Relevant bibliographies by topics / Media studies (except social media and digital media)

Academic literature on the topic 'Media studies (except social media and digital media)'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Media studies (except social media and digital media)"

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Endres, Eva-Maria. "Social Media in Nutrition Communication - Relevance and Potentials." Open Conference Proceedings 2 (December 15, 2022): 19–23. http://dx.doi.org/10.52825/ocp.v2i.136.

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The contribution is an excerpt from the study Soziale Medien in der Ernährungskommunikation – Relevanz und Potenziale, kostenloser Download unter www.zemdg.de/zemdg-studies. Aim: On behalf of the Max Rubner Institute, an overview of the complex topic of nutrition communication in digital media was created with a focus on approaches to promoting healthy nutrition using social media. Methodology: systematic review (Cochrane standard) Results: 146 reviews, plus 62 studies and reports were included and summarized in three thematic blocks: potential for behavioral change, possible uses for professionals and the influence of social media on nutrition and health. The potentials for using digital media for a healthier and more sustainable nutrition are promising in all areas, but there is a need for more use in pratice and long-term studies. Discussion: Specialist organizations must become more active. For this purpose, recommendations for action were drawn up in eight points.
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Tazilah, Mohd Danial Afiq Khamar, Che Siti Lazrina Md Lazim, and Nur Diyana Ismail. "CYBERBULLYING BEHAVIOURAL INTENTION ON SOCIAL MEDIA DURING COVID-19 PANDEMIC IN MALAYSIA." International Journal of Education, Psychology and Counseling 7, no. 46 (June 15, 2022): 34–43. http://dx.doi.org/10.35631/ijepc.746003.

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Objective: Cyberbullying is a new type of bullying activity due to the advancement of digital technology as compared to traditional bullying. This study aims to examine the influence of attitude, subjective norms and perceived behavioural control on cyberbullying behavioural intention on social media among adolescents and the mediating effect of empathy between these variables. The questionnaire survey was conducted mainly in West Peninsular Malaysia (Selangor, Penang, Ipoh and Johor Bahru) and a total of 219 respondents among adolescents were successfully collected. The data collected are being analysed through Structural Equation Modeling (SEM) with the use of the Partial Least Square approach (PLS). The results of the relationship between three independent variables on the mediating variable and cyberbullying behavioural intention as the dependent variable for this study. Attitude and perceived behavioural control have a significant relationship on cyberbullying behavioural intention (p < 0.05) and therefore H1 and H3 were accepted. In addition, attitude and perceived behavioural control (p < 0.05) have a significant relationship on empathy towards cyberbullying behavioural intention (p < 0.05), hence H4a and H4c were accepted. However, an insignificant result (p > 0.05) was identified for the subjective norm on cyberbullying behavioural intention and therefore, H2 is rejected. Furthermore, the results also show that subjective norm and empathy towards cyberbullying behavioural intention are insignificant (p > 0.05) and therefore H4b is rejected. Overall, all hypotheses are accepted except for H2 and H4b are rejected in this study. Furthermore, for future studies, it is recommended to include other components of empathy such as cognitive and affective, other personality traits of self-esteem and loneliness as the mediating effect that would give better insight towards cyberbullying behavioural intention in Malaysia during the pandemic situation.
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Teichert, Laura. "Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son." Journal of Early Childhood Literacy 20, no. 3 (May 28, 2020): 524–50. http://dx.doi.org/10.1177/1468798420926623.

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The literature on infant and toddler screen time has been built on two traditions—cognitive models of learning and sociocultural models of learning. Cognitive studies have cautioned against the use of screen time for young children because clinical research has not shown children can learn as effectively from screens as they do from human interaction and might delay children’s cognitive development. Conversely, qualitative research has described the social ways children learn and use digital technology through social interactions with other people in their homes. This paper reports on an autoethnographic study of how digital tools were embedded in the everyday ways of life in my home during my son’s first 18 months of life. I present a first-hand account of the tensions I experienced as I grappled with the American Academy of Pediatrics’ recommendation of no, ‘digital media use (except video-chatting) in children younger than 18–24 months’ (p. 3). I juxtapose screen time recommendations with the everyday realities of my life as a first-time mother in the 21st century. Throughout the study, I was enmeshed in two roles—researcher and mother—and drew on phenomenology to describe my infant son and my lived experiences using digital technology in our home. My researcher persona was influenced by the traditions and perspectives of sociocultural theories and new literacy studies and the positive learning that can occur while using digital technology. I noted how digital tools were ingrained in daily moments and ways of life, particularly those which used the TV and smartphones, and could not be removed. Yet, my mother persona felt guilty about our use of digital technology and I struggled with the messages I received from news and social media that warned against screen time for infants and toddlers.
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Paterno, David. "An alternative view of a social medium: Communication as coordinating and medium-making activity." Media International Australia 158, no. 1 (February 2016): 124–34. http://dx.doi.org/10.1177/1329878x15627337.

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Over the past decade, ‘social media’ have been transformed from outposts of the cyber world to hallmarks of the digital era. Today, high-tech platforms such as Facebook and Twitter are generally accepted as devices which extend and facilitate communication between people both near and far. In this article, I present an excerpt from a recent visual ethnography into one community’s use of a decidedly low-tech communication system. The current study suggests that a medium, in this case one based upon modest technological bases, is inextricably tied to socially patterned relationships of meaning and action. Moreover, the study indicates that these relationships are structured by communication. A medium, then, is a technology translated through its placement within a communication system. One implication for this observation is that neither a medium – nor the technology upon which it is based – is a preformed physical conduit awaiting information or messages for transmission. The article suggests that all media are social and that much is learned about the basic nature of communication by investigating the communicational translation of a technology into a medium.
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Koetz, Clara. "Managing the customer experience: a beauty retailer deploys all tactics." Journal of Business Strategy 40, no. 1 (January 14, 2019): 10–17. http://dx.doi.org/10.1108/jbs-09-2017-0139.

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Purpose This paper aims to analyze the concept of customer experience in the marketing literature, identify its dimensions and applications in retail companies and integrate it with the concepts of touchpoints and consumer journey; some correlated concepts, such as customer delight and engagement, are also clarified, and an example of best practice customer experience management, using the beauty product company Sephora as a reference is provided. Design/methodology/approach The case analysis was based on an examination of available public documents, such as press articles, case studies and the content of beauty blogs and social media (Facebook and YouTube) from 2014 to 2017; Sephora’s social media communities (Beauty Talk, The Glossy and Sephora TV); the company’s website and mobile application; and physical stores and Sephora Flash (a mix of a physical and digital store). Findings Four categories emerged from the analysis, namely, to provide an enhanced omni-channel shopping experience, to reward loyalty and to bond with customers, to promote social shopping experiences and to delight customers. Practical implications The study results provide retail managers important insights for maximizing customer experience across different touchpoints and throughout the whole journey to increase customer engagement and loyalty. Originality/value The paper provides clear theoretical and practical basis for customer experience management, based on an analysis of the concepts of customer experience, delight and engagement, as well as a case analysis of a company that excels in this area.
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Cooper, Anthony-Paul, Emmanuel Awuni Kolog, and Erkki Sutinen. "Exploring the Use of Machine Learning to Automate the Qualitative Coding of Church-related Tweets." Fieldwork in Religion 14, no. 2 (March 31, 2020): 140–59. http://dx.doi.org/10.1558/firn.40610.

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This article builds on previous research around the exploration of the content of church-related tweets. It does so by exploring whether the qualitative thematic coding of such tweets can, in part, be automated by the use of machine learning. It compares three supervised machine learning algorithms to understand how useful each algorithm is at a classification task, based on a dataset of human-coded church-related tweets. The study finds that one such algorithm, Naïve-Bayes, performs better than the other algorithms considered, returning Precision, Recall and F-measure values which each exceed an acceptable threshold of 70%. This has far-reaching consequences at a time where the high volume of social media data, in this case, Twitter data, means that the resource-intensity of manual coding approaches can act as a barrier to understanding how the online community interacts with, and talks about, church. The findings presented in this article offer a way forward for scholars of digital theology to better understand the content of online church discourse.
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Konkes, Claire. "Book Review: Media, Society, World: Social Theory and Digital Media Practice." Media International Australia 145, no. 1 (November 2012): 161. http://dx.doi.org/10.1177/1329878x1214500121.

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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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Yates, Simeon, and Eleanor Lockley. "Social Media and Social Class." American Behavioral Scientist 62, no. 9 (May 4, 2018): 1291–316. http://dx.doi.org/10.1177/0002764218773821.

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Background:This article explores the relationship between social class and social media use and draws on the work of Pierre Bourdieu in examining class in terms of social, economic, and cultural capital. The article starts from a prior finding that those who predominantly only use social media formed a higher proportion of Internet users from lower socioeconomic groups. Data: The article draws on data from two nationally representative U.K. surveys, the OfCom (Office of Communications) Media Literacy Survey ( n ≈ 1,800 per annum) and the Department of Digital, Culture, Media and Sport’s Taking Part Survey ( n ≈ 10,000 per annum). Methods: Following Yates, Kirby, and Lockley, five types of Internet behavior and eight types of Internet user are identified utilizing principal components analysis and k-means clustering. These Internet user types are then examined against measures of social, economic, and cultural capital. Data on forms of cultural consumption and digital media use are examined using multiple correspondence analysis. Findings: The article concludes that forms of digital media use are in correspondence with other social, cultural, and economic aspects of social class status and contemporary social systems of distinction.
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Gutiérrez-Martín, Alfonso, and Kathleen Tyner. "Media Education, Media Literacy and Digital Competence." Comunicar 19, no. 38 (March 1, 2012): 31–39. http://dx.doi.org/10.3916/c38-2012-02-03.

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This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.
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Dissertations / Theses on the topic "Media studies (except social media and digital media)"

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Noakes, Travis. "Inequality in digital personas - e-portfolio curricula, cultural repertoires and social media." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29652.

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Digital and electronic learning portfolios (e-portfolios) are playing a growing role in supporting admission to tertiary study and employment by visual creatives. Despite the growing importance of digital portfolios, we know very little about how professionals or students use theirs. This thesis contributes to knowledge by describing how South African high school students curated varied e-portfolio styles while developing disciplinary personas as visual artists. The study documents the technological and material inequalities between these students at two schools in Cape Town. By contrast to many celebratory accounts of contemporary new media literacies, it provides cautionary case studies of how young people’s privileged or marginalized circumstances shape their digital portfolios as well. A four-year longitudinal action research project (2009-2013) enabled the recording and analysis of students’ development as visual artists via e-portfolios at an independent (2009-2012) and a government school (2012-2013). Each school represented one of the two types of secondary schooling recognised by the South African government. All student e-portfolios were analysed along with producers’ dissimilar contexts. Teachers often promoted highbrow cultural norms entrenched by white, English medium schooling. The predominance of such norms could disadvantage socially marginalized youths and those developing repertoires in creative industry, crafts or fan art. Furthermore, major technological inequalities caused further exclusion. Differences in connectivity and infrastructure between the two research sites and individuals’ home environments were apparent. While the project supported the development of new literacies, the intervention nonetheless inadvertently reproduced the symbolic advantages of privileged youths. Important distinctions existed between participants’ use of media technologies. Resourceintensive communications proved gatekeepers to under-resourced students and stopped them fully articulating their abilities in their e-portfolios. Non-connected students had the most limited exposure to developing a digital hexis while remediating artworks, presenting personas and benefiting from online affinity spaces. By contrast, well-connected students created comprehensive showcases curating links to their productions in varied affinity groups. Male teens from affluent homes were better positioned to negotiate their classroom identities, as well as their entrepreneurial and other personas. Cultural capital acquired in their homes, such as media production skills, needed to resonate with the broader ethos of the school in its class and cultural dimensions. By contrast, certain creative industry, fan art and craft productions seemed precluded by assimilationist assumptions. At the same time, young women grappled with the risks and benefits of online visibility. An important side effect of validating media produced outside school is that privileged teens may amplify their symbolic advantages by easily adding distinctive personas. Under-resourced students must contend with the dual challenges of media ecologies as gatekeepers and an exclusionary cultural environment. Black teens from working class homes were faced with many hidden infrastructural and cultural challenges that contributed to their individual achievements falling short of similarly motivated peers. Equitable digital portfolio education must address both infrastructural inequality and decolonisation.
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Nelsen, Mindy M. "Digital Identity and Performance:How Student Identity Construction can be Influenced Through Digital Social Media and Expressed Through Theatrical Performance." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5566.

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Adolescents and teens are surrounded by a myriad of influences that affect how they see and present themselves. Contemporary communication for these young people frequently happens in an online forum through digital social media. The primary purpose of this master's thesis is to examine the affect of digital social media on adolescent and teen identity construction and perception of self and other. Further research was performed to identify how that identity can be expressed through theatrical performance. The first chapter is a review of current literature, theory and practice of those within the educational paradigm who are trying to incorporate media literacy skills into contemporary pedagogy. An action research project was formulated to create lesson plans that aid students in engaging critically with digital social media and then empowering them with the skills to access, analyze, evaluate and create that media. Students then use their findings in the creation of a devised theatre piece. Chapter Two discusses the methodology involved with the gathering of the data and the process of analysis using open coding. Chapter Three presents the findings and exhibits student work and Chapter Four analyzes the findings and presents a course for future study, research and use of the findings in the contemporary drama classroom.
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Breedlove, Allegra B. "The Digital Soliloquies of Hamlet." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/618.

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DeLuca, Katherine Marie. "Developing a Digital Paideia: Composing Identities and Engaging Rhetorically in the Digital Age." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429521212.

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Grundin, Olle, and Isabella Sundberg. "Relationer i en digital värld - En kvalitativ studie om PR via sociala medier." Thesis, Stockholm University, Department of Journalism, Media and Communication (JMK), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40715.

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Social media is by many believed to be the core of a new type of Public Relations. This new PR is called PR 2.0. Most larger companies today are to be find using dif- ferent types of social media to interact with their publics. Each year companies invest more money in this type of digital public relations. Social media is a relatively new online phenomenon and still used at a very early stage. Today there are a lot of differ- ent ideas and theories’ coming from many directions on how to use social media in PR and also what comes out from doing so. Companies invest a lot of money in it, but how’s it done and what’s the return on investment (ROI) in using social media? PR 2.0 is said by its advocates to be a step away from a type of PR that is built on messages to a PR built on two-way communication, dialog and equally beneficial rela- tionships. This essay aims at exploring what PR 2.0 is when practiced, what makes it different from the old PR and how it can be used to manage relations with publics. The focus lies on how the relationships between a company and its publics have developed in the digital world. As a more separate matter of research we have studied how effects from PR in social media can be measured . The essay is based on qualitative interviews performed with Swedish PR communica- tion and social media marketing practitioners. The result from the interviews in com- bination with relevant literature makes the foundation for the conclusions made in the essay. The literature and articles used in the essay is a mix of more general PR theo- ries, theories about PR in practice, social media marketing and digital PR, PR 2.0. The conclusion of this essay is that social media constitutes great opportunities for companies to listen and talk to its publics in a way not possible before. However, the relationships created aren’t always the result of a symmetric two-way communication. Companies use social media to monitor and register what people think about them, which is the characteristic for a form of communication that is asymmetrical. But it is also important to notice that companies that share more and create value for those they are communicating with will build stronger relationships. Social media also makes it possible to identify publics and important individuals by using the medium itself, in a way that is both easy and cost-efficient. The problem with measuring effects from communicating in social media is of a methodological nature. A lot of what happens when communicating in social media is possible to measure and quantify, but the problem lies in explaining what the result means. To set up clear and realistic goals and to do research before engaging in social media is a prerequisite for measuring ef- fects at all.

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Rosenberg, Linnea. "Emerging Dark Matter: LA’s Underground Women Musicians in the Digital Age." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1267.

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Pruchniewska, Urszula Maria. "Everyday feminism in the digital era: Gender, the fourth wave, and social media affordances." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/602916.

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Media & Communication
Ph.D.
The last decade has seen a pronounced increase in feminist activism and sentiment in the public sphere, which scholars, activists, and journalists have dubbed the “fourth wave” of feminism. A key feature of the fourth wave is the use of digital technologies and the internet for feminist activism and discussion. This dissertation aims to broadly understand what is “new” about fourth wave feminism and specifically to understand how social media intersect with everyday feminist practices in the digital era. This project is made up of three case studies –Bumble the “feminist” dating app, private Facebook groups for women professionals, and the #MeToo movement on Twitter— and uses an affordance theory lens, examining the possibilities for (and constraints of) use embedded in the materiality of each digital platform. Through in-depth interviews and focus groups with users, alongside a structural discourse analysis of each platform, the findings show how social media are used strategically as tools for feminist purposes during mundane online activities such as dating and connecting with colleagues. Overall, this research highlights the feminist potential of everyday social media use, while considering the limits of digital technologies for everyday feminism. This work also reasserts the continued need for feminist activism in the fourth wave, by showing that the material realities of gender inequality persist, often obscured by an illusion of empowerment.
Temple University--Theses
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Brittz, Karli. "A critical reading of companion species on Instagram : ‘being-with’ and ‘becoming with’ dogs as (non)human others." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/73162.

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Based on Donna Haraway's concept of dogs as companion species, this study aims to critically examine the phenomenon of companion species as it manifests on social media by exploring the notion of humans being-with and becoming with dogs as their nonhuman others. Working through Haraway’s companion species and the nonhuman turn, I consider the relation between Haraway’s (2008) becoming with and German philosopher Martin Heidegger’s (1927) idea of being (Dasein) and being-with (Mitsein) others. By reading Haraway with Heidegger, I argue that nonhumanism is not a rupture from the human condition, but rather an expansion of what it means to be human with others in contemporary society. I show that although nonhumanism typically rejects Heidegger’s perceived anthropocentric approach to animals, Haraway’s nonhumanist becoming with shares and shows similarity to Heidegger’s being-with-others. Throughout my exploration of the phenomena of companion species, I maintain the position that in the midst of the nonhuman turn, we remain all too human by being-with nonhuman others, specifically in terms of human-dog companionship. In contemporary society the pivotal relationship of companion species notably manifests on social media when humans capture and share their relations with their dogs on various platforms such as Facebook and Instagram. In an added layer to the study, I argue that online images of the human-dog relation reflect and mediate the nature of being-with and becoming with nonhuman others. Through a digital and theoretical exploration of online companion species, I show how these images reflect the significance of human qualities within nonhuman relations, as well as what it means to be human with our nonhuman others in the Digital Age.
Thesis (PhD)--University of Pretoria, 2020.
NRF Grant-Holder-Linked Bursary 2016-2018
Visual Arts
PhD
Unrestricted
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Hladiuc, Larisa. "Redefining civic engagement in the digital age : An ethnographic study of the #rezist protest in Romania." Thesis, Stockholms universitet, JMK, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144069.

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Media is belittling millennials for the current overall decrease in civic engagement. They are criticized for their apparent lack of responsibility, political knowledge and reluctance to get involved in current affairs, and social media and the Internet have been regarded as contributing to this civic decline. Millennials choose more liquid forms of organizing, as they have uprooted from pre-established and stable collective identities. There is a change in generations and their activities, and millennials’ use of social media for both political and civic engagement is a growing research field now. Hence this thesis aims to determine how civic engagement has been redefined by new media and generational shifts. The Internet has been proven to entice citizens to thoroughly engage in politics, providing a framework for broad social participation, which is inherently democratic, becoming a potent tool for civic and political participation, a crucial motivation for the core constituency of movements. According to the theoretical and empirical material, with the emergence of new media, new concepts, such as online activism, have been materialized or old ones, such as simple protests, have simply shifted and adapted to current times. There is not a discontinuity but rather a redefinition of civic engagement. The findings of the current study are significant in this sense, as they support the theoretical concept of the reinvigoration of civic life through generational shifts and the rise of new media.
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Sastre, Miriam. "e-FEMINISM: The Impact of Engaging Men in Digital Campaigning in Spain : How can men be included as allies in digital activism?" Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18795.

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The fresh idea of including men in feminist campaigning might be a reaction to a postfeminist context with much uncertainty towards the feminist movement and arises a never-ending complex and contested issue within the feminist theory. This research aims at understanding the rise of feminist communication on social media, particularly on Instagram, with a special focus on men’s representation and involvement. Therefore, this paper will study men’s engagement in feminist digital campaigning on Instagram; and their representation and participation in this type of activism without ostracizing women. In recent years, social media have gained an increasing number of users, transforming these platforms into daily communication tools. Notably, Instagram has achieved considerable success with a growing use in e-commerce campaigns and social activism. In this context, this report will reduce its scope to Instagram feminist accounts in Spain and will consider the potential of social media for change by conducting surveys to feminist organisations and social media users and analysing the contents published by feminist influencers. All in all, this study responds to existing debates on how (or if) men should be included in the feminist movement. The clear conclusion to this DP is that there is not a simple answer to this matter.
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Books on the topic "Media studies (except social media and digital media)"

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Digital fandom: New media studies. New York: Peter Lang, 2010.

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Digital futures for cultural and media studies. Malden: Wiley-Blackwell, 2011.

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R, Poyntz Stuart, ed. Media literacies: A critical introduction. Malden, MA: Wiley-Blackwell, 2012.

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Hutchins, Brett. Sport beyond television: The internet, digital media and the rise of networked media sport. New York: Routledge, 2012.

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David, Rowe, ed. Sport beyond television: The internet, digital media and the rise of networked media sport. New York: Routledge, 2012.

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Studies, Leopold-Franzens-Universität (Innsbruck) Media, ed. Media, knowledge & education: Exploring new spaces, relations and dynamics in digital media ecologies. Innsbruck: IUP, 2008.

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Digital dilemmas: The state, the individual, and digital media in Cuba. New Brunswick, N.J: Rutgers University Press, 2010.

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A, Hafner Christoph, ed. Understanding digital literacies: A practical introduction. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Understanding digital humanities. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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Charnock, Elizabeth. E-habits: What you must do to optimize your professional digital presence. New York, NY: McGraw-Hill, 2010.

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Book chapters on the topic "Media studies (except social media and digital media)"

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Gulyás, Ágnes. "Social Media and Journalism." In The Routledge Companion to Digital Journalism Studies, 396–406. London ; New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315713793-40.

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Nip, Joyce Y. M. "Social Media Transforming News." In The Routledge Companion to Digital Journalism Studies, 511–19. London ; New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315713793-51.

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Sobande, Francesca. "Locating Social Media in Black Digital Studies." In The Social Media Debate, 137–51. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003171270-9.

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Powell, Ashleigh, and Cydnee Haynes. "Social Media Data in Digital Forensics Investigations." In Studies in Big Data, 281–303. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23547-5_14.

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Ghaffari, Soudeh. "Discourses of celebrities on Instagram: digital femininity, self-representation and hate speech." In Social Media Critical Discourse Studies, 43–60. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003371496-4.

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KhosraviNik, Majid. "Digital meaning-making across content and practice in social media critical discourse studies." In Social Media Critical Discourse Studies, 1–5. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003371496-1.

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Kopytowska, Monika. "Proximization, prosumption and salience in digital discourse: on the interface of social media communicative dynamics and the spread of populist ideologies." In Social Media Critical Discourse Studies, 26–42. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003371496-3.

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Bosch, Tanja. "Social Media and Radio Journalism in South Africa." In The Routledge Companion to Digital Journalism Studies, 520–27. London ; New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315713793-52.

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Brantmeier, Edward J., Jayson W. Richardson, Behar Xharra, and Noorie K. Brantmeier. "From Head to Hand to Global Community: Social Media, Digital Diplomacy, and Post-conflict Peacebuilding in Kosovo." In Palgrave Studies in Educational Media, 61–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50949-1_4.

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Law, Nancy, Siu-Lun Chow, and King-Wa Fu. "Digital Citizenship and Social Media: A Curriculum Perspective." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_3-1.

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Conference papers on the topic "Media studies (except social media and digital media)"

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Darmastuti, Ari, Astiwi Inayah, Khairunnisa Simbolon, and Moh Nizar. "Social Media, Public Participation, and Digital Diplomacy." In 2nd International Indonesia Conference on Interdisciplinary Studies (IICIS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211206.006.

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Letina, Alena, and Valenatina Filko. "DIGITAL MEDIA IN SCIENCE AND SOCIAL STUDIES TEACHING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1817.

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Mejova, Yelena. "Session details: Big Data and Social Media Studies on Nutrition." In DH '16: Digital Health 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3257763.

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Rusnakova, Lenka. "CULTURE OF DIGITAL GAMES IN THE CONTEXT OF MEDIA STUDIES." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/41/s16.019.

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Haddadi, Hamed. "Session details: Big Data and Social Media Studies on Weightloss and Obesity." In DH '16: Digital Health 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3257762.

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Gillespie, Tarleton, Mary Gray, and Robert Mason. "Introduction to Critical and Ethical Studies of Digital and Social Media Minitrack." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.214.

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Gillespie, Tarleton, Mary L. Gray, and Robert M. Mason. "Introduction to the Critical and Ethical Studies of Digital and Social Media Minitrack." In 2016 49th Hawaii International Conference on System Sciences (HICSS). IEEE, 2016. http://dx.doi.org/10.1109/hicss.2016.237.

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Dong, Juanjuan, and Zhengqing Jiang. "The Way of Recruiting Students in Digital Media Art Major in Colleges." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.12.

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Acker, Amelia, Brian Beaton, and Lana Swartz. "Introduction to the Minitrack on Critical and Ethical Studies of Digital and Social Media." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2018. http://dx.doi.org/10.24251/hicss.2018.216.

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Sutherland, Tonia, and Jennifer Pierre. "Introduction to the Minitrack on Critical and Ethical Studies of Digital and Social Media." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2019. http://dx.doi.org/10.24251/hicss.2019.257.

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Reports on the topic "Media studies (except social media and digital media)"

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Donaghey, S., S. Berman, and N. Seja. More Than A War: Remembering 1914-1918. Unitec ePress, May 2016. http://dx.doi.org/10.34074/emed.035.

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More Than a War: Remembering 1914-1918 presents a creative juxtaposition of digital platforms—a combination of audio, video, archival images, soundscapes, and social media, among others—to tell the stories from 1914–1918 a century later. Led by Sara Donaghey, Sue Berman and Nina Seja, the transmedia project brings together staff and students from Unitec Institute of Technology’s Department of Communication Studies and Auckland Libraries to provide a unique oral contribution to recording the history of Aotearoa New Zealand in The First World War.
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