- •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
How it feels to be a participant in qualitative research interviews
Compared to something like a written survey, interviews allow for a significantly higher degree of intimacy,[7]with participants often revealing personal information to their interviewers in a real-time, face-to-face setting. As such, this technique can evoke an array of significant feelings and experiences within those being interviewed.
On the positive end, interviewing can provide participants with an outlet to express themselves. Since the job of interviewers is to learn, not to treat or counsel, they do not offer participants any advice, but nonetheless, telling an attentive listener about concerns and cares can be pleasing. As qualitative researcher Robert S. Weiss puts it, “To talk to someone who listens, and listens closely, can be valuable, because one’s own experience, through the process of being voiced and shared, is validated.”[8]Such validation, however, can have a downside if a participant feels let down upon termination of the interview relationship,[9]for, unlike with figures like therapists or counselors, interviewers do not take a measure of ongoing responsibility for the participant, and their relationship is not continuous.[10]To minimize the potential for this disappointment, researchers should tell participants how many interviews they will be conducting in advance, and also provide them with some type of closure, such as a research summary or a copy of the project publication.[11]
On the negative end, the multiple-question based nature of interviews can lead participants to feel uncomfortable and intruded upon if an interviewer encroaches on territory that they feel is too personal or private. To avoid crossing this line, researchers should attempt to distinguish between public information and private information, and only delve deeper into private information after trying to gauge a participant’s comfort level in discussing it.[10]
Furthermore, the comparatively intimate nature of interviews can make participants feel vulnerable to harm or exploitation.[12]This can be especially true for situations in which a superior interviews a subordinate, like when teacher interviewers his or her student. In these situations, participants may be fearful of providing a “wrong answer,” or saying something that could potentially get them into trouble and reflect on them negatively.[12]However, all interview relationships, not just explicitly superior-subordinate ones, are marked by some degree of inequality, as interviewers and participants want and receive different things from the technique.[12]Thus, researchers should always be concerned with the potential for participant feelings of vulnerability, especially in situations where personal information is revealed.
In order to combat such feelings of vulnerability and inequity and to make participants feel safe, equal, and respected, researchers should provide them with information about the study, such as who is running it and what potential risks it might entail, and also with information about their rights, such as the right to review interview materials and withdraw from the process at any time. It is especially important that researchers always emphasize the voluntary nature of participating in a study so that the participants remain aware of their agency.[12]
These aforementioned power dynamics present in interviews can also have specific effects on different social groups according to racial background, gender, age, and class. Race, for example, can pose issues in an interview setting if participants of a marginalized racial background are interviewed by white researchers,[12]in which case the existence of historical and societal prejudices can evoke a sense of skepticism and distrust.[12]Gender dynamics can similarly affect feelings, with men sometimes acting overbearingly when interviewing women and acting dismissively when being interviewed by women, and same-gendered pairs being vulnerable to false assumptions of commonality or a sense of implicit competition.[12]In terms of class, participants of perceived lower status demonstrate, in some cases, either excessive skepticism or excessive submissiveness, and in terms of age, children and seniors may exhibit fears of being patronized.[12]In order to minimize these social group related negative feelings, researchers should remain sensitive to possible sources of such tensions, and act accordingly by emphasizing good manners, respect, and a genuine interest in the participant, all of which can all help bridge social barriers.[12]
Finally, another aspect of interviews that can affect how a participant feels is how the interviewer expresses his or her own feelings, for interviewers can project their moods and emotions onto those they are interviewing. For instance, if an interviewer feels noticeably uncomfortable, the participant may begin to share this discomfort,[12]and if an interviewer expresses anger, he or she is in danger of passing it on to the participant. So, researchers should try to remain calm, polite, and interested at all times.