Disentangling social media influence in crises: Testing a four-factor model of social media influence with large data

Social media empower publics by providing a platform for their voices during crises. Digital-enabled platforms allow individuals to become influentials by sharing their insights and expertise with others. Confronted with the fast-paced and complex dynamics of crises, we lack a systematic conceptualization and a valid measure of social media influence in the crisis context. By integrating diverse perspectives on influence, we propose a new framework that theorizes different dimensions of social media influence based on publics’ communicative behaviors during crises. This integrated framework offers a refined conceptualization and measurement of social media influence in crises by incorporating the network perspective. We tested the framework with large-scale Twitter data from four crises. Results from multigroup CFA on Twitter influencers suggest that social media influence is composed of four factors: output, reactive outtake, proactive outtake, and network positioning. Each factor is associated with a distinct set of users’ behavioral indicators (e.g., retweet). Implications for crisis communication and public relations are discussed.     

The selfish giant: narration and language instruction in a multicultural pre-primary class as a model for teacher change and development

Within the framework of multicultural education, a school-based teacher training program was implemented in a public preschool in Nicosia, Cyprus, where a large number of migrant pupils were enrolled. The main goal of the program was to create a basis for reflection and interaction among the teaching staff about issues related to the social and learning development of migrant pupils. The approach was based on a model for teacher change which focuses on enactment and reflection. Specific methodological aspects were applied in a session related to language instruction, which was carried out and observed by the school teaching staff. The main conclusion was that most of the migrant pupils reacted positively: they played an active role and their participation increased. This teacher training program enabled the teachers to realize how they, as professionals, are influenced by their own experiences and they also recognized the limits of their competences and expertise.     

The media and urban contention in China: a co-empowerment model

Since the 1990s, China has witnessed a rapid rise in urban contention, which has become increasingly apparent. This study proposes a co-empowerment model regarding the relationship between the Chinese media and contentious politics. It compares two recent cases of urban contention. On the one hand, protestors leverage media exposure to arouse public attention, organize action, and adjust their actions according to the information revealed by the media; on the other hand, the media are empowered to exploit the limited space in news coverage, protect their professional integrity, enhance their credibility, and develop close ties with the civil society. This mutually strengthening process is the most important feature of the co-empowerment model. The co-empowerment model influences the trajectories of contention and facilitates greater media autonomy in an authoritarian regime. This study's contribution is a thematic analysis of the co-empowering relationship between media and urban contention in illiberal states.     

Implementing media literacy training for social work programs at HBCUs: A literary analysis of barriers and opportunities

ABSTRACT

The image of the social work profession in the media is problematic for many reasons. Social work and its practitioners are often depicted as incompetent, ineffective, and unnecessary. Despite the necessity of the services provided to the public by social workers, public opinion of the profession remains low. To reverse the current trend, social work programs, particularly those at historically Black colleges and universities, can begin to provide media literacy training and media awareness within the curriculum to assist future social workers in stemming the tide of negative coverage and portrayals of the profession in the media. Using the media diffusion of information theory as an overview, this literary analysis provides a historical view of the profession and highlights current trends in social work practice, education, and media training.     

A Chinese beauty story: how college women in China negotiate beauty,body image,and mass media

This study examines how young Chinese women negotiate beauty and body image in context with mass media, paying particular attention to the relationship between ongoing sociocultural change in contemporary Chinese society and the attitudes and behaviors among young women towards beauty. Qualitative in nature, this study explores the “beauty stories” of 13 college women in mainland China through in-depth interviews. Several distinctive themes were found: (1) These women believed the ideal beautiful Chinese woman should have a tall and thin body, big eyes, a watermelon seed-shaped face, fair skin, and qi zhi (inner beauty); (2) Body image issues were centralized in these women's everyday experiences, and they were under significant cultural, societal, familial, and peer pressure to pursue physical beauty; (3) Cultural and media influences on their perceptions of beauty were complex and multi-layered; and (4) The women were hopeful of both potential positive social change and the liberation of Chinese women, and they were concerned about the superficiality and extreme beauty standards advocated in the media. The findings suggest that the contemporary Chinese beauty story is essentially different from the Western one, extending the existing literature on beauty and body image to include an Eastern and Chinese perspective.     

The representation of future generations in newspaper coverage of climate change: A study of the UK press

Climate change will rob future generations—today's children and those yet to be born—of the stable climate that previous generations have enjoyed. The article explores how future generations are represented in climate change coverage in the UK national press. We examine the ‘popular’ (Mail, Mirror) and ‘quality’ (Guardian, Telegraph) press from 2010 to March 2019. We found that little attention was given to future generations; young people rarely spoke and, along with those yet to be born, were represented in ways that obscured the temporal and social inequalities that are built into climate change.     

The influence of the economic crisis on quality of care for older people: system readiness for innovation in Europe

The aim of this study is to examine the influence of the recent economic crisis on the quality of long-term care for older people in Belgium and the Netherlands. A mixed-method approach was applied, primarily focused on conducting semi-structured qualitative interviews with health professionals working in a management role in organizations providing long-term care for older people. The results show that Dutch organizations seem to be prepared for the influences of the economic crisis on the quality of its care provision primarily in terms of a sound system readiness. At the same time, Belgian organizations seem to be prepared for the influences of the economic crisis on the quality of its care provision primarily in terms of a favorable sociopolitical context. Comparing two countries allows for reciprocal lesson-drawing. The conclusion drawn in this study is that a sustainable long-term care system requires above all stability and structure.     

The learning camera: A personalized learning model for online pedagogy in human services education

Abstract

This article describes the development of a personalized learning approach to human services online education that utilizes a “learning camera” as a metaphorical tool for undergraduate students’ development of knowledge, skills, and dispositions required for successful transition to professional practice. By highlighting students’ ongoing development as knowledge builders and constructivist learners, the online curriculum is enacted within each student’s area of interest and in their home communities. This “learning camera” model of online pedagogy for human services education is intended to serve as a resource for other institutions interested in praxis-oriented approaches to personalized online teaching and learning.