Liveblogs are very popular with the public and journalists alike. The problem, though, is their credibility, given the uncertainty of the covered events and the immediacy of their production. Little is known about how journalists routinize the unexpected—to paraphrase Tuchman—when journalists report about an event that is still unfolding. This paper is about makers of liveblogs, livebloggers, so to speak, and the routines and conventions they follow. To better understand the relationship between those who do the “liveblogging” and how the “liveblogging” is done, we interviewed a selection of nine experienced livebloggers who cover breaking news, sports, and politics for the three most-visited news platforms in the Netherlands. Based on our results, we concluded that journalists working at different platforms follow similar routines and conventions for claiming, acquiring, and justifying knowledge. Journalists covering news in liveblogs must have expert knowledge, as well as technical and organizational skills. Liveblogging—in contrast to regular, online reporting—is best summarized as a social process instead of an autonomous production. These findings are important for three reasons: first, to understand how journalists cope with uncertainty covering events under immediate circumstances using liveblogs; second, to understand the workings of this popular format; and third, to contribute to literature about journalistic genres, discourse communities and, more specifically, generic requirements of liveblogs for effects of credibility to take place.
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Live blogs are a popular format for covering crises, breaking news, politics, or sports events. Despite their popularity among journalists and the public, the format has also been subject to scholarly debate regarding the conflict between immediacy versus credibility, resulting in a high degree of uncertainty for producers and consumers. Journalists cope with this paradox by performing discourse: imposing valid and persuasive representations of the social world. One way to do so is by the use and representation of sources. In this paper, we uncover the performative discourse of live blogs through possible patterns of sourcing and discursive strategies among a range of live blogs and the way journalists cope with the mix of speed and uncertainty. Based on a quantitative content analysis of nine Dutch live blogs, we conclude that journalists follow the same conventions and routines as regular (online) articles. Despite the possibilities for polyvocality (more and different voices in live blogs) due to the accessibility by social media, journalists choose predominantly formal sources and report their speech predominantly in a direct way.
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The importance of a near-native accent. This talk will discuss whether or not it is important for EFL-teachers to try and achieve a near-native generally accepted accent for their students. The focus will be on the credibility of non-native speakers of English while speaking English in a globalising world, with a heavy or mild foreign accent. These days and in the future more and more non-native speakers of English will communicate with each other in English. For a native speaker it is not that difficult to understand a non-native speaker speaking English with a lot of local or regional phonological interferences. For two non-native speakers of different origin, both speaking English with a mild or heavy accent, it might be more likely that confusion about what is being said occurs because of the foreign accent. Research (Shiri Lev-Ari &, Boaz Keysar, Why don't we believe non-native speakers? The influence of accent on credibility, 2010) proves that a near-native accent adds to the credibility of the speaker. In the Netherland most EFL-teachers were trained to speak English with an RP or GA accent. As soon as they start teaching students in secondary education they accept “World English” and most teachers do not pay a lot of attention to pronunciation mistakes made by their students, as long as they can get the message across. During the talk the audience will be asked how important they consider a near-native accent is, what mistakes they accept and don’t accept and in which way teaching pronunciation is an issue in their lessons. Some sound samples with typical mistakes the Dutch make while speaking English will be presented and discussed to see if the audience consider them to be confusing or not. Then a strategy, using phonetics as a tool, will be presented to help correcting a few typical mistakes. session type : talk (30 minutes) Audience; EFL teachers & teacher trainers
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This article offers an overview of 94 scientific studies (published between 2006 and 2022) to examine how young people (ages 10–36) define, consume, and evaluate news. Research on news and youth has exploded over the past decades, but what can we conclude from it, and how should journalism scholars move forward? The systematic literature review reveals that while young people remain interested in news, how they consume it has changed drastically. Social media platforms and algorithms now play a pivotal role in young people’s news consumption. Moreover, due to the overwhelming nature of today’s high-choice digital media landscape, youth engage both actively and passively with news, while sometimes exhibiting avoidance tendencies. The review also demonstrates how the impact of digitalization has reshaped young people’s ability to critically evaluate the credibility of news, often relying on social networks and technology platforms. The review concludes with a research agenda.
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Most nurse leadership studies have concentrated on a classical, heroic, and hierarchical view of leadership. However, critical leadership studies have argued the need for more insight into leadership in daily nursing practices. Nurses must align their professional standards and opinions on quality of care with those of other professionals, management, and patients. They want to achieve better outcomes for their patients but also feel disciplined and controlled. To deal with this, nurses challenge the status quo by showing rebel nurse leadership. In this paper, we describe 47 nurses’ experiences with rebel nurse leadership from a leadership-as-practice perspective. In eight focus groups, nurses from two hospitals and one long-term care organization shared their experiences of rebel nurse leadership practices. They illustrated the differences between “bad” and “good” rebels. Knowledge, work experience, and patient-driven motivation were considered necessary for “good” rebel leadership. The participants also explained that continuous social influencing is important while exploring and challenging the boundaries set by colleagues and management. Credibility, trust, autonomy, freedom, and preserving relationships determined whether rebel nurses acted visibly or invisibly. Ultimately, this study refines the concept of rebel nurse leadership, gives a better understanding of how this occurs in nursing practice, and give insights into the challenges faced when studying nursing leadership practices.
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This presentation explores how AI face anonymization impacts empathy and source credibility in documentaries, balancing privacy protection with audience engagement.
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In this paper I describe the ways in which the communication discipline can make a hidden crisis transparent. For this purpose I examine the concept of crisis entrepreneurship from a communication point of view. Using discourse analysis, I analyse the discursive practices of crisis entrepreneurs in the domain of education in the Netherlands. This paper is part of my Ph.D. project in which I examine the dilemmas encountered by crisis entrepreneurs and the interactional solutions they choose in addressing a crisis. In my Ph.D. project I have analysed how crisis entrepreneurs use discursive practices: (1) to show the factuality of the problem. For example, the way the problem is presented is too theoretical and is not a problem in reality; (2) to present the credibility of the messenger as an authentic, legitimate spokesman. Crisis entrepreneurs may be accused of wanting to attract attention to their own cause; (3) to create the accountability for the problem and the solution. For example, crisis entrepreneurs can be accused of nursing personal grievances or of drawing attention to the issue without actively attempting to solve it. The conclusion is that a communication professional is able to recognize a problem raised by crisis entrepreneurs. Knowledge of interactional dilemmas helps communication professionals understand the potential of crisis entrepreneurs.
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