Matthew Powers – författare

As traditional news outlets’ international coverage has waned, several prominent nongovernmental organizations have taken on a growing number of seemingly journalistic functions. Groups such as Amnesty International, Human Rights Watch, and Médecins Sans Frontières send reporters to gather information and provide analysis and assign photographers and videographers to boost the visibility of their work. Digital technologies and social media have increased the potential for NGOs to communicate directly with the public, bypassing traditional gatekeepers. But have these efforts changed and expanded traditional news practices and coverage—and are there consequences to blurring the lines between reporting and advocacy?In NGOs as Newsmakers, Matthew Powers analyzes the growing role NGOs play in shaping—and sometimes directly producing—international news. Drawing on interviews, observations, and content analysis, he charts the dramatic growth in NGO news-making efforts, examines whether these efforts increase the organizations' chances of garnering news coverage, and analyzes the effects of digital technologies on publicity strategies. Although the contemporary media environment offers NGOs greater opportunities to shape the news, Powers finds, it also subjects them to news-media norms. While advocacy groups can and do provide coverage of otherwise ignored places and topics, they are still dependent on traditional media and political elites and influenced by the expectations of donors, officials, journalists, and NGOs themselves. Through an unprecedented glimpse into NGOs’ newsmaking efforts, Powers portrays the possibilities and limits of NGOs as newsmakers amid the transformations of international news, with important implications for the intersections of journalism and advocacy.

As traditional news outlets’ international coverage has waned, several prominent nongovernmental organizations have taken on a growing number of seemingly journalistic functions. Groups such as Amnesty International, Human Rights Watch, and Médecins Sans Frontières send reporters to gather information and provide analysis and assign photographers and videographers to boost the visibility of their work. Digital technologies and social media have increased the potential for NGOs to communicate directly with the public, bypassing traditional gatekeepers. But have these efforts changed and expanded traditional news practices and coverage—and are there consequences to blurring the lines between reporting and advocacy?In NGOs as Newsmakers, Matthew Powers analyzes the growing role NGOs play in shaping—and sometimes directly producing—international news. Drawing on interviews, observations, and content analysis, he charts the dramatic growth in NGO news-making efforts, examines whether these efforts increase the organizations' chances of garnering news coverage, and analyzes the effects of digital technologies on publicity strategies. Although the contemporary media environment offers NGOs greater opportunities to shape the news, Powers finds, it also subjects them to news-media norms. While advocacy groups can and do provide coverage of otherwise ignored places and topics, they are still dependent on traditional media and political elites and influenced by the expectations of donors, officials, journalists, and NGOs themselves. Through an unprecedented glimpse into NGOs’ newsmaking efforts, Powers portrays the possibilities and limits of NGOs as newsmakers amid the transformations of international news, with important implications for the intersections of journalism and advocacy.

Low pay. Uncertain work prospects. Diminished prestige. Why would anyone still want be a journalist? Drawing on in-depth interviews in France and the United States, Matthew Powers and Sandra Vera-Zambrano explore the ways individuals come to believe that journalism is a worthy pursuit—and how that conviction is managed and sometimes dissolves amid the profession’s ongoing upheavals.For many people, journalism represents a job that is interesting and substantial, with opportunities for expression, a sense of self-fulfillment, and a connection to broader social values. By distilling complex ideas, holding the powerful to account, and revealing hidden realities, journalists play a crucial role in helping audiences make sense of the world. Experiences in the profession, though, are often far more disappointing. Many find themselves doing tasks that bear little relation to what attracted them initially or are frustrated by institutions privileging what sells over what informs. The imbalance between the profession’s economic woes and its social importance threatens to erode individuals’ beliefs that journalism remains a worthwhile pursuit. Powers and Vera-Zambrano emphasize that, as with many seemingly individual choices, social factors—class, gender, education, and race—shape how journalists make sense of their profession and whether or not they remain in it.An in-depth story of one profession under pressure, The Journalist’s Predicament uncovers tensions that also confront other socially important jobs like teaching, nursing, and caretaking.

Low pay. Uncertain work prospects. Diminished prestige. Why would anyone still want be a journalist? Drawing on in-depth interviews in France and the United States, Matthew Powers and Sandra Vera-Zambrano explore the ways individuals come to believe that journalism is a worthy pursuit—and how that conviction is managed and sometimes dissolves amid the profession’s ongoing upheavals.For many people, journalism represents a job that is interesting and substantial, with opportunities for expression, a sense of self-fulfillment, and a connection to broader social values. By distilling complex ideas, holding the powerful to account, and revealing hidden realities, journalists play a crucial role in helping audiences make sense of the world. Experiences in the profession, though, are often far more disappointing. Many find themselves doing tasks that bear little relation to what attracted them initially or are frustrated by institutions privileging what sells over what informs. The imbalance between the profession’s economic woes and its social importance threatens to erode individuals’ beliefs that journalism remains a worthwhile pursuit. Powers and Vera-Zambrano emphasize that, as with many seemingly individual choices, social factors—class, gender, education, and race—shape how journalists make sense of their profession and whether or not they remain in it.An in-depth story of one profession under pressure, The Journalist’s Predicament uncovers tensions that also confront other socially important jobs like teaching, nursing, and caretaking.

This agenda-setting volume brings together leading scholars of media and public life to grapple with how media research can make sense of the massive changes rocking politics and the media world. Each author identifies a 'most pressing' question for scholars working at the intersection of journalism, politics, advocacy, and technology. The authors then suggest different research approaches designed to highlight real-world stakes and offer a path toward responsive, productive action. Chapters explore our 'datafied' lives, journalism's deep responsibilities and daunting challenges, media's inclusions (and non-inclusions), the riddle of digital engagement, and the obligations scholars must attempt to meet in an era of networked information. The result is a rich forum that addresses how media transformations carry serious implications for public life. Original, provocative, and generative, this book is international in its orientation and makes a compelling case for public scholarship.

This agenda-setting volume brings together leading scholars of media and public life to grapple with how media research can make sense of the massive changes rocking politics and the media world. Each author identifies a 'most pressing' question for scholars working at the intersection of journalism, politics, advocacy, and technology. The authors then suggest different research approaches designed to highlight real-world stakes and offer a path toward responsive, productive action. Chapters explore our 'datafied' lives, journalism's deep responsibilities and daunting challenges, media's inclusions (and non-inclusions), the riddle of digital engagement, and the obligations scholars must attempt to meet in an era of networked information. The result is a rich forum that addresses how media transformations carry serious implications for public life. Original, provocative, and generative, this book is international in its orientation and makes a compelling case for public scholarship.

This agenda-setting volume brings together leading scholars of media and public life to grapple with how media research can make sense of the massive changes rocking politics and the media world. Each author identifies a ''most pressing'' question for scholars working at the intersection of journalism, politics, advocacy, and technology. The authors then suggest different research approaches designed to highlight real-world stakes and offer a path toward responsive, productive action. Chapters explore our ''datafied'' lives, journalism''s deep responsibilities and daunting challenges, media''s inclusions (and non-inclusions), the riddle of digital engagement, and the obligations scholars must attempt to meet in an era of networked information. The result is a rich forum that addresses how media transformations carry serious implications for public life. Original, provocative, and generative, this book is international in its orientation and makes a compelling case for public scholarship.

This agenda-setting volume brings together leading scholars of media and public life to grapple with how media research can make sense of the massive changes rocking politics and the media world. Each author identifies a ''most pressing'' question for scholars working at the intersection of journalism, politics, advocacy, and technology. The authors then suggest different research approaches designed to highlight real-world stakes and offer a path toward responsive, productive action. Chapters explore our ''datafied'' lives, journalism''s deep responsibilities and daunting challenges, media''s inclusions (and non-inclusions), the riddle of digital engagement, and the obligations scholars must attempt to meet in an era of networked information. The result is a rich forum that addresses how media transformations carry serious implications for public life. Original, provocative, and generative, this book is international in its orientation and makes a compelling case for public scholarship.

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design reframes how educators in architecture, landscape architecture, and other design disciplines think about teaching and learning design. The book weaves together concepts of constructivism, social cognitive theory, and self-regulated learning into a solid theoretical foundation for innovative teaching that emphasizes meaning, memory, problem solving, and mastery. The central goal of self-regulated design learning is making design learnable so that students are encouraged to become active, engaged participants in the design learning process. Key features of the book include: examining the issues, values, and challenges of teaching and learning in design, exploring select educational theories and concepts relevant to design pedagogy, illustrating the pivotal relationships between design learning and self-regulation, and discussing pedagogic techniques that support self-regulated design learning and lead to greater student achievement and performance.Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design provides numerous examples and applications to help design educators understand how to implement the self-regulated design learning methodology in their studios. Through this book, design educators will discover new ways of encouraging meaningful design learning through an advanced approach that is empowering, inspiring, and vital.

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design reframes how educators in architecture, landscape architecture, and other design disciplines think about teaching and learning design. The book weaves together concepts of constructivism, social cognitive theory, and self-regulated learning into a solid theoretical foundation for innovative teaching that emphasizes meaning, memory, problem solving, and mastery. The central goal of self-regulated design learning is making design learnable so that students are encouraged to become active, engaged participants in the design learning process. Key features of the book include: examining the issues, values, and challenges of teaching and learning in design, exploring select educational theories and concepts relevant to design pedagogy, illustrating the pivotal relationships between design learning and self-regulation, and discussing pedagogic techniques that support self-regulated design learning and lead to greater student achievement and performance.Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design provides numerous examples and applications to help design educators understand how to implement the self-regulated design learning methodology in their studios. Through this book, design educators will discover new ways of encouraging meaningful design learning through an advanced approach that is empowering, inspiring, and vital.

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design reframes how educators in architecture, landscape architecture, and other design disciplines think about teaching and learning design. The book weaves together concepts of constructivism, social cognitive theory, and self-regulated learning into a solid theoretical foundation for innovative teaching that emphasizes meaning, memory, problem solving, and mastery. The central goal of self-regulated design learning is making design learnable so that students are encouraged to become active, engaged participants in the design learning process. Key features of the book include:

examining the issues, values, and challenges of teaching and learning in design,

exploring select educational theories and concepts relevant to design pedagogy,

illustrating the pivotal relationships between design learning and self-regulation, and

discussing pedagogic techniques that support self-regulated design learning and lead to greater student achievement and performance.

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design provides numerous examples and applications to help design educators understand how to implement the self-regulated design learning methodology in their studios. Through this book, design educators will discover new ways of encouraging meaningful design learning through an advanced approach that is empowering, inspiring, and vital.

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design reframes how educators in architecture, landscape architecture, and other design disciplines think about teaching and learning design. The book weaves together concepts of constructivism, social cognitive theory, and self-regulated learning into a solid theoretical foundation for innovative teaching that emphasizes meaning, memory, problem solving, and mastery. The central goal of self-regulated design learning is making design learnable so that students are encouraged to become active, engaged participants in the design learning process. Key features of the book include:

examining the issues, values, and challenges of teaching and learning in design,

exploring select educational theories and concepts relevant to design pedagogy,

illustrating the pivotal relationships between design learning and self-regulation, and

discussing pedagogic techniques that support self-regulated design learning and lead to greater student achievement and performance.

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design provides numerous examples and applications to help design educators understand how to implement the self-regulated design learning methodology in their studios. Through this book, design educators will discover new ways of encouraging meaningful design learning through an advanced approach that is empowering, inspiring, and vital.