Episoder

  • Veebiintervjuud, projektiivtehnikad ja loovuurimismeetodid

    Veebiintervjuud, projektiivtehnikad ja loovuurimismeetodid

    · Acoustic Academic: Sonic Stories from Social Sciences

    Millised vĂ”imalused avanevad uurijale, kui aeg ja ruum on uuringus osalejate jaoks paindlikud tegurid? Kuidas kombineerida online’i ja offline’i, et paremini mĂ”ista inimeste igapĂ€evaelu, tajutud tĂ€hendusi, vÀÀrtushinnanguid ja tĂ”ekspidamisi? Kuidas viia lĂ€bi Zoomi-intervjuud? Kas fookusgruppi saab ĂŒldse veebipĂ”hiselt korraldada, kaotamata meetodi peamisi tugevusi? Kuidas pakkuda digitalletavas sĂŒsteemis uuringus osalejatele anonĂŒĂŒmsust ja konfidentsiaalsust? Kuidas leevendada „kĂŒsitlusvĂ€simust“ ja pakkuda mĂ€ngurÔÔmu? Need on vaid mĂ”ned kĂŒsimused, millele siinses peatĂŒkis pĂ”hjalikumalt keskendun ja vastuseid otsin. PeatĂŒkk algab ĂŒlevaatega sĂŒnkroonsetest ja asĂŒnkroonsetest kvalitatiivsetest intervjuudest, mis vĂ”ivad toimuda ekraani vahendusel nii suuliselt kui ka kirjalikult. SĂŒnkroonsus tĂ€hendab siin kontekstis seda, et uurija(d) ja osaleja(d) on intervjuusituatsioonis ĂŒhel ajal, tegemist on voogsuhtlusega. AsĂŒnkroonsus viitab aga sellele, et iga osapool valib endale sobiva tempo ning intervjuu on suuremal vĂ”i vĂ€hemal mÀÀral vaba fikseeritud ajalistest raamidest ja tavapĂ€rase intervjuusituatsiooni kohesusest, tegemist on viivissuhtlusega. JĂ€rgneb alapeatĂŒkk sellest, mida vĂ”iks pidada silmas veebi vahendusel toimuvate rĂŒhmaintervjuude puhul. Kuna kvalitatiivsetes uuringutes pĂŒĂŒtakse sageli kombineerida erinevaid andmekogumisvĂ”tteid, mis annaksid uuritavast mitmekĂŒlgsema ĂŒlevaate, tutvustan peatĂŒki teises pooles intervjuudes kasutatavaid erinevaid projektiivtehnikaid ja loovuurimismeetodite vĂ”imalusi ja piiranguid, mis vĂ”ivad esineda veebi vahendusel tehtavates vĂ”i veebifenomene kĂ€sitlevates kvalitatiivsetes uuringutes.See osa pĂ”hineb mĂ”ned aastad tagasi ilmunud raamatupeatĂŒkil: Murumaa-Mengel, M. (2020). Veebiintervjuud, projektiivtehnikad ja loovuurimismeetodid. In: A. Masso, K. Tiidenberg, A. Siibak (Toim.). Kuidas mĂ”ista andmestunud maailma? Metodoloogiline teejuht (707−738). Tallinn: Tallinna Ülikooli kirjastus.

  • Illiterate! Uneducated! Snowflake! Estonian Male Journalists’ Experiences with Abusive Online Communication

    Illiterate! Uneducated! Snowflake! Estonian Male Journalists’ Experiences with Abusive Online Communication

    · Acoustic Academic: Sonic Stories from Social Sciences

    Several studies have established that female journalists experience (sexual) harassment and online abuse considerably more than their male colleagues. Understandably, this has resulted in a gap in research – male journalists’ experiences with abusive online communication have not yet been thoroughly studied. This paper seeks to understand how abusive communication is contextualised and defined by male journalists in the context of hegemonic masculinity, and to explore which coping strategies are employed to overcome such experiences. From qualitative in-depth interviews with male journalists (n = 15), we found that participants considered different forms of abusive online communication from readers/sources a normalised practice, “feedback” that one must just ignore or overcome. Experiences are interpreted predominantly in the frame of hegemonic (complicit) masculinity, but the results also indicate that shifts in these rigid norms are emerging and can be embraced when acknowledged and supported by surrounding structures.

    The episode is based on this academic publication:Riives, A, Murumaa-Mengel, M. & Ivask, S. (2021). Estonian Male Journalists’ Experiences with Abusive Online Communication. Sociální studia/Social Studies: Media Representations and Narratives of Masculinities Across Europe, 18(2): 31-47

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  • Creative Research Methods: Useful for Studying

    Creative Research Methods: Useful for Studying "Online-Pervs" and Tinder-Experiences (No Overlap Necessary)

    · Acoustic Academic: Sonic Stories from Social Sciences

    In 2012, I was planning to tackle the subject of arguably the “worst” of the online nightmare audiences for my PhD project, aiming to study young people’s perceptions and experiences with online predators (Murumaa-Mengel, 2015). Knowing that face-to-face interviews could become stressful and awkward if carried out in the traditional question-answer format with rigid researcher-participant roles, I was seeking a method that would give participants editorial control, the opportunity to sort their thoughts in peace, have time for expressing themselves, and collaborate in the interpretation of the data. This short article is based on my experiences in exploring the potential of creative research methods (CRMs) in the context of sensitive topics. Visual abstract is available HERE.

    The episode is based on this academic publication: Murumaa-Mengel, M. (2022). Visual creative research methods and young people’s perceptions of online risks. In: S. Kotilainen (Ed.), Methods in practice: Studying children and youth online (chapter 8). CO:RE Network.

  • Social media addiction? Nah, probably not.

    Social media addiction? Nah, probably not.

    · Acoustic Academic: Sonic Stories from Social Sciences

    While the excessive use of social media is associated with many difficulties in daily life (including mental health problems), the topic can be overemphasised in the media, and there is no reason to consider social media use in itself as the root cause of problems in daily life.

    The episode is based on this academic publication:Rozgonjuk, D., TÀht, K., Sinivee, R. & Murumaa-Mengel, M. (2023). Social media use and mental health. In: M Sisask, K. Konstabel, K. PÀrna, D. Kutsar, K. Tiidenberg, H. SoovÀli-Sepping (Eds.). Estonian Human Development Report 2023. Mental Health and Well-Being. Estonian Cooperation Assembly.

  • Shaming for Fun: A Study about Recreational Shaming Groups of Facebook

    Shaming for Fun: A Study about Recreational Shaming Groups of Facebook

    · Acoustic Academic: Sonic Stories from Social Sciences

    As social life and communication move increasingly online, we have experienced the expansion of online shaming – different forms of (semi)public cross-platform condemnation of people and their actions by (mass) online audiences. Online shamings can be analysed as combinations of reintegrative (shame-correct-forgive) and disintegrative (shame-stigmatise-expel) social sanctioning practices, usually focusing the ‘serious’ disciplinary shaming on the behaviour of the offender. We propose that equal attention should be given to what we have termed ‘recreational shaming’ – humour-based playful collective shaming that often occurs via online platforms, seemingly just for the sake of shaming, motivated mainly by social belonging needs and entertainment gratification.

    By combining the results of standardised content analysis of Facebook recreational shaming groups (n = 65) and in-depth qualitative interviews with the ‘modmins’ of the groups (n = 8) we will give an overview of what is being shamed, how groups and modministrators create and enforce rules and what is the socio-cultural perceived meaning of this practice. We distinguish three spheres of recreational shaming that ‘frame the shame’ and demonstrate how recreational online shaming is often more about the self than the other – me performing the act of shaming for entertainment value, to belong in a group. Additionally, we introduce how shaming is used as a self-reflexive tool for behaviour-correction or base knowledge for dominant tastes.

    The episode is based on this academic publication:

    Murumaa-Mengel, M., & Lott, K. (2023). ‘Recreational shaming groups of Facebook: Content, rules and modministrators’ perspectives’. Convergence, OnlineFirst. https://doi.org/10.1177/13548565231176184