Social Identity and Convergence: News Faculty and Student Perspectives on Web, Print, and Broadcast Skills
Social Identity and Convergence: News Faculty and Student Perspectives on Web, Print, and Broadcast Skills
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社会认同与融合：新闻教师和学生对网络、印刷和广播技能的看法
DOI：
10.1177/1931243111400394
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发表时间：
2011
期刊：
影响因子：
1
通讯作者：
Vincent F. Filak
中科院分区：
文献类型：
--
作者：
Glenn T. Hubbard;Elizabeth Crisp Crawford;Vincent F. Filak
这项研究考察了群体间偏见在大众传播学生和教职员工对各种媒体技术技能重要性的认知中的作用。这项研究与以前的研究不同，因为它比较了平面新闻和广播专业的学生和教职员工对媒体技能和融合的看法。社会认同感的量表准确地显示了社会心理和对媒体技能的态度之间的关系。在所有大众传播学生和教师中，印刷-减去-广播技能偏好变量的绝对值与网络技能偏好之间存在微弱的负相关，而当只分析广播学生和教师时，这种相关性得到加强，表明倾向于广播的学生更倾向于传统的大众媒体技能培训，而不是跨平台、新媒体和互联网技能。广播学生和教职员工与其他参与者的不同之处还在于，他们对自己专业技能的偏好如何与他们对非传统媒体技能的开放程度有关。学生比教师更倾向于技能培训。学生和教师对印刷、广播和网络技能的偏好比较显示出强烈的、统计上显著的差异，学生对所有技能的评分都高于教师。
This research examines the role of intergroup bias in mass communication students and faculty perceptions of the importance of various media technology skills. This study differs from previous research because it compares the views of both print journalism and broadcasting students and faculty about media skills and convergence. A scale of social identity pinpoints a relationship between social psychology and attitudes about media skills. A weak negative correlation between the absolute value of the print-minus-broadcast skills-preference variable and web-skills preferences among all mass communication student and faculty participants was found, and the correlation strengthened when only broadcast students and faculty were analyzed, indicating that those inclined toward broadcasting were more likely to prefer traditional mass media skills training over cross-platform, new media, and Internet skills. Broadcast students and faculty also differed from other participants in how their preferences for the skills of their own profession relate to their openness to nontraditional media skills. Students reported a greater preference for skills training than faculty did. Comparisons of students and faculty preferences for print, broadcast, and web skills showed strong, statistically significant differences, with students rating all skills more highly than faculty did.