The Continued Relevance of Reception Analysis in the Age of Social Media
Bibliographic record
Abstract
Far from being a remnant of the past, reception analysis must continue to set the question of meaning as a central issue in media studies, an issue that appears to be missing from current understandings of social media in which audiences are often reduced to a single reality or simply ignored as empirical reality. This paper argues for the continued relevance of reception analysis, inspite of the mismatch of the label, and develops this argument by applying one of its most fundamental insights, namely its investigation of the relationship between media and audience —or between text and context—, to the study of social media audiences. In particular, the paper suggests three ways to look at the text-context relationship on Facebook with reference to its use during the “student crisis” in Quebec, Canada in 2012. It suggests three nexuses that represent as many sites of circulation of meaning in society: 1) gatekeeping, 2) remix and 3) positioning. Resulting from this framework, three agendas are suggested for the study of audiences of social media: 1) the relationship between old and new media, 2) the “audiencification” of the text, and 3) the war between audiences. Molt lluny de representar una reminiscència del passat, l’anàlisi i el control de la recepció d’audiències han de suposar l’eix central en els estudis de mitjans, una qüestió que sembla ignorar-se en l’actual concepció de les xarxes socials, en què les audiències sovint es redueixen a una realitat aïllada o són senzillament ignorades com a realitat empírica. Aquest article defensa la importància creixent de l’anàlisi de la recepció, tot i el desdibuixament de la marca, i desenvolupa la seva idea troncal a partir de la investigació de la relació entre els mitjans i l’audiència —o entre text i context— per a l’estudi del control d’audiències a les xarxes socials. S’apunten tres camins per enfocar la relació text-context, concretament a partir de Facebook, exemplificant-ne l’ús durant la “crisi estudiantil” del 2012 al Quebec, Canadà. L’article presenta tres nexes, que també es reprodueixenen altres xarxes, sobre la circulació de significats i el seu sentit social: 1) expansió, 2) reformulació i 3) posicionament. Com a resultat d’aquest marc, es proposen tres possibles aproximacionsa l’estudi de les xarxes socials: 1) la relació entre els mitjans tradicionals i els nous, 2) l’“audiencificació” del text i 3)la guerra entre audiències.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".