Week 9 worksheet

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University of British Columbia *

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150

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Communications

Date

Jan 9, 2024

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pdf

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3

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Week 9 Worksheet This week’s asynchronous learning uses Mkono et al.’s “Hero or villain? Responses to Greta Thunberg's activism and the implications for travel and tourism.” …with a little help from Hermida and Mellado in Part 2. Part 1: Conceptual Framework As discussed in Monday’s class, the literature review in a journal article turns to the existing state of knowledge in order to assemble a toolkit for the current study. Thus, in the sub-sections that fall between the introduction and the methods sub-sections, the researcher(s) set the foundation for their analysis. This mapping of the existing state of knowledge can involve defining key concepts, providing important background context, exploring previous studies that asked similar questions, and examining how their object of study has been approached by other researchers. Ultimately, the existing state of knowledge sets expectations for the current researcher(s) and allows them to show the reader the basis of their reasoning — this conceptual framework provides both the rationale and the toolkit for the conditions under knowledge will be produced in their study. In other words, the ideas raised in the literature review inform the current researcher(s) decisions related to research site, data collection, and analysis. A. Locate Mkono et al.’s statement of purpose in their introduction. Pages 2081-2082 “The role of social media in social discourse has become a defining aspect of the ‘digital soci- ety’ (d’Haenens et al., 2007; Mossberger et al., 2007; Stratton et al., 2017)…Frames therefore can diagnose, evaluate, and prescribe (Entman, 1993; Nerlich & Koteyko, 2009), and may play a role in encouraging the scapegoating tendencies that are on the rise in virtual environments” (Mkono et al, 2081-2082) B. Make a list of the key concepts from the “Literature Review” and “Analytical Framework.” These key concepts can include terms that get defined (especially in the middle sub-section of the “Literature Review”) as well as the main gist or takeaway of longer
stretches of orchestration (eg.: in the first sub-section, look for the pathway rather than getting too bogged down in the details). - Carbon dioxide emissions linked to climate change (Mkono et al, 2083). - Air travel’s high rate of growth and its associated environmental impacts (Mkono et al, 2083). - Flight shaming - “referring to the feeling of moral guilt one experiences when travelling by plane” (Mkono et al, 2083) - Ai Swedish Instagram account that “orchestrates and facilitates conversation relating to climate change and environmentalism” (Mkono et al, 2084). - Greta Thunberg “emerging as an important leader in the flight shaming movement” (Mkono et al, 2084). - How Greta Thunberg became a climate hero, villain, and a scapegoat (Mkono et al, 2085). - Hero ecology (herisation) - “represents the tendency to view someone as extraordinary” (Mkono et al, 2086). C. How do Mkono et al. justify their selection of the scapegoat and heroization ecologies as their framework for analysis? In other words, can you sum up the pathway from the items in step B. to capture Mkono et al.’s rationale for their methodology? They spoke about how Greta Thunberg activities had the goal of discourage air travel but her actions of flight-shaming had been affecting the “travel behaviours of consumers and tourists''(Mkono et al 2084), decreasing the frequenting of flights over concerns for the environment. This decrease ultimately affected many airliners thus making Greta Thunberg a scapegoat for the decrease in flights. But on the positive side, the climate impact of air travelling has decreased as well so for that reason, Greta could also be seen as a hero. Part 2: Visual Rhetoric Chapter 12 focuses on visual rhetoric or “the communicative uses of images, visual symbols, and design elements” (p. 263). Using Mkono et al., Hermida and Mellado, and your textbook:
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