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This agenda-setting volume brings together leading scholars of
media and public life to grapple with how media research can make
sense of the massive changes rocking politics and the media world.
Each author identifies a 'most pressing' question for scholars
working at the intersection of journalism, politics, advocacy, and
technology. The authors then suggest different research approaches
designed to highlight real-world stakes and offer a path toward
responsive, productive action. Chapters explore our 'datafied'
lives, journalism's deep responsibilities and daunting challenges,
media's inclusions (and non-inclusions), the riddle of digital
engagement, and the obligations scholars must attempt to meet in an
era of networked information. The result is a rich forum that
addresses how media transformations carry serious implications for
public life. Original, provocative, and generative, this book is
international in its orientation and makes a compelling case for
public scholarship.
Self-Regulated Design Learning: A Foundation and Framework for
Teaching and Learning Design reframes how educators in
architecture, landscape architecture, and other design disciplines
think about teaching and learning design. The book weaves together
concepts of constructivism, social cognitive theory, and
self-regulated learning into a solid theoretical foundation for
innovative teaching that emphasizes meaning, memory, problem
solving, and mastery. The central goal of self-regulated design
learning is making design learnable so that students are encouraged
to become active, engaged participants in the design learning
process. Key features of the book include: examining the issues,
values, and challenges of teaching and learning in design,
exploring select educational theories and concepts relevant to
design pedagogy, illustrating the pivotal relationships between
design learning and self-regulation, and discussing pedagogic
techniques that support self-regulated design learning and lead to
greater student achievement and performance. Self-Regulated Design
Learning: A Foundation and Framework for Teaching and Learning
Design provides numerous examples and applications to help design
educators understand how to implement the self-regulated design
learning methodology in their studios. Through this book, design
educators will discover new ways of encouraging meaningful design
learning through an advanced approach that is empowering,
inspiring, and vital.
This agenda-setting volume brings together leading scholars of
media and public life to grapple with how media research can make
sense of the massive changes rocking politics and the media world.
Each author identifies a 'most pressing' question for scholars
working at the intersection of journalism, politics, advocacy, and
technology. The authors then suggest different research approaches
designed to highlight real-world stakes and offer a path toward
responsive, productive action. Chapters explore our 'datafied'
lives, journalism's deep responsibilities and daunting challenges,
media's inclusions (and non-inclusions), the riddle of digital
engagement, and the obligations scholars must attempt to meet in an
era of networked information. The result is a rich forum that
addresses how media transformations carry serious implications for
public life. Original, provocative, and generative, this book is
international in its orientation and makes a compelling case for
public scholarship.
As traditional news outlets' international coverage has waned,
several prominent nongovernmental organizations have taken on a
growing number of seemingly journalistic functions. Groups such as
Amnesty International, Human Rights Watch, and Medecins Sans
Frontieres send reporters to gather information and provide
analysis and assign photographers and videographers to boost the
visibility of their work. Digital technologies and social media
have increased the potential for NGOs to communicate directly with
the public, bypassing traditional gatekeepers. But have these
efforts changed and expanded traditional news practices and
coverage-and are there consequences to blurring the lines between
reporting and advocacy? In NGOs as Newsmakers, Matthew Powers
analyzes the growing role NGOs play in shaping-and sometimes
directly producing-international news. Drawing on interviews,
observations, and content analysis, he charts the dramatic growth
in NGO news-making efforts, examines whether these efforts increase
the organizations' chances of garnering news coverage, and analyzes
the effects of digital technologies on publicity strategies.
Although the contemporary media environment offers NGOs greater
opportunities to shape the news, Powers finds, it also subjects
them to news-media norms. While advocacy groups can and do provide
coverage of otherwise ignored places and topics, they are still
dependent on traditional media and political elites and influenced
by the expectations of donors, officials, journalists, and NGOs
themselves. Through an unprecedented glimpse into NGOs' newsmaking
efforts, Powers portrays the possibilities and limits of NGOs as
newsmakers amid the transformations of international news, with
important implications for the intersections of journalism and
advocacy.
Self-Regulated Design Learning: A Foundation and Framework for
Teaching and Learning Design reframes how educators in
architecture, landscape architecture, and other design disciplines
think about teaching and learning design. The book weaves together
concepts of constructivism, social cognitive theory, and
self-regulated learning into a solid theoretical foundation for
innovative teaching that emphasizes meaning, memory, problem
solving, and mastery. The central goal of self-regulated design
learning is making design learnable so that students are encouraged
to become active, engaged participants in the design learning
process. Key features of the book include: examining the issues,
values, and challenges of teaching and learning in design,
exploring select educational theories and concepts relevant to
design pedagogy, illustrating the pivotal relationships between
design learning and self-regulation, and discussing pedagogic
techniques that support self-regulated design learning and lead to
greater student achievement and performance. Self-Regulated Design
Learning: A Foundation and Framework for Teaching and Learning
Design provides numerous examples and applications to help design
educators understand how to implement the self-regulated design
learning methodology in their studios. Through this book, design
educators will discover new ways of encouraging meaningful design
learning through an advanced approach that is empowering,
inspiring, and vital.
As traditional news outlets' international coverage has waned,
several prominent nongovernmental organizations have taken on a
growing number of seemingly journalistic functions. Groups such as
Amnesty International, Human Rights Watch, and Medecins Sans
Frontieres send reporters to gather information and provide
analysis and assign photographers and videographers to boost the
visibility of their work. Digital technologies and social media
have increased the potential for NGOs to communicate directly with
the public, bypassing traditional gatekeepers. But have these
efforts changed and expanded traditional news practices and
coverage-and are there consequences to blurring the lines between
reporting and advocacy? In NGOs as Newsmakers, Matthew Powers
analyzes the growing role NGOs play in shaping-and sometimes
directly producing-international news. Drawing on interviews,
observations, and content analysis, he charts the dramatic growth
in NGO news-making efforts, examines whether these efforts increase
the organizations' chances of garnering news coverage, and analyzes
the effects of digital technologies on publicity strategies.
Although the contemporary media environment offers NGOs greater
opportunities to shape the news, Powers finds, it also subjects
them to news-media norms. While advocacy groups can and do provide
coverage of otherwise ignored places and topics, they are still
dependent on traditional media and political elites and influenced
by the expectations of donors, officials, journalists, and NGOs
themselves. Through an unprecedented glimpse into NGOs' newsmaking
efforts, Powers portrays the possibilities and limits of NGOs as
newsmakers amid the transformations of international news, with
important implications for the intersections of journalism and
advocacy.
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