"The traditional financial models for news are dying. Could churches, environmental movements, and open source communities hold clues to its survival? We’re at a moment of profound transition and successive crisis for news. Our mission is to explore how membership models might help. A key takeaway
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from our research over the past 12 months is that membership models are fundamentally different from subscription or product models–and that they require whole new methods and mindsets to be successful. Membership isn’t just “subscription by another name” (though it’s often referenced that way), or about giving consumers access to a product. It’s participation in a larger cause that reflects what they want to see in civil society. In membership, there’s a different “social contract” or “value proposition” between the site and its members. At the basic level of: What do you give? What do you get? Subscribers pay their money and get access to a product. But members join the cause and participate because they believe in it." (Executive summary)
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"Der vorliegende Beitrag diskutiert, inwiefern die römisch-katholische Kirche auf Bundes- wie auf Bistumsebene auf die gesellschaftlich erwartete Beteiligung bzw. Partizipation eingeht. Basierend auf dem organisationalen Neo-Institutionalismus sowie diskurstheoretischen Arbeiten wird die katholisch
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e Kirche als Amtskirche verstanden, die selbst strategische Kommunikation betreibt. Die aus der Theorie hergeleiteten Erkenntnisse werden mittels eines Beteiligungsmodells auf den Gesprächsprozess übertragen. Es wird gezeigt, dass dem Einfluss der Laien durch rechtlich-hierarchische Rahmenbedingungen sowie durch tradierte Vorstellungen der kirchlichen Würdenträger und der Verwaltung davon, wie Entscheidungsfindung in der katholischen Kirche abläuft, enge Grenzen gesetzt sind, die es bei der Kommunikation von Kirchen mit ihren Mitgliedern zu beachten und transparent zu machen gilt." (Abstract)
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"Con excepción del consumo de radio y televisión abierta -que es bastante transversal-, los resultados dan cuenta de una “dieta medial” altamente diferenciada entre los individuos en situación de pobreza y el resto de la población. Esta diferencia se ve especialmente reflejada en el consumo
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de diarios impresos, la televisión de pago y de medios digitales. Finalmente, se observa un patrón de uso de redes sociales muy distinto en los sectores en situación de pobreza, especialmente en el caso de Twitter. Este grupo de la población no sólo tiene un nivel de acceso más bajo a estas tecnologías, sino que también las ocupa de manera distinta al resto. Por ejemplo, los comentarios respecto a temas políticos o de interés públicos son escasos, predominando un uso más privado o familiar. Además, las redes de contactos de las personas en situación de pobreza son mucho menos extensas y es probable que suelan estar compuestas por muchos familiares y conocidos, lo que reduce el potencial de las redes para acceder a nuevas ideas y espacios de conversación." (Página 5)
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"The reality of the Eucharistic celebrations broadcast on television and the Internet is the subject matter of this article. Considering the difficulties and possibilities of understanding liturgical communication by the media, it reflects theologically on the meaning of participation, presence, com
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mensality and the sacramentality of the Eucharist. Avoiding hasty judgments and considering the Church's practice in the digital era, elements to the debate on communication and liturgy in the current context are presented." (Abstract)
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"One of the cultural and media areas in which the issue of participation – with all its ambiguity – has recently emerged to full significance is the area of literature and publishing. Following the music, film and television industries, the publishing industry is in fact facing a vast renewal du
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e to digitalization processes (assuming digitalization as a complex negotiation between social and technological forces). New textual formats and devices (such as e-books), new forms of distribution (e.g. online retailing), new marketing strategies (e.g. in the social media), new models of business (e.g. the print on demand) are becoming increasingly popular. At the same time digitalization has enabled the creation of a whole new participatory, grassroots publishing market, while grassroots storytelling and social media (e.g. Twitter, Facebook), used as a collaborative writing environment, bring out participatory forms of online writing that continue the tradition started almost fifteen years ago by the so-called “hypertextual fiction” and the avant-gardes before that. In this context, by addressing the theoretical debate and recent social discourses on the e-book, this article suggests a recognition of the diversity of the forms of participation that are ascribed to the new publishing scenario." (Abstract)
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"The contributions in this book are the result of four years of experience in online teaching at the Konrad Adenauer Center for Journalism (CFJ) at the prestigious Ateneo de Manila University, Philippines. First presented at a workshop at the Ateneo de Manila in December 2004, the individual chapter
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s draw on the wealth of faculty experience to identify best teaching practices. The book is divided into five parts devoted to different aspects of online journalism education and training. After the prefaces, the second part explains the fundamental differences between traditional teaching and online courses. Online teaching differs from traditional teaching in that it does not allow direct eye contact. Therefore, Part II addresses how to effectively design virtual learning situations. Part III designs strategies for engaging online students in active and fruitful class participation using synchronous and asynchronous teaching methods. Part IV addresses how to assess students and ensure high academic standards in the context of a multicultural virtual classroom. Part V complements this handout on online pedagogy by discussing upcoming changes in the rapidly evolving field of online journalism instruction. This publication is aimed primarily at journalists in online pedagogy, but is also recommended for others working in the field of online instruction." (KAS Regional Programs website 9/21/2007)
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"There are growing numbers of grass-root communication and information service providers in the developing countries today. They are operating community radio stations, multipurpose telecentres, information centres, community learning centres and – in a few cases – community multimedia centres (
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CMCs) that already combine both radio and telecentre facilities. This book is intended to be of use to all those wanting to become involved or already involved in such initiatives – staff and managers, community groups, NGOs working for community empowerment, communication planners supporting development activities, trainers and project partners. It will obviously be of particular interest to those operating or considering starting a CMC as it covers the full range of topics linked to community broadcasting and to telecentre operations." (UNESCO website, 31.10.2007)
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"This book brings together key readings in the NGO managment literature, focusing on NGDO's working on issues of poverty and injustice in developing countries and on a global scale. The contributions which are drawn from a wide variety of sources ranging from books and journal articles to agency pub
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lications." (D + C 5/2002)
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"Section One, Fundamental Concepts in Environmental Education and Communciation (EE&C) provides an orientation to four theoretical perspectives that have shaped GreenCOM’s approach to environmental education and communication projects: behavior change, participation, gender, and systems thinking.
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Each has its own research framework and following, yet each contributes an important set of ideas to environmental education and communication activities. In Section Two, Planning EE&C Programs, a variety of GreenCOM experiences illustrate the basic process of designing education and communication programs: needs assessment, formative research, pre-testing, and evaluation. Taken together they form a reliable and well-tested model for program development. Section Three, Conducting EE&C Activities, looks at staff and participant training workshops, mass media campaigns, and how EE&C can affect public policy. Section Four, Putting It All Together, highlights several successful countrywide strategies from GreenCOM’s field experience. These cases illustrate some of the diverse approaches to building capacity and planning and implementing environmental education and communication. The projects involved training, policy initiatives, awards schemes, curriculum development, and multifaceted communication campaigns." (Page xiv)
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