Matching Items (3)
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- All Subjects: Retention
- Creators: Gilpin, Dawn
Description
Entertainment journalism is a field that is easily misunderstood. Too many times its credibility is overlooked in favor of its hard news and sports counterparts. But the celebrity and gossip reporting industry has been a fixture in American journalism since the early 20th century. Readership and demand has steadily increased in the past 50 years for it to become a booming industry of magazines, news shows, websites and blogs all devoted to covering a unique aspect of the entertainment industry. From news about Angelina Jolie’s pregnancy to the status of production on the Batman reboot, the content covered is as diverse as it is compelling. However, there are many who believe that this genre of journalism consists of untruthful, frivolous fluff crafted by conning liars disguised as writers. The purpose of this thesis is to examine the field of entertainment and celebrity journalism and describe how it should be treated as a serious and respected genre of journalism due to its rigorous standards and the significant impact it has on the industry it covers—Hollywood.
ContributorsKuni, Ellen Marie (Author) / Brown, Aaron (Thesis director) / Gilpin, Dawn (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2014-05
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05