Factors enhancing learning possibilities in digital workshops

<p>This article presents a study of processes supporting student learning possibilities in digital workshops planned and held at art museums in Denmark. The investigation aims to provide insights into factors enhancing learning possibilities, including the educator’s dialogic performance, experiences of art, and perceived qualities of digital content creation processes in art museum education workshops. To address the research question of what conditional and processual factors can be said to support learning possibilities, a model was developed on the basis of fieldwork and theories of media education, art pedagogy and motivation. The model was then analyzed using structural equation modelling (SEM) on data collected (N= 502) after workshops in two museums. The results suggest that the dialogic performance of museum educators, a positive art experience and positive perceptions of working with digital media are factors that strongly support student participation and reflection – although to various degrees. The findings also show that, in cases in which students are disinterested and see little value in participating during the workshop, this amotivation is likely to be lower when their art experiences and their perceptions of the media production process are positive. </p

From everyday communicative figurations to rigorous audience news repertoires:A mixed method approach to cross-media news consumption

In the last couple of decades there has been an unprecedented explosion of news media platforms and formats, as a succession of digital and social media have joined the ranks of legacy media. We live in a ‘hybrid media system’ (Chadwick, 2013), in which people build their cross-media news repertoires from the ensemble of old and new media available. This article presents an innovative mixed-method approach with considerable explanatory power to the exploration of patterns of news media consumption. This approach tailors Q-methodology in the direction of a qualitative study of news consumption, in which a card sorting exercise serves to translate the participants’ news media preferences into a form that enables the researcher to undertake a rigorous factor-analytical construction of their news consumption repertoires. This interpretive, factor-analytical procedure, which results in the building of six audience news repertoires in Denmark, also preserves the qualitative thickness of the participants’ verbal accounts of the communicative figurations of their day-in-the-life with the news media

From everyday communicative figurations to rigorous audience news repertoires: A mixed method approach to cross-media news consumption

In the last couple of decades there has been an unprecedented explosion of news media platforms and formats, as a succession of digital and social media have joined the ranks of legacy media. We live in a ‘hybrid media system’ (Chadwick, 2013), in which people build their cross-media news repertoires from the ensemble of old and new media available. This article presents an innovative mixed-method approach with considerable explanatory power to the exploration of patterns of news media consumption. This approach tailors Q-methodology in the direction of a qualitative study of news consumption, in which a card sorting exercise serves to translate the participants’ news media preferences into a form that enables the researcher to undertake a rigorous factor-analytical construction of their news consumption repertoires. This interpretive, factor-analytical procedure, which results in the building of six audience news repertoires in Denmark, also preserves the qualitative thickness of the participants’ verbal accounts of the communicative figurations of their day-in-the-life with the news media