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  • 101.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Criticism that matters: Journalists perspectives of ‘quality’ media critique2017Konferansepaper (Fagfellevurdert)
  • 102.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Do bloggers who criticize the press ultimately matter?: (Re)defining media accountability in the age of citizen participation2017Inngår i: Comunicació. Revista de Recerca i d'Anàlisi, ISSN 2014-0304, Vol. 34, nr 1, s. 107-121Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Bloggers criticizing the traditional media over poor quality journalism are being touted as potentially influential instruments of media accountability. This paper questions whether in retrospect the old order of media accountability still has relevance in an increasingly networked media environment. The aim of the paper is to suggest a framework for understanding how bloggers criticizing the traditional journalism practice can be examined in a study on media accountability in the digital era. The essay interrogates the concept of media accountability and the significance of bloggers’ criticism on journalism practice.

  • 103.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Here come the critics: Journalistic discourse in Kenya and South Africa2017Konferansepaper (Fagfellevurdert)
  • 104.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Media criticism in the African journalistic culture: An inventory of media accountability practices in Kenya2016Konferanseproceedings (Fagfellevurdert)
  • 105.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Media-critical bloggers: Towards a framework for understanding participatory media accountability2015Konferansepaper (Fagfellevurdert)
  • 106.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Participatory media accountability: Evaluating the relevance of bloggers’ criticism on journalism practice2015Inngår i: NordMedia 2015: Media Presence - Media Modernities, Copenhagen: University of Copenhagen , 2015Konferansepaper (Fagfellevurdert)
  • 107.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Popular Criticism That Matters: Journalists’ perspectives of “quality” media critique2018Inngår i: Journalism Practice, ISSN 1751-2786, E-ISSN 1751-2794, Vol. 12, nr 8, s. 1008-1018Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Popular criticism of legacy news media is argued to have the capacity to influence journalistic practice and subsequently keep journalists accountable. Scholars give prescriptions of the kinds of criticisms journalists need, if they are to be kept accountable to journalistic norms and values, but this has not been matched with perspectives of journalists. Following in-depth interviews with 24 practising journalists in Kenya and South Africa, the study found that although journalists treat fairness, facts and positiveness as “good” attributes of media critique, they are more inclined towards criticisms that show an understanding of news processes.

  • 108.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    #SomeoneTellCNN: Media accountability from the perspective of Kenyans on Twitter2016Konferansepaper (Fagfellevurdert)
  • 109.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    The ‘media arm’ of a global court: Cosmopolitanism and the International Criminal Court’s TV series on Kenya’s trials2015Inngår i: Geomedia 2016: Spaces and mobilities in mediatized worlds, Karlstad: Karlstad university , 2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    As a global body with a mission to deliver justice to humanity, the International Criminal Court (ICC) inspires an interesting discourse in cosmopolitanism studies. Arguably, it is the ICC that puts to effective practice moral cosmopolitanism (Pierik and Werner, 2010). Indeed, when the global court produces a TV series targeting local populations in Sub-Saharan Africa, it interestingly shifts the spotlight to an area that has taken an overtheoritical nature over the years—the relationship between the media and cosmopolitanism. Potentially illuminating empirical studies in this area have been few, Western-centric and limited to the paradigm of the reception of distant suffering. This paper empirically examines the influence of media texts on audiences. Inspired specifically by Ask the Court—a TV programme on YouTube on the trial of Kenya’s president, his deputy and a journalist over electoral violence in 2007-2008—this exploratory study questions whether the Hague-based court has a role in “cosmopolitanization” (Beck, 2006). Indeed, the questions guiding this research are: What are the manifestations of cosmopolitanism in the programme? Does the programme influence the audience to have a ‘cosmopolitan awareness’ of global justice? The results of the study are based on a textual analysis of a selection of Ask the Court episodes and a subsequent survey of a cross-section of audiences of the programme in Kenya.

  • 110.
    Cheruiyot, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    The role of mobile media in development: The case of Kenya2011Konferansepaper (Fagfellevurdert)
  • 111.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Baack, Stefan
    Humboldt Institute for Internet and Society.
    Ferrer Conill, Raul
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Data journalism at the periphery of news media: A comparative study of African and European practices2018Inngår i: The Annual SACOMM Conference 2018: "Communication at a Crossroads", 2018Konferansepaper (Fagfellevurdert)
  • 112.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Baack, Stefan
    Mozilla Foundation.
    Ferrer Conill, Raul
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Data Journalism Beyond Legacy Media: The case of African and European Civic Technology Organizations2019Inngår i: Digital Journalism, ISSN 2167-0811, E-ISSN 2167-082X, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research has paid relatively little attention to two aspects that are increasingly important in understanding data journalism as a maturing field: (a) journalism today is increasingly provided by a diverse set of actors both inside and outside of legacy media organizations, and (b) data journalism has become a global phenomenon that cannot be fully grasped within national contexts only. Our article brings both of these aspects together and investigates the roles and practices of peripheral actors in European and African contexts. We engage with research on the role of non-profits and civic technologists in journalism to interrogate further the entanglements between civic technology organizations and data journalism. Following in-depth interviews with 29 practitioners of data-driven non-profits in Europe and Africa, we conclude that practices and roles of these non-profits in relation to journalism are similar, but transcultural and contextual influences shape how they complement or expand data journalism.

  • 113.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Ferrer Conill, Raul
    Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, Avdelningen för medie- och kommunikationsvetenskap.
    Extract. Inject. Repeat.: Expanding journalistic practice through civic technologies and data journalism2018Inngår i: Nordic Data Journalism Conference (NODA18): “The second wave of data journalism research”, 2018Konferansepaper (Fagfellevurdert)
  • 114.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Ferrer Conill, Raul
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Extract. Inject. Repeat.: Expanding journalistic practice through civic technologies and data journalism2018Konferansepaper (Fagfellevurdert)
  • 115.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Ferrer Conill, Raul
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    “Fact-Checking Africa”: Epistemologies, data and the expansion of journalistic discourse2018Inngår i: Digital Journalism, ISSN 2167-0811, E-ISSN 2167-082X, Vol. 6, nr 8, s. 964-975Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The prominence of “fake news” today has sparked an open challenge to the legitimacy of traditional news media. As a result, a series of independent data-driven organisations are emerging to fact-check legacy news media as well as other news sources. This study examines how these actors advocate and adopt journalistic practice and the perceived impact they have on news journalism. We draw our data from in-depth interviews with 14 practitioners working in three organisations—Code for Africa, Open Up and Africa Check—that are currently leading major data and fact-checking operations in sub-Saharan Africa. Our findings show that while these non-journalistic actors are at the periphery of news media as institutions, their operations, activities and goals are at the heart of journalistic discourse. In their data strategies, they emerge as data advocates and activists seeking to reformulate fact-checking processes within news media.

  • 116.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Ferrer Conill, Raul
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Baack, Stefan
    Humboldt Institute for Internet and Society.
    Fact-checking and journalism discourse: The perceived influence of data-driven non-profits in Africa2018Konferansepaper (Fagfellevurdert)
  • 117.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Komen, Leah
    Daystar University.
    Exit M4D, Enter Data4D?: Exploring the potential for data-driven development2018Konferansepaper (Fagfellevurdert)
  • 118.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Toussaint, Nothias
    Stanford University.
    A “hotbed” of digital empowerment?: Media criticism in Kenya between playful engagement and co-option2017Konferansepaper (Fagfellevurdert)
  • 119.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Uppal, Charu
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    New Pan-Africanism?: Expressions of African identity on Twitter2016Inngår i: Gender & change : challenges for Africa: Nordic Africa Days 2016, Uppsala 23-24 September, Uppsala: The Nordic Africa Institute , 2016, , s. 144s. 56-57Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This article will interrogate the question whether a collective identity of a new Pan-Africanism is emerging through social media in Africa. The study focuses on the use of the hashtag IfAfricaWasABar by Twitter users across the continent in July 2015. It will entail a qualitative content analysis of tweets that were accompanied by #IfAfricaWasABar to analyse the issues raised by African Twitter users as regards their identity. #IfAfricaWasABar was started by Motswana author Siyanda Mohutsiwa and was trending for several weeks in different countries in Sub-Saharan Africa. The hashtag called upon Twitter users across Africa to satirize the Western media narrative of Africa as a country by coming up with hilarious lines that imagine the continent as a bar, which has interesting characters who in real life would define the continent's culture, politics and social life.

    Studies of Twitter use for expression of identity in Africa are few although there has been a marked increase of citizen participation on this social media platform (Portland Communications, 2012). Twitter has indeed turned into an interesting platform for deliberation and daily conversations among citizens. Such kinds of citizen engagement are turning out to offer an interesting forum for jokes as well as serious social and political discussion for discourses that appeal to citizens across the continent, who are both online and offline. In fact, in their recent study on the use of Twitter by Kenyans, Tully and Ekdale (2014) conclude that 'playful engagement' on Twitter is spurring significant deliberation as users "infuse developmental agendas in their comments, actions and interactions" (p.68).

    The article will argue that more than offering a platform for deliberation, Twitter as a new media technology in Africa is enabling African citizens to recreate an African identity in the global space. It will seek to revive the old debate on Pan-Africanism and its expressions on media space, which has so far been overshadowed a process of globalization. It will further trace and discuss the discourses in the nexus of Pan-Africanism, identity as well use of Twitter in Africa. The article will pose the question whether through Twitter, a "New Pan-Africanism" is emerging, where ordinary citizens rather than elites determine how Pan-Africanism should be defined and expressed on global space.        

  • 120.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Uppal, Charu
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Pan-Africanism as a laughing matter: (Funny) Expressions of African identity on Twitter2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Pan-Africanism, a concept that attempts to capture the essence of being an African, needs to be reconsidered in the age of interactive social media. In this chapter, we look at how Twitter users negotiate the question of African identity through humourous hashtag-driven conversations. We specifically interrogate the question whether a new kind of Pan-Africanism is emerging on Africa’s Twitterverse through the use of a popular hashtag in 2015, #IfAfricaWasABar. In our analysis of tweets linked to #IfAfricaWasABar, we conclude that Twitter provides temporary solidarity by engaging users in humorous exchanges about socio-cultural, political and economic issues that define the African continental condition today. 

  • 121.
    Cheruiyot, David
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Uppal, Charu
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Pan-Africanism as a laughing matter: (Funny) expressions of African identity on Twitter2019Inngår i: Journal of African Media Studies, ISSN 2040-199X, E-ISSN 1751-7974, Vol. 11, nr 2, s. 257-274, artikkel-id 18Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Pan-Africanism, a concept that attempts to capture the essence of being an African, needs to be reconsidered in the age of social media. In this article, we examine how Twitter users negotiate the question of African identity through humorous hashtagdriven conversations. We specifically question whether a new kind of Pan-Africanism is emerging on Africa’s Twitterverse through the use of a popular hashtag in 2015, #IfAfricaWasABar. In our analysis of tweets linked to #IfAfricaWasABar, we conclude that Twitter provides temporary solidarity by engaging users in humorous exchanges regarding the sociocultural, political and economic issues that define the African continental condition today.

  • 122.
    Christensen, Miyase
    et al.
    Stockholm University.
    Jansson, André
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Complicit Surveillance, Interveillance and the Question of Cosmopolitanism2015Inngår i: New Media and Society, ISSN 1461-4448, E-ISSN 1461-7315, Vol. 17, nr 9, s. 1473-1491Artikkel i tidsskrift (Fagfellevurdert)
  • 123.
    Christensen, Miyase
    et al.
    Stockholm University.
    Jansson, André
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Cosmopolitanism and the Media: Cartographies of Change2015Bok (Fagfellevurdert)
  • 124.
    Christensen, Miyase
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Jansson, AndréKarlstads universitet, Fakulteten för ekonomi, kommunikation och IT, Avdelningen för medie- och kommunikationsvetenskap.Christensen, ChristianUppsala University, Sweden.
    Online Territories: Globalization, Mediated Practice and Social Space2011Collection/Antologi (Annet vitenskapelig)
  • 125.
    Christenson, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    A Framework for Assessment of Socioscientific Argumentation2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A framework for assessment of socio-scientific argumentation

    The ability to produce a convincing argument with evidence to support a claim is important for participants in a democratic society. Research on students’ argumentation and reasoning on socio-scientific issues (SSI) has been extensive over the past decades due to its importance in science education. SSI provide a context where students can engage in reasoning and argumentation that involves the generation and evaluation of positions in response to complex issues which often lack definite solutions and have links to science and implications in society.

    Research includes a great variety among the analytical frameworks that have been developed to study students’ arguments. Most of these frameworks focus on either the structure of the argument or the content and are hard to use due to its complexity and in some cases more suitable to scientific argumentation rather than informal argumentation on SSI. Consequently, there is a need for frameworks that analyze the overarching patterns of socio-scientific arguments related to both the content as well as the structure. Accordingly, this framework should not be too complicated in its organization but possible to be used for assessment purposes for teachers as well as students own practice in order to improve their argumentation.

    Consequently, the aim of this research is to present a new analytical framework with focus on content, structure and the nature of the justifications that can be applied on socio-scientific argumentation. This framework is presented by applying it to authentic grade 12-students’ written arguments on a SSI about genetically modified organisms (GMO).

    There are two main components relating to the structural aspects: claim (decision) and justification (with pros and cons). Justification is defined as a combination of data, warrant and backings. The justification(s) that the arguers state in favor of their own claims are the pros and the justification(s) the arguers state against their own claims are the cons. Moreover, the justification can consist of value-laden statements when the arguers express their values on the issue and/or knowledge based statements when the arguers use conceptual knowledge to support their claims (and the content in the pros and cons are part of the content aspects, se below).

    The content aspect (knowledge) in the justifications (can be both pros or cons) is presented as different subjects that are based on the conceptual knowledge linked to a specific field or discipline such as politics, chemistry, economy etc. that arguers use in their justifications.

    Clearly, it is of great importance that the conceptual knowledge is relevant and scientifically correct, and this is why an explicit category about the conceptual knowledge is added to the framework:

    1. Correct and relevant content knowledge included
    2. Non-specific general knowledge (not directly related to the issue/focus)
    3. Incorrect content knowledge included (misconception or superficial scientific knowledge)

    This framework explicitly includes bot the structural and the content parts of a valid argument and will be fruitful both for future research on informal SSI-argumentation as well as in science education where the framework can be used as a tool assessing arguments considering both structure and content and consequently to assess the arguments as a whole.

     

  • 126.
    Christenson, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Analyzing informal argumentation on socioscientific issues concerning covering content and structure2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The ability to generate a convincing and persuasive argument with evidence to support a claim is important for participants in a democratic society. Research has revealed a great variety among the analytical frameworks that have been developed to study students’ arguments. Many of these frameworks have limitations such as focusing on either the structure of the argument or the content and/or are hard to use due to its complexity and in some cases more suitable to scientific argumentation rather than informal argumentation on SSI. Accordingly, there is need for a framework that can be used for assessment purposes and that can be used as support for teachers assessment as well as students own practice in order to improve their informal argumentation. The aim of this research is to present a new analytical framework with focus on content and structure as well as the nature of the justifications that can be applied on informal argumentation on SSI. We present this framework by applying it to authentic grade 12-students’ written arguments on a SSI about genetically modified organisms (GMO). The framework consists of several elements and focus on claims and justifications in arguments. The justifications are categorized with regard to three aspects; subjects, pros/cons and knowledge/attitudes. Our hope is that this framework will be fruitful both for future research on informal SSI-argumentation and in school education. The framework can be used as a tool assessing arguments, their complexity regarding both structure and content and consequently to assess the arguments as a whole. The low complexity of the framework also makes it possible for students to use directly as a tool for practicing argumentation on SSI.

  • 127.
    Christenson, Nina
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för geografi och turism. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Geography teacher students’ discussions when playing a spatial planning game with focus on sustainable urban planning.2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Previous research has shown that games can facilitate learning of complex processes. This study investigates future geography teachers’ arguments when playing an urban spatial planning game. The game consists of a mat where small models represents residential buildings, institutions such as schools, hospital, police etcetera in a flood-prone area. A play master gives instructions to plan and develop the city. The game has a turning point, the city is exposed to severe flooding and afterwards the students are asked how to rearrange the city to become more resilient. The research questions include; when playing the game – A) what aspects does the students include when planning an urban area? B) what risks does the students identify? C) what preventive actions in order to increase the city’s resilience does the students identify after playing the game? A total of seven students participated in this study, all of whom studying to become upper secondary geography teachers. The game lasted for 40 minutes, was video recorded and transcribed. The inductive analysis focused on what aspects students considered in planning a city, both before and after the flooding for example to build further away from water and increase green areas, as well as what risks the students could identify. The results indicate that this type of game induce the students to, in a social setting, discuss and develop their understanding of sustainable urban planning and that this can be a valuable tool, both in school but also at the university level. 

  • 128.
    Christenson, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Role-play as a means to practice students’ argumentation skills on socioscientific issues2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

     

    Role-play as a means to practice students’ argumentation skills on SSI

    Introduction

    A democracy is dependent on well-informed citizens capable of understanding and taking part in societal issues. It is important from a societal as well as at the individual perspective, that people understand questions including for example global environmental matters, health concerns and personal ethical dilemmas.  Hence, it has been recognized in research that it is essential for students to develop argumentation skills to be able to participate in debates about controversial SSI (socioscientific issues) (Kolstö, 2000). The language is fundamental in learning science, both in being able to argue as well as being able to understand the science content. A central aspect of learning science is to learn the language of science and therefore it is crucial that science education provides possibilities for students to practice and develop their language skills (Lemke, 1990; Wellington & Osborne, 2001). Thus, language is important both for argumentation and learning science. However, in classrooms, teachers’ talk tends to be dominating (Mortimer & Scott, 2003). A shift must be made in the verbal arena so that the students are the ones doing most of the talk. Thus, a challenge in science education is to construct meaningful and motivating practices to supporting this development. Role-play debate concerning SSI has previously been investigated in research (e.g. Simonneaux, 2001). Jimenez-Aleixandre et. al. (2000) found that students constructing arguments about genetics focused on making detailed claims without being able to justify them. In this study we investigate a role-plays potential to promote students’ abilities to argue about SSI. The study was guided by the questions 1) How are the students arguments constructed concerning content? 2) To what extent do the participating students put forward arguments during the role-play?

    Methodology

    A group of eight students in grade nine, which is the last year of compulsory school in Sweden, participated in a role-play debate. This was the last activity in a series of lessons with the purpose of enhance a high degree of communication in form of dialogues and discussions. The focus of the teaching sequence was on basic genetics usually dealt with in Swedish lower secondary school. The role-play concerned gene technology and whether GMO (genetically modified organisms) should be allowed or not. The students were given different characters representing a variety of views on the GMO issue to play. The roles were handed out in advance and the participants were encouraged to find arguments based on scientific knowledge to be able to argue from facts. The role-play debate was moderated by one of the authors. The moderator made sure that all students initially got to present themselves (their given characters) and to briefly present their standpoint. The role-play debate was video- and audio recorded and transcribed verbatim. The analyses focus on the content that the student use in their justifications when supporting their standpoints. We also analyzed how the time of talk was distributed between the participants.

    Findings

    The recording of the role-play debate was 48 minutes of length in total. After a short introduction, the students started to discuss the issue. Our analysis show that 82% of the time was devoted to students’ argumentation. The moderator hade a rather passive role, only making sure that the debate carried on in an orderly manner. The students’ arguments were focused on the GMO issue during the whole sequence. Concerning the content of the arguments, our analysis revealed three main themes that the students were referring to. These were 1) values (principles, ethics, beliefs etc.), 2) effects (examples and scenarios of consequences of GMO) and 3) solutions (suggestions and opinions about actions needed). Of these three themes, the effect theme was dominating the discussions. Within the themes, we found different categories of the content on which the arguments were based. For example, arguments about possible effects of GMO included a great variety of content concerning ecosystems, biodiversity, dispersion of GMO, effects on humans and animals, taste and quality of GMO-products etc. Since the discussion was mostly focused on the effects, most arguments were concerned with science. However, other aspects were included as well, for example small farmers struggle against large multinational companies, the growing gap between poor and rich and consequences for the world economy. The length of time as well as number of utterances made by the students differed to a great extent. Four of the students’ contributed to 85% of the talk. The number of utterances varied from 2-70. 

     Conclusions and implications

    It has been argued in science education research that students should learn how to argue with a scientific content, which includes that students must have the opportunity to train the language of science. This study shows that a role-play where students are given different characters and time to prepare arguments in advance, do have the potential to make students argue with commitment and focus, using a variety of scientifically based arguments. Our findings shows that students to a great extent can, on the contrary to the findings of Jiménez-Aleixandre et al. (2000), support their standpoints using scientific data in their justifications. We also found that students refer to different themes including numerous different aspects, indicating a high quality of students’ arguments (Christenson & Chang Rundgren, accepted). However, the speech time was unequal distributed among the students due to that some of the participants took a passive role during the role-play. The problem of some students being quiet has also been recognized by Albe (2008). Hence, Some students might need more practice to be able to fully participate in debates. In addition, group construction and the role of the teacher are other important aspects that need to be considered in future research.

    References

    Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38, 67-90.

    Christenson, N. & Chang Rundgren, S-N. (accepted). A framework for teachers’ assessment of socioscientific argumentation: An example of the GMO issue. Journal of Biological Education.

    Jiménez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: argument in high school science. Science Education, 84, 757-792.

    Kolstø, S. D. (2000). Consensus projects: teaching science for citizenship. International Journal of Science Education, 22(6), 645-664.

    Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing Cooperation.

    Mortimer E. F., & Scott, P. (2003). Meaning making in secondary science classrooms. Buckingham: Open University Press.

    Simonneaux, L. (2001). Role-play or debate to promote students’ argumentation and justification on an issue in animal transgenesis. International Journal of Science Education, 23(9), 903-927.

    Wellington, J., & Osborne, J. (2001). Language and Literacy in science education. Buckingham: Open University Press. 

  • 129.
    Christenson, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Teaching climate change: Teachers views, methods and good examples2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Teaching climate change, teachers views, methods and good examples

    Climate change (CC) is one of the greatest challenges facing humanity and it is of great importance that education enables students with the knowledge and skills needed for making informed and evidence-based decisions. In this pilot study we examine teachers methods and views of teaching CC. A survey included questions about the teachers’ experience of teaching the topic of climate change and their views on teaching this specific content was distributed to 84 secondary teachers. 28% of the teachers consider geography to be the subject most responsible for teaching CC, 77% report that the aim is to teach the pupils an environmentally friendly behavior. The most used teaching methods are teachers lecturing (used by 89% of the teachers), group discussions (87%) and teacher moderated whole class debates (55%). 44% reported that they have sufficient knowledge for teaching CC, 26% feel that they have enough knowledge about howto teach CC but only 12% believe they have enough time for their teaching. Although CC is perceived as an interdisciplinary issue, relatively few of the teachers reportedly use interdisciplinary work. Both the high level of lecturing and lack of interdisciplinary work can be an consequence of a (over) loaded curriculum. To cooperate with other subjects can be difficult, often the subjects are not only separated by time (different schedules) but also in space (different classrooms). We conclude by giving examples of innovative ways of facing the challenge of teaching CC using innovative pedagogical tools.

  • 130.
    Christenson, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    The relationship of discipline background to argumentation on socio-scientific issues2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In order to prepare learners to engage in discussion and be able to make informed decisions on socio-scientific issues (SSIs), SSI-research has become an important field in biology- and science education. Research has revealed that justifications from various resources are involved in students’ informal reasoning and argumentation on SSIs. The importance of multi-disciplinary involvement of reasoning is shown in connection to the quality of argumentation as well as the number of reasons presented in the argumentation. In this study, to investigate the resources of reasons in students’ argumentation on SSIs in relation to study backgrounds, a model termed SEE-SEP covering three aspects (of knowledge, value and personal experience) and six subject areas (of Sociology/culture, Economy, Environment/ecology, Science, Ethics/morality and Policy), was adopted to analyze students’ reasons in different SSIs. A total of 208 upper secondary students (105 social-science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSIs including global warming, genetically modified organism (GMO), nuclear power and consumption. The results showed that (1) the group of social-science majors generated more numbers of reasons than the science majors; (2) the aspect of value was found to be used most in students’ argumentation without differences between students’ study backgrounds; (3) reasons from the subject area of science were presented most in the topics of nuclear power and GMO, with no difference between students’ study backgrounds; (4) personal experience was referred less often in students’ argumentation by both groups of students than the aspects of value and knowledge, especially in the topics of global warming, GMO and nuclear power, in which, the subject area of economy was also discussed less; (5) the social science major students used more resources from the subject area of environment/ecology than the science majors, regardless of SSI. In addition, we found that the social-science majors could provide more solutions of the SSIs and also use reasons from different subject areas in discussing the consumption issue, in contrast to science majors. The implications to SSI-research and teaching are discussed.

  • 131.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Zeidler, Dana
    University of South Florida, USA.
    The Relationship of Discipline Background to Upper Secondary Students´ Argumentation on Socioscientific Issues2014Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 44, nr 4, s. 581-601Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students’ justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students’ argumentation regardless of students’ discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills.

  • 132.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    A cross-disciplinary approach to teaching socioscientific issues: A study of the co-operation between language and science teachers teaching about global warming2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    To combine the teaching of scientific concepts with the challenging problems of socioscientific issues (SSI) has been shown to be effective on engaging students in discussions and in developing students’ skills in decision-making and critical thinking. Research has revealed that teaching SSI in science education is a challenging task for science teachers alone suggesting a co-operation with teachers of the humanities, proposing that these teachers might be better at managing debates and other pedagogical methods related to a SSI driven instruction. However, to our knowledge no one has yet investigated the outcomes of a co-operation between language teachers, who regularly in their courses teach topics like argumentation, debate and how to write an argumentative text, and science teachers. Hence, the aim of our study is to investigate how the co-operation of teachers from different disciplines (language and science teachers) can contribute to upper secondary school students’ argumentation skills about global warming. A total of ten teachers from the subjects of Swedish (mother tongue), English, biology, physics and chemistry will participate in this study together with two classes of science major students in their first year of upper secondary school, which they teach. Data will be collected from both the teachers by interviews at the end of the teaching sequence and from students making a pre- and post-test of written argumentation about global warming, as well as interviews. Since this study is an ongoing project, we are still collecting data. We foresee that we will find that the teachers as well as the students can provide us with insights on how they perceive a cross-disciplinary teaching with focus on SSI, and also that we will be able to follow some progression in students argumentation through the pre- and post-test. Our findings on the learning outcome and how teachers and students perceive a cross-disciplinary teachers’ cooperation on SSI will be presented at the ERIDOB-conference. We believe that the results from our study will provide valuable insights on how to develop future SSI-teaching by using a cross-disciplinary approach and how the involvement of language teachers may be of help to the science teachers in doing this.

  • 133.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Chang Rundgren, Shu-Nu
    Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden.
    Science and language teachers' assessment of upper secondary students' socioscientific argumentation2017Inngår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, nr 8, s. 1403-1422Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.

  • 134.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang Rundgren, Shu-Nu
    Stockholm University, Sweden.
    Science and Swedish language teachers’ assessment of upper secondary students’ socioscientific argumentation2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The Swedish curricula, as well as researchers and policy makers worldwide, have recognized the importance of promoting and including sociscientific argumentation in science education to promote scientific literacy. However, to teach socioscientific argumentation in not an easy task for science teachers and among the difficulties is the assessment practice. In this small-scale qualitative study, we have, investigated and compared how science and Swedish language teachers, participating in a SSI-driven project, assess students’ written argumentation about Global warming. The Swedish language teachers have a long tradition of teaching and assessing argumentation and therefore it is of interest to identify possible gaps between these two groups. The results indicate that the science teachers focus on students’ ability to reproduce content knowledge within their respective subject that they have been teaching. The Swedish language teachers include students’ abilities to select and use content knowledge from trustable reference resources, in addition to the structure of the argumentation and the form of the language used. In fact, the Swedish language teachers’ assessment correlates more to previous research about quality in socioscientific argumentation and we suggest that a closer co-operation between these two groups can be beneficial to enhance the quality of assessing students’ socioscientific argumentation.

  • 135.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Koivisto, Jenni
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Centrum för klimat och säkerhet (from 2013).
    Persson, Erik
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Centrum för klimat och säkerhet (from 2013).
    Hindersson, Emelie
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Centrum för klimat och säkerhet (from 2013).
    Gustafsson, Kristin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Centrum för klimat och säkerhet (from 2013).
    Pettersson, Andreas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Centrum för klimat och säkerhet (from 2013).
    Riskville – A game for learning about disaster risks and urban planning2018Inngår i: International Journal of Mass Emergencies and Disasters, ISSN 0280-7270, Vol. 36, nr 3, s. 238-246Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Education plays a key role in disaster risk reduction (DRR) and in creating resilient societies worldwide by disseminating information about risks and in improving people’s risk awareness. This, in turn, helps them to prepare, cope with and recover from possible disaster events, hence making the societies more resilient. This paper shortly presents the theoretical background and the rules of the game Riskville where the participants get to experience in a hands-on manner the connections and conflicts between urban planning, different interests and climate related risks. We conclude that Riskville promotes discussions on different perspectives on disaster risk and resilience and approaches in including them into urban planning.

  • 136.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    A Framework for Teachers’ Assessment of Socio-scientific Argumentation: An example using the GMO issue2014Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, nr 2, s. 204-212Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Socio-scientific issues (SSI) have proven to be suitable contexts for students to actively reflect on and argue about complex social issues related to science. Research has indicated that explicitly teaching SSI argumentation is a good way to help students develop their argumentation skills and make them aware of the complexity of SSI. However, assessing the quality of students’ arguments on SSI is evidently difficult for many teachers. This article aims to facilitate teachers’ assessment of the quality of students’ arguments on SSI by introducing a new assessment framework that represents a low degree of complexity and exemplifying it by applying it to students’ written SSI argumentation concerning genetically modified organisms (GMO). The new assessment framework considers both the quality indicators presented in the research literature and curricular guidelines for the science courses in Swedish secondary and upper secondary school. The framework focuses on both the content and the structure that can be revealed in students’ SSI argumentation and is meant to function as a tool for identifying quality indicators that could serve as the basis for grading.

  • 137.
    Clerwall, Christer
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Assessing the qualities of automated content2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The advent of new technologies has always spurred questions about changes in journalism – its content, its means of production, and its consumption. A quite recent development in the realm of digital journalism is software-generated content, i.e. automatically produced content. Companies such as Automated Insights offer services that, according to themselves “humanizes big data sets by spotting patterns, trends and key insights and describing those findings in plain English that is indistinguishable from that produced by a human writer” (Automated Insights, 2012).

    This paper seeks to investigate how readers perceive software-generated content in relation to similar content written by a journalist. This is investigated through the following empirical research questions:

    RQ1 – How is software-generated content perceived by readers, in regards to overall quality and credibility?

    RQ2 – Are the software-generated content discernable from similar content written by human journalists?

    The study utilizes an experimental methodology where respondents were subjected to different news articles that were written by a journalist or software-generated. The respondents were then asked to answer questions about how they perceived the article; its overall quality, credibility, objectiveness etc.The paper presents the results from a first small-scale study and they indicate that the software-generated content is perceived as, for example, descriptive, boring and objective, but not necessarily discernable from content written by journalists.

    The paper discusses the results of the study and its implication for journalism practice.

  • 138.
    Clerwall, Christer
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Enter the Robot Journalist: Users' perceptions of automated content2014Inngår i: Journalism Practice, ISSN 1751-2786, E-ISSN 1751-2794, Vol. 8, nr 5, s. 519-531Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The advent of new technologies has always spurred questions about changes in journalism—its content, its means of production, and its consumption. A quite recent development in the realm of digital journalism is software-generated content, i.e. automatically produced content. This paper seeks to investigate how readers perceive software-generated content in relation to similar content written by a journalist. The study utilizes an experimental methodology where respondents were subjected to different news articles that were written either by a journalist or were software-generated. The respondents were then asked to answer questions about how they perceived the article—its overall quality, credibility, objectivity, etc. The paper presents the results from an initial small-scale study with findings suggesting that while the software-generated content is perceived as descriptive and boring, it is also considered to be objective although not necessarily discernible from content written by journalists. The paper discusses the results of the study and its implication for journalism practice.

  • 139.
    Clerwall, Christer
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Who wrote this? Users' perception of software-generated content in online news2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The advent of new technologies has always spurred questions about changes injournalism – its content, its means of production, and its consumption. A quite recentdevelopment in the realm of digital journalism is software-generated content, i.e.automatically produced content.

    This paper seeks to investigate how readers perceive software-generated content inrelation to similar content written by (human) journalists. This is investigated through the following empirical research questions:

    RQ1 – How is software-generated content perceived by readers, in regards to overallquality and credibility?

    RQ2 – Are the software-generated content discernable from similar content written byhuman journalists?

  • 140.
    Clerwall, Christer
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Karlsson, Michael
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Nord, Lars
    Mittuniversitetet.
    Public Trust and Journalistic Transparency: An experimental study of disclosure and participatory effects in online news2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Media matter. Most citizens’ in contemporary democracies get their information about current affairs and politics through the media. Political communication studies have for long time analysed the interplay between media content and journalistic style and political attitudes and public trust in political institutions. This paper adds to this discussion by addressing another dimension: the possible impact of journalistic transparency – offered in online-journalism – on political trust.

    Methodologically, the study was based on a web-based experiment including 1,320 respondents. The treatment groups comprised the same version of an online news article with additional indicators for disclosure transparency and participatory transparency. The article covered a local political issue and politicians form both ruling and opposition political parties appeared in the text.

    The results indicate that transparency effects on political trust may be overestimated. This experimental study did not confirm any significant positive correlation between transparency and the public trust towards local politicians appearing in the news.

  • 141.
    Collander, Johanna
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Nilsson, Adam
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    "...man behöver bygga hypen": En fallstudie om marknadsföring- före och efter ett evenemang2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Evenemang är ett turistiskt fenomen som handlar om att erbjuda en upplevelse som är något utöver det vanliga. I dagens samhälle tas upplevelsen tillvara på och används i marknadsföringssyfte där själva evenemanget kan marknadsföra ett budskap. Det finns möjligheter att utöka intresset hos besökarna genom att förstärka marknadsföringen före och efter ett evenemang, på så vis får budskapet en större genomslagskraft. Problemområdet i studien undersöks genom att behandla evenemanget Industrinatten som en fallstudie. Det empiriska materialet utgörs av kvalitativa intervjuer med respondenter från tidigare genomförda Industrinatten-evenemang i orterna Malmö, Sjuhärad och Östersund. Sekundärdata i form av enkätsammanställningar från de genomförda evenemangen utgör kompletterande material till intervjuundersökningarna. Evenemang skapas ofta med ett underliggande syfte och används mer och mer som ett verktyg för att marknadsföra en plats eller ett varumärke, något som kan benämnas som evenemangsmarknadsföring. Att förmedla ett budskap används många gånger på arbetsmarknadsmässor, som benämns vid MICE-evenemang (Meeting, Incentives, Conventions & Events). Resultatet jämförs respondenter emellan utifrån teman för att lyfta fram likheter och skillnader. De mest effektiva marknadsföringsmetoderna och strategierna lyfts sedan fram och utgör analysdelen där en ny modell har konstruerats utifrån respondenternas svar och det teoretiska ramverket. Studiens slutsats besvarar frågeställningarna och belyser flertalet metoder och strategier både före och efter ett evenemang som har visat sig vara effektiva vid evenemangsmarknadsföring. Studien är baserad på evenemanget Industrinatten och de metoder och strategier som presenteras är anpassade efter Industrinattens marknadsföring men ämnar dock även kunna appliceras på andra typer av evenemang.

  • 142.
    Corinne, Lundqvist
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Linnea, Ström
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Blodigt allvar2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This student thesis examines what discourses exist within Libresse's advertising for sanitary products and if these have evolved over time. To examine this, two epochs have been selected; the first epoch covers the years 1990 to 2003 and the latter epoch covering 2014 to 2017. The purpose of this study has been to probe whether factors such as new media development and increased involvement in feminist issues can interact with the possible development of Libresse advertising. The purpose has also been to study how the taboo discourse around menstruation is managed by the company as well as if they have changed between the two epochs.

    The thesis is based on intersectionality and feminist media theory as the theoretical base. In order to answer the study's proposal, the method used was a critical discourse analysis combined with a semiotic analysis. To create a pre-understanding of the subject, the reader starts with a description of the company Libresse, to give examples of how women stereotyped, how feminism has developed over the last decades and what existing discourse there is about menstruation. This is due to a deeper insight into what previous feminist researchers said about advertising and marketing, new media and girls' potential, definition of the third wave feminism, social media and cyber-feminism.

    The study has been based on these research questions:

    - Has the discourse in Libresse’s advertising for sanitary products changed over time?

    - If so, how have these discourses changed and has the development of media and feminism have a significant role?

    The results show that a change between these epochs can be distinguished. Libresse has adapted their communication techniques to a modern society and the feminist commitment that prevails. The taboo discourse about menstruation still exists within Libresse commercials, but more subtle in the later era. The woman is made in today's commercials in a more positive and beneficial way.

    Keywords: Libresse, discourse, feminism, menstruation

  • 143.
    Culjevic, Dzengis
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Förståelse av begreppet hållbar utveckling bland lärarstudenter vid Karlstads universitet2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna studies huvudsyfte var att undersöka hur lärarstudenter vid Karlstads universitet förstår begreppet hållbar utveckling och dess tre dimensioner: ekologisk-, ekonomisk- och social hållbarhet. För att besvara studiens huvudsyfte har denna studie delats upp i två huvudfrågeställningar, nämligen: 1) Vad betyder begreppet hållbar utveckling för lärarstudenter? 2) Vad betyder de tre olika dimensioner av hållbar utveckling för lärarstudenter och hur ser lärarstudenterna på samspelet mellan dessa dimensioner? Metoden som användes för att besvara dessa två huvudfrågeställningar var kvalitativ intervjuteknik. 20 lärarstudenter har deltagit i denna studie. Utifrån 20 intervjuade lärarstudenter hade enbart 16 lärarstudenter någon uppfattning om begreppet hållbar utveckling. Fyra lärarstudenter visade inga kunskaper alls om begreppet hållbar utveckling. Av de resterande 16 lärarstudenterna har 2 visat goda kunskaper om begreppet hållbar utveckling genom att beskriva den ur ett holistiskt perspektiv. Åtta lärarstudenter beskrev begreppet hållbar utvecklig enbart ur ett ekologiskt perspektiv utan att betrakta de andra hållbarhetsdimensioner överhuvudtaget. Två lärarstudenter beskrev begreppet hållbar utveckling enbart ur ett eget perspektiv utan att betrakta någon av de olika dimensionerna av hållbarhet. Fyra lärarstudenter beskrev hållbar utveckling utifrån ett antropocentriskt perspektiv, där människan står i centrum utan att koppla sina beskrivningar till någon dimension av hållbar utveckling. Utifrån de 16 lärarstudenter kunde enbart 2 studenter dela hållbar utveckling i tre olika dimensioner men deras kunskaper om dessa dimensioner visade sig vara väldigt svaga, samt de visade väldigt lite förståelse om samspelet mellan dessa dimensioner. Nyckelord: Hållbar utveckling, ekologisk, ekonomisk och, social hållbarhet, lärarstudenter.

  • 144.
    Dagström, Emelie
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Det spelar ingen roll om du är svart eller vit. Eller?: En studie om etnicitet och kultur inom turismmarknadsföring.2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 145.
    Dagström, Emelie
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Gladh, Linnea
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Även döda författare lever.: En studie av litterära kopplingars betydelse för en plats.2016Student paper other, 5 poäng / 7,5 hpOppgave
  • 146.
    Dahlberg, Anna
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Forslund, Elsa
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Tolv år av professionalisering: En kvalitativ studie av Sverigedemokraternas professionalisering av valaffischer.2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Valaffischer är ett gammalt traditionellt medium för politiska partier att nå ut med sin kommunikation med. Men trots de nya tillvägagångssätten att nå ut med sin kommunikation tack vare digitaliseringen, är valaffischer fortfarande ett aktuellt medium trots att de har använts under så pass lång tid. Sverigedemokraterna är ett relativt “ungt” parti. De blirintressanta att studera då de har sina rötter i nazismen och därifrån har de snabbt vuxit till att bli Sveriges tredje största parti.

    Studien redovisar en analys av Sverigedemokraternas professionalisering och hur deras utveckling av valaffischer sett ut under valrörelserna 2006, 2010, 2014 och 2018. Totalt har det analyserats femton valaffischer som ingått i Sverigedemokraternas valkampanjer under de fyra senaste valrörelserna. Syftet med denna studie är att undersöka vad professionaliseringen av politiken har haft för betydelse för Sverigedemokraternas visuella politiska kommunikation, i form av deras valaffischer. Därav formades frågeställningar för att svara påsyftet: “Hur har Sverigedemokraternas kommunikation genom valaffischer förändrats från2006 till 2018?” och “Hur har professionaliseringen av visuell politisk kommunikation tagit form i Sverigedemokraternas valaffischer?”

    Valaffischerna i denna studie utgår från en kvalitativ textanalys och med fokus på ett parti. Den kvalitativa textanalysen utgår från en semiotisk analys, där den analysmodell som använts är en sammansättning av 5 teman, 14 kategorier och 1 underkategori. Valaffischerna i studien har framförallt analyserat med hjälp av tidigare forskning av Nicklas Håkansson, Bengt Johansson och Orla Vigsø (2014), som ofta ses som referenser i samband med studier av valaffischer. Teorierna politisk kommunikation och professionalisering ligger till grunden för denna studie.

    Resultatet av analysen har applicerats på fyra tidsperioder i valaffischernas utveckling och slutsatsen visar på att Sverigedemokraterna har genomgått en förändring i professionaliseringen av valaffischer mellan åren 2006 och 2018, fast under kortare tid än de fyra tidsperioderna. Det är en förändring som anpassats i takt med utvecklingen i samhället, bland annat i form av den digitala utvecklingen och utvecklingen av specialistyrken inom marknadsföring och visuell kommunikation. Förändringen av Sverigedemokraternas kommunikation i valaffischer har bland att visats i att de har gått från att använda tydliga budskap och starka åsikter, till att deras budskap har blivit mer och mer abstrakt och att de

    inte längre behöver argumentera för sin sak. Deras åsikter har normaliserats till den grad att de inte längre behöver övertyga väljarna på samma sätt genom sina valaffischer.

  • 147.
    Dahlström, Margareta
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Knowledge dynamics and networks for ‘greening the economy’: the case of Paper Province 2.02014Konferansepaper (Annet vitenskapelig)
  • 148.
    Dahlström, Margareta
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Knowledge dynamics and the 'green economy': developing an innovation system for a bio based economy2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This paper explores knowledge dynamics processes applied on an initiative aiming to develop an innovation system for a bio based economy.

    Demands for conversions into ecological sustainable production calls for the development of new knowledge. Knowledge from diverse disciplines have to come together to develop new knowledge needed for solving problems to advance a green economy. Radical, rather than incremental innovations of products, services and processes are required. The development of new knowledge takes place in complex relationships between different types of actors located in diverse places. Actors include SMEs, transnational firms, universities, research institutions and public agencies. Knowledge interactions across sectors, scales and actors can be called knowledge dynamics.

    This paper deals with the initiative ‘Paper province 2.0 – an innovation system for a bio based economy’. It builds on extensive triple helix networks centred in the cluster organisation ‘The Paper Province’ incorporating pulp- and paper technology firms, KIBS and other actors in Värmland and neighbouring areas in Sweden. The networks of the cluster are as complex as the relations described above.

    The initiative has won support from Swedish Governmental Agency for Innovation Systems to work up an application to the Vinnväxt programme. Successful initiatives win funding for 10 years to through radical initiatives develop strong, internationally competitive innovation systems within strategic areas of importance for sustainable regional development.

    In what ways are knowledge interactions across sectors, scales and actors present and have capacity to contribute to the green economy through developing an innovation system for a bio based economy?

  • 149.
    Dahlström, Margareta
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Knowledge dynamics, networks and policy interactions: the case of Paper Province 2.02014Konferansepaper (Annet vitenskapelig)
  • 150.
    Dahlström, Margareta
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Nahnfeldt, Cecilia
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning.
    Realising the bio economy: Developing multi- and transdisciplinary knowledge dynamics2015Konferansepaper (Annet vitenskapelig)
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