Critical Citizenship and Social Empowerment

The latest issue of Comunicar (Vol. XXV, n. 53, 4th quarter, October 1 2017) (https://www.revistacomunicar.com/index.php?contenido=revista&numero=53) sheds lights on one of the most popular topics in nowadays academia – cyber activism and empowerment. A meta-analysis leads four specific empirical studies based in different nations and regions.

In the past decade, along with the global uprising cases is the blossom of research on social activism that is inevitably intertwined with communication studies. Obviously, the prevalence of digital-aided communication tools has played an essential role not only in protesting activities, but in most areas of human social life. Use of digital media enlarges scale and transforms essence of social occurrences: the speed and scale of mass communication has been significantly heightened so that attentions on certain events have been broadened from local to global range; the breaking-out, mobilization and sustaining of social protests have been changed by people’s use of digital media. “Connective action” suggested by Lance Bennett and Alexandra Segerberg offers an innovative paradigm to refresh our understanding on how human actions could be connected with each other. (https://www.amazon.com/Logic-Connective-Action-Personalization-Contentious/dp/1107642728)

In this current issue, papers such as “Cyberactivisim in the Process of Political and Social Change in Arab Countries” and “Protesting on Twitter: Citizenship and Empowerment from Public Education” prove the prevalence and importance of digital-aided communication in protests that are both contentious and on everyday bases. The former one highlights the sustaining of movement networks that allied citizens from contentious moments to the ever longer period of “movement awaited” – the ebbs and flows of protests. The latter one offers a mapping of how anonymous citizens reacted to governmental decisions on the online platform.

That said, the spectrum ranged from connective action and collective action spans from one end of human-organization based to another anonymity end that is fraught with uncertainties. In  “Cyberactivisim in the Process of Political and Social Change in Arab Countries“, human networks still contribute greatly in terms of protest mobilization and more importantly, bonding the morale when external stimulus demise. “Protesting on Twitter: Citizenship and Empowerment from Public Education” pointed out that, while the online platform is free from a lot of restrictions which hinder people’s participation in previous age, the citizenship, by all means, is actualized through people’s active social conscious and empowerment that is educated and practiced in everyday life in the real world.

New challenges such as human’s substitute AI (artificial intelligent) produce puzzles which are unsolvable at this stage, among which a crucial question goes to whether AI can really think. Perhaps AI can help with household chords while there is still a long way to go before AI can take an active role in the world – the learning, practicing and reflecting what do human mean to the society, and vice versa.

2513042998_b072ac851b_m

 

 

Advertisements

Marching into the new frontier of “data and media communication”

DMC IDay 2017

Earlier this month on 7 Oct, the Hong Kong Baptist University held a university-level Information Day, introducing undergraduate programmes (see this news issued by the University). The Department of Journalism is a part of this exciting event. This year the Department is joining hands with the Department of Computer Science (COMP) to launch a new interdisciplinary concentration eneitled “Data and Media Communication” (DMC), starting from 2018/19. Here is a simple official webpage. Basically, the new concentration – being added to the existing counterparts in the department – Chinese Journalism, International Journalism, and Financial Journalism – aiming at providing both data analytics training and journalistic education to students.  It is an effort for the department to meet the challenge of the transitioning news industry, as well as the willingness to march into the frontier of the interplay of data science and humanities/social sciences in general.

The event sailed through, with the great help from the six hard-working student helpers from other programmes, especially when we do NOT have any student to cheer for us! Mr Pili Hu, the newly appointed lecturer in our department, formerly the data manager at Inituim, offered an array of excellent data-driven journalism works, so that we could demonstrate and show the visitors the power of the combination of journalistic sensitivity, design, infographic, and data analytics. We also owe big favors to Melody, Hung Gor, Chung Gor, and not to mention the strong support from Alice, our Dept. Head, as well as Dean Prof Huang.

Well I guess it is not appropriate – also not the intention of this blog – for me to further promote and explicate this new concentration. But may I – as a humble associate director of this infant programme – share several observations and reflections from the information day and Q&As with the visitors.

First, the visitors’ enthusiasm and interests in data-driven journalism were far beyond our expectation. A simple indicator is that all the pamphlets and souvenirs were out of supply. High school students, parents, year 2 AD students, and faculty members from other academic units, gathered around our booth, asking questions. They were not just passers-by. Secondly, it seems that most students are intimidated by the term of “data” – they regarded “data” as “high math skills.” Actually, for the application of data science in journalism, “math skills” is not the most important ability, instead, it is the “data sense” that one should be cultivated – where to find data, how to interpret data, how to make sense of data, and “how to lie with statistics.” All these are not about “science” and “math,” but the same keen attention to the “misfortune of human beings” and the willingness to contribute to the public goods. Thirdly, it seems that there is an overlapping of the interests of “data-driven journalism” and “financial journalism.” Common-sensically, both are focusing on “data.” But I would say these two areas are distinct. To me, it appears that financial journalism is more specialized and having demanding requirements on specific domain knowledge, whereas data-driven journalism is more like a “telescope” (or microscope, a tool, a lens) to uncover the myths of the social realities. Finally, my humble understanding on the interplay between journalism and data science shares with the quotation of Prof Jonathan Zhu at CityU: “Students from humanities are worried about [how to compute]; whereas those who with science backgrounds are worried about [what to compute].” That’s the long-lasting and enduring challenge facing both clusters of students.

Does news objectivity matter in the age of digital era?

Survey found that many people under 30 do not read news on newspapers or TV. For example, a study found that 80% of individual do not read newspapers daily, while 70% of older generation does in the United States. This phenomenon happens all over the world. It doesn’t mean that they are not interested in news, but they prefer other consumption patterns.

People worry that young people are no longer interested in public affairs and take it as the decline in a healthy democracy. Others argue that young people are still interested in news, but they would like to read the news that is more relevant to their lives. They found that the conventional newspaper is boring. They do not like to get news from traditional media. Instead, recent research found that they like to learn the current news story form social network sites, such as Facebook, MySpace.

What will happen when professional journalists cannot function as gatekeepers? Friends and family in social media now serve as gatekeepers that bring news stories to the young people.  Online activities make the teenagers engaging with news in a far more complex way than in traditional media. They are not only learning the news event by reading the article itself, but at the same time exposed to the link embedded in the article, read the comments and opinions written by their friends or relatives. It means they are used to expose to a variety of opinion when they read news story. What is the impact on young people’s news consumption?

“Objectivity” is the golden rules of professional journalism. When young people can get news via social media, they inevitably get access to opinionated comments, rather than objective reports alone. Recent study found that young people prefer opinionated report, rather than object news story. It is therefore important to foster a critical mind for young people, so that they can how to make judgement on the news story.Presentation1

Transnational family, temporality and media

On September 7-8, I attended a thematic research workshop at the University of Portsmouth (UK). The theme of the workshop, quite vividly corresponding to the urban life in many global cities, especially in Asia, is transnationalism. A seemingly grandiose topic while very much down-to-earth, “transnationalism in the global world – contested state, society, border, people in between” takes place among a large number of families in Asian cities: Hong Kong, Taiwan and Singapore. Patterns of transnationalism vary: the bread-winner travels more than stays with the family; housemaids from another country living together with the employer family; family members scatter around the globe and are connected via media tools, and to name a few.

Time, in this setting, is polysemic and multi-layered. While the material bonds of collective life are dispersed, the shared imaginary of belonging to a community/family transcends spatial borders and also encompasses past trajectories and future continuities. In this regard, media tools play an essential role to sustain and realize such trajectories and continuities. The advancement of mass transportation facilitates the border-crossing travel which enables transnational experience in business, academics and a wide range of social life. The invention of optical cable and the internet blurs these borders by bringing in temporal simultaneity as family members could still share the Christmas together via Skype group chatting and collectively make important decisions via instant conversation tools.

However, the advantageous conditions above provided by media tools, to a large extent, benefit more on those enjoying social-economic privileges while unskilled labors (migrant labors) suffer from “time” – the mis-matching of temporalities in their lives. To put it simple, the simultaneous daily life of the transnational housemaids (e.g. Filipinos and Indonesians) is with their employers instead of their own families. The simultaneity of their family members far away in the home countries, in forms such as children’s entering of college, marriage events and even sickness and death, is out of control from the housemaids. A mis-matching of time in their life could hardly be solved by media tools but curbed by the cruel social conditions – the globalization of capital and manpower.

35417137692_05e7942baa_z

During this workshop, the critical topic of “transnationalism” could no longer be a simple illusion of optimism in terms of world travel or monetary flow. A bloody reality is at the door step, urging us to re-think and to re-tell of “fairy tale”.

How cultural identity outweigh​ partisan​ identity in election: A response to Iyengar

maxresdefaultPartisan polarisation has long been studied by communication scholars, from conflict displacement to ideological realignment and to social identity. Individuals tend to act according to group norms if they are identified to a group, sometimes even ignore scientific facts and support policy decisions as long as the majority in the party do so. Iyengar describes this phenomenon as affective polarisation and argues partisan tend to have a hostile feeling, if not discriminate out-group members, i.e. those in other parties.To what extent can this proposition be generalized to other places or is it America-centric?
Using the 2017 Hong Kong Chief Executive Election as an example, I believe cultural identity sometimes are more important than partisan identity, and hostile feelings not only exists in mass but also elite level.
Unlike America, Hong Kong is a battlefield between two cultures. On one side it is the colony that left Hong Kong with British system and turned a small village into an international financial center, on the other is the rising Authoritarian regime. Facing the tightening grip of Beijing, many worries Hong Kong will be turned into just another ordinary city in China. The uniqueness of Hong Kong, for instance, freedom of speech and fairness of elections, are diminishing as Beijing abducted Hong Kong booksellers and interfere elections in Hong Kong.
Chief executive candidate must gain support from 1200 election committee members, where pan-democrats have less than 350 seats and pro-Beijing own a majority. Carrie Lam and John Tsang were the front runners in the election, and they have extremely similar background: both were the former members of the government (i.e. mostly support Beijing’s decision). The only difference between them is Lam had support from Beijing while Tsang did not. Pan-democrats abandoned their underlying ideological difference and supported John Tsang, who is the member of pro-Beijing.Both partisan group and cultural group exists in the city.
John Tsang was supported by pan-democrats, not because of his political identity but cultural identity: he remains British humor and unlike Chinese officials, is willing to open to (or at least to create a perception) public examination. These cultural characteristics allowed Tsang to get support from pan-democrats.While Iyengar’s framework works well in America, more discussion and study are needed to extend it to other cultural contexts, especially contest with two conflicting cultures.
Reference:
Iyengar, S., Sood, G., & Lelkes, Y. (2012). Affect, Not Ideology: A Social Identity Perspective on Polarization. Public Opinion Quarterly, 76(3), 405–431. https://doi.org/10.1093/poq/nfs038
Iyengar, S., & Westwood, S. J. (2015). Fear and Loathing across Party Lines: New Evidence on Group Polarization. American Journal of Political Science, 59(3), 690–707. https://doi.org/10.1111/ajps.12152

Can news be animated?

animated news

 

Animation is used to play a role in telling the toughest part of the stories.  For example, it is used to illustrate natural disasters, and crisis.  BBC has produced an animated video footage to report how tsunamis happened. With the advance development of technology, the use of animation is now used more frequently in news industry. Animation takes on even more prominent role in news making process, while some media organizations start to produce the news videos using melodramatic animation.

These animated news videos feature character modelling, background music and sound effects. It unfolds the news event with the animated characters and detailed story plot. It raise the concern among the scholars and practitioners, since it may compromise the objectivity and credibility of the news. The unverified version of news is animated, although the practitioners argue that it helps to fill the gap of news stories that cannot shown by videos clips. The technology also engage the audience and attract their eyeballs.

The melodramatic animated news not only produced in Asian cities, such as Hong Kong, Taiwan, Japan and India. It now has a global impact while some international media organizations also adopt these types of new videos to illustrate political events and crisis.  Some news videos did go viral. For example, the videos of Tigerwood Martial affairs attracted large number of views globally. The inclusion of animation in news production is on the rise, it is important to explore the impact of this new presentation format on the audience and explores the appropriateness of using animation in news industry.  Does animation facilitate the news story telling? Does the use of animation in news upset the journalistic principles? More discussion and study is needed among the media scholars and practitioners.

Subtitles: A Distraction for Foreign Viewers?

In an increasingly globalized environment, where viewers consume more foreign audiovisual content than ever, Kruger, Doherty, and Soto-Sanfiel’s study tackles an important issue. When viewers engage materials composed of foreign languages, subtitles become the necessary tool for communicating meaning over the language barrier. But do subtitles, commonly presumed as distraction, in fact lessen the enjoyment of such materials?

“Original Language Subtitles: Their Effects on the Native and Foreign Viewer” concludes that subtitles do not significantly reduce immersion; not only did they not act as distraction to the viewers, they on the other hand increased transportation [to fictional reality], character identification, and perceived realism. Such result is agreeable since subtitles are attached to the characters’ faces which, even if they demand additional visual attention from the viewers, only strengthen identification.

There is, however, a serious limitation of this study that may affect how generalizable the results are to audiovisual narratives in general. The study employs the American investigative medical drama series, House, MD (2011), as audiovisual material for viewing. This could be limiting due to the nature of television drama. This form of audiovisual narrative advances its plot mainly through dialogue. And since subtitles are within the province of the dialogue and only direct more attention to it, viewers are bound to have higher immersion. Conversely, feature length films tend to rely more on visual elements to make meaning and advance the narrative. In this regard, subtitles, now a competitor of visual attention, would be driving viewers away from the narrative.

The authors are sensible of this limitation and have stated in brief such concern in the last section. Considering this is such an important study in a globalized setting, this limitation shall be treated with extra attention.

Example_of_subtitles_(Charade,_1963)

The summer school on “Artificial Society and Computational Social Science” – A late comer’s reflection

“The best time to plant a tree was 20 years ago. The second best time is now,” thus spoke the proverb. As a student using “traditional” quantitative methods, I was fortunate to be enrolled as one of the 178 participants in the 2017 summer school on “Artificial Society and Computational Social Science,” held by the School of Sociology and Anthropology at Sun Yat-Sen University (SYSU) in Guangzhou from 10 – 20 July, 2017. The summer school was coordinated by Professor Yucheng Liang (faculty of SYSU), and lectured by Dr Hong Zhang (faculty of SYSU), Dr Yongren Shi (Postdoc at Yale, who has published several high-calibrated articles on top journals such as American Sociological Review), as well as (the well-known top scholar) Professor James Evans (from U Chicago). The summer school lasted for non-stop 11 days, with a total of 57 credits. Thank goodness, I finished this summer school in the grilling and hectic season in Guangzhou.

The summer school covered two broad research areas, namely, the agent-based modeling (ABM) approach, and the computational social science (CSS) approach. The ABM approach takes the process of computer simulation based on several formulated rules, and explicates the process and dynamics among individuals (termed as “agents”), and the emergence of collective social phenomenon. In the research, the characteristics and rules of agents’ action, the rule of social interaction among these agents, and the social contexts in which the agents interact, are all defined and set-up by the researchers. The approach has been applied to a wide range of disciplines, from natural science (the symbiosis of animals, the penetration of fire in the forest), to social science such as the distribution of wealth, the formation of race segregation, and, as a recent article published on Journal of Communication explicated, the reciprocal influence of selective media exposure, interpersonal political talk, and political polarization! The ABM method tries to explain the world in a highly abstract and succinct fashion, and it manages to investigate the evolution of collective social facts (i.e., race segregation, ideological polarization) from simple individual’s actions and interacting rules (i.e., “I will move to another place if 30% of my neighborhoods are not the same race as me” – as depicted by the Schelling model).

The computational social science (CSS) can be roughly defined, by Professor Evans, as the “method to use computers to generate data, discover patterns or generate and test explanations that you could not have without them” (in-class lecture notes, taking by the author). It is based on massive amount of data generated from social media, digital traces, as well as the digitalization of existing “non-digital” text materials. The “Declaration” of this field was raised by David Lazer (2009), which has been widely quoted and featured. In the second session of the summer school, Dr Yongren Shi introduced several cutting-edged works. For example, is science political polarized? (Intuitively one may say “no!” – because one always believes that “science” is (ought to be) objective, non-ideologically tilted, and being free from the partisanship’s influence). However, massive Amazon book purchase records revealed a complex and disturbing scenario (see the work “Millions of online book co-purchases reveal partisan differences in the consumption of science” by Shi and his associates). He also mentioned another recent work on the strategic development of organization.

As a “late comer” of this field, I was deeply fascinated and charmed by the insightful (and sometimes “crazy”) research ideas and the rigorous operationalization and implementation of this field. The interdisciplinary nature also generates a lot of rich research ideas, and advancing our understanding on the nature of human behaviors. I was also moved by all the teaching faculties (including the five voluntary student teaching assistants), who voluntarily organized this workshop and generously shared their latest work, all for FREE! (Yes, the summer school was zero charged). I was also surprised to find the hard-working and eagerness of all the participants attending this summer school. Some of them were already ranked as Associate Professor or above. In sum, there remains much to be further reflected and digested from this fruitful summer.

 

2017SYSU James talk2017SYSU Campus2017SYSU Zhang Cert

# Figure 1. Professor James Evan is lecturing. The photo was took by the author.

# Figure 2. A snapshot of the main campus of SYSU.

# Figure 3. My humble “Letter of Certificate”

Media education in an era of “post-truth”

A thematic conference The Third International Conference on Popular Culture and Education takes place in the Education University of Hong Kong on July 20th-22nd, 2017. The conference is organized by the Centre for Popular Culture in the Humanities and the Literature and Cultural Studies Department.

One of the highlights of the conference is the keynote speech delivered by the prominent scholar of media literacy, Prof. David Buckingham, Emeritus Professor of Media and Communications at Loughborough University. His inspiring speech “Teaching Media in a ‘Post-Truth’ Age: Fake News, Media Bias and the Challenge for Media Literacy Education” not only pinpoints the trends in the contemporary media landscape which is fraught with “fake news”, but also proposes possible solutions in the field of media education.

 

First of all, it is not a strange phenomenon that we are surrounded by “fake news” in everyday life, from political news to entertainment. Fake news is a somewhat inclusive category: hoax messages, spoof stories which people take them as real, and political lies which were extremely excessive during political campaigns (e.g. pro-brexit groups painted an ad on a bus saying: “We spend the EU 350 million pound a week, let’s fund our NHS instead. Vote leave. Let’s take back control.). Tabloids full of fake news”). Sometimes “fake news” is revealed in a form of “disinformation”: telling part of the truth but misleading the message to another direction. Tabloids are full of fake news. And social media and emails is a major platform for “clickbaits”. Moreover, as online video channels such as YouTube is not bounded by the political advertising regulations, political propaganda bombards. What is even more familiar to the mass population is the president of the United States, Donald Trump who is the master of “fake news” on Twitter.

So, what’s the problem? For decades, people used to blaming the media for letting the rampant fake news grow. From a perspective of political sociology, it could generate a threat to democracy, as what the concept “media logic’ has told us that mass media has played the role as the surrogate of public opinion. Instead of going through formal “political logic” (e.g. policy making and deliberation), political figures and entities are inclined to make use of media, both in legacy and digital forms, as the major terrain of democratic practice. As a result, a new term has risen: post-truth – the alternative facts that triumph objective facts and the latter become less influential in shaping public opinion than appeals to emotion and personal belief.  We have seen a changing media landscape – a few number of major media outlets are given way to popular vernacular voices.

34969520322_1b2ffcc575_z

Admitting the important role of the government to impose more regulations to respond to the changing society, Prof. Buckingham advanced the discussion by proposing media literacy as a more profound solution to address the issue. Instead of sticking to a checklist which is adhere to traditional media education pedagogy: Examine provenance; Assess authority; Check source; Cross check facts; and evaluate design (always capital letters? Flash colours?), Prof. Buckingham affirms that critical thinking is the ultimate goal of media literacy education. Going beyond a static “checklist”, he suggests:

  • Think twice and put fake news in a wider context of news bias and (mis)representation
  • Media bias: defining terms, objectivity, balance, agenda setting
  • Know how to make news.

While media and education scholars are still paying every effort to tackle the issue, a best solution is yet to come. Media literacy education is never an individualistic approach that readers/audiences could sit back and watch online news comfortably after taking a course, but a social responsibility to build a better environment, to bring back the role of mass media as the fourth power, a check-and-balance force against the government.

 

Re-thinking digital competence

In their latest article, Amiama-Espaillat and Mayor-Ruiz demonstrated a comprehensive study on Generation Z in the Dominican Republic. Aiming at assessing their digital reading and reading competence, the researchers conducted survey among adolescents at 10th grade in both public and private schools. Adopting existing reading competence measure scales, the researchers discovered that the reading proficiency literacy vary between students in the two types of schools.

It is concluded that, “a student with prior knowledge and one who lives in a literate culture will more efficiently incorporate what one has read while at the same time enriching one’s reading experience. It is a matter of the ‘rich get richer.'” On the contrary, a student with limited prior knowledge and reading habitus, even if the person reads a lot and uses ICTs, that student will be unable to efficiently incorporate the information.

13964626819_e9a627a239_z

Cruel but true, the gaps in whatever terms such as knowledge gap, digital gap and so on, exist and the situation is even getting deteriorated. It has been testified by lots of scholars that, what matters most to people’s digital competence is their knowledge of how to use it and the peer culture that creates a “habitus” of “getting used to using it”, instead of the how the quantity of digital devices available to the people. To put it in an ancient Chinese saying, “it is better teach how to fish than give fish” – an ancient wisdom while still exhibits contemporary universal value. This significant but callous phenomenon has been well proved by the authors.

While the measure tools adopted by Amiama-Espaillat and Mayor-Ruiz so comprehensive that we as readers are able to grasp a general picture of how Dominican teenagers make use of their digital devices in daily life, I am curious if the teens, who show lower points in reading proficiency competence, could be regarded as “low competence”. As the authors of the article well aware of that: “students’ use of Internet, even for academic purposes, seems to be insufficient to develop the necessary reading or digital competence”, the digital competence of people, especially who are termed as the “generation z”, comes little from schooling or academic activities. It is quite true that, from our daily observation and also from the minor findings of this study, multi-channel use of digital devices constitutes the major part of people’s learning experience – learning by doing. There is not significant discrepancy between different generations in terms of learning process.

As pointed by the article authors,  there is a great need to further examine other factors such as teachers’ technological and pedagogic competence. Perhaps, more facets are worthy of further examination: parenting, peer groups, and the process-dimension that shows how teenagers gradually adopt certain digital use habits.

 

Amiama-Espaillat, C. & Mayor-Ruiz, C. (2017). Digital Reading and Reading Competence – The influence in the Z Generation from the Dominican Republic [Lectura digital en la competencia lectora: La influencia en la Generación Z de la República Dominicana]. Comunicar, 52, 105-114. https://doi.org/10.3916/C52-2017-10 

Link to the article: https://www.revistacomunicar.com/indice-en/articulo.php?numero=52-2017-10