds. The authors relate the designation of the field of knowledge by media researchers to the sections of organization classifiers, raise questions about the academic status of media research in comparison to other humanities research areas. This appears to be highly important in the context of scientometric challenges of modern science.
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Kraidy, Marwan M. "Ferment in Global Media Studies." Journal of Broadcasting & Electronic Media 46, no. 4 (December 2002): 630–40. http://dx.doi.org/10.1207/s15506878jobem4604_8.

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10

Steeves, H. Leslie. "Feminist theories and media studies." Critical Studies in Mass Communication 4, no. 2 (June 1987): 95–135. http://dx.doi.org/10.1080/15295038709360121.

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11

Flew, Terry, and Jason Sternberg. "Media Wars: Media Studies and Journalism Education." Media International Australia 90, no. 1 (February 1999): 9–13. http://dx.doi.org/10.1177/1329878x9909000104.

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12

Forchtner, Bernhard. "Global Media Studies." European Journal of Communication 32, no. 5 (October 2017): 490–92. http://dx.doi.org/10.1177/0267323117730714.

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13

Adams, Paul C. "Geographies of media and communication I." Progress in Human Geography 41, no. 3 (January 24, 2016): 365–74. http://dx.doi.org/10.1177/0309132516628254.

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Media and communication are attracting increasing amounts of attention from geographers but the work remains disorganized and lacks a unifying paradigm. This progress report suggests a new paradigm for geographical studies of media and communication and indicates how recent research fits under this umbrella. The report presents recent studies of literature, film and television, digital media, photography, comics, stamps and banknotes. The range of theoretical concerns in this body of work includes performance, agency, materiality, immateriality, networks, politics, emotions and affect. Collectively, these concerns point to communications not merely as transmissions through infrastructure, space and time, but rather as encounters between various human and nonhuman agents. The metaphysical question is exactly what such encounters do to participants – how agents are transformed by other agents’ communications. This leads to synthesis in a new paradigm for media/communication geography: the metaphysics of encounter.
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14

Resnyansky, Lucy. "Social Media, Disaster Studies, and Human Communication." IEEE Technology and Society Magazine 33, no. 1 (2014): 54–65. http://dx.doi.org/10.1109/mts.2014.2301857.

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15

Gray, Jonathan. "Entertainment and media/cultural/communication/etc. studies." Continuum 24, no. 6 (December 2010): 811–17. http://dx.doi.org/10.1080/10304312.2010.510593.

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16

Hosseini, S. H. "Religion and Media, Religious Media, or Media Religion: Theoretical Studies." Journal of Media and Religion 7, no. 1-2 (March 25, 2008): 56–69. http://dx.doi.org/10.1080/15348420701838350.

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17

Drotner, Kirsten. "Media Studies the Nordic Way." Nordic Journal of Media Studies 2, no. 1 (June 7, 2020): 13–22. http://dx.doi.org/10.2478/njms-2020-0002.

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AbstractBased on an overview of Anglo-American stocktaking of media and communication studies, this article situates Nordic media studies as a third route staked out between academic binaries of administrative and critical approaches. The key argument is this: Nordic media studies displays distinctive features of development that are shaped by Nordic welfarist ideals from the 1970s and 1980s rather than by international trends in the academy. Furthermore, these ideals are worth holding on to if the field of media studies is to thrive with quality and relevance in a globalised, connected, and deeply datafied platform society. I take media studies – not communication studies – as my point of departure, since this is the most feasible umbrella term when studying current modes of communication that are technologically mediated in ways that can be stored, shaped, and shared across time and space.
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18

Keane, Michael. "Review: Asian Media Studies." Media International Australia 115, no. 1 (May 2005): 140–41. http://dx.doi.org/10.1177/1329878x0511500117.

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19

Lealand, Geoff. "Review: International Media Studies." Media International Australia 128, no. 1 (August 2008): 158–59. http://dx.doi.org/10.1177/1329878x0812800126.

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20

Fourie, Pieter J. "The Communication Style of Social Media Communication." International Journal of Interdisciplinary Social and Community Studies 13, no. 2 (2018): 1–10. http://dx.doi.org/10.18848/2324-7576/cgp/v13i02/1-10.

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21

van Vuuren, Kitty. "Review: Environment, Media and Communication." Media International Australia 138, no. 1 (February 2011): 161–62. http://dx.doi.org/10.1177/1329878x1113800119.

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22

Tomaselli, Keyan, and Ruth E. Teer-Tomaselli. "Internationalising Media Studies." International Communication Gazette 69, no. 2 (April 2007): 179–91. http://dx.doi.org/10.1177/1748048507074928.

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23

Parisi, David, Mark Paterson, and Jason Edward Archer. "Haptic media studies." New Media & Society 19, no. 10 (August 3, 2017): 1513–22. http://dx.doi.org/10.1177/1461444817717518.

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24

Noske-Turner, Jessica. "Global media studies." New Media & Society 20, no. 2 (February 2018): 839–41. http://dx.doi.org/10.1177/1461444817742900b.

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25

Melki, Jad. "JOURNALISM AND MEDIA STUDIES IN LEBANON." Journalism Studies 10, no. 5 (October 2009): 672–90. http://dx.doi.org/10.1080/14616700902920174.

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26

Harms, John B., and David R. Dickens. "Postmodern media studies: Analysis or symptom?" Critical Studies in Mass Communication 13, no. 3 (September 1996): 210–27. http://dx.doi.org/10.1080/15295039609366976.

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27

Brummett, Barry. "PLENARY SESSION IV. Rhetorics in Media Studies – Media Studies in Rhetorics. A Counter-Statement to Depoliticizations." Nordicom Review 25, no. 1-2 (August 1, 2004): 111–19. http://dx.doi.org/10.1515/nor-2017-0275.

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28

Laskowska, Małgorzata, and Krzysztof Marcyński. "Media Ecology – (Un)necessary Research Perspective in Communication and Media Studies." Mediatization Studies 3 (October 16, 2019): 53. http://dx.doi.org/10.17951/ms.2019.3.53-68.

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<p>The aim of this review and theoretical study is to determine the importance of media ecology theory for communication and media studies. Bearing in mind this research goal, the following research questions were asked: What is the media ecology theory? What approach to media and communication research does it represent? What research perspectives are proposed in the field of media ecology? What new can media ecology bring to communication and media studies? An additional objective of the article, and, at the same, time the intention of the authors, is to raise the interest of Polish researchers in the subject of media ecology and its various aspects, enriching research in the field of communication and media studies.</p>
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29

Poster, Mark. "Visual studies as media studies." Journal of Visual Culture 1, no. 1 (April 2002): 67–70. http://dx.doi.org/10.1177/147041290200100106.

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30

Vukić, Tijana, Marijana Zelenik, and Tatjana Welzer. "Developing Intercultural Communication Competencies Using Various Learning Methods at a Media Communications Study Programme." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 6 (2019): 15–28. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.46.3002.

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Various previous researchers of journalism and media communication education demonstrated the necessity and importance for media workers to be competent in intercultural communication (IC). Slovenian researchers do not discuss these topics, and IC themes are withal mostly part of a non- obligatory courses where usual teaching and learning methods are applied. To examine the effectiveness and usefulness of different teaching/learning methods in developing students’ intercultural communication competencies, an educational intervention research was suitable, as the method is being useful mostly to solve pragmatic issues. Additionally, the study aimed at determining outgoing students’ intercultural communication competencies (ICC) – knowledge, skills, attitudes, and awareness through their cognitive, affective and behavioural dimensions. Two theoretical approaches were used – one stating that ICC are developed by learning on the ground of our innate predispositions and character and the behavioural perspective. This qualitative-evaluative research was conducted within the International and Intercultural Communication course at the first year of Graduate Study of Media Communications at the University of Maribor. It was a trilingual intercultural situation where learning activities such as role-playing, pantomime, case studies, simulations, individual exploration, and reflection were implemented, since students were not used to them. Participatory observation, semi-structured interviews, qualitative questionnaires, evaluation of class activities and a final exam were used as main research methods. Even though the group adapted very soon, the nonverbal activities were most demanding, and individual activities at home the least accomplished. Although they had theoretical knowledge, experience in public speaking, proactivity and self-reflection skills at basic level, their abstract thinking skills, self-awareness and adaptation were medium. However, they showed a great deal of persistence and creativity as a part of a collaborative and cooperative activities. Therefore, focusing on the learning activities stimulating students’ ICC as a part of a real intercultural situation in journalism and mass communication (JMC) education is recommended.
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31

Mohammed, Wunpini Fatimata. "Decolonizing African Media Studies." Howard Journal of Communications 32, no. 2 (January 18, 2021): 123–38. http://dx.doi.org/10.1080/10646175.2021.1871868.

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32

García-Ramos, Francisco-José, Francisco-A. Zurian, and Patricia Núñez-Gómez. "Gender studies in Communication Degrees." Comunicar 28, no. 63 (April 1, 2020): 21–30. http://dx.doi.org/10.3916/c63-2020-02.

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This paper is the result of a research carried out under the umbrella of the “UNESCO UniTWIN Network on Media, Gender, and ICTs” Project, and it tries to determine the presence of subjects with a specific focus on gender in the current Communication Degrees offered at Spanish universities. The inclusion of subjects about gender equality in relation to media follows the suggestions of the IV World Conference on Women in Beijing (1995). The main objective of this research will be to investigate the presence of these subjects in Communication Degrees, identifying the elements that define them at a thematic, methodological and relevant levels within the curriculum. A mixed methodological design is proposed based on ex-post-facto research, with a descriptive orientation and the search for improvement, a qualitative analysis of study plans using ATLAS.ti and a panel of experts. The results reveal a scarce presence of this type of subjects, with a higher percentage in public universities than in private ones, and also a minimal relevance as compulsory subjects. This research study reveals the current formal training in gender studies of future generations of media professionals and serves as an endorsement for forthcoming changes of curricula in the European Higher Education Area context. El presente trabajo es fruto de una investigación desarrollada en el marco del proyecto «UNESCO UniTWIN Network on Media, Gender, and ICTs» para determinar la presencia de asignaturas con un contenido específico en estudios de género en los actuales planes de estudio de los Grados españoles en el área de comunicación. La inclusión de asignaturas que aborden la igualdad de género en relación a los medios y procesos de comunicación obedece a lo establecido en la IV Conferencia Mundial sobre la Mujer de Beijing (1995). El objetivo principal de este trabajo será la indagación del nivel de presencia de estas asignaturas en los Grados en comunicación identificando los elementos que las definen a nivel temático, metodológico y relevancia dentro del plan de estudios. Se plantea un diseño metodológico mixto partiendo de una investigación ex-post-facto, con orientación descriptiva y de búsqueda de la mejora, un análisis cualitativo de planes de estudio mediante ATLAS.ti y un panel de expertos. Los resultados inciden en una escasa presencia de este tipo de asignaturas, con mayor porcentaje en la universidad pública respecto a la privada y una mínima relevancia como materia obligatoria. Un trabajo que vislumbra la actual formación reglada en cuestiones de género de las futuras generaciones de profesionales de los media y que sirve de apoyo para futuros cambios de planes de estudios en el Espacio Europeo de Educación Superior.
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33

Vartanova, Elena, Maria Anikina, Anna Gureeva, and Denis Dunas. "The Subject-Object Field of the Russian Media Studies: the Metatheoretic Approach." Theoretical and Practical Issues of Journalism 8, no. 3 (July 16, 2019): 455–68. http://dx.doi.org/10.17150/2308-6203.2019.8(3).455-468.

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The article considers the specifics of the modern studies of the media and mass communications. It describes the possibility and the necessity of metatheoretic research in this field similarly to the studies in social sciences. The authors stress the need for analytical research aimed at conceptualizing the existing approaches to the media studies. The paper presents the methods and the results of the analysis of the dissertations in 10.01.10 — Journalism which belong to the period from 2012 to 2016. This period was chosen as a relevant one taking into account the necessity of studying the real state of the modern media research projects with a possibility of identifying certain dynamics of the researchers’ interest in the context of digitization, extension of communication space and transformation of sociocultural practices. The communication process scheme was taken as a basis of the empirical analysis. It includes a communicator, a channel of communication, its content, audience and communication effect and is completed by contextual factors of interaction. Taking into account the obtained empirical data, the study demonstrates the misbalance of the scholars’ attention to different elements of the communication process and the stress on separate elements of the mass communication process. It also points out the lack of studies dedicated to the modern media audience. The authors trace certain disproportion of the scientific knowledge structure about the media sphere, the lack of generalizations and also emphasize the difficulties in the description of the subject-object field of the media studies caused by inconstancy and changeability of the media landscape. The authors suppose that the typological specifics of dissertation works on journalism and mass communications could be seen as a factor of a general media theory construction.
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34

McHoul, Alec. "Review: Understanding Media Semiotics, Ethnographic Research for Media Studies." Media International Australia 106, no. 1 (February 2003): 153–56. http://dx.doi.org/10.1177/1329878x0310600116.

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35

Johnson, Gareth J. "Dictionary of media and communication studies (9th edition)." Reference Reviews 30, no. 8 (October 17, 2016): 10. http://dx.doi.org/10.1108/rr-06-2016-0150.

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36

Carpentier, Nico, and David Grondin. "Stretching the Frontiers of Communication and Media Studies." Communiquer. Revue de communication sociale et publique, no. 23 (September 30, 2018): 155–70. http://dx.doi.org/10.4000/communiquer.3324.

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37

Streeter, Thomas. "No Respect? Disciplinarity and Media Studies in Communication." Communication Theory 5, no. 2 (May 1995): 117–29. http://dx.doi.org/10.1111/j.1468-2885.1995.tb00101.x.

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38

Hampton, Mark. "Media Studies and the Mainstreaming of Media History." Media History 11, no. 3 (December 2005): 239–46. http://dx.doi.org/10.1080/13688800500353805.

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39

Tomaselli, Keyan G. "Repositioning African media studies: thoughts and provocations." Journal of African Media Studies 1, no. 1 (May 1, 2009): 9–21. http://dx.doi.org/10.1386/jams.1.1.9_1.

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40

Tomaselli, Keyan G., and Marc Caldwell. "Journalism education: bridging media and cultural studies." Communicatio 28, no. 1 (January 2002): 22–28. http://dx.doi.org/10.1080/02500160208537954.

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41

Price, Stephen. "Genre Studies in Mass Media: A Handbook." Journal of Broadcasting & Electronic Media 52, no. 4 (November 7, 2008): 646–47. http://dx.doi.org/10.1080/08838150802437529.

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42

Jacka, Liz. "Review: De-Westernising Media Studies." Media International Australia 101, no. 1 (November 2001): 144–45. http://dx.doi.org/10.1177/1329878x0110100117.

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43

Quin, Robyn. "Media Studies: Finding an Identity." Media International Australia 120, no. 1 (August 2006): 90–105. http://dx.doi.org/10.1177/1329878x0612000112.

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This paper argues that, from the beginning, Media Studies — at least in Australian schools and universities — did not display the usual organising principles of an academic subject. Media Studies in both Australian secondary schools and universities has traditionally been organised to include the written alongside the oral and practical, to integrate theory with practice, to focus on the application — often at the expense of the abstraction of knowledge. At the school level, this theory/production integration has been justified and promoted under the rubric that students ‘learn by doing’. At university level, much of the same rhetoric is used but at the tertiary level media production classes also cater for the students who see — or hope to see — that a degree in Media Studies is an entrée into the media industries. This approach, the integration of training in media production with education in media theory and criticism, produces tensions, apparent contradictions and misalignments that are obvious to teachers and students alike. Drawing from post-modernist critiques and sociologies of subject knowledge, the study uses interviews with school teachers, students, academics and observations of lessons at school and university level to describe the issues and concerns from multiple perspectives.
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44

Dann, Caron Eastgate. "Review: Media Studies: A Reader." Media International Australia 138, no. 1 (February 2011): 173–74. http://dx.doi.org/10.1177/1329878x1113800132.

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45

Thayne, Martyn, and Andrew West. "‘Doing’ media studies: The media lab as entangled media praxis." Convergence: The International Journal of Research into New Media Technologies 25, no. 2 (March 7, 2019): 186–208. http://dx.doi.org/10.1177/1354856519834960.

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Typically understood in relation to innovations in new media and modes of peer-production, the ‘media lab’ has emerged as a contemporary phenomenon encompassing a variety of ‘maker-spaces’, ‘fablabs’ and ‘hackathons’. This article seeks to resituate the ‘media lab’ in the context of media research and education, drawing inspiration from the recent ‘nonrepresentational’ and ‘nonhuman’ turns in media and cultural theory that examine our entanglement with media on a social, cultural and biological level (Grusin, 2015b; Thrift, 2007; Vannini, 2015; Zylinska, 2012). This article contributes to such debates by presenting the lab as entangled media praxis as a set of 10 principles for teaching media as mediation: a reflexive form of ‘doing’ contemporary media studies that is primarily concerned with developing an embodied ‘attunement’ to the entangled relations of media lab participants. This framework calls for transdisciplinary modes of practice research and ‘critical making’, whereby students, artists, creative technologists and academics work collaboratively to address the affective and subjective conditions of contemporary digital culture. This article will explore these methods in relation to the concept of media entanglement, drawing out the underlying principles of the ‘entangled media praxis’ framework by examining two pilot media labs facilitated by the Arts Council England-funded project, 1215.today.
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46

Aslinger, Ben, and Nina B. Huntemann. "Digital media studies futures." Media, Culture & Society 35, no. 1 (January 2013): 9–12. http://dx.doi.org/10.1177/0163443712464587.

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47

Shome, Raka. "When Postcolonial Studies Interrupts Media Studies†." Communication, Culture and Critique 12, no. 3 (May 25, 2019): 305–22. http://dx.doi.org/10.1093/ccc/tcz020.

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AbstractThis article utilizes a postcolonial theoretical framework to challenge and unsettle the ways in which media has been historicized in media studies where the time of the North Atlantic West is taken to be an unspoken normative assumption through which we chart media’s development. Further, this article attempts to move us to the Global South by calling attention to media objects and the mediated lives that function through those objects, that have not received any place in media history. Nor are they recognized as a media object. The basic questions that this article raises are: (a) what happens to our understanding of media’s development when we complicate the temporality (North Atlantic Western) through which we narrate the history of media, and (b) What happens to our understanding of what media is when 24/7 electrification is not taken as a norm in our recognition of a media or technology object. What other media objects and mediated lives might then become visible?
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48

Josephi, Beate. "Review: Reclaiming the Media: Communication Rights and Democratic Media Roles." Media International Australia 127, no. 1 (May 2008): 185–86. http://dx.doi.org/10.1177/1329878x0812700123.

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49

Croteau, David. "The Growth of Self-Produced Media Content and the Challenge to Media Studies." Critical Studies in Media Communication 23, no. 4 (October 2006): 340–44. http://dx.doi.org/10.1080/07393180600933170.

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50

Schmidt, Wendelin. "Mass media and visual communication." Third Text 19, no. 3 (May 2005): 307–16. http://dx.doi.org/10.1080/09528820500049296.

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