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
|
% from total grade
|
Grade
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|---|---|---|
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1.
Study |
-
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10 points
|
Assignment: 1) Create your own media use analysis using the structure given in the e-studies and the defined seminar questions on media use. 2) The obtained data are analyzed in the essay using the theoretical basis learned in the course. 3) Media use data are selected for presentation to the seminar group and drawing conclusions, as well as for participation in the discussion (discussion questions are defined in the seminar material attached to the e-studies). |
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|
2.
Study |
-
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10 points
|
|
2. Seminar. Seminar. "My Media Day" – Part 2 Task: 1) Create your own analysis of media content and news usage, using the structure given in the e-studies and the defined seminar questions on news usage. 2) The obtained data is analyzed using the theoretical basis learned in the course. 3) News usage data is selected for presentation to the seminar group and drawing conclusions, as well as for participation in the discussion (discussion questions are defined in the seminar material attached to the e-studies). |
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3.
Study |
-
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10 points
|
|
3. Seminar. Family Media Day – 1. Creating a family media use research diary and essay using the material available in e-studies. Task: 1) Following the research instructions and its design, conduct a media use research in your own or another well-known family, collect and analyze data, draw conclusions. 2) Before conducting the research, an informed consent form must be prepared and submitted in advance! 3) Analyze family media use data for a presentation in the 3rd seminar. |
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|
4.
Seminar |
-
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10 points
|
|
4th seminar. Family Media Day – 2. Analysis of family media usage diary data using material available in e-studies. Task: 1) Following the research instructions and its design, collect and analyze data on family news usage (interest, discussions, etc.), draw conclusions. Analyze family news usage data for presentation in the 4th seminar. |
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5.
Seminar |
-
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10 points
|
|
5th Seminar. Media Research Analysis – Literature Studies. Assignment: 1) Each student independently selects and analyzes 2 different sources: media audience research (on which an essay must be submitted) and media and advertising audience research conducted in Latvia (if available for the specific problem). 2) Analyzes the research results in an argumentative essay (500 words), preparing conclusions for group presentation and discussion in the 5th seminar. Researches are available in the e-study environment. Literature Studies: Independently find and analyze various media and advertising audience research. Each analytical essay 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. Each student must choose one of the texts on the literature list and 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 (500 words). |
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6.
Study |
-
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10 points
|
Task:
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7.
Study |
-
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10 points
|
|
7. Seminar. Exercise for preparing training material for an AI-based large language model. Task: 1) Each student receives a data file intended for the development of the AI tool and analyzes specific words according to the given methodology (instructions are available in the e-study environment). 2) Data is collected by selecting problem questions for discussion in the seminar. |
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8.
Study |
-
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10 points
|
|
8. Seminar. Task: 1) Using the collected data, the student prepares for a discussion on the development of an AI tool and the use of language technologies. Important! The deadline for submitting seminar papers is before each seminar (there must be a total of 8 seminar presentations; one (1) essay on your own media use research, one (1) essay on family media day, one (1) essay on studies, one (1) coded data file. During the seminar, students will evaluate the quality of other students' presentations. |
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Examination
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Title
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% from total grade
|
Grade
|
|---|---|---|
|
1.
Presentation |
-
|
10 points
|
|
1.Seminar. Once you have completed your own media use research, divide into groups (3-4 people), summarize your results, compare and analyze them in context with the results of others and the conclusions of your media day. Research instructions and discussion questions are available in a separate file in the e-study environment. Present your findings in a seminar, discuss them and the results of other students during the seminar. |
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|
2.
Presentation |
-
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10 points
|
|
2. Seminar. Once you have completed your own news usage research, divide into groups (3-4 people), summarize your results, compare and analyze them in context with the results of others and your own media day conclusions. Research instructions and discussion questions are available in a separate file in the e-study environment. Present your findings in a seminar, discuss them and the results of other students during the seminar. |
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|
3.
Presentation |
-
|
10 points
|
|
3. Seminar. Once the Family Media Day research has been conducted and the essay prepared, divide into groups (3-4 people), summarize your results on family media use and technology use, compare and analyze them in context with the results of others and the conclusions of your own Media Day. Research instructions and discussion questions are available in a separate file in the e-study environment. Present the conclusions in the seminar, discuss them and the results of other students during the seminar. |
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4.
Presentation |
-
|
10 points
|
|
4. Seminar. Once the Family Media Day research has been conducted, divide into groups (3-4 people), summarize your results on family news usage, interest in news, and awareness characteristics, compare and analyze them in context with the results of others and your own Media Day conclusions. Research instructions and discussion questions are available in a separate file in the e-study environment. Present your findings at the seminar, discuss them and the results of other students during the seminar. |
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|
5.
Presentation |
-
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10 points
|
|
5. Seminar. Task: Divide into groups (3 – 4 students), present the results of media research and analyze them in the context of the theoretical material learned, participating in a discussion about their own and other students' presentations 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, studies conducted in Latvia, analysis of the study data in the context of theoretical knowledge about media audiences. The analysis should provide answers to the following questions: what research questions have been answered, what 3 new research questions should be raised based on the analysis? Each group prepares a different research presentation!!! So, the groups should coordinate their presentations and selected studies with each other. |
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6.
Presentation |
-
|
10 points
|
|
6. Seminar. Task: Dividing into groups (3 – 4 people), students summarize the results/conclusions of their interviews and present them during the seminar, offering 5 – 7 original, data-based insights into contemporary audience behavior trends, paradoxes, and forecasts, as well as discussing them and the results of other students during the seminar. |
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7.
Presentation |
-
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10 points
|
|
7. Seminar. Task: Dividing into groups (3 – 4 people), students summarize their AI tool word coding results/conclusions and present them during the seminar, as well as discuss their own and other students' results during the seminar. |
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8.
Presentation |
-
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10 points
|
|
8. Seminar. Task: By dividing into groups (3-4 people), students collect the coding results/conclusions of their AI tool words and present them during the seminar, as well as discuss their and other students’ results during the seminar. Rules of course. Requirements for essays and seminar presentations: In seminar papers, the student must demonstrate his or her understanding of the given material, including analysis, assessment, comparison with other knowledge and Latvia’s situation. Seminar classes will be organised as a discussion – an exchange of ideas aimed at teaching you how to think about media lectures theatres. Attendance of seminars and preparation of presentations for seminars is mandatory. Small tasks may be asked during lectures and seminars, such as students having to independently find examples of the topic of the lecture. The presentation includes a summary of the group’s work, the seminar presentation should combine a self-assessment of each student’s contribution to its preparation (%). Student not admitted to taking exam if he/she has more than one unattended or failed seminar (diseases or other emergencies are dealt with on an individual basis with timely information on problems prior to the final examination). Seminars can only be reproduced before the exam during lecturer consultation, seminars delayed for justified reasons. The final grade will consist of the sum of all the marks. Knowledge will be judged on a 10-point system. Detailed: course tasks, valuation principles and structure. Attendance and activity of lectures in lectures, completion of course tests: 15% acquisition of video and audio lectures within the specified deadlines: 10% quality of seminar works (studies), relevance to tasks, performance within the specified deadlines: presentation of 40% of seminar works, work and collaboration in groups, activity in seminars: 15% (total seminar papers: 55%); exam: 20%. Essential: students are admitted to the exam if all seminar papers and an essay on the study have been submitted. Due to various circumstances (illness, absence), one job may not be submitted. In this case, the final grade is reduced by 1 to 2 points depending on the overall assessment. Meeting deadlines: meeting deadlines is essential in order to be able to take a course in succession and to spend time on all its tasks. Delays in the time periods for the submission of works without justified reason (for example, illness, timely submission of a doctor’s exemption, timely provision of information and submission regarding participation in sports competitions or an outing of an art collective (choir dance collective, etc.)) mean a reduction in the assessment by one ball for each delayed day. The exam examines understanding of the main issues of the course. Failing to pass the exam means no end grade is posted on the course and is a study debt until the exam is passed again. |
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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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1. Lecture. The concept of audience. Regularities of audience formation. Audience types. Mass audience and its changes. Part time 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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2. lecture. Social media audiences. Recent Theories of Social Networking Audience Effects and Language Technologies. Algorithms and audiences. Par time 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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3. lecture. Media use and gratification theory. Media usage practices.
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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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4. lekcija.Media audience research: goals, data, and methods. Language technologies for audience research. Part-time students independently learn topics in the format of video lectures, the lecture content 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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6. lecture. Audience of digital media. News usage.
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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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6. lecture. Media audience research in Latvia. Use of qualitative methods. Case study analysis
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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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7. lecture. Language technologies and language datasets. Part time 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
|
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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8. leture. Internet Aggressiveness Index. Emotions and audiences. Language technologies. Part-time 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
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
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Auditorium
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2
|
Topics
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1st seminar. Media Usage Diary. Media usage analysis: channels, user behaviour, diversity. Part time students, following the instructions posted in e-studies, conduct research independently and present it in the first face-to-face lesson.
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. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
2nd seminar. Media Usage Diary. Media usage analysis: news usage, news sources, diversity.
Analysis of media audience research and current data, its presentation. Part time students, following the instructions posted in the e-studies, independently perform research analysis and present it in the second face-to-face lesson.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
3rd seminar. Family Media Day. Essay data analysis: family media usage habits, availability of media usage technologies.
Description
Task: Using the essay data, present conclusions about family members' media use and the media technologies used. Participate in the discussion. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Seminar 4. Family Media Day. Essay data analysis: family news consumption habits, family discussions about news, perception of journalism.
Description
Using essay data, present conclusions about family members' perceptions of news consumption and journalism. Participate in discussion. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
Seminar 5. Analysis of media audience research and current data, its presentation. Part-time students, following the instructions posted in the e-study, independently conduct a research analysis and present it in the second in-person lesson.
Description
Task: Analysis of a specific study: problem, theoretical basis, research question, results, conclusions. 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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|---|---|---|
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On site
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Auditorium
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2
|
Topics
|
6th seminar. Media perception study. Interviews with audience representatives, analysis of their data, presentation. Discussion of the results. The importance of algorithms in media perception and use. Part-time students, following the instructions posted in the e-study, independently conduct research and present it in the third in-person lesson.
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. |
-
Class/Seminar
|
Modality
|
Location
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Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
Seminar 7. Research of media audiences and language technologies: issues, methods, conclusions. Language technology research task for audience research: preparation of training material for the needs of an artificial intelligence tool. Discussion on AI-aided LLM tool opportunities in audience research.
Description
Using current research data, define discussion questions, prepare research materials and participate in the discussion, discussing audience research approaches. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Seminar 8. The potential of language technology tools in audience research.
Description
Language technology research task for audience research: preparation of training material for the needs of an artificial intelligence tool. Part-time students, following the instructions posted in the e-study, independently conduct research and present it in the fourth in-person lesson. |
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam (Written)
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
2. lecture. Social media audiences. Recent Theories of Social Networking Audience Effects and Language Technologies. Algorithms and audiences. Par time students learn the topic independently in the format of a video lecture, it is used to prepare seminar assignments.
|
|
4. lekcija.Media audience research: goals, data, and methods. Language technologies for audience research. Part-time students independently learn topics in the format of video lectures, the lecture content is used to prepare seminar assignments.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
7. lecture. Language technologies and language datasets. Part time 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
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
8. leture. Internet Aggressiveness Index. Emotions and audiences. Language technologies. Part-time students learn topics independently in the format of video lectures, the content of the lectures is used to prepare seminar assignments.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
1st seminar. Media Usage Diary. Media usage analysis: channels, user behaviour, diversity. Part time students, following the instructions posted in e-studies, conduct research independently and present it in the first face-to-face lesson.
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. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
2nd seminar. Media Usage Diary. Media usage analysis: news usage, news sources, diversity.
Analysis of media audience research and current data, its presentation. Part time students, following the instructions posted in the e-studies, independently perform research analysis and present it in the second face-to-face lesson.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
3rd seminar. Family Media Day. Essay data analysis: family media usage habits, availability of media usage technologies.
Description
Task: Using the essay data, present conclusions about family members' media use and the media technologies used. Participate in the discussion. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Seminar 4. Family Media Day. Essay data analysis: family news consumption habits, family discussions about news, perception of journalism.
Description
Using essay data, present conclusions about family members' perceptions of news consumption and journalism. Participate in discussion. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
6th seminar. Media perception study. Interviews with audience representatives, analysis of their data, presentation. Discussion of the results. The importance of algorithms in media perception and use. Part-time students, following the instructions posted in the e-study, independently conduct research and present it in the third in-person lesson.
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. |
|
Seminar 7. Research of media audiences and language technologies: issues, methods, conclusions. Language technology research task for audience research: preparation of training material for the needs of an artificial intelligence tool. Discussion on AI-aided LLM tool opportunities in audience research.
Description
Using current research data, define discussion questions, prepare research materials and participate in the discussion, discussing audience research approaches. |
|
Seminar 8. The potential of language technology tools in audience research.
Description
Language technology research task for audience research: preparation of training material for the needs of an artificial intelligence tool. Part-time students, following the instructions posted in the e-study, independently conduct research and present it in the fourth in-person lesson. |
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.
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Jenkins, H. (2008). Convergence Culture: where old and new media collide. New York: University Press, P. 353.Suitable for English stream
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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
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Jenkins, H. (2006). Fans, Bloggers and Gamers. New York: University Press. P.279Suitable for English stream
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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.
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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.
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Digital News report 2022
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Macnamara, J. (2021). New insights into crisis communication from an “inside” emic perspective during COVID-19. Public Relations Inquiry, 10(2), 237–262.
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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.
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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.
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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.
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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.