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Tindall, Natalie T. J., et Amber Hutchins. Public Relations and Participatory Culture : Fandom, Social Media and Community Engagement. Taylor & Francis Group, 2016.
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Public Relations and Participatory Culture : Fandom, Social Media and Community Engagement. Taylor & Francis Group, 2016.
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Tindall, Natalie T. J., et Amber Hutchins. Public Relations and Participatory Culture : Fandom, Social Media and Community Engagement. Taylor & Francis Group, 2016.
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Tindall, Natalie T. J., et Amber Hutchins. Public Relations and Participatory Culture : Fandom, Social Media and Community Engagement. Taylor & Francis Group, 2016.
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Tindall, Natalie T. J., et Amber Hutchins. Public Relations and Participatory Culture : Fandom, Social Media and Community Engagement. Taylor & Francis Group, 2016.
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Digital Community Engagement : Partnering Communities with the Academy. University of Cincinnati Press, 2020.
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Wingo, Rebecca, Jason Heppler et Paul Schadewald. Digital Community Engagement : Partnering Communities with the Academy. University of Cincinnati Press, 2020.
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Daiute, Colette. Imagination in Community Engagement. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190468712.003.0013.
Texte intégralRésumé :
Imagining is a sociocultural process, wrought of interactions, relationships, and provocations. This chapter presents theory and illustrations of that process as relational imagining—using diverse expressive media to interact, from diverse speaker/author perspectives, for a variety of important purposes, with diverse actual and implied others and environments. Drawing on practical research, the author discusses relational imagining in several places where children, adolescents, and adults struggling with extreme challenges—war, poverty, segregation—collectively employed expressive media as cultural tools to understand what was going on around them and to imagine how things might be better. Participants in community contexts used diverse expressive media, such as narratives, letters, and policy documents, to mediate relations with diverse individuals and social structures affecting their lives. Interestingly, participating children, adolescents, and adults used some media in some relational arrangements to conform to local cultural norms, but used others to imagine novel possibilities. Implications of relational imagining for human development theory and practice are considered.
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Kohler, Racquel E., Shoba Ramanadhan et K. Viswanath. Implementing Evidence-Based Media Engagement Practices to Address Cancer Disparities. Sous la direction de David A. Chambers, Wynne E. Norton et Cynthia A. Vinson. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190647421.003.0011.
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Public knowledge and understanding of health disparities is critical to generate support for programs and policies that address social determinants of health (SDH). Yet, public programs and policies are little informed by evidence or the link between SDH and health outcomes. This case study, using community-based participatory research principles, draws from the evidence of SDH and communication sciences. We describe Project IMPACT, an intervention to build capacity among community-based organizations (CBOs) to engage with media strategically, with the goal of influencing the information environment. The case offers an example of implementation science supporting an evidence-based approach, rather than a specific program or practice. We report how IMPACT leveraged the role community partners play in legitimizing issues so SDH and disparities are part of the public agenda. We assessed how strategic media engagement practices were implemented with the ultimate goal of changing public understanding of SDH and disparities to support SDH-related policies.
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Waldron, Janice L., Stephanie Horsley et Kari K. Veblen, dir. The Oxford Handbook of Social Media and Music Learning. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190660772.001.0001.
Texte intégralRésumé :
The rapid pace of technological change over the last decade, particularly in relation to social media and network connectivity, has deeply affected the ways in which individuals, groups, and institutions interact socially: This includes how music is made, learned, and taught globally in all manner of diverse contexts. The multiple ways in which social media and social networking intersect with the everyday life of the musical learner are at the heart of this book. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a music learner, teacher, producer, consumer, individual, and community member in an age of technologically-mediated relationships that continue to break down the limits of geographical, cultural, political, and economic place. This book is aimed at those who teach and train music educators as well as current and future music educators. Its primary goal is to draw attention to the ways in which social media, musical participation, and musical learning are increasingly entwined by examining questions, issues, concerns, and potentials this raises for formal, informal, and non-formal musical learning and engagement in a networked society. It provides an international perspective on a variety of related issues from scholars who are leaders in the field of music education, new media, communications, and sociology in the emerging field of social media.
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Wasserman, Herman. The Ethics of Engagement. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190917333.001.0001.
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This book discusses the relationship between media, conflict, and democratization in Africa from the perspective of media ethics. Despite the commonly held view that conflict is a destructive political force that can destabilize democracies, the argument in this book is that while many conflicts can indeed become violent and destructive, they can also be managed in a way that can render them productive and communicative to democracy. Drawing on theoretical insights from the fields of journalism studies, political studies, and cultural studies, the book discusses the ethics of conflict coverage and proposes a normative model for covering conflict and democratization. The book argues for an “ethics of listening” that would enable the media to help de-escalate violent conflict and contribute to the deepening of an agonistic democratic culture in contexts of high inequality, ethnic and racial polarization, and uneven access to media. This argument is illustrated by examples drawn from recent events in African democracies such as student protests, community activism, struggles for resources, and social media conflicts. The book also scrutinizes the media’s ethical roles and responsibilities in African societies by considering questions regarding journalistic professionalism, ethical codes, and regulation in the context of rising misinformation. The book provides a critical African perspective on global debates about media, politics, and democracy and the media’s ethical commitments in contexts of conflict.
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Meade, Rosie, et Mae Shaw, dir. Arts, Culture and Community Development. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447340508.001.0001.
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This edited collection profiles the sites and subjects of arts practices in different geographical contexts, including Hong Kong and mainland China, India and Sri Lanka, Finland, Chile, Brazil, Lebanon, Mexico, the USA, Germany, Canada, the UK, and Ireland. Chapters capture how collective hopes, fears, allegiances, frustrations, and memories, are sung, danced, played, etched on walls, or conveyed through puppets and theatre. Contributors to the volume thus draw attention to some of the diverse ways that groups of people collectively make sense of, re-imagine or seek to change the personal, cultural, social, economic, political, or territorial conditions of their lives, while using the arts as their means and spaces of engagement. Across its chapters, the book explores a number of broad themes and questions. How can we conceptualise the relationship between community development and arts/cultural practice? What diverse forms does this relationship take in contemporary contexts? How do communities of people engage with, utilise, make sense of and through particular artforms and media? How can we understand the aesthetic and associated meanings of such engagements? How are the power dynamics related to authorship, resources, public recognition, and expectations of impact negotiated within community-based arts processes? How do economistic and neoliberal rationalities influence arts processes and programmes in community contexts? Together, the chapters also critically interrogate if, and how, dominant rationalities are being resisted and challenged through arts practices.
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Giné, Xavier, Salma Khalid et Mansuri Ghazala. The Impact of Social Mobilization on Health Service Delivery and Health Outcomes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198829591.003.0011.
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This chapter uses a randomized community development programme in rural Pakistan to assess the impact of citizen engagement on public service delivery and maternal and child health outcomes. The programme had a strong emphasis on organizing women, who also identified health services as a development priority at baseline. At midline, we find that the mobilization effort alone had a significant impact on the performance of village-based health providers. We detect economically large improvements in pregnancy and well-baby visits by female health workers, as well as increased utilization of pre- and post-natal care by pregnant women. In contrast, the quality of supra-village health services did not improve, underscoring the importance of community enforcement and monitoring capacity for improving service delivery.
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Robillard, Julie M., et Emily Wight. Communicating about the brain in the digital era. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198786832.003.0028.
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Neuroscience communication is at a turning point, with tremendous opportunity for growth and democratization. The rise of the web and social media as platforms for dissemination of research findings and stakeholder engagement presents both unique opportunities and critical ethical considerations. Online- and mobile-based information and services for brain health may enhance the autonomy of users in health decision-making. However, nonadherence to ethical norms, such as informed consent and conflict of interest by digital content creators, may lead to harm. The challenges of communicating neuroscience in the digital era will require the rejection of the traditional top-down dissemination of research findings by the science community. Communicators must embrace participatory communication models, frame science in non-sensationalized, lay-friendly terms, improve the ethics of online resources and web users’ ability to assess the quality of information and source material, and educate scientists in the importance of transparency and public engagement.
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Hart, Daniel, et James Youniss. Renewing Democracy in Young America. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190641481.001.0001.
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This book suggests that youth civic development should be promoted by providing young people with opportunities to participate in community life. make four arguments. The first of these is that youth can be part of the solution to the problems of contemporary American democracy. The book then summarizes what political scientists say about contemporary politics and the systemic ills that have allowed ideological polarization to stymie the democratic process. Civic education must be located in the political context in which it occurs. This is because citizen participation reflects the political system and is not a consequence of citizens’ immutable characteristics. We must supply young people with opportunities. Our second argument is that civic development and civic education will not be improved by more of what we are already doing. There is scant evidence that schools successfully inculcate civic knowledge in students. There is also little evidence of the efficacy of state-mandated community service as a requirement for high school graduation. The third argument is that improving civic development will require new opportunities for youth participation in the community and in the electorate. We propose that civic education be enriched by science-based, community-oriented environmental engagement and by lowering the voting age for municipal elections to 16. Finally, we argue that now is the time to take steps to facilitate civic development. The problems of youth engagement will neither resolve on their own nor be cured by foreseeable changes in social media technologies, federal politics, or generational change.
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Bynner, John, et Walter Heinz. Youth Prospects in the Digital Society. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447351467.001.0001.
Texte intégralRésumé :
Youth Prospects in the Digital Society In an age when the next generation have worse prospects than their parents, this book appraises the challenges that young people face resulting from the instability and uncertainty of their lives. Based on young people’s experience of education, training, employment, family life and political participation in England and Germany, the book examines the impact of digitalisation on identity in the context of rising inequality. The focus is on the effects of technological transformation, fragile European Union institutions, growing nationalism and mental and economic stress arising from the Covid-19 pandemic on youth transitions and the ever-present shadow of climate change. Such an uncertain context presents systemic challenge for the forms and effectiveness of youth policy in the different national contexts as addressed in each of the chapters that follows. Youth policy is shaped by such key issues as the future of vocational education and training in the digital society, job creation, family, political engagement and community life, the impact of social media and universal connectivity. The book argues that government should be under an obligation to ensure that every young person has access to the technical, economic, and educational resources needed to shape their personal transition to adulthood and acquire the capability needed to participate fully in the digital society.
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Hobbs, Renee, Liz Deslauriers et Pam Steager. The Library Screen Scene. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190854317.001.0001.
Texte intégralRésumé :
Throughout life, people use film, videos, and media for entertainment and learning. In an increasing number of school, public, and academic libraries, people get opportunities to screen and discuss movies, make short animations, learn to edit videos, and develop a sense of community and civic engagement through shared media experiences. Through innovative programs, services, and collections, libraries are helping people acquire film and media literacy competencies. This book reveals five core practices used by librarians who care about film and media: viewing, creating, learning, collecting, and connecting. With examples from more than 170 school, public, and academic libraries in 15 states, the book shows how film and media literacy education programs and services in libraries advance the lifelong learning competencies of patrons and learners from all walks of life. How does it happen? Film screening and discussion programs deepen people’s appreciation for the art of film. Creating media in libraries advances literacy competencies, builds collaboration skills, and promotes community empowerment. In schools and universities, librarians help people critically analyze moving image media as they learn from it. Librarians make important choices in how they select and access film and media now that streaming media, social media, and other digital technologies are transforming access. Through partnerships, librarians help bring film and media education into communities, aware that opportunities for people to both consume and create moving image media help connect generations, cultures, and communities with important issues and ideas.
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Borum Chattoo, Caty. Story Movements. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190943417.001.0001.
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Social-issue documentaries are art for civic imagination and social critique. Today, audiences experience documentaries that interrogate topics like sexual assault in the military (The Invisible War), the opioid crisis (Heroin(e)), racial injustice (13th), government surveillance (Citizenfour), animal captivity (Blackfish), and more. Along a continuum of social change, these intimate nonfiction films have changed national conversations, set media agendas, mobilized communities and policymakers, and provided new portals into social problems and lived experiences—accessed by expanding audiences in a transforming dual marketplace that includes mainstream entertainment outlets and grassroots venues. Against the activism backdrop of the participatory networked culture, the contemporary function of social-issue documentaries in civic practice is embodied also in parallel community engagement—the active role of civil society, communities, and individuals—that has dynamically evolved over recent decades. Story Movements: How Documentaries Empower People and Inspire Social Change explores the functions and public influence of social-issue documentary storytelling in the networked era. At the book’s core is an argument about documentary’s vital role in storytelling culture and civic practice with an impulse toward justice and equity. Intimate documentaries illuminate complex realities and stories that disrupt dominant cultural narratives and contribute new ways for publics to contemplate and engage with social challenges. Written by a documentary producer, scholar, and director of the Center for Media & Social Impact, the book features original interviews with award-winning filmmakers and field leaders to reveal the motivations and influence of some of most lauded, eye-opening stories of the evolving documentary age.