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dc.contributor.authorBaroutsis, Aspa
dc.contributor.authorLingard, Bob
dc.contributor.editorBaroutsis, Aspa
dc.contributor.editorRiddle, Stewart
dc.contributor.editorThomson, Pat
dc.date.accessioned2019-11-01T01:25:52Z
dc.date.available2019-11-01T01:25:52Z
dc.date.issued2019
dc.identifier.isbn9780815355885
dc.identifier.doi10.4324/9781351129114-2
dc.identifier.urihttp://hdl.handle.net/10072/388834
dc.description.abstractThis chapter provides a comparative analysis of print and social media representations of Australia’s changing performance on the OECD’s triennial Program for International Student Assessment (PISA), focusing on the 2016 dissemination of the 2015 results. After identifying media logics of practice, we draw on concepts of mediatisation to analyse print and digital newspaper and Twitter coverage of Australia’s PISA performance over a 26-day period in December 2016. This yielded 35 newspaper articles and 29,585 tweets. Using content analysis, we outline the similarities and differences between these modes of coverage. We found social media putatively more democratic and inclusive of many actors, focusing to a greater extent on issues of equity. In contrast, high quality investigative print and digital newspapers used a narrower set of actors and focused on limited aspects of PISA such as rankings and declines; nonetheless, they putatively provided some critical and evidence-informed accounts. Both modes of media potentially heralded new damaging effects as they lobbied to influence policy makers and politicians, within a complex interplay between print and digital newspapers and social media.
dc.description.peerreviewedYes
dc.publisherRoutledge
dc.publisher.placeUNited Kingdom
dc.relation.ispartofbooktitleEducation Research and the Media: Challenges and Possibilities
dc.relation.ispartofchapter2
dc.relation.ispartofpagefrom27
dc.relation.ispartofpageto46
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode39
dc.subject.keywordseducation
dc.subject.keywordseducation research
dc.subject.keywordsmedia
dc.subject.keywordsliterature review
dc.subject.keywordsmediatisation
dc.titleHeadlines and hashtags herald new ‘damaging effects’: Media and Australia’s declining PISA performance
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dcterms.bibliographicCitationBaroutsis, A; Lingard, B, Headlines and hashtags herald new ‘damaging effects’: Media and Australia’s declining PISA performance. In Education Research and the Media: Challenges and Possibilities, 2019, pp. 27-46
dc.date.updated2019-10-31T05:51:51Z
dc.description.versionSubmitted Manuscript (SM)
gro.rights.copyright© 2019 Taylor & Francis. This is an Accepted Manuscript of a book chapter published by Routledge in Education Research and the Media: Challenges and Possibilities on 7 December 2018, available online: https://doi.org/10.4324/9781351129114
gro.hasfulltextFull Text
gro.griffith.authorBaroutsis, Aspa


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