Why study media content?

The first reasons for studying media content in a systematic way stemmed either from an interest in the potential effects of mass communication, whether intended or unintended, or from a wish to understand the appeal of content for the audience. Both perspectives have a practical basis, from the point of view of mass communicators, but they have gradually been widened and supplemented to embrace a larger range of theoretical issues. Early studies of content reflected a concern about social problems with which media were linked. Attentions focused in particular on the portrayal of crime, violence and sex in popular entertainment, the use of media as propaganda and the performance of media in respect of racial or other kinds of prejudice. The range of purpose was gradually extended to cover news, information and much entertainment content.

Most early research was based on the assumption that content reflected the purposes and values of its originators, more or less directly; that 'meaning' could be discovered of inferred from messages; and that receiver would understand messages more or less as intended by producers. It was even thought that 'effects' could be discovered by inference from the seeming ' message' built into content. More plausibly, the content of mass media hs ofen been regarded as more or less reliable evidence about the culture and society in which it is produced. All of these assumptions, expect perhaps the last, have been called into question, and the study of content has become correspondingly more complex and challenging. It may not go too far to say that the most interesting aspects of media content are often not the overt messages that are present in media texts.

Despite these various complications, it is useful at this point to review the main motives that have guided the study of media content, as follows:
Describing and comparing media output. For many purposes of analysis of mass communication (for instance, assessing change or making comparisons), we need to be able to characterize the content of particular media and channels.

Comparing media with 'social reality'. A recurrent issue in media research has been the relations between media massages and 'reality'. The most basic question is whether media content does, of should reflect the social reality, and if so, which or whose reality.

Media content as reflection of social and cultural values and beliefs. Historians, anthropologist and sociologist are interested in media content as evidence of value and beliefs of a particular time and place of social group.

Hypothesizing functions and effects of media. We can interpret content terms of its potential consequences, whether good or bad, intended or unintended. Although content on its own cannot be taken as evidence of effect, it is difficult to study effects without intelligent reference to content (as cause).

Evaluating media performance. Krippendorf(2004) uses the term 'performance analysis' to refer to research designed to find answers about the quality of the media as judged by certain criteria

The study of media bias. Some media content has a conscious bias, and media production can have systematic but unintended biasing effects on content.

Audience analysis. Since audiences are always defined at least in part by media content, we cannot study audiences without studying content.

Tackling questions of genre, textual and discourse analysis, narrative and other formats. In this context, the text itself is the object of study, with a view to understanding how it 'works' to produce effects desired by authors and readers.

Visual language?
one images carries hundreds words.
Why study media content?

The first reasons for studying media content in a systematic way stemmed either from an interest in the potential effects of mass communication, whether intended or unintended, or from a wish to understand the appeal of content for the audience. Both perspectives have a practical basis, from the point of view of mass communicators, but they have gradually been widened and supplemented to embrace a larger range of theoretical issues. Early studies of content reflected a concern about social problems with which media were linked. Attentions focused in particular on the portrayal of crime, violence and sex in popular entertainment, the use of media as propaganda and the performance of media in respect of racial or other kinds of prejudice. The range of purpose was gradually extended to cover news, information and much entertainment content.

Most early research was based on the assumption that content reflected the purposes and values of its originators, more or less directly; that 'meaning' could be discovered of inferred from messages; and that receiver would understand messages more or less as intended by producers. It was even thought that 'effects' could be discovered by inference from the seeming ' message' built into content. More plausibly, the content of mass media hs ofen been regarded as more or less reliable evidence about the culture and society in which it is produced. All of these assumptions, expect perhaps the last, have been called into question, and the study of content has become correspondingly more complex and challenging. It may not go too far to say that the most interesting aspects of media content are often not the overt messages that are present in media texts.

Despite these various complications, it is useful at this point to review the main motives that have guided the study of media content, as follows:
Describing and comparing media output. For many purposes of analysis of mass communication (for instance, assessing change or making comparisons), we need to be able to characterize the content of particular media and channels.

Comparing media with 'social reality'. A recurrent issue in media research has been the relations between media massages and 'reality'. The most basic question is whether media content does, of should reflect the social reality, and if so, which or whose reality.

Media content as reflection of social and cultural values and beliefs. Historians, anthropologist and sociologist are interested in media content as evidence of value and beliefs of a particular time and place of social group.

Hypothesizing functions and effects of media. We can interpret content terms of its potential consequences, whether good or bad, intended or unintended. Although content on its own cannot be taken as evidence of effect, it is difficult to study effects without intelligent reference to content (as cause).

Evaluating media performance. Krippendorf(2004) uses the term 'performance analysis' to refer to research designed to find answers about the quality of the media as judged by certain criteria

The study of media bias. Some media content has a conscious bias, and media production can have systematic but unintended biasing effects on content.

Audience analysis. Since audiences are always defined at least in part by media content, we cannot study audiences without studying content.

Tackling questions of genre, textual and discourse analysis, narrative and other formats. In this context, the text itself is the object of study, with a view to understanding how it 'works' to produce effects desired by authors and readers.

Visual language?
one images carries hundreds words.