Fans of film franchises - the online alien universe: a study of online participation as a catalyst for fan-created objects that expand the film universe
- Vermaak, Janelle Leigh, Moodley, Subeshini
- Authors: Vermaak, Janelle Leigh , Moodley, Subeshini
- Date: 2017
- Subjects: Motion picture audiences Fans (Persons) Motion picture industry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13938 , vital:27359
- Description: This thesis will analyse the ways in which fan participation and creation in online communities extends the film world beyond the film object, and the extent to which fandom influences identity within the fan group. The study will seek to determine the ways in which fans become part of the franchise through online engagement, as well as the manner in which they appropriate the franchise identity through their creations. The central hypothesis of the study is that online participation and creation amplifies fan connection with the film franchise, and increases the sense of identification with the world and characters of the films. By being or becoming fans, and engaging with other fans in online and real spaces, they are joining a larger community of people who seem to have blurred the lines between fiction and reality by engaging in a fictional, virtual space as a source of real personal entertainment, based on an anchor media product. This appropriation is enabled through digital communities which expand and extend the reach of fan interaction and further develop the identity of the individual as ‘fan’. Thus, the study will reflect on the implications of fan engagement with the film franchise in the digital space.
- Full Text:
- Date Issued: 2017
- Authors: Vermaak, Janelle Leigh , Moodley, Subeshini
- Date: 2017
- Subjects: Motion picture audiences Fans (Persons) Motion picture industry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13938 , vital:27359
- Description: This thesis will analyse the ways in which fan participation and creation in online communities extends the film world beyond the film object, and the extent to which fandom influences identity within the fan group. The study will seek to determine the ways in which fans become part of the franchise through online engagement, as well as the manner in which they appropriate the franchise identity through their creations. The central hypothesis of the study is that online participation and creation amplifies fan connection with the film franchise, and increases the sense of identification with the world and characters of the films. By being or becoming fans, and engaging with other fans in online and real spaces, they are joining a larger community of people who seem to have blurred the lines between fiction and reality by engaging in a fictional, virtual space as a source of real personal entertainment, based on an anchor media product. This appropriation is enabled through digital communities which expand and extend the reach of fan interaction and further develop the identity of the individual as ‘fan’. Thus, the study will reflect on the implications of fan engagement with the film franchise in the digital space.
- Full Text:
- Date Issued: 2017
Cultural bias on the IELTS examination
- Authors: Freimuth, Hilda
- Date: 2014
- Subjects: International English Language Testing System -- Evaluation Language and culture -- United Arab Emirates English language -- Study and teaching -- Foreign speakers English language -- Examinations Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1324 , http://hdl.handle.net/10962/d1012088
- Description: The study reported in this thesis investigated Emirati students’ claims related to experiences of cultural bias of the reading component of the IELTS examination through a critical realist lens. Critical realism posits a layered reality which allows for the conceptualization of experiences as emerging from the interplay of events and mechanisms found in two other realms of reality – the actual and the real. Experiences, therefore, have a different ontological status than the events and the causal mechanisms to which they are attributed. Social realism was used to further explore the depth of the realm of the real through Archer’s construct of analytical dualism. This allowed for the placement of generative mechanisms into three domains: structure, culture, and agency. There were two parts to this investigation: a content analysis and a focus group study. The first part of the content analysis consisted of analyzing 60 reading passages from 20 IELTS examinations for a number of cultural categories. These included such things as cultural objects, social roles, idiomatic expressions, traditions and festivals, superstitions and beliefs, and political and historical settings. The second part of the content analysis focused on the question types and syntactical structure of the 5 different IELTS examinations that the focus groups students sat. All three components of the analysis – the cultural content, question types, and syntactical structure – were conducted at the level of the actual. Findings indicated that on average, an IELTS examination contained 14 cultural references of various kinds. Only 4% of all geographical references pertained to the Middle East with the biggest share being western locations. The most common question types were matching questions, fill in the blank questions, and yes/no questions with more than 50% of all questions requiring some form of higher order thinking due to text reinterpretation. The study also found that the question types were not consistently distributed over the examinations with each consisting of a different variety of questions and some even having repetitive question types on one reading examination. The second part of the study was the focus groups. Here, 21 Emirati students sat 5 different IELTS examinations. Upon test completion, these students underwent a semistructured interview to relate their experiences of the test. These experiences, at the level of the empirical, all shared 7 ideas: reading is hard, the questions are too difficult, the passages are too long and difficult, the topics are unfamiliar, the topics are not interesting, the vocabulary is too difficult, and there is not enough time. When the processes of retroduction and abduction were applied to both the content analysis and these common experiences, numerous structures and discourses at the level of the real were identified as having contributed to the emergence of the feeling of bias at the level of the empirical. These structures included such things as the students’ school system (eg. curriculum, assessment, instructors etc.), religion, literacy practices, and home. In the cultural domain, a number of discourses were found to contribute to the experiences at the level of the empirical. Amongst these were the ‘Unimportance of Reading’, the culture of ‘Obedience’, the rejection of the ‘un-Islamic’, and the students’ sense of ‘Entitlement’.
- Full Text:
- Date Issued: 2014
- Authors: Freimuth, Hilda
- Date: 2014
- Subjects: International English Language Testing System -- Evaluation Language and culture -- United Arab Emirates English language -- Study and teaching -- Foreign speakers English language -- Examinations Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1324 , http://hdl.handle.net/10962/d1012088
- Description: The study reported in this thesis investigated Emirati students’ claims related to experiences of cultural bias of the reading component of the IELTS examination through a critical realist lens. Critical realism posits a layered reality which allows for the conceptualization of experiences as emerging from the interplay of events and mechanisms found in two other realms of reality – the actual and the real. Experiences, therefore, have a different ontological status than the events and the causal mechanisms to which they are attributed. Social realism was used to further explore the depth of the realm of the real through Archer’s construct of analytical dualism. This allowed for the placement of generative mechanisms into three domains: structure, culture, and agency. There were two parts to this investigation: a content analysis and a focus group study. The first part of the content analysis consisted of analyzing 60 reading passages from 20 IELTS examinations for a number of cultural categories. These included such things as cultural objects, social roles, idiomatic expressions, traditions and festivals, superstitions and beliefs, and political and historical settings. The second part of the content analysis focused on the question types and syntactical structure of the 5 different IELTS examinations that the focus groups students sat. All three components of the analysis – the cultural content, question types, and syntactical structure – were conducted at the level of the actual. Findings indicated that on average, an IELTS examination contained 14 cultural references of various kinds. Only 4% of all geographical references pertained to the Middle East with the biggest share being western locations. The most common question types were matching questions, fill in the blank questions, and yes/no questions with more than 50% of all questions requiring some form of higher order thinking due to text reinterpretation. The study also found that the question types were not consistently distributed over the examinations with each consisting of a different variety of questions and some even having repetitive question types on one reading examination. The second part of the study was the focus groups. Here, 21 Emirati students sat 5 different IELTS examinations. Upon test completion, these students underwent a semistructured interview to relate their experiences of the test. These experiences, at the level of the empirical, all shared 7 ideas: reading is hard, the questions are too difficult, the passages are too long and difficult, the topics are unfamiliar, the topics are not interesting, the vocabulary is too difficult, and there is not enough time. When the processes of retroduction and abduction were applied to both the content analysis and these common experiences, numerous structures and discourses at the level of the real were identified as having contributed to the emergence of the feeling of bias at the level of the empirical. These structures included such things as the students’ school system (eg. curriculum, assessment, instructors etc.), religion, literacy practices, and home. In the cultural domain, a number of discourses were found to contribute to the experiences at the level of the empirical. Amongst these were the ‘Unimportance of Reading’, the culture of ‘Obedience’, the rejection of the ‘un-Islamic’, and the students’ sense of ‘Entitlement’.
- Full Text:
- Date Issued: 2014
Journalists' perceptions of their roles and identities with regard to the new partnership for Africa's development
- Kanyegirire, Andrew Steve Tumuhirwe
- Authors: Kanyegirire, Andrew Steve Tumuhirwe
- Date: 2008
- Subjects: New Partnership for Africa's Development Journalists -- Africa Journalism -- Africa Mass media -- Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3443 , http://hdl.handle.net/10962/d1002897
- Description: This qualitative study features in-depth interviews with selected continental African journalists and offers exploratory insights into how they perceive themselves in terms of their journalistic roles and/or sub-identities with regard to the New Partnership for Africa’s Development (NEPAD). The study also examines correlations between their perceptions and their news stories on NEPAD. Grounded in the libertarian and social responsibility theories of journalism, and reading these theories from the standpoint of Africa, this study posits the neutral, watchdog, social agenda and development journalism sub-identities to explain the respondents’ journalistic identifications. Hence, the study explores how the journalists respond to NEPAD’s (pan)-Africanist and development journalism interpellations. The study draws on postcolonial theoretical perspectives to address questions concerning African identity and the wider NEPAD/African context of research. Findings indicated that the journalists perceive a role for themselves as neutral-objectivist information disseminators as well as social agenda enactors that conscientise their readers about NEPAD. Thus, the journalists tend to implicitly portray a pluralistic understanding of their roles that enables them to balance the ideals of journalism against the development and Africanist aspirations of NEPAD. Although the journalists were found to uphold oppositional stances towards NEPAD, they do not question it from outside of its own neo-liberal discourse. In fact, they still represent themselves as aspiring to its Africanism and remaining sympathetic to its development plans. Overall, they exhibit multiple identifications, and yet they often tend to lean towards their neutral-objectivist journalistic sub-identity. Ultimately, they prioritise the dominant libertarian-professional model of journalism over and above NEPAD’s interpellations. The study also examined the journalists’ interpretations of what they do and the apparent translation of this into their stories. Although in both their stories and interviews discourse they showed a broader orientation towards libertarianism, the findings show that the link between the two is not straightforward.
- Full Text:
- Date Issued: 2008
- Authors: Kanyegirire, Andrew Steve Tumuhirwe
- Date: 2008
- Subjects: New Partnership for Africa's Development Journalists -- Africa Journalism -- Africa Mass media -- Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3443 , http://hdl.handle.net/10962/d1002897
- Description: This qualitative study features in-depth interviews with selected continental African journalists and offers exploratory insights into how they perceive themselves in terms of their journalistic roles and/or sub-identities with regard to the New Partnership for Africa’s Development (NEPAD). The study also examines correlations between their perceptions and their news stories on NEPAD. Grounded in the libertarian and social responsibility theories of journalism, and reading these theories from the standpoint of Africa, this study posits the neutral, watchdog, social agenda and development journalism sub-identities to explain the respondents’ journalistic identifications. Hence, the study explores how the journalists respond to NEPAD’s (pan)-Africanist and development journalism interpellations. The study draws on postcolonial theoretical perspectives to address questions concerning African identity and the wider NEPAD/African context of research. Findings indicated that the journalists perceive a role for themselves as neutral-objectivist information disseminators as well as social agenda enactors that conscientise their readers about NEPAD. Thus, the journalists tend to implicitly portray a pluralistic understanding of their roles that enables them to balance the ideals of journalism against the development and Africanist aspirations of NEPAD. Although the journalists were found to uphold oppositional stances towards NEPAD, they do not question it from outside of its own neo-liberal discourse. In fact, they still represent themselves as aspiring to its Africanism and remaining sympathetic to its development plans. Overall, they exhibit multiple identifications, and yet they often tend to lean towards their neutral-objectivist journalistic sub-identity. Ultimately, they prioritise the dominant libertarian-professional model of journalism over and above NEPAD’s interpellations. The study also examined the journalists’ interpretations of what they do and the apparent translation of this into their stories. Although in both their stories and interviews discourse they showed a broader orientation towards libertarianism, the findings show that the link between the two is not straightforward.
- Full Text:
- Date Issued: 2008
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