News and the Net/Digital Journalism: Emerging Media and the Changing Horizons of Journalism
Notice bibliographique
Résumé
Gunter, Barry (2003). News and Net. Mahwah, NJ: Lawrence Erlbaum. pp. 224. Kawamoto, K. (2003). Digital Journalism: Emerging Media and Changing Horizons of Journalism. Lanham, MD: Rowman & Littlefield Publishers, pp. 208. Online publishing presents an opportunity that simultaneously enthuses and befuddles journalists, researchers, and audiences. The term itself, and others associated with it, like digital journalism, online journalism, or blogging, is broad enough to generate definitional uncertainty and spark excitement about democratizing potential of information technologies. Kevin Kawamoto, in an edited collection of essays, and Barrie Gunter, in a volume on news and Net, present several issues of concern to both producers and users of online news. Early in Digital Journalism, Kawamoto acknowledges difficulty in defining a concept that means things to different people, and defines digital journalism as the use of digital technologies to research, produce, and deliver (or make accessible) news and information to an increasingly computer-literate audience. This definition is inclusive of both breadth and limitations of digital journalism, in that it presents an information channel of immense versatility and promise that is mostly employed by a tech-savvy minority with access to high-speed Internet. It also allows Kawamoto to present a comprehensive perspective on online journalism, by covering history of online journalism, meanings and implications of convergence, new media and crisis coverage, digital photojournalism, satellite technology and digital news, activist online journalism, government and e-journalism, and alternatives to traditional journalism online. Moreover, topic of online community resurfaces through all issues, since it is challenging to discuss promise of online news services without engaging a discussion of communities that produce, consume, and circulate online coverage. This overlap between research matters of online community and journalism prompts question of whether these two could be viewed separately, and whether they in fact should be treated as distinct research matters. Not only are historical courses of online community and online journalism parallel, they frequently cover same territory of U.S. Internet development, tendencies, and tensions. The extensive scope of this edited volume, along with combination of academic and practitioner contributors, present key assets of Digital Journalism. The collective perspective of noted journalists, photojournalists, and media scholars highlights both theory and practice of online journalism. This text is useful to journalism or broadcast college students with an interest in digital media production, and presents an excellent resource for an introductory or intermediate course in online journalism. The lively tone, use of examples, and current references make this text appealing to both students and fans of online journalism. Specifically, Pavlik's account of online journalism and crisis coverage provides a useful overview of technologies that can be used to provide up-to-date coverage under circumstances of pressure and limited media access, but also addresses ethical questions that arise from exploitation of such inventions, relating to individual privacy and news credibility. In addition, Meyer offers a personal narrative of photojournalist's experience with digital media, which attests to convenience, versatility, and immediacy of digital photography. Gunter, in News and Net, adds a different perspective on use and relevance of online media, while examining utility and consequences of online publishing for journalists, media market, and general public. This work is cognizant of both social and informational promise of Internet, and is contextualized within a growing tradition of research that addresses use and promise of older and newer media. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,004 | 0,005 |
| Études des sciences et des technologies | 0,005 | 0,014 |
| Communication savante | 0,027 | 0,034 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,005 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,020 | 0,004 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».