La thèse du présent travail est que certains blogs politiques américains sont non seulement une forme de journalisme citoyen mais aussi des atouts lors d'élections. Au vu de ce qui précède nous poursuivons un triple objectif : démontrer non seulement le pouvoir de mise en agenda de la blogosphère politico-journalistique aux États-Unis mais aussi la légitimité de celle-ci comme forme de journalisme postmoderne à la lumière du travail qu'elle effectue et de ses valeurs. Il vise en outre à prouver la capacité de mobilisation de la blogosphère politique américaine en périodes électorales notamment à travers une étude du blog de campagne de Howard Dean, candidat malheureux à l'investiture démocrate pour l'élection présidentielle de 2004. Pour mener notre recherche nous avons eu recourt à trois théories : La théorie des utilisations et satisfactions qui cherche à expliquer les raisons pour lesquelles les individus consomment un média particulier et les satisfactions qu'ils en tirent. La théorie du réseau nous a permis de saisir l'organisation et le fonctionnement de la blogosphère politico-journalistique mais aussi son pouvoir de mise en agenda. La dernière théorie qui nous a aidé dans notre travail est justement la théorie de la mise en agenda. Celle-ci a montré des similarités entre les médias sociaux comme les blogs politico-journalistiques et les médias traditionnels en terme d'influence sur respectivement la couverture médiatique et les conversations interpersonnelles. / The thesis of this work is that some American political blogs are not only aform of citizen journalism but also assets during elections. We have three objectives in the present work : demonstrating not only the agenda setting power of political and current event blogs but also its legitimacy as aform ofpost modernjournalism in light of what itproduces (news staries, reports...) and its values. This thesis also aims to show the mobilizing capabilities of political blogs via an analysis of Howard Dean's cyber campaign during the 2003 democratic primaries in anticipation of the 2004 presidential campaign. To undertake this work we will resort to three theories: the uses and gratifications theory that describes the reasons whypeople are attracted to aparticular media and the satisfaction they derive from it. Network theory that explains the formation and the functioning of networks. ltproved helpful to grasp the structure of political blogs and the way they manage to sway . the work of mainstream media. Eventually Agenda setting theory made easier the analysis of mainstream media's influence on interpersonal conversations and the transposition of this mode! on the fashion with which current events and political blogs influence mainstream media's coverage.

Detta arbete syftar till att bidra med utökad kunskap om hur samhällskunskapslärare på gymnasiet utformar undervisning om samhällsaktuella händelser. Studien ämnar beskriva lärarnas didaktiska avvägningar vid urvalet av undervisningsmetoder. Utöver det var syftet att undersöka vilka ramfaktorer som påverkar lärarna mest i undervisningen om samhällsaktuella händelser. Studien bygger på kvalitativa intervjuer med sex lärare i samhällskunskap som undervisar på olika skolor i landet. Dessa hade varierade erfarenheter av undervisningen och utöver det undervisade olika elevgrupper som kännetecknades av olika etniska, kulturella och socioekonomiska bakgrunder. Resultatet visar att lärarna påverkas i undervisningen av olika faktorer som bestäms främst genom styrdokumenten, administrationen och de olika elevgrupperna. Empirin visar att lärarna undervisar kontinuerligt om samhällsaktuella händelser genom varierande undervisningsmetoder. Empirin påvisar också att de mest positiva påverkningsfaktorerna i undervisningen var eleverna själva medan de hämmande undervisningsfaktorerna var av den administrativa karaktären. Slutsatsen som dras från studien handlar om lärarens behov av anpassning till skolans specifika kultur och miljö, arbetsvillkor med avseende på tillgängliga resurser samt den miljö som eleverna kommer ifrån. Studiens viktigaste bidrag bekräftar det ramfaktorteoretiska ramverkets riktighet att undervisningen utformas med hjälp av olika tolkningar av styrdokumenten och anpassas till en specifik elevgrupp. Konsekvensen blir att såväl lektionsinnehåll som krav och bedömningar ser olika ut i olika undervisningsgrupper. / This work aims to contribute with increased knowledge about how social studies teachers at upper secondary school design teaching about current events in society. The study aims to describe the teacher´s didactic considerations for the selection of teaching methods. In addition to that, the aim was to investigate which framework factors influence the teachers the most in teaching about current events in society. The study is based on qualitative interviews with six social studies teachers who teach at different schools in the country. These had varied experiences of teaching and, in addition, taught different groups of students characterized by different ethnic, cultural, and socio-economic backgrounds. The results show that the teachers are influenced in teaching by a range of factors which are mainly determined by the governing documents, the administration, and the different student groups. Empiric evidence shows that teachers continuously teach about current events in society through varying teaching methods. Empiric evidence shows also that the most positive influencing factors in teaching were the students themselves, while the inhibiting teaching factors were of an administrative nature. The conclusion drawn from the study concerns the teacher's need for adaptation to the school's specific culture and environment, working conditions with respect to available resources and the environment the students come from. The study's most important contribution confirms the correctness of the frame factor theoretical framework, that the teaching is designed with the help of different interpretations of the governing documents and is adapted to a specific student group. Consequently, lesson content, as well as requirements and assessment are different in different student group.