For the past two decades, the Korean Wave has been recognized in many parts of the world, and has articulated dynamic junctures of globalization, regionalization, and localization in the realms of media and popular culture. Due to online media platforms such as streaming services, television content has been diversifying and increasing its transnational circulation. More recently, the outbound scope of K-drama and K-pop has further reached dispersed global audiences, most of whom are not Korean media consumers or fans, thanks to active use of social media, such as YouTube, in transnational media consumption. The Korean Wave can be a meaningful contra-flow in transnational pop culture. Moreover, the Korean Wave is an evolutionary cultural flow, as traced in the history of its growth. The Wave has been experiencing continuities and discontinuities in its stream for years, along with its popularity cycle, and interestingly disjuncture has shaped it differently. A set of studies of the Korean Wave should map out the presence of the Wave in the big picture of cultural globalization, beyond the pre-existing geocultural divisions. The very recent Korean Wave drives not only the flow of various kinds of content and formats but also reciprocal interchanges of diverse levels of human, financial, technological, and cultural elements; this reconstructs implied meanings of the Korean Wave and its globalizing phenomena.
Dialogue and its extension to polylogue are presented as an intersubjective basis of communication. The intersubjective aspect cannot be explained by any discipline without a contradiction, since any explanation would require intersubjective awareness. While necessary, dialogue requires a third aspect: dialogue about something, a theme, a subject matter, a problem, a point of disagreement, such that the topic sets a limit to the dialogical partners. This third aspect shifts the discussion away from subject-to-subject encounter as inadequate and moves to the subjects as partners who first are engaged in a dialogue about something. While speaking to someone about something, there is a mutual exchange of awareness and a broadening of horizons of both, with an addition of others who are co-present even if they are not empirically available. To speak to someone of physical laws is also to speak with Newton, Einstein, Planck, and others who form a polylogical field—forming an extension of the awareness of dialogical partners. The issue that arises is whether the individual can form her own position, or whether she is dominated by a historical tradition of interpretation. The dialectical debate between Habermas and Gadamer shows the problem, which is finally resolved by an extension of dialogue through education. The final and most concrete aspect of dialogical communication is present at the level of praxis as bodily activity which is equally intercorporeal. We build our world and thus our history and form a depth of intercorporeal communication of what we can do.
While the dialogical domain is the focus of this research, it also includes suggestions on critical evaluation of specific theories and mutual controversies among theorists, e.g., Habermas and Gadamer. Such controversies are necessary to show how dialogical procedures not only posit different theoretical positions but help such positions to become clearer and more articulated.
Srinivas Melkote and H. Leslie Steeves
The decades that immediately followed World War II witnessed the political independence of most of the so-called Third World from colonization and the birth of the United Nations, marking the formal beginning of development and directed social change to facilitate it. The role of communication in development (devcom) has evolved according to the overarching goals of the development programs and theories during each historical period since then. The process of modernization, in which devcom was initially nurtured, was influenced by quantitative and empirical social sciences theory, philosophy, and methodology; in particular, it had a strong economics orientation. It has been one of the most powerful paradigms in development study and practice to originate after World War II, with enormous economic, social, and cultural consequences. Concepts and theories that articulated the development of Western Europe and North America were used by sociologists, economists, political scientists, anthropologists, and others to generate development models for countries in Asia, Africa, Latin America, and the Caribbean. Mass media were accorded a central position in the modernization paradigm. The use of media for transmission of information and for persuasion, derived from World War II–related psychological warfare research in the United States, were transferred to areas such as extension education, instruction, agricultural, and health extension in development. By the 1970s, the concept of development and change expanded to include many more types of social change guided by different theories, disciplinary influences, geographical considerations, and methodologies. Change now included a widely participatory process of social change in a society and included social and cultural aspects besides the economic. While the participatory mode of communication for development programs and activities was a welcome addition to the devcom toolbox, the definitions of participation reflected a wide variety of approaches. In many contexts, the level of participation required by the people was low and perfunctory.
Toward the end of the 1980s, the concept and practice of empowerment expanded upon the earlier objective of participation in development communication models and practice. Broadly, empowerment is a process by which individuals, organizations, and communities gain control and mastery over their social and economic conditions. The concept and practice of empowerment posed a challenge to the identity and practice of development communication. It changed the way communication was conceptualized earlier and used in development and change work. At present, social justice within the processes of development and social change has gained traction and urgency. In the last 40 years, there has been a steep increase in income inequality and individual opportunity globally. Millions of people are still exposed to life-threatening diseases, malnutrition, hunger, and other debilitating conditions, and have very limited access to basic resources, such as education and healthcare. What are the progressive alternatives to the neoliberal model of directed change? What should be the place and role of devcom in alternative approaches? These concerns are addressed by anchoring ideas within a critical theory of social change for social justice.
In understanding crowd psychology and its explanation of conflict and violence, there are different theoretical approaches that turn on different understandings of communication processes. There are three models of communication in the crowd worth reviewing: classic, normative, and dynamic. Classic models suggest that crowd members are influenced by an idea of emotion presented to them. Normative models suggest that influence is constrained by what is seen as consonant with group norms. And, finally, dynamic models examine how that which becomes normative in the group depends upon intergroup relations. The last of these approaches can explain the patterned, socially meaningful and yet changing nature of crowd action. Crowd action, itself, is a form of communication because it serves to shape the social understandings of participants as well as the social understandings of those beyond the crowd. It is argued that the nature and centrality of crowds contribute to the understanding and creating of social relations in society.
Mikaela L. Marlow
Discourse analysis is focused on the implicit meanings found in public discourse, text, and media. In the modern era, public discourse can be assessed in political or social debates, newspapers, magazines, television, film, radio, music, and web-mediated forums (Facebook, Twitter, and other public discussion). Research across a variety of disciplines has documented that dominant social groups tend to employ certain discursive strategies when discussing minority groups. Public discourse is often structured in ways that marginalize minority groups and legitimize beliefs, values, and ideologies of more dominant groups. These discursive strategies include appealing to authority, categorization, comparison, consensus, counterfactual, disclaimers, euphemism, evidence, examples, generalizations, rhetorical questions, metaphors, national glorification, and directive speech acts. Evoking such discourse often enables prevailing dominant groups to reify majority social status, reinforce negative assumptions about minorities, and maintain a positive public social image, despite deprecating and, sometimes, dehumanizing references.
Ed S. Tan
Entertainment is fun, and fun is an emotion. What fun is as an emotion, and how it depends on features of entertainment messages and on other emotions, needs to be understood if we want to explain the appeal of entertainment. Entertainment messages such as movies, stories, drama, games, and sports spectacles can move us in a great variety of ways. But characteristic for the use of all genres is a remarkable, intense focus on interacting with the entertainment message and the virtual world it stages. Gamers in action or listeners of radio drama tend to persist in using the message, apparently blind and deaf to any distraction. Persistence is emotion driven. Intrinsic pleasure in what is a playful activity drives this passionate persistence. Enjoyment, interest, or excitement and absorption are the emotions that make entertainees go for more fun in the ongoing use of an entertainment message. In the use of an entertainment message, these go-emotions complement emotional responses to what happens in the world staged by the message. Horror incites fear and disgust, while serious drama elicits sadness and bittersweet feelings. In our conception, go and complementary emotions are immediate effects of the use of entertainment content: I feel excitement and apprehension now, while I am watching this thriller.
Models of distal effects of media entertainment, such as ones on mood, behavior, beliefs, attitudes, and preferences require a proper understanding of immediate emotional responses to concrete messages. The effects of entertainment are only incidental; the emphasis is on immediate emotional experiences in the use of entertainment messages. Immediate emotional responses can be understood and predicted from an analysis of entertainment messages.
Entertainment comes in messages with a characteristic temporal structure. Entertainment emotions develop across the presentation time of the message. Their development can be captured and understood in models of a message’s emotion structure. The emotion structure of a message represents the dynamics of go and complementary emotions across consecutive events, such as story episodes or drama scenes, and within these.
Research into the uses and effects of media entertainment has a long tradition. Immediate emotional responses to mediated entertainment messages have been theorized and researched since the seminal work of Dolf Zillmann in the 1970s. The state of the art in research on the entertainment emotions needs to be discussed—starting with a general model of these, and elaborating it for selected entertainment genres.
Matthew W. Savage, Sarah E. Jones, Jenna E. Reno, and Shari Veil
University students, faculty, and staff are among those most vulnerable to cybersecurity risks due to their reliance on modern technologies, the nature of their online activities, and the open infrastructure of institutional networks. Furthermore, cyberbullying has emerged as a public health concern by the Centers for Disease Control and Prevention (CDC), which first warned of electronic aggression in 2008, or any type of harassment or bullying that occurs via email, chat, instant messaging, websites, blogs, or text messaging. Roberto and Eden emphasized the communicative nature of cyberbullying, defining it as the “deliberate and repeated misuse of communication technology by an individual or group to threaten or harm others” in 2010 (p. 201). In response to serious cybersecurity concerns and growing evidence of cyberbullying behavior, the national Stop.Think.Connect. (STC) campaign was developed to educate Americans on cybersecurity risks and equip citizens with tools for safe, respectful, and appropriate online behavior; however, it lacks targeted messaging for those on university campuses. Formative research is needed to ascertain the specific cybersecurity risks and challenges identified by those living and working on large university campuses. Research by Noar in 2006 demonstrates that formative evaluation leads to more successful campaigns. The process involves learning about target populations, discovering communicative determinants of behavior change, and testing message concepts. To that end, this case study is a first step in targeting STC campaign messages to university students, faculty, and staff. Specifically, we sought to identify the distinct cybersecurity needs faced by university students and personnel, their perceptions of the saliency of the problem, and potential motives for increasing their cybersecurity-enhancing behaviors. These activities are needed to implement the campaign on college campuses and to increase the likelihood of any future outcome evaluation efforts that yield evidence of campaign effectiveness. Currently, we are unaware of any outcome evaluation.
Focus group methodology was conducted to examine the target audiences’ knowledge, interests, needs, and attitudes regarding the management of cybersecurity threats. Additionally, practical recommendations for enhancing STC campaign implementation on university campuses were ascertained. Results emphasized key ways to improve the theoretical underpinnings of the campaign using the Integrated Behavioral Model (IBM). We identified how determinants of behavior change can be utilized to strengthen campaign messaging. Students displayed laissez-faire attitudes toward cybersecurity, while faculty and staff attitudes demonstrated a much higher level of concern. Social norms for personal cybersecurity action taking were notably low among students as well as faculty and staff. Students displayed limited personal agency in regards to enacting cybersecurity measures, while faculty and staff had greater knowledge of steps they could take, but little faith that these actions would be efficacious. Finally, thematic recommendations for implementing an effective cybersecurity campaign on a university campus were identified.
Benjamin K. Johnson
Media users exercise control over their information and entertainment environments. Selective exposure to media allows individual to choose channels and messages that satisfy their interests and motivations. A variety of selective exposure studies have assessed selective exposure to messages about ingroup versus outgroup members. Relevant theoretical perspectives include information seeking, confirmation bias, informational utility, self and affect management, reinforcing spirals, boundary expansion, exemplification, and social comparison. Each of these theories of selective exposure identifies an attitudinal or self-conceptual basis for media use yet also allows for the role of social identity or beliefs about intergroup members and interactions. In addition, the distinction between selective exposure and selective avoidance is critical for understanding intergroup media contact, as is the distinction between positive and negative portrayals of relevant social groups. Applicable findings from survey and experimental studies illustrate that age identity, sex and gender identity, and race and ethnicity all produce patterns of selective exposure in which ingroups are generally favored. Information about outgroups is more likely to be selected if it suits the situational or dispositional needs of the individual. Partisan selective exposure is also examined from an intergroup perspective, as is selective exposure to information about aspirational future selves and self-expansion. Depictions of persons that exemplify social groups or allow for social comparison are also discussed, yet little direct evidence exists about exposure to outgroup members in these processes. Finally, interpersonal new media are considered with regard to intergroup contact. Immersive media such as virtual reality provide interactive contact with outgroups, and social identity plays an important role in the distribution of user-generated content, the cultivation of online social networks, and the ongoing convergence between mass and social media. Selective exposure researchers are increasingly considering intergroup contact as an important type of media content relevant to their theories, and intergroup contact researchers are increasingly accounting for the selectivity factor in media processing and effects. Integrating key findings and building a more programmatic approach to this topic will enhance the understanding of individuals’ self-selected exposure to media about (and produced by) outgroups. Indeed, for intergroup media contact to be successful in producing less stereotyping, more positive attitudes, and more intergroup harmony, media users must first choose to come into contact with messages about outgroup members, specifically messages that can convey and produce beneficial effects for intergroup relations.
Questions related to identity have been central to discussions on online communication since the dawn of the Internet. One of the positions advocated by early Internet pioneers and scholars on computer-mediated communication was that online communication would differ from face-to-face communication in the way traditional markers of identity (such as gender, age, etc.) would be visible for interlocutors. It was theorized that these differences would manifest both as reduced social cues as well as greater control in the way we present ourselves to others. This position was linked to ideas about fluid identities and identity play inherent to post-modern thinking. Lately, the technological and societal developments related to online communication have promoted questions related to, for example, authenticity and traceability of identity.
In addition to the individual level, scholars have been interested in issues of social identity formation and identification in the context of online groups and communities. It has been shown, for example, how the apparent anonymity in initial interactions can lead to heightened identification/de-individuation on the group level. Another key question related to this one is the way group identity and identification with the group relates to intergroup contact in online settings. How do people perceive others’ identity, as well as their own, in such contact situations? To what extent is intergroup contact still intergroup contact, if the parties involved do not perceive it as such? As online communication continues to offer a key platform for contact between various types of social groups, questions of identity and identification remain at the forefront of scholarship into human communication behavior in technology-mediated settings.
Helena Sofia Rodrigues and Manuel José Fonseca
In the context of epidemiology, an epidemic is defined as the spread of an infectious disease to a large number of people, in a given population, within a short period of time. When we refer to the marketing field, a message is viral when it is broadly sent and received by the target market through person-to-person transmission. This marketing communication strategy is currently assumed to be an evolution by word of mouth, with the influence of information technologies, and called Viral Marketing. This stated similarity between an epidemic and the viral marketing process is notable yet the critical factors to this communication strategy’s effectiveness remain largely unknown. A literature review specifying some techniques and examples to optimize the use of viral marketing is therefore useful.
Advantages and disadvantages exist to using social networks for the reproduction of viral information. It is very hard to predict whether a campaign becomes viral. However, there are some techniques to improve advertising/marketing communication, which viral campaigns have in common and can be used for producing a better communication campaign overall. It is believed that the mathematical models used in epidemiology could be a good way to model a marketing communication in a specific field. Indeed, an epidemiological model SIR (Susceptible-Infected-Recovered) helps to reveal the effects of a viral marketing strategy. A comparison between the disease parameters and the marketing application, as well as simulations using Matlab software explores the parallelism between a virus and the viral marketing approach.