- •Тема 1. Введение в проблематику. Основные тенденции развития современных зарубежных сми.
- •Парламентские выборы в Финляндии 2011 года: традиционные и новые медиа в момент важного политического события
- •«Голос Америки» в новом тысячелетии: развитие коммуникативной стратегии
- •Кризис общественного телевидения Франции
- •Минисериал как бренд Би-Би-Си
- •Место и роль национальной идентичности в имидже страны (на примере Японии 1946?2009 гг.)
- •Рынок печатных изданий в Польше и иностранный капитал (2005-2006 гг.)
- •Польские медиа в конкурентной борьбе
- •Радиоландшафт Латвии
- •Развитие pr в Венгрии. Влияние венгерского менталитета на формирование этического кодекса pr
- •Влияние идей гражданской журналистики на интернет-дискуссию о реконструкции американских масс-медиа
- •Зарубежные сми в 2006 г.
- •Проблемы классификационных систем теле- и киноиндустрии сша в защите детей от нежелательной аудио-визуальной инф-ии
- •Обсуждение проблем социальной ответственности сми в современной зарубежной коммуникативистике Землянова Лидия Михайловна Выпуск №4. 2010г.
- •Структурно-типологические признаки спортивного телевидения Европы
- •Video-on demand, iprv, mmds(Multiport-Multichannel Distribution System), hdtv, mobile tv
- •Информационное общество
- •Комментарий в онлайн-версии газеты «Стампа»: варианты представления различных мнений и расширение аналитического пространства издания
- •Право и деятельность зарубежных сми
- •Этика в зарубежных сми
- •Гендероцид и инфантицид как преступления против человечества в странах Азии и республиках бывшего Советского Союза: освещение проблемы в мировой прессе
- •Церковь online: вечное и виртуальное
- •Оценка политических и экономических преобразований в России на страницах газеты «Нойе Цюрхер Цайтунг» (2000?2011)
- •Негативный образ России в зарубежных сми как угроза информационной безопасности государства
- •7. Дополнительная литература из научной библиотеки ТвГу по запросу «современные зарубежные сми»:
- •Правила формирования рейтинговой оценки
- •9. Справочный и раздаточный материал
- •Journalism
- •Contents
- •Definition and forms
- •History
- •Elements
- •Professional and ethical standards
- •Failing to uphold standards
- •Legal status
- •Right to protect confidentiality of sources
- •See also
- •Journalism reviews
- •References
- •Sources
- •Further reading
- •Journalism genres
- •Ambush journalism
- •Celebrity or people journalism
- •Churnalism
- •Convergence journalism
- •Gonzo journalism
- •Investigative journalism
- •New journalism
- •Science journalism
- •Sports journalism
- •References
- •Contents
- •Evolution and purpose of codes of journalism
- •Codes of practice
- •Common elements
- •Accuracy and standards for factual reporting
- •Slander and libel considerations
- •Harm limitation principle
- •Presentation
- •Self-regulation
- •Ethics and standards in practice
- •Standards and reputation
- •Genres and ethics
- •Relationship with freedom of the press
- •Variations, violations, and controversies
- •Taste, decency and acceptability
- •Campaigning in the media
- •Investigative methods
- •Science issues
- •Examples of ethical dilemmas
- •Criticisms
- •See also
- •References
- •Further reading
- •External links
- •Contents
- •History
- •Top journalism schools
- •Australia and New Zealand
- •North America
- •South America
- •Journalism schools in Colombia
- •Journalism schools in Chile
- •Debate about the role of journalism schools
- •List of journalism schools and programs
- •See also
- •References
- •External links
- •Contents
- •Status of press freedom worldwide
- •Worldwide press freedom index
- •2013 Press Freedom Index[1]
- •Freedom of the Press
- •Non-democratic states
- •Regions closed to foreign reporters
- •Denmark–Norway
- •Nazi Germany(1933–1945)
- •Implications of new technologies
- •Organizations for press freedom
- •Contents
- •Television news
- •Radio news
- •Structure, content and style
- •Television
- •News broadcasting by country
- •Terrestrial television
- •Cable television
- •United States
- •Broadcast television
- •Local newscasts
- •Network news programming
- •Cable television
- •See also
- •References
- •External links
- •Contents
- •Definition
- •History
- •Gazettes and bulletins
- •Newspapers
- •Americas
- •Middle East
- •Industrial Revolution
- •Categories
- •Frequency
- •Weekly and other
- •Geographical scope and distribution
- •Local or regional
- •National
- •Subject matter
- •Technology
- •Organization and personnel
- •Zoned and other editions
- •Circulation and readership
- •Advertising
- •Journalism
- •Impact of television and Internet
- •See also
- •Footnotes
- •Further reading
- •External links
- •Newspaper archives
- •Columnist
- •Contents
- •Radio and television
- •Magazines
- •Types of columnists
- •Contents
- •History
- •Origins
- •Rise in popularity
- •Political impact
- •Mainstream popularity
- •Community and cataloging
- •Popularity
- •Blurring with the mass media
- •Consumer-generated advertising in blogs
- •Legal and social consequences
- •Defamation or liability
- •Employment
- •Political dangers
- •Personal safety
- •Behavior
- •See also
- •References
- •Further reading
- •External links
- •Mediatization (media)
- •See also
- •External links
- •References
- •Interview
- •Contents
- •Interviews in journalism
- •Interview as a method for qualitative research
- •Aspects of qualitative research interviews
- •Technique
- •Strengths and Weaknesses
- •How it feels to be a participant in qualitative research interviews
- •Types of interviews
- •Interviewer's judgements
- •Employment-related
- •See also
- •References
- •Literature
- •10.Вопросы для подготовки к экзамену
- •11. Примеры выступлений студентов Financial Times - международная деловая газета
- •«Usa Today»
- •Der Spiegel
- •El País: el periódico global en español (Эль Паис: глобальная (всемирная) газета на испанском языке)
- •Оформление и содержание
- •Электронная версия
- •Приложения к газете
Aspects of qualitative research interviews
Interviews are completed by the interviewer based on what the interviewee says.
Interviews are a far more personal form of research than questionnaires.
In the personal interview, the interviewer works directly with the interviewee.
Unlike with mail surveys, the interviewer has the opportunity to probe or ask follow up questions.
Interviews are generally easier for the interviewee, especially if what is sought are opinions and/or impressions.
Interviews are time consuming and they are resource intensive.
The interviewer is considered a part of the measurement instrument and interviewer has to be well trained in how to respond to any contingency.
Technique
When choosing to interview as a method for conducting qualitative research, it is important to be tactful and sensitive in your approach. Interviewer and researcher, Irving Seidman, devotes an entire chapter of his book, Interviewing as Qualitative Research, to the import of proper interviewing technique and interviewer etiquette. Some of the fundamentals of his technique are summarized below:
Listening: According to Seidman, this is both the hardest as well as the most important skill in interviewing. Furthermore, interviewers must be prepared to listen on three different levels: they must listen to what the participant is actually saying, they must listen to the “inner voice”[4]or subtext of what the participant is communicating, and they must also listen to the process and flow of the interview so as to remain aware of how tired or bored the participant is as well as logistics such as how much time has already passed and how many questions still remain.[4]The listening skills required in an interview require more focus and attention to detail than what is typical in normal conversation. Therefore it is often helpful for interviewers to take notes while the participant responds to questions or to tape-record the interviews themselves to as to be able to more accurately transcribe them later.[4]
Ask questions (to follow up and to clarify): While an interviewer generally enters each interview with a predetermined, standardized set of questions, it is important that they also ask follow-up questions throughout the process. Such questions might encourage a participant to elaborate upon something poignant that they’ve shared and are important in acquiring a more comprehensive understanding of the subject matter. Additionally, it is important that an interviewer ask clarifying questions when they are confused. If the narrative, details, or chronology of a participant’s responses become unclear, it is often appropriate for the interviewer to ask them to re-explain these aspects of their story so as to keep their transcriptions accurate.[4]
Be respectful of boundaries: Seidman explains this tactic as “Explore, don’t probe,”[4]It is essential that while the participant is being interviewed they are being encouraged to explore their experiences in a manner that is sensitive and respectful. They should not be “probed” in such a way that makes them feel uncomfortable or like a specimen in lab. If too much time is spent dwelling on minute details or if too many follow-up questions are asked, it is possible that the participant will become defensive or unwilling to share. Thus, it is the interviewer’s job to strike a balance between ambiguity and specificity in their question asking.[4]
Be wary of leading questions: Leading questions are questions which suggest or imply an answer. While they are often asked innocently they run the risk of altering the validity of the responses obtained as they discourage participants from using their own language to express their sentiments. Thus it is preferable that interviewers ask open-ended questions instead. For example, instead of asking “Did the experience make you feel sad?” - which is leading in nature - it would be better to ask “How did the experience make you feel” - as this suggests no expectation.[4]
Don’t interrupt: Participants should feel comfortable and respected throughout the entire interview - thus interviewers should avoid interrupting participants whenever possible. While participants may digress in their responses and while the interviewer may lose interest in what they are saying at one point or another it is critical that they be tactful in their efforts to keep the participant on track and to return to the subject matter in question.[4]
Make the participant feel comfortable: Interviewing proposes an unusual dynamic in that it often requires the participant to divulge personal or emotional information in the presence of a complete stranger. Thus, many interviewers find it helpful to ask the participant to address them as if they were “someone else,”[4]such as a close friend or family member. This is often an effective method for tuning into the aforementioned “inner voice”[4]of the participant and breaking down the more presentational barriers of the guarded “outter voice” which often prevails.[4]