<p> For the past decade, the profession of journalism has been under intense pressure to adapt to changing business models, technology, and forms of communication. Likewise, journalism education has been under intense scrutiny for failing to keep pace with the industry and inadequately preparing students for a rapidly changing professional environment. Social media has become a nexus for the pressures being experienced by both the profession and academia. This study uses Wenger&rsquo;s (1998) model of Communities of Practice to consider how a student newsroom functions and how student journalists adapt within a newsroom and on social media. This study used a quantitative self-reported survey (<i>N</i>=334) design to understand the relationship of students&rsquo; social media use and newsroom participation, social media use and digital skills, and the differences relationships between demographic variables and the use of social media. Items in the survey were in one of four categories: newsroom participation, social media use, digital skills, and demographics. Results demonstrated that as students take on more responsibilities in a newsroom, the more likely they are to have relationships in the newsroom, to have a voice (in both editorial content and newsroom policy), to share their experiences with newer staff members, and to see the importance of social media use in their newsroom experience. Findings also related to meaning, identity, and practice within Wenger&rsquo;s (1998) notions of Communities of Practice. Significant correlations among items measuring digital skills are related to length of time on staff, use of social media (e.g. watch breaking news and find story ideas), holding a digital position, frequency of use of social media, and critical knowledge of digital skills (including high-level relationships among libel, audience analytics, and multi-media content). Analysis showed that participants who held primarily digital positions demonstrated patterns of the more sophisticated digital skills.</p>

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 213-224). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 213-224). Also available on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. Includes bibliographical references (leaves 241-251).

Thesis (M.A.)--Baylor University, 2006. / Includes bibliographic references (p. 76-78).

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on October 14, 2009). Thesis advisor: Dr. Charles Davis. Includes bibliographical references.

Este trabalho busca compreender o comportamento da Folha de S.- Paulo em dois períodos, na cobertura da educação. Em 1973, quando o jornal implantou editoria específica para a cobertura da área, e em 2002, ocasião em que as matérias sobre o tema eram editadas no caderno Cotidiano, como ocorre ainda na atualidade. Trata-se de um comparativo, levando-se em consideração a análise de conteúdo de 62 edições da Folha: 31 no o ano de 1973, e outras 31 em 2002. A hipótese central partiu da premissa que a Folha de S. Paulo afirma em seus editoriais que está na educação a solução dos graves problemas sociais brasileiros, porém não dedica atenção à cobertura jornalística dessa temática. Além do comparativo, foram realizadas entrevistas com o propósito de analisar o comportamento editorial do jornal nos dois períodos. O estudo faz referência, ainda, às áreas da Educação e Educomunicação (novo campo de intervenção social que agrega princípios da educação e da comunicação), e pondera sobre o papel do jornal na sociedade. / This thesis tries to examine Folha de S.Paulos standing in two time periods with regard to the coverage of education issues. In 1973, when the Brazilian daily newspaper created a specific section to cover the area, and in 2002, when reports on the subject began to appear in the Metropolitan section, as is still the case today. A comparison was made from the analysis of 62 editions of the paper: 31 during 1973 and another 31 in 2002. Our main hypothesis derived from the premise that Folha advocates education as the solution to Brazils grave social problems but fails to give the subject due coverage in its pages. Apart from comparing the two time periods, we conducted interviews with a view to analyzing the editorial patterns of the newspaper in the given periods. This work also makes reference to the areas of Education and Educommunication a new field of social intervention which encompasses principles of education and communication and ponders on the role of the media in society these days.

Este trabalho busca compreender o comportamento da Folha de S.- Paulo em dois períodos, na cobertura da educação. Em 1973, quando o jornal implantou editoria específica para a cobertura da área, e em 2002, ocasião em que as matérias sobre o tema eram editadas no caderno Cotidiano, como ocorre ainda na atualidade. Trata-se de um comparativo, levando-se em consideração a análise de conteúdo de 62 edições da Folha: 31 no o ano de 1973, e outras 31 em 2002. A hipótese central partiu da premissa que a Folha de S. Paulo afirma em seus editoriais que está na educação a solução dos graves problemas sociais brasileiros, porém não dedica atenção à cobertura jornalística dessa temática. Além do comparativo, foram realizadas entrevistas com o propósito de analisar o comportamento editorial do jornal nos dois períodos. O estudo faz referência, ainda, às áreas da Educação e Educomunicação (novo campo de intervenção social que agrega princípios da educação e da comunicação), e pondera sobre o papel do jornal na sociedade. / This thesis tries to examine Folha de S.Paulos standing in two time periods with regard to the coverage of education issues. In 1973, when the Brazilian daily newspaper created a specific section to cover the area, and in 2002, when reports on the subject began to appear in the Metropolitan section, as is still the case today. A comparison was made from the analysis of 62 editions of the paper: 31 during 1973 and another 31 in 2002. Our main hypothesis derived from the premise that Folha advocates education as the solution to Brazils grave social problems but fails to give the subject due coverage in its pages. Apart from comparing the two time periods, we conducted interviews with a view to analyzing the editorial patterns of the newspaper in the given periods. This work also makes reference to the areas of Education and Educommunication a new field of social intervention which encompasses principles of education and communication and ponders on the role of the media in society these days.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-13T13:05:39Z No. of bitstreams: 1 Heron Ledon Pereira.pdf: 1875659 bytes, checksum: 264b87da07d9f083a3c33271a0541d18 (MD5) / Made available in DSpace on 2018-08-13T13:05:39Z (GMT). No. of bitstreams: 1 Heron Ledon Pereira.pdf: 1875659 bytes, checksum: 264b87da07d9f083a3c33271a0541d18 (MD5) Previous issue date: 2018-06-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research investigates Brazilian children's journalism in recent years and proposes a closer relationship between the press, school and children. Therefore, this study reveals how the TV program Castelo Rá-Tim-Bum can serve as an inspiration for this type of journalism in the country. Unveiled from 1994 to 1997, Castelo is one of the leading children's series in the history of Brazilian TV, with high ratings and international recognition of specialists. Produced by TV Cultura, it returned to gain prominence in the cultural scene of the country in 2014, when it completed 20 years of existence, with exhibitions, new plays and materials in the media. This work brings together historical and recent examples of journalism for children – including universities – and the production of children's content on TV, Internet, cinema, radio, music, literature, comics and theater. It also presents summaries of the main children's programs of TV Cultura before and after Castelo. About the series, this dissertation covers details of the characters, paintings and rooms of the enclosure, as well as old products and recent fruits of attraction. The analysis points out elements that can contribute to journalism for children and with them. There are six topics: children's issues; the role of the journalist; investigation and discovery; playfulness; sounds; children want to talk. The understanding of communication is used as link building, according to Baitello Junior. The concept of ecology of communication, according to Romano, bases the reflection on communication practices that involve children. It is understood the field of educommunication from Soares, and the ideas of Leão about hypermedia help sketch an example of how the results are applied / Esta pesquisa investiga o jornalismo infantil brasileiro nos últimos anos e propõe uma maior aproximação entre imprensa, escola e criança. Para isso, observa-se como o programa Castelo Rá-Tim-Bum pode servir de inspiração para esse tipo de jornalismo no país. Exibido ineditamente de 1994 a 1997, o Castelo é uma das principais séries infantis da história da TV brasileira, com altos índices de audiência e reconhecimento internacional de especialistas. Produzido pela TV Cultura, voltou a ganhar destaque no cenário cultural do país em 2014, quando completou 20 anos de existência, com exposições, novas peças teatrais e matérias nos veículos de comunicação. Este trabalho traz panoramas sobre o histórico e exemplos recentes de jornalismo para crianças – inclusive nas universidades – e a produção de conteúdo infantil na TV, Internet, cinema, rádio, música, literatura, HQs e teatro. Também apresenta resumos dos principais programas infantis da TV Cultura antes e depois do Castelo. Sobre a série, abordam-se detalhes dos personagens, quadros e cômodos do recinto, bem como produtos antigos e recentes frutos da atração. A análise aponta elementos que possam auxiliar o jornalismo para a garotada e com ela. Destacam-se seis tópicos: assunto de criança; o papel do jornalista; apuração e descoberta; brincar; sons; criança quer falar. Utiliza-se o entendimento de comunicação como construção de vínculos, segundo Baitello Junior. O conceito de ecologia da comunicação, conforme Romano, baseia a reflexão sobre práticas comunicacionais que envolvem a meninada. Compreende-se o campo da educomunicação a partir de Soares. E as ideias de Leão sobre hipermídia ajudam a esboçar um exemplo de aplicação dos resultados

"Broadcast News Production in the Classroom as a Student Mediation for Bilingual Education" describes a curricular design to meet interactive literacy projects for the K-12 Bilingual Education classroom. The author has designed or adapted mediation structures for use to implement "Broadcast News Production" in the classroom specifically for Bilingual and Cross-cultural Education. The study is theoretical and based on research.