This research contributes to the study of the journalism by analysing the changes in journalistic practice and news production as a result of digital media and the implications thereof. I critically analyse the role of digital media on news production and journalistic practices and argue that the rise of digital media has significantly changed the roles, practices and structures of the journalistic profession in Nigeria. I also argue that these changes require a practice centred approach to explore changes in perceptions of identity and journalistic labour; attitude towards multi-skilling, working conditions of journalists and the commercialisation of news which have the potential to compromise journalistic performance and the news they produce. A proposed combined approach of Pierre Bourdieu’s Field theory and Howard Becker’s Social Worlds was used. I support Dickinson’s argument that the meso-level analysis offered by field research requires the micro-level analysis of the news world to present a “socially situated, empirically grounded and contextually located” analysis of journalists’ adoption/appropriation of media technologies. To this end, the combined approach provides a more rounded understanding of journalism and news production in Nigeria by presenting a contextual understanding of the socio-cultural and political economic context that shape to the changes that are occurring in the newsrooms in Nigeria. Empirical evidence is drawn from five media organisations in Nigeria (Guardian newspapers, ThisDay, Vanguard, Channels TV and Nigeria Television Authority) to examine these from the perception of journalists. It also argues that the adoption of particular technologies is “socially and culturally determined” and understanding these nuances would contribute to the broader debates on news production and journalism.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Dentro do contexto da avaliação formativa, as práticas de correção dos textos produzidos devem ser entendidas não como medição da aprendizagem, mas principalmente como uma pesquisa, elas devem avaliar o aluno, o professor, o processo, as práticas enunciativas, a mediação, a escola e mesmo a família. Contudo, apesar de essa abordagem sobre a avaliação ser compatível com a concepção sócio-histórica e cognitiva da linguagem, que por sua vez é consoante com as orientações dos PCN de Língua Portuguesa, ela parece ainda se mostrar distante dos métodos adotados pelos professores. O objetivo geral desta dissertação é identificar as abordagens teóricas que subjazem aos métodos avaliativos de professores do ensino fundamental em relação à produção textual. Como objetivos específicos buscou-se (i) mapear os modelos de correção textual utilizado por esses professores a fim de oferecer um panorama sobre a realidade do ensino-aprendizagem da escrita; e (ii) organizar um material teórico capaz de embasar a prática avaliativa não apenas como um componente do ato pedagógico, mas também como componente simbólico da construção da imagem que o aluno tem sobre si e sobre sua capacidade de escrever. Trata-se de uma pesquisa qualitativa constituída por dois corpora, organizados a partir dos seguintes instrumentos: entrevista semiestruturada com sete professores que lecionam no terceiro e quarto ciclos do ensino fundamental em escolas públicas e/ou particulares; e textos escritos por alunos e corrigidos pelos mesmos professores-informantes. Constituindo um total de 35 documentos, cinco de cada professor e 3h48min de gravações transcritas. Para análise dos corpora optou-se pelo paradigma interpretativista, aliado ao paradigma indiciário, que busca olhar para além das recorrências, os dados episódicos, singulares, dados que possam ajudar a levantar hipóteses sobre uma realidade não observável por via direta. Em relação às abordagens teóricas, podem-se perceber três manifestações: (i) as que são focadas no sistema, observável quando o professor privilegia aspectos formais e quando suas marcações, ainda que busquem o aspecto discursivo, não são suficientes para que os alunos efetuem reflexões sobre o uso da língua; (ii) as que flutuam entre o estruturalismo e o sociointeracionismo, quando o professor, embora se utilize de práticas mais interacionais ainda deixa amplo espaço para correções formais; (iii) as que são eminentemente sociointeracionistas, em cujas marcas avaliativas pode-se observar respeito pela autoria, apreciação do texto, interferência significativa e convite à reflexão. Dessas práticas emergem dois papéis sociais dicotômicos assumidos pelo professor: o de revisor, que tem profunda relação com práticas avaliativas de medição, e o de leitor-avaliador, em que se pode perceber, além de métodos ligados ao sociointeracionismo e às práticas avaliativas formativas um outro aspecto singular: a afetividade. Para discorrer sobre cada um desses aspectos propostos, construiu-se uma revisão bibliográfica que buscou incorporar à discussão teórico-metodológica questões de ordem subjetivas, que orientam pensar a escrita não só sob seu aspecto sócio-histórico e cognitivo, mas também afetivo / Within the context of formative assessment, the practices of the produced texts correction should not be understood as a learning measurement, but mainly as a survey, they should evaluate the student, the teacher, the process, the enunciative practices, the mediation, the school and even the family. However, although this approach on the evaluation is compatible to the socio-historical and cognitive conception of the language, which is in line with the guidelines of the NCP of Portuguese Language, it still seems showing far from the adopted methods by teachers. The overall target of this dissertation is to understand the theoretical approaches that underlie the evaluation methods of elementary school teachers in relation to the textual production. As specific objectives we sought (i) map the textual correction models used by those teachers, in order to provide an overview about the reality of teaching and learning of writing, and (ii) organize a theoretical material that could be able to base the assessment practice not only as a component of the pedagogical act, but also as a symbolic component of the image building that the students have about themselves and their ability to write. This is a qualitative research established by two corpora, organized from the following instruments: semi-structured interviews with seven teachers who teach on the third and fourth cycles of the elementary education in public and/or private schools; and texts written by students and corrected by the same informant teachers; constituting a total of 35 documents, five of each teacher and 3h48min of transcribed recordings. For analysis of the corpora we opted for the interpretative paradigm, allied to evidentiary paradigm, which seeks to look beyond the recurrences, incidental data, unique, data that can help raise hypotheses about an unobservable reality by direct input. Regarding the mapping practices, we observed that, besides those presented in papers that discourse on the subject (Ruiz, 2001; SOARES, 2009) there are others that permeate the school environment, as oral review and compared reading. Regarding to the theoretical approaches, we can see three manifestations: (i) those that are focused on the system, observable when the teacher favors formal aspects and when their markings, even if they seek the discursive aspect, are not enough to make reflections about the language usage, (ii) those that floating between the structuralism and the social interactionism, when the teacher, although he/she uses more interactional practices, he/she still leaves extensive space for formal corrections, (iii) those that are eminently sociointeractionists, on those evaluative brands we can observe respect for the authoring, the text assessment, significant interference and the invitation to reflection. From these practices emerge two dichotomous social roles assumed by the teacher: the reviewer, who has a deep relationship with evaluation practices of measuring, and the reader-reviewer, as we can perceive, beyond methods linked to sociointeractionism and to the formative assessment practices, another unique aspect: the affectivity. To discuss each of these proposed aspects, we built up a bibliographic review that sought incorporating to the theoretical and methodological discussion, questions of a subjective order, that guide to think about the writing not only on its socio-historical and cognitive aspects, but also affective

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Dentro do contexto da avaliação formativa, as práticas de correção dos textos produzidos devem ser entendidas não como medição da aprendizagem, mas principalmente como uma pesquisa, elas devem avaliar o aluno, o professor, o processo, as práticas enunciativas, a mediação, a escola e mesmo a família. Contudo, apesar de essa abordagem sobre a avaliação ser compatível com a concepção sócio-histórica e cognitiva da linguagem, que por sua vez é consoante com as orientações dos PCN de Língua Portuguesa, ela parece ainda se mostrar distante dos métodos adotados pelos professores. O objetivo geral desta dissertação é identificar as abordagens teóricas que subjazem aos métodos avaliativos de professores do ensino fundamental em relação à produção textual. Como objetivos específicos buscou-se (i) mapear os modelos de correção textual utilizado por esses professores a fim de oferecer um panorama sobre a realidade do ensino-aprendizagem da escrita; e (ii) organizar um material teórico capaz de embasar a prática avaliativa não apenas como um componente do ato pedagógico, mas também como componente simbólico da construção da imagem que o aluno tem sobre si e sobre sua capacidade de escrever. Trata-se de uma pesquisa qualitativa constituída por dois corpora, organizados a partir dos seguintes instrumentos: entrevista semiestruturada com sete professores que lecionam no terceiro e quarto ciclos do ensino fundamental em escolas públicas e/ou particulares; e textos escritos por alunos e corrigidos pelos mesmos professores-informantes. Constituindo um total de 35 documentos, cinco de cada professor e 3h48min de gravações transcritas. Para análise dos corpora optou-se pelo paradigma interpretativista, aliado ao paradigma indiciário, que busca olhar para além das recorrências, os dados episódicos, singulares, dados que possam ajudar a levantar hipóteses sobre uma realidade não observável por via direta. Em relação às abordagens teóricas, podem-se perceber três manifestações: (i) as que são focadas no sistema, observável quando o professor privilegia aspectos formais e quando suas marcações, ainda que busquem o aspecto discursivo, não são suficientes para que os alunos efetuem reflexões sobre o uso da língua; (ii) as que flutuam entre o estruturalismo e o sociointeracionismo, quando o professor, embora se utilize de práticas mais interacionais ainda deixa amplo espaço para correções formais; (iii) as que são eminentemente sociointeracionistas, em cujas marcas avaliativas pode-se observar respeito pela autoria, apreciação do texto, interferência significativa e convite à reflexão. Dessas práticas emergem dois papéis sociais dicotômicos assumidos pelo professor: o de revisor, que tem profunda relação com práticas avaliativas de medição, e o de leitor-avaliador, em que se pode perceber, além de métodos ligados ao sociointeracionismo e às práticas avaliativas formativas um outro aspecto singular: a afetividade. Para discorrer sobre cada um desses aspectos propostos, construiu-se uma revisão bibliográfica que buscou incorporar à discussão teórico-metodológica questões de ordem subjetivas, que orientam pensar a escrita não só sob seu aspecto sócio-histórico e cognitivo, mas também afetivo / Within the context of formative assessment, the practices of the produced texts correction should not be understood as a learning measurement, but mainly as a survey, they should evaluate the student, the teacher, the process, the enunciative practices, the mediation, the school and even the family. However, although this approach on the evaluation is compatible to the socio-historical and cognitive conception of the language, which is in line with the guidelines of the NCP of Portuguese Language, it still seems showing far from the adopted methods by teachers. The overall target of this dissertation is to understand the theoretical approaches that underlie the evaluation methods of elementary school teachers in relation to the textual production. As specific objectives we sought (i) map the textual correction models used by those teachers, in order to provide an overview about the reality of teaching and learning of writing, and (ii) organize a theoretical material that could be able to base the assessment practice not only as a component of the pedagogical act, but also as a symbolic component of the image building that the students have about themselves and their ability to write. This is a qualitative research established by two corpora, organized from the following instruments: semi-structured interviews with seven teachers who teach on the third and fourth cycles of the elementary education in public and/or private schools; and texts written by students and corrected by the same informant teachers; constituting a total of 35 documents, five of each teacher and 3h48min of transcribed recordings. For analysis of the corpora we opted for the interpretative paradigm, allied to evidentiary paradigm, which seeks to look beyond the recurrences, incidental data, unique, data that can help raise hypotheses about an unobservable reality by direct input. Regarding the mapping practices, we observed that, besides those presented in papers that discourse on the subject (Ruiz, 2001; SOARES, 2009) there are others that permeate the school environment, as oral review and compared reading. Regarding to the theoretical approaches, we can see three manifestations: (i) those that are focused on the system, observable when the teacher favors formal aspects and when their markings, even if they seek the discursive aspect, are not enough to make reflections about the language usage, (ii) those that floating between the structuralism and the social interactionism, when the teacher, although he/she uses more interactional practices, he/she still leaves extensive space for formal corrections, (iii) those that are eminently sociointeractionists, on those evaluative brands we can observe respect for the authoring, the text assessment, significant interference and the invitation to reflection. From these practices emerge two dichotomous social roles assumed by the teacher: the reviewer, who has a deep relationship with evaluation practices of measuring, and the reader-reviewer, as we can perceive, beyond methods linked to sociointeractionism and to the formative assessment practices, another unique aspect: the affectivity. To discuss each of these proposed aspects, we built up a bibliographic review that sought incorporating to the theoretical and methodological discussion, questions of a subjective order, that guide to think about the writing not only on its socio-historical and cognitive aspects, but also affective

This study aims to examine whether there has been a difference for female journalists in local newsrooms in terms of task assignments and workplace environment since the #MeToo movement. We investigated whether there has been a difference in their treatment at the newsrooms and whether their duties have changed. The study used field theory and gender theory together with previous research that supports it. The study used qualitative interviews where we interviewed four female journalists and two female editors at various media companies in smaller towns around Sweden. The interviews were designed after semi-structured interviews in order to examine and understand women journalists’ experiences. Our research questions were “How do female journalists perceive that their areas of coverage have changed?” and “How has the treatment of female journalists changed in local newsrooms since #MeToo?” The results of the study shows that the tasks have become more equal, this is for journalists who work in local editorial offices, as the smaller newsrooms do not have the same opportunity to divide the news into smaller coverage areas as the large newsrooms. The results also show that female journalists write about both “hard” and “soft” news, which is a change from previous studies. In terms of #MeToo, the movement has not brought about a big change in how female journalists are treated. It has become more of a difference in the awareness of what is acceptable behaviour and what is not. The participants in the study say that both male and female managers and colleagues think more often about how they are perceived by those around them. They think about how they behave and express themselves towards others.

The women's liberation movement in the 1970s and 1980s utilized various means for activism and demonstrations, but women also used the judicial system to fight for equality in the workplace. This study focuses specifically on the field of journalism and how female reporters used the courts to fight the gender discrimination that was widespread and unbridled before the creation of legislation that outlawed it. The lawsuit filed by Mary Lou Butcher and approximately 90 other women against The Detroit News is one such case that exemplifies the process of filing a gender discrimination lawsuit, as well as the events that led to the suits and the impact that it and similar lawsuits had on the field of journalism and the women's liberation movement as a whole. Using textual analysis to examine the coverage of these lawsuits by industry literature and by the publications challenged by the lawsuits demonstrates what the field of newspapers and magazines was like during the time of the cases. Comparing the same media during the times of the lawsuits and post-settlement reveal how they contributed to an adjusted view of female journalists and aided women's acceptance in American newsrooms.

This study focuses on the factors shaping innovation in online newsrooms in three nations of the Arab World, with particular interest in the adoption of multimedia news innovations. Applying theoretical perspectives from the social shaping of technology and the diffusion of innovation literature, this study sought to identify the key factors shaping the innovation process. Field studies were based in three Arabic newsrooms: Aljazeera Net in Qatar, Almasry Alyoum in Egypt, and Almassae in Morocco. The case studies are grounded in two weeks of participant-observation field research within each online newsroom, along with over 100 in-depth interviews with those involved in the production of online news, and online archival reviews of the three news portals since their inception. Field research began with participant observation at Aljazeera in 2010, prior to the uprisings of the Arab Spring, and continued through early 2013. The political context of each newsroom during the field research became a major aspect of the innovation process of each case study. The thesis reinforces a wide range of social, economic, and organizational factors in the adoption and adaptation of multimedia technologies in the newsrooms studied, supporting earlier research on newsroom innovation across other regions of the world. For example, conceptions about ‘ideal’ industry multimedia models for the modern newsroom were important in each case. However, in the political context of events related to the Arab Spring, the overriding importance of the larger political context emerged in each case. The significance of this observation suggests that research on news organizations cannot take the political context for granted and should more explicitly embed it in discussion of the social shaping of innovation, even under more stable and liberal political conditions. There is a relative lack of systematic empirical research on Arabic newsrooms among studies of news innovation. Looking at the political context of emergent or weak democracies and their influence on modern multimedia newsrooms especially during crisis events, therefore, can contribute to the development of theory and research in Western democracies; and reintroduce politics into theories of innovation within modern newsrooms. This study suggests that future scholarship brings politics into the study of the social shaping of newsroom innovation without losing the many significant advances of existing research in more liberal democratic Western contexts of the multimedia newsroom.