Veidlapa Nr. M-3 (8)
Study Course Description
Media Audiences
Course Code
KSK_157
Branch of Science
Communication Theory; Media and communications
ECTS
3.00
Target Audience
Communication Science; Information and Communication Science; Marketing and Advertising
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Anda Rožukalne
Structure Unit Manager
Ieva Puzo
Structural Unit
Faculty of Social Sciences
Contacts
Dzirciema street 16, Rīga, szf@rsu.lv
About Study Course
Objective
The content and structure of the course was created with the aim of promoting understanding of the use of artificial intelligence-based language technologies in media audience research.
The aim of the course is to introduce students to the interaction processes of media, public relations messages and advertising audience communication, promoting the necessary competences in modern media audience research related to the selection and structuring of media audience data, the use of AI-based applications, language technology solutions in media audience research and research results use within professional activity.
The course is based on a critical evaluation of the theoretical approaches of media audiences and media effects, using the theory of media use and gratification among various approaches in depth, which explains the regularities of media use and audience behavior.
During the course, the understanding of audience formation and transformation in the digital environment, its behavior under the influence of social networking platforms, the concept of mass audience will be studied, the course examines audience research methods and approaches, with the help of which journalistic, public relations and advertising communications (including digital communications) can be clarified. efficiency and impact factors, with a special focus on the use of AI-based tools and the development of language technologies for understanding media audiences.
The course offers a broad analysis of the processes of the modern communication environment, evaluating traditional media, social media, the influence of algorithms, commercial and socially relevant information from the audience's point of view.
Preliminary Knowledge
The course “Introduction to studies and speciality” has been mastered.
Learning Outcomes
Knowledge
1.As a result of successful completion of the study course, students: • Will describe the nature of media and social media audience, typology, theoretical approaches of analysis. • Will tell and describe the historical factors of media audience formation and modern development processes. • Will understand the interaction between media functions, media content and audience. • Will present the goals and methods of media audience research in various fields of communication. • Will present the use of language technologies in audience research, explaining the possibilities of AI-based tools (Internet aggressiveness index; Saeima discussion corpus; Audiense, BrandMentions, Determ, MeltWater, SIMILARWEB, Hootsuite, Talkwalker, Keyhole, Digimind, Mention, Exolyt, Youscan, etc.). • Will understand the concepts of media audience activity and passivity, interactivity, its goals, functions and effects.
Skills
1.As a result of successful completion of the study course, students: • Using data search, selection and structuring and analysis capabilities, will assess and analyze media audience types. • Distinguish and apply media audience research methods, tools, AI-based tools (Internet aggressiveness index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.). • Will distinguish and evaluate the behavior of multimedia audiences. • Differentiate levels of interactivity and functions in multimedia communication. • Will analyze media audience studies and research approaches, use of AI tools (Internet Aggressiveness Index; Audiense, BrandMentions, Determ, MeltWater, SIMILARWEB, Hootsuite, Talkwalker, Keyhole, Digimind, Mention, Exolyt, Youscan, etc.) and language technologies. • Will analyze and process the data set with the aim of preparing it for the training of the artificial intelligence solution. • Will interpret media usage habits and their causes using various AI tools (Internet Aggressiveness Index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.) options. • Skills will integrate modern audience understanding in the multimedia communication process. • Will collect and analyze the possibilities of using audience research methods and AI-based applications (Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.) for solving extraordinary media audience and media interaction problems (testing of new media formats and content products, evaluation of effectiveness , offering creative solutions, etc.). • Will apply language technology and AI-based media audience analysis tools (Internet aggressiveness index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.) and methods to solve problems related to the interaction of various factors (content creation and management, its frequency, audience perception, predictable and unpredictable impact factors of use, short-term and long-term effects, etc.) • Will create and be able to offer research formats, methods and AI-based tools for complex (fragmented, individually oriented, hard to reach, specific niche users) media audience groups (Internet aggressiveness index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan etc.) using the capabilities of language technologies. • Will search, identify, select and analyze structured and unstructured audience data in order to offer a solution to media audience-related problems and an AI-based tool (Internet Aggressiveness Index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan) within the framework of professional goals etc.) use and development (explaining the audience's media use functions, evaluating the audience's attention, identifying new factors of activity and passivity, etc.). • Using language technology solutions, will be able to create audience data analysis application performance tasks when developing a bachelor's or master's thesis.
Competences
1.As a result of successful completion of the study course, students will have obtained: • Competence to search, select, collect and analyze primary and secondary audience data, applying the information to media audience assessment and generating new audience analysis ideas to achieve various communication goals. • Competence to generate ideas for media audience monitoring and analysis solutions using AI-based tools (Internet Aggressiveness Index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.) opportunities, including preparing and testing language technology tools training material (Internet aggressiveness index, emotion detection model, etc.). • Using the acquired knowledge and skills, will be able to develop competence in various sectors of professional activity, educating and managing the media audience of data acquisition, selection, structuring, analysis and AI-based tools Internet Aggressiveness Index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.) usage processes. • Responsibility for the quality of the information collected and provided for media audience assessment, the value and relevance of information sources, as well as its potential effects, using various audience assessment data and methods, including commercial and non-commercial AI-based tools Internet Aggressiveness Index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.). • Critical and creative attitude towards media audience research methods, content and form, including AI-based media audience research tools (Internet aggressiveness index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.). • Self-critical attitude towards media audience data and the value of information analyzed with AI tools (Internet aggressiveness index; Audiense, BrandMentions, MeltWater, SIMILARWEB, Digimind, Mention, Exolyt, Youscan, etc.) and its relevance to communication goals. • Responsible application of knowledge-based technologies in the process of evaluating and reaching media audiences.
Assessment
Individual work
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Title
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% from total grade
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Grade
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1.
Individual work |
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Task of the 1st seminar:
"My media day" (1000 words) + Creating a family media use diary.
Task:
1) Create your media day analysis using the structure given in the e-studies.
2) Following the instructions of the study and its design, conduct a study of media use in your own or another well-known family, collect and analyze data, draw conclusions. An informed consent form must be prepared and submitted in advance!
When your and your family's independent research is done, divide into groups (3-4 people), summarize your results, compare and analyze them in the context of others' results and the conclusions of your media day. Study instructions are available in a separate file in the e-study environment. In the seminar, students will evaluate the quality of other students' presentations.
Task of the 2nd seminar:
1) In parallel with course lectures and other classes, each student conducts 3 interviews with different people (list of questions in a separate file in e-studies), summarizes their results and draws conclusions based on theoretical knowledge about media audiences (2000 words).
2) Dividing into groups (3 - 4 people), students collect the results/conclusions of their interviews and present them, as well as analytical conclusions during the seminar, offering 5 - 10 insights based on original data about the behavioral trends, paradoxes, and predictions of today's audience.
Task of the 3rd seminar:
1) Each student receives a data file intended for the development of the AI tool and analyzes it according to the given methodology (instructions are available in the e-study environment).
2) Dividing into groups (3-4 people), students collect their results and present them, as well as analytical conclusions about the progress of data analysis, problem situations, solutions.
The deadline for the submission of seminar papers is before each seminar (there must be a total of 4 seminar papers and presentations; one research essay, one data file.
In the seminar, students will evaluate the quality of other students' presentations.
4th seminar. Independently find and analyze 2 different sources: media audience studies (on which an essay must be submitted) and Latvian media and advertising audience studies. Dividing into groups (2-3 students), the results of these studies are presented and analyzed in the context of the learned theoretical material. Each presentation includes the following sections: authors of the study, objectives, methods, structure of the study, main conclusions, correlation of the study data with other studies, analysis of the study data in the context of theoretical knowledge about media audiences. as a result of the analysis, rewards should be offered for the following questions: what research questions have been answered, what 3 new research questions can be raised based on the analysis?
Each group prepares a different research presentation!!! So the groups should coordinate their presentations and selected studies among themselves.
Additional information.
In order to better understand the course content, students may be asked to complete small tasks during the lessons. During the studies, there will be tests to find out the previous knowledge and to perform a self-examination of what has been learned.
Please fill in the evaluation questionnaires after the course.
Literary studies:
Independently find and analyze various media and advertising audience studies. The presentation of each analytical essay includes the following sections: authors of the study, objectives, methods, structure of the study, main conclusions, correlation of the study data with other studies, analysis of the study data in the context of theoretical knowledge about media audiences.
Each student must choose one of the texts in the literature list and write an essay analyzing the insights contained in the specific text in the context of media audience studies in Latvia and other facts related to the audience of Latvian journalism, public relations, photography and multimedia communication messages (1000 words);
In order to cover the widest field of literature, the given literature should be reviewed in advance and a list should be created in each group so that the studies do not overlap.
In order to better understand current issues and research methods in audience studies and language technology, as well as to prepare essays, students should attend educational conferences and seminars.
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Examination
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Title
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% from total grade
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Grade
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1.
Examination |
-
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-
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2nd seminar. Media audience research. Literary studies.
If the theoretical material presented in lectures and literature is not used in this and other tasks, the task is considered incomplete and does not meet the requirements!
Individual work: each student chooses one study from the list of literature and in a group with 3 - 4 fellow students presents (5 - 7 min) research objectives, research progress and conclusions, discussing future research directions. Data should be used for the analysis, which allows this study to be understood in the context of media audience studies in Latvia and other facts related to the audience of Latvian journalism, public relations, photography and multimedia communication messages.
Literary studies
Task. Each student must choose one of the texts in the literature list (literature 1) and:
1) Write an essay analyzing the insights contained in the specific text in the context of media audience research in Latvia and other facts related to the audience of Latvian journalism, public relations, photography and multimedia communication messages (1000 words);
In order to cover the widest field of literature, the given literature should be reviewed in advance and a list should be created in each group so that the studies do not overlap.
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2.
Examination |
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1st seminar. Creating a media usage diary
If the theoretical material presented in lectures and literature is not used in this and other tasks, the task is considered incomplete and does not meet the requirements!
Task:
1) Choose a family and a day for research.
2) Learn the research design and conditions. Submit an informed consent form on the e-studies website.
3) Create interview questions and conduct research. Summarize and analyze the results. Submit a summary of results in e-studies.
A group presentation on the findings and is part of the course exam.
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3.
Examination |
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4th seminar. Preparation of artificial intelligence training material.
1) Receive and study the training material.
2) Perform material analysis and processing, according to instructions.
3) present the results at the seminar.
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4.
Examination |
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3rd seminar. Presentation of the course project - interviews with audience representatives (10 minutes for each group).
If the theoretical material presented in lectures and literature is not used in this and other tasks, the task is considered incomplete and does not meet the requirements!
Task (structure of interviews in the appendix, task 1 and 3 of the seminar):
1) In parallel with course lectures and other classes, each student conducts 3 interviews with different people (list of questions in a separate file), summarizes their results and draws conclusions based on theoretical knowledge about media audiences (500 words).
2) Dividing into groups (3-4 people), students collect the results of their interviews and present them, as well as analytical conclusions during the seminar, offering 5-10 insights about the paradoxes of modern audience behavior.
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5.
Examination |
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10 points
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Requirements for abstracts and seminars: In the written work of the seminar, the student must demonstrate his understanding of the given material, including analysis, evaluation, comparison with other knowledge and the situation in Latvia. Attending seminars and preparing presentations for seminars is mandatory. During lectures and seminars, small tasks may be assigned, for example, students should independently find examples on the topic of the lecture. The presentation includes a summary of the group's work, while each student must submit material to the seminar that evaluates his individual contribution to the group's work, it is added to the theses of the seminar. A student is not allowed to take the exam if he/she has more than one missed or failed seminar (illnesses or other emergency cases are considered individually, with timely notification of problems before the final exam). Seminars can only be rescheduled before the exam during the teacher's consultation, only seminars missed due to justified reasons can be rescheduled. The final mark will be the sum of all marks. Knowledge will be evaluated in a 10-point system. Seminar classes will be organized as a discussion - an exchange of ideas, the purpose of which is to teach thinking about media audiences. Detailed: Course tasks, assessment principles and structure. Lecture attendance and activity in lectures, completing course tests: 15% Studying video and audio lectures within the specified deadlines: 10% Quality of seminar works (research), compliance with tasks, execution within the specified deadlines: 40% Presentation of seminar works, work and cooperation in groups, activity in seminars: 15% (Total seminar papers: 55%) Exam: 20%. Important: students are admitted to the exam if all seminar papers and a research essay are submitted. Due to various circumstances (illness, absence), one work may not be submitted. In that case, the final mark is reduced by 1-2 points, depending on the overall assessment. Adherence to deadlines: in order to be able to study the course in sequence and devote time to all its tasks, it is essential to adhere to deadlines. Delaying the deadlines for submission of works without a justified reason (for example, illness, a doctor's exemption submitted on time, information provided on time and an application for participation in a sports competition or an art group's trip (choir dance group, etc.)) means a reduction of the rating by one point for each day of delay. The exam tests the understanding of the main questions of the course. If you fail to pass the exam, it means that the final grade is not posted in the course and it is a study debt until you pass the exam again. The grade of the exam is very important, the grade received in it can increase or decrease the final grade. Essential! According to the Study Regulations, the final exam of the course can be retaken 3 times, the third time the exam is taken, a commission is formed (2-3 lecturers). If the student has worked honestly and systematically throughout the course, before the exam, the head of the course can make a decision to exempt students whose seminar papers and essays are rated no lower than 7 or 8 points from taking the exam, the final rating being made from the average value of the ratings received in the course. According to the study regulations, if the student has learned less than 50% of the course content, the study course must be retaken for an additional fee. Scoring table Part of the course content learned/completed in the assignment % Mark Explanation 51% 4 Ratings apply to each individual task 52% – 59% 5 Ratings refer to each individual task 60% – 69% 6 Assessments refer to each individual task 70% – 79% 7 Ratings refer to each individual task 80% – 89% 8 Ratings refer to each individual task 90% – 95% 9 Markings refer to each individual task 96% – 100% 10 Ratings apply to each individual task Assessment criteria for course assignments and their explanation. Task Evaluation criteria Explanation 1st seminar Task "My media day" Conformity of the content of the submitted work to its goals and objectives. Each student's individual work invested in data collection. Group work, cooperation in drawing conclusions Presentation quality. Activity during the seminar: evaluating the works of other students, asking questions. Completing the task by preparing original data and analyzing it in context with theoretical material is essential. Important! This is one of the tasks of the seminar, you have to collect your habits for 1 week! Important - for part-time students! 1. The seminar is divided into two parts. This task should be completed and presented in the first lesson. 1st seminar Task "Media diary" Relevance of the diary essay to the goals and objectives. Each student's individual work invested in data collection. A research ethics form completed and submitted on time. Group work, cooperation in drawing conclusions. Presentation quality. Activity during the seminar: evaluating the works of other students, asking and answering questions. Completing the task by preparing original data and analyzing it in context with theoretical material is essential. Important! Workshop 1 includes two related tasks: "My media day" (see Sample) + "Family media day". Deliverables: 1) Description of my media day (individual); 2) "Family media day" (essay according to the model, answering all questions) 3) Group presentation comparing own and family habits (during the seminar) 4) Informed consent form (in pdf. or jpg. format, unfortunately it is not possible to insert an e-doc with an electronic signature in e-studios). ! It is recommended to print the informed consent form, sign it by hand and scan or take a photo to insert it into e-studies. Important - for part-time students! 1. The seminar is divided into two parts. This task should be completed and presented in the second lesson. 2nd seminar Qualitative research "Media perception" Correspondence of the content of the submitted work to its goals and tasks, use of theoretical reasoning in drawing conclusions. Each student's individual work invested in data collection. Group work, cooperation in drawing conclusions. Quality of presentation, contribution to the formation of conclusions. Activity during the seminar: evaluating the works of other students, asking and answering questions. Completing the task by preparing original data and analyzing it in context with theoretical material is essential. Deliverables: 1) Summary of interview data, comparison, conclusions (individual); 2) Participation in a group presentation where each student's research results are analyzed in context with others. Important - for part-time students! This task should be completed and presented in the third lesson. 3rd seminar Research on language technologies Compliance of the content of the submitted work with its goals and tasks, the use of theoretical justification and other research/language technology tools in the formation of conclusions. Use of the dictionaries indicated in the lectures, use of other informative and explanatory sources - found by yourself. Not only translating (English-German-Russian-Latvian, etc.) and explanatory dictionaries, but also programs, articles, etc. on the subject in question. Group work, cooperation in drawing conclusions. Quality of presentation, contribution to the formation of conclusions. Activity during the seminar: evaluating the works of other students, asking and answering questions. Completing the task by preparing original data and analyzing it in context with theoretical material is essential. Deliverables: 1) Artificial intelligence training material (Excel) – group assignment 2) Presentation, analysis of word coding task (seminar) - group assignment Important - for part-time students! This task should be completed and presented in the fourth lesson. 4th seminar Research data analysis in the group. Individual essay on research Research selection and analysis. Essay on research relevance to goals and objectives. Understanding of the study, evaluation of its results in the context of other studies, especially with the data of LV and the Baltic States. Group work, cooperation in drawing conclusions. Presentation quality. Activity during the seminar: evaluating the works of other students, asking and answering questions. Completing the task by preparing original data and analyzing it in context with theoretical material is essential. Deliverables: 1) Group presentation comparing research conclusions, LV data and theoretical insights learned during the course; 2) Individual essay on data, methods, conclusions of your chosen research. The deadline for submitting the essay is December 5! Important - for part-time students! This task must be completed independently by submitting an individual essay in e-studies. Important! About course assignment deadlines. Unless otherwise stated, the deadline for submitting papers for each seminar is the date of the specific seminar. If it is stated otherwise in the e-studies, it means that the assignment is adapted to the schedule of all groups and situations when the instructor needs to record the fact of later submission of assignments. Important! About submission of works. Papers in this course can be submitted and uploaded only in the e-study environment in the "boxes" prepared for each seminar. Instructors will not accept assignments submitted by e-mail or otherwise. Where to go if you have questions? About the course, course description, materials, tasks, self-diagnostic tests: Jevgenija Jakovleva jevgenija.jakovleva@rsu.lv About specific lecturers' classes, seminars, evaluations: dite.liepa@rsu.lv; gunta.lidaka@parlegalusaturu.lv About the tasks and content of the course, after getting acquainted with the explanatory materials prepared for each task in advance: anda.rozukalne@rsu.lv |
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Study Course Theme Plan
FULL-TIME
Part 1
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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The concept of audience. Regularities of audience formation. Audience types. Mass audience and its changes. Correspondence students learn the topic independently in the format of video lectures.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Social media audiences. Recent Theories of Social Networking Audience Effects and Language Technologies. Correspondence students learn the topic independently in the format of a video lecture, it is used to prepare seminar assignments.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Qualitative audience research. Media usage practices. Attributing meaning to media texts. Public perceptions and attitudes related to the media and journalism.
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Lecture
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Modality
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Location
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Contact hours
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On site
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Auditorium
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2
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Topics
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Audience behavior in the media consumption process. Audience research and language. Correspondence students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Media usage. Audiences of different media. The phenomenon of interactivity. Virtual communities. Algorithms and Audiences. Correspondence students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Media Audience Research: Objectives, Data, and Methods. Language technologies for audience research. Correspondence students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Theory of media use and gratification, media functionalism. Correspondence students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Internet Aggressiveness Index. Emotions and audiences. Language technologies. Correspondence students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Media usage diary. Family Media Day Study. Correspondence students, following the instructions posted in e-studies, conduct research independently and present it in the first face-to-face lesson.
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Analysis of media audience research and current data, its presentation. Correspondence students, following the instructions posted in the e-studies, independently perform research analysis and present it in the second face-to-face lesson.
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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A study of media perception. Interviews with audience representatives, data analysis, presentation. Discussion of results. Correspondence students, following the instructions posted in e-studies, conduct research independently and present it in the third face-to-face lesson.
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Class/Seminar
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Modality
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Location
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Contact hours
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On site
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Auditorium
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2
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Topics
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Language technology research task for audience research: preparation of training material for the needs of an artificial intelligence tool. Correspondence students, following the instructions posted in e-studies, conduct research independently and present it in the fourth face-to-face lesson.
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Class/Seminar
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Modality
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Location
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Contact hours
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On site
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Auditorium
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2
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Topics
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Analysis of media usage data using theoretical approaches from the course. Discussion of changes in media usage, audience activity and passivity.
Description
Task: Using the concept of activity and passivity, interpret media usage data, explain different media usage situations and motivations from the contemporary perspective of media usage and gratification theory. Participate in the discussion. |
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Class/Seminar
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Modality
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Location
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Contact hours
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On site
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Auditorium
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2
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Topics
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The role of algorithms in media perception and use.
Description
Analysis and interpretation of qualitative audience data: algorithmic phenomenology, trust in media, defining content quality criteria, phenomena of news fatigue and news avoidance, etc. Participation in the discussion. |
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Class/Seminar
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Modality
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Location
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Contact hours
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On site
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Auditorium
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2
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Topics
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Researc of media audiences: issues, methods, conclusions
Description
Using current research data, define discussion questions, prepare for and participate in the discussion, discussing audience research approaches. |
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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The potential of language technology tools in audience research.
Description
The use of language technologies in audience research: application and development of existing tools. Defining discussion questions, participating in the discussion, summarizing its conclusions. |
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam (Written)
PART-TIME
Part 1
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Social media audiences. Recent Theories of Social Networking Audience Effects and Language Technologies. Correspondence students learn the topic independently in the format of a video lecture, it is used to prepare seminar assignments.
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Audience behavior in the media consumption process. Audience research and language. Correspondence students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Theory of media use and gratification, media functionalism. Correspondence students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Internet Aggressiveness Index. Emotions and audiences. Language technologies. Correspondence students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Media usage diary. Family Media Day Study. Correspondence students, following the instructions posted in e-studies, conduct research independently and present it in the first face-to-face lesson.
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-
Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Analysis of media audience research and current data, its presentation. Correspondence students, following the instructions posted in the e-studies, independently perform research analysis and present it in the second face-to-face lesson.
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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A study of media perception. Interviews with audience representatives, data analysis, presentation. Discussion of results. Correspondence students, following the instructions posted in e-studies, conduct research independently and present it in the third face-to-face lesson.
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-
Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
|
On site
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Auditorium
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2
|
Topics
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Language technology research task for audience research: preparation of training material for the needs of an artificial intelligence tool. Correspondence students, following the instructions posted in e-studies, conduct research independently and present it in the fourth face-to-face lesson.
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-
Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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The role of algorithms in media perception and use.
Description
Analysis and interpretation of qualitative audience data: algorithmic phenomenology, trust in media, defining content quality criteria, phenomena of news fatigue and news avoidance, etc. Participation in the discussion. |
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Researc of media audiences: issues, methods, conclusions
Description
Using current research data, define discussion questions, prepare for and participate in the discussion, discussing audience research approaches. |
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The potential of language technology tools in audience research.
Description
The use of language technologies in audience research: application and development of existing tools. Defining discussion questions, participating in the discussion, summarizing its conclusions. |
Total ECTS (Creditpoints):
3.00
Contact hours:
16 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Rožukalne, A. (2011). Kas?Kur?Kāda? Mūsdienu mediju auditorija. Rīga: Turība.
2.
Digital News Report. (2020). Reuters Institute.Suitable for English stream
3.
Thurman, N., Moeller, J., Helberger, N. & Damian Trilling (2019). My Friends, Editors, Algorithms, and I, Digital Journalism, 7:4, 447-469, DOI: 10.1080/21670811.2018.1493936Suitable for English stream
4.
Rožukalne, A. (2020). Perception of Media and Information Literacy among Representatives of Mid–Age and Older Generations: the Case of Latvia. ESSACHESS. Journal for Communication Studies, 13, 2(26)/2020, 207-232. eISSN 1775-352XSuitable for English stream
5.
Brooker, W., & Jermyn, D. (2003). The audience studies reader. London; New York: Routledge.Suitable for English stream
6.
CKleut, J., Pavlíčková, T., Picone, I., et al. (2018). Small acts of engagement and interruptions in content flows. In: Das R and Ytre-Arne B (eds) The Future of Audiences. A Foresight Analysis of Interfaces and Engagement. London: Palgrave Macmillan, 123–1Suitable for English stream
7.
Bird, S. Elizabeth. (2011). Are we all produsers now? Cultural Studies, 25:4-5, 502-516, DOI: 10.1080/09502386.2011.600532Suitable for English stream
8.
Carpentier, N. (2003). The BBC’s Video Nation as a participatory media practice. Signifying everyday life, cultural diversity and participation in an online community, International Journal of Cultural Studies. London: SAGE Publications. Volume 6(4): 425–447.Suitable for English stream
9.
Das, R. (2011). Converging perspectives in audience studies and digital literacies: Youthful interpretations of an online genre. European Journal of Communication, 26(4), 343–360.Suitable for English stream
10.
Press, A., Livingstone, S. (2006). Taking audience research into the age of new media: Old problems and new challenges. In: White, M, Schwoch, J (eds) Questions of Method in Cultural Studies. Oxford: Blackwell, 175–200.Suitable for English stream
11.
Gray, J. (2003). New audience, new textualities. Anti fans and non- fans, International Journal of Cultural Studies. London: Sage Publication. Vol. 6 (1). 64 – 81.Suitable for English stream
12.
Jenkins, H. (2008). Convergence Culture: where old and new media collide. New York: University Press, P. 353.Suitable for English stream
13.
Livingstone, S. (2004). The Challenge of Changing Audiences Or, What is the Audience Researcher to do in the Age of the Internet?, European Journal of Communication. London: SAGE Publications. Vol 19(1): 75–86.Suitable for English stream
14.
Jenkins, H. (2006). Fans, Bloggers and Gamers. New York: University Press. P.279Suitable for English stream
15.
Wohn, Y. D., & Bowe, B. J. (2016). Micro Agenda Setters: The Effect of Social Media on Young Adults’ Exposure to and Attitude Toward News. Social Media +Society, January-March, 1-12.Suitable for English stream
16.
Papacharissi, Z .(2009). The virtual geographies of social networks: A comparative analysis of Facebook, LinkedIn and ASmallWorld. New Media and Society 11(1/2): 199–221.Suitable for English stream
17.
Nithingale, V., Ross, K. (2003). Critical readings: Media and the Audiences. England: Open University Press.Suitable for English stream
18.
McQuail, D. (1997). Audience Analysis. London: Sage Publications.Suitable for English stream
19.
Dilliplane, S., Seth K. Goldman and Diana C. Mutz. (2013). Televised exposure to politics: New measures for a fragmented media environment. American Journal of Political Science 57:236–248.
20.
Wahl-Jorgensen, K. (2018). Media coverage of shifting emotional regimes: Donald Trump’s angry populism. Media, Culture & Society, 40(5), 766–778.
21.
Rožukalne, A. & Liepa, D. (2022). FROM “COVID IDIOTS” TO “COVIDSHOW AND “COVIDHYSTERIA”. ANALYSIS OF DIGITAL NEWS COMMENTERS’ VERBAL AGGRESSIVENESS AND MEANS OF LINGUISTICS CREATIVITY DURING COVID-19 PANDEMIC IN LATVIA (2020 – 2021). Media Studies, 3, 329 - 360.
22.
Wang, X., & Hickerson, A. (2016). The Role of Presumed Influence and Emotions on Audience Evaluation of The Credibility of Media Content and Behavioural Tendencies. Journal of Creative Communications, 11(1). 1-11.
23.
Dean, J. (2017). Politicising fandom. The British Journal of Politics and International Relations, 19(2) ,408–424.
24.
Digital News report 2022
25.
Macnamara, J. (2021). New insights into crisis communication from an “inside” emic perspective during COVID-19. Public Relations Inquiry, 10(2), 237–262.
26.
Rožukalne, A., Murinska, S., & Strode, I. (2022). From Lower Disease Risk Perception to Higher News Avoidance: Analysis of News Consumption and Attitude Toward COVID-19 News in Latvia. Online Journal of Communication and Media Technologies, 13(3), e202216.
27.
Rožukalne, Anda, Vineta Kleinberga, Alise Tīfentāle, and Ieva Strode. (2022). What Is the Flag We Rally Around? Trust in Information Sources at the Outset of the COVID-19 Pandemic in Latvia. Social Sciences11: 123.
28.
Rožukalne, A., Murinska, S. &Tīfentāle, A. (2021). Is Covid-19 an “Ordinary Flu” That Benefits Politicians? Perception of Pandemic Disinformation in Latvia. Communication Today, 12(2), 68-83.
29.
Rožukalne, A., Kleinberga, V., Grūzītis, N. (2021). COVID-19 news and audience aggressiveness: Analysis of news content and audience reaction during the state of emergency in Latvia (2020–2021). Environment. Technology. Resources. Proceedings of the 13th International Scientific and Practical Conference, June 17 – 18, 2021, Vol. 2, 141 – 147.
Additional Reading
1.
Rožukalne, A., Skulte, I., Stakle, A. (2020). Media education in the common interest: Public perceptions of media literacy policy in Latvia. Central European Communication Journal, 13(2), 202 -229.
2.
Rožukalne, A. (2020). “MAX share this! Vote for us! Analysis of pre-election Facebook communication and audience reactions of Latvia’s populist party KPV LV leader Aldis Gobzems”, Informacijos mokslai, 870, pp. 52-71. doi: 10.15388/Im.2020.87.26.
3.
Vogels, E. A. (2021). The State of Online Harassment. Pew Research Centre.
4.
Kalsnes, B. and Larsson O. A. (2018). Understanding news sharing across social media. Journalism Studies 19: 1669–1688.
5.
Social Media Facts Sheet. (2020). Pew.Research Center.
6.
Reuters Institute Digital News Report 2019.
7.
Syvertsen, T. (2004). Between Broadcasters and Their Publics Citizens, Audiences, Customers and Players: A Conceptual Discussion of the Relationship, European Journal of Cultural Studies. London: SAGE Publications. Vol 7(3): 363 – 380.
8.
Marwick, A., Fontaine, C. and Boyd, D. (2017). “Nobody sees it, nobody gets mad”: social media, privacy and personal responsibility among low-SES youth. New Media & Society 3: 1–14.
9.
Keightley, E. and Downey, J. (2018). The intermediate time of news consumption. Journalism 19(1): 93–110
10.
Jay G. Blumler and Elihu Katz. (1974). The Uses of mass communications: current perspectives on gratifications research. Beverly Hills: Sage Publications.
11.
Wandebesch, H. (2000). Research note: A Captive Audience? The Media Use of Prisoners, European Journal of Communication. 15 (4): 529. – 544.
12.
Cho, Jaeho. (2011). The geography of political communication: Effects of regional variations in campaign advertising on citizen communication. Human Communication Research 37:434–462.
13.
Cieciuch, J., Davidov, E., et.al. (2019). How to obtain comparable measures for cross-national comparisons. In Cross-national comparative research – analytical strategies, results and explanations. Sonderheft Kölner Zeit
14.
Mak, AKY, and Song, A. O. (2019). Revisiting social-mediated crisis communication model: The Lancôme regenerative crisis after the Hong Kong Umbrella Movement. Public Relations Review 45(4): 101812.