Teaching the Dynamics of Framing Competitions

Autor/in	Rinke, Eike Mark
Titel	Teaching the Dynamics of Framing Competitions
Quelle	In: Communication Teacher, 26 (2012) 3, S.143-146 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2012.659195
Schlagwörter	Class Size; Communication (Thought Transfer); Nuclear Energy; Political Science; Politics; Competition + Suchen Sie Ihr Suchwort? Klassengröße; Communication; thought; Kommunikation; Gedanke; Atomenergie; Kernenergie; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Politik; Wettkampf
Abstract	Framing theory is one of the most thriving and complex fields of communication theory, and as such it has grown to be an integral part of many political communication, public opinion, and communication theory courses. Part of the complexity stems from scholars' efforts to develop accounts of framing processes that are closer to the "real world" of politics than those of the early lab-based framing studies. Importantly, these efforts include explanations of the framing processes involved in public competitions of political actors. The ensuing increase of complexity in framing theory is a challenge but just as much an opportunity for teachers. The activity described in this article shows how a small and simple in-class simulation of a value framing competition can create awareness among students of the complex dynamics of framing competitions in which political actors make deliberate use of framing strategies. It also introduces students to the strategic uses of value appeals in public communication, the considerations behind such uses, and their effectiveness. In order to emphasize the role of values for framing competitions, it is advantageous to assign relevant readings to students beforehand, though this is not necessary for the activity to function. The ideal class size for this activity is 13, but it does work with as few as nine and as many as 19 students in class. Students should receive some background information about framing theory before the activity starts via lecturing and/or from appropriate texts. A list of references and suggested readings is included. (Contains 1 table and 1 footnote.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10