[ecrea] Two Summer Schools on Media Representations Analysis (CDA/Framing/Social Semiotics) at Maastricht University

In 2017, Maastricht University offers the fourth edition of the "Media 
Representations Analysis" Summer School. It consists of one course on 
textual analysis and one course on visual analysis (and multimodality). 
The first one teaches you how to work with concepts and methods from 
critical discourse analysis and framing, and the second one focuses on 
social semiotics. Both courses help you formulate your research 
questions, design your analytical framework and structure your research 
paper. They can be done separately and jointly. To apply for them, 
please go to: http://solbasic.nl/solum/ (application process starts in 
January 2017). Please contact course leader Leonhardt van Efferink at 
(l.vanefferink /at/ maastrichtuniversity.nl) if you would like to discuss how 
these courses could help you achieve your research objectives.

Course Name
Media Representations Analysis 1: Texts, Critical Discourse Analysis and 
News Framing
Period
31 July-4 August 2017
Description
The role of media before the American presidential elections and the 
question whether European media should speak of immigrants, refugees or 
asylum seekers underline the continued importance of language in media 
coverage. This course teaches you the skills necessary to study to study 
how media texts can be interpreted. How can particular sentences in such 
a text be interpreted, which issues are problematized, and do things 
that are not part of the text have relevance as well? What role do the 
national and ideological context play in the production of this text? 
And how can you develop a coherent analytical framework and a decent 
structure for your paper? In a step by process with daily presentations, 
you address these questions. You write a paper in which you use a 
qualitative method to analyse a written news article. Interactive 
lectures and roundtable discussions help you prepare for the different 
steps in the writing process.
Goals
▪ Designing an analytical framework to study textual representations in 
the media, in line with your research objectives
▪ Applying qualitative methods from critical discourse analysis and 
framing analysis to study the possible meanings of media texts
▪ Understanding the role of the national and ideological context in 
which media operate in the production of news
Prerequisites
▪ Strong motivation and good command of English are essential to get a 
pass for the course.
▪ Basic knowledge of textual analysis is recommended.
▪ Aimed at Bachelor/ Master/ PhD students in Media Studies/ Journalism/ 
Cultural Studies/ Linguistics/ Political Sciences/ International 
Relations/ Geography/ History.
Media Representations Analysis 1: Texts, Critical Discourse Analysis and 
News Framing [Summer School]Recommend literature
▪ D’Angelo, P., Kuypers, J.A. (2010) Doing news framing analysis. 
Empirical and theoretical perspectives. Routledge.
▪ Entman, R.M. (2004) Projections of power. Framing news, public 
opinion, and U.S. foreign policy. The University of Chicago Press.
▪ Richardson, J. (2007) Analysing newspapers. An approach from critical 
discourse analysis. Palgrave.
More information
▪ 
http://www.geomeans.com/media-representations-analysis-1-texts-critical-discourse-analysis-and-news-framing-summer-school/
▪ 
http://www.geomeans.com/getting-started-with-media-analysis-1-basic-template-for-research-into-discourses-signs-and-frames-with-qualitative-research-methods/
▪ 
http://www.geomeans.com/getting-started-with-media-analysis-2-do-our-media-reflect-reality-accurately/
▪ 
http://www.geomeans.com/getting-started-with-media-analysis-3-our-essay-template/
▪ 
http://www.geomeans.com/getting-started-with-media-analysis-4-excellent-book-on-visual-analysis/

Course Name
Media Representations Analysis 2: Images, Social Semiotics and Multimodality
Period
7-11 August 2017
Description
Millions of daily posts by social media users, disinformation efforts by 
governments and the increased visualization in the traditional written 
press underline the continued importance of visual media analysis. This 
course teaches you the skills necessary to study how media images can be 
interpreted, and how their interaction with surrounding textual elements 
contribute to their meaning potential. What are the possible meanings of 
a photo in a newspaper article, a drawing on a magazine cover or a 
cartoon on social media? How can the juxtaposed texts affect the meaning 
potential of these images? And what does it take to develop a coherent 
analytical framework and a decent structure for your paper? In a step by 
process with daily presentations, you address these questions. You write 
a paper in which you use a qualitative method to analyse a media image 
or a representation with both visual and textual elements. Interactive 
lectures and roundtable discussions help you prepare for the different 
steps in the wiring process.
Goals
▪ Designing an analytical framework to study (textual-)visual 
representations in the media, in line with your research objectives
▪ Applying qualitative methods from social semiotics to study the 
possible meanings of visual and multimodal media representations
▪ Understanding the complexities of text-image relations and their role 
in meaning-making processes
Prerequisites
▪ Strong motivation and good command of English are essential to get a 
pass for the course.
▪ Basic knowledge of visual analysis is recommended.
▪ Aimed at Bachelor/ Master/ PhD students in Media Studies/ Journalism/ 
Cultural Studies/ Linguistics/ Political Sciences/ International 
Relations/ Geography/ History.
Recommend literature
▪ Bateman, J. A. (2014) Text and image. A critical introduction to the 
visual/verbal divide. Routledge.
▪ Caple, H. (2013) Photojournalism. A social semiotic approach. Palgrave 
Macmillan.
▪ Machin, D. (2007) Introduction to Multimodal Analysis. Bloomsbury.
More information:
▪ 
http://www.geomeans.com/media-representations-analysis-2-images-social-semiotics-and-multimodality-summer-school/

Recommendations from former students
▪ "Leonhardt provides personal feedback as well as extra reading 
materials catering to the individual needs of every student." Renée, PhD 
student, Belgium
▪ "It is a rare thing to find someone as genuinely enthusiastic and 
passionate about teaching as Leonhardt." Carol, Master student, Germany
▪ "Unlike many other teachers, Leonhardt made sure that the curriculum 
matched the needs of each individual student by providing individual 
feedback and additional reading material." Nicole, Master student, The 
Netherlands
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