Archive for 2016

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

Thu Dec 29 13:09:43 GMT 2016




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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