1,720,969 research outputs found
Reputation at Risk: Sentiment Analysis and Social Media Listening Tools under the Lens of Critical Multimodal Discourse Studies
No full textIn the field of online crisis management communication, AI-based social media listening tools (i.e., tools designed to track and monitor online conversations about a topic or brand) play a pivotal role in opinion mining and reputation audits. Com-pared to manual analyses, AI enables a faster large-scale collection and classification of vast amounts of data from several online platforms, thus facilitating the task of detecting and monitoring the sentiment linked to a brand and/or product. Nonetheless, AI-based analyses are far from unbiased. This paper adopts a critical multimodal perspective to explore the challenges linked to sentiment analysis in digital multimodal aggregations. It presents an empirical study in which the results of sentiment analysis performed by the social media listening tool Meltwater and manual tagging are compared to evaluate the efficacy of the tool in assessing online reputation damage following a crisis event. The findings of this study suggest that, in addition to possible incorrect classifications of texts (e.g. lack of understanding of pragmatic features or texts in languages other than English), the AI-based tool’s misinterpretation of emotional cues also includes multimodal ensembles. This is due to social media listening tools’ dependence on unimodal (verbal-only) classifiers that fail to produce reliable outputs. Despite the predictive power of these tools, the findings ultimately indicate that the accuracy of sentiment analysis is still affected by a hard-to-die bias concerning the primacy of language over non-verbal communication – a trend which is in contrast with the multimodal nature of semiosis and the proliferation of complex multimodal artifacts online
Mapping the Status of EMI Courses at the University of Messina: The EMI@UniMe Project
No full textEnglish-Medium Instruction (EMI) represents a significant development in Higher Education (Pulcini & Campagna, 2015). EMI courses spread across European universities when they embraced education through English to enhance their academic offers and encourage student mobility (De Wit, 2011; Dearden, 2014). By carefully implementing and continuously improving EMI courses, universities can strengthen their internationalisation agenda and provide students with valuable skills for their future careers (Bowles & Murphy, 2020). As Higher Education institutions increasingly adopt EMI to improve their international appeal and foster a multicultural academic environment, the University of Messina (UniMe) has similarly incorporated EMI degree programmes as part of its strategy to increase internationalisation and appeal to students. By implementing EMI courses, UniMe aims to improve global competitiveness and align with European education reforms (Macaro et al., 2018). This paper investigates the current situation of EMI courses at UniMe, highlighting their role in the university’s strategic planning, the challenges encountered, and providing useful and practical recommendations for future improvements. By adapting a questionnaire on EMI developed by the University of Trento’s Interdisciplinary Laboratory for the Quality and Innovation of Didactics (LIQuID, Polli 2021), this study examines EMI lecturers’ opinions regarding institutional and pedagogical aims, teaching practices, and learning assessment methods. The analysis of courses offered at both undergraduate and postgraduate levels and lecturers’ feedback also highlight both the achievements and challenges associated with the EMI@UniMe project
Rielaborazioni del mito nel fumetto contemporaneo
No full textIncontri e collisioni, narrazioni trasversali efficaci e pervasive: il mito a fumetti è un campo di indagine di grande interesse e attualità, e da qui nasce l'esigenza di investigarne gli intrecci, le trame sotterranee e le funzioni politiche, sociali e artistiche. Rielaborazioni del mito nel fumetto contemporaneo raccoglie le riflessioni a tal proposito di alcuni degli studiosi che negli anni hanno preso parte alle attività di ricerca del Seminario Intorno al Mito
Navigating the Landscape of English-Medium Instruction: Attitudes, Perceptions and Practices
No full textEnglish-Medium Instruction (EMI) has gained prominence in higher education as a strategy
to foster internationalisation, enhance institutional reputation, and improve students’ global
professional prospects and competencies. However, its implementation is complex and poses
several challenges in terms of educational practices, communication, and interaction. This
Special Issue explores the multifaceted nature of EMI through different case studies,
primarily in Italian Universities, and is supplemented by comparative analyses from othecountries. The contributions examine lecturers’ and students’ perspectives by focusing on
linguistic, attitudinal, and educational aspects. Key themes include the impact of professional
training for lecturers, strategies to enhance teacher-student interaction, and the role of
microteaching in improving EMI educational practices. Findings reveal the need for
innovative teaching approaches, interactive methodologies, and greater support for students’
language and critical thinking skills. The studies included in this Special Issue highlight
varied insights, experiences, and needs, including the difficulties related to lecturers’
language proficiency, and the influence of cultural contexts on classroom interaction.
Case-study-based research and comparative studies shed light on differences in student
perceptions of EMI, transcultural interactions, and the role of linguistic backgrounds. This
Special Issue underscores the importance of addressing institutional and educational gaps to
ensure the effectiveness of EMI. By fostering collaboration between policymakers, educators,
and researchers, the studies aim to refine EMI practices while acknowledging the constraints
of Englishization on linguistic diversity. The findings contribute to a deeper understanding of
the potential challenges and limitations of EMI by offering practical insights for improving
internationalised education in diverse university contexts
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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