Rhetorics of Alternative Media in an Emerging Epidemic: SARS, Censorship, and Extra-Institutional Risk Communication

Ding, Huiling

doi:10.1080/10572250903149548

Cited by 87 publications

(61 citation statements)

References 14 publications

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“…disaster[s]'' and for the explicit study of ''those marginalized forms of representation that might not be visible with conventional methods of analysis'' (p. 5). Along similar lines, Ding (2009) demonstrated that, as marginalized genres in risk communication studies, social media and guerrilla media such as text messaging can exert enormous impact on transnational risk politics. This article will build on existing studies of cross-cultural risk communication to investigate transcultural communication about global risks.…”

Section: Need For Revision In Existing Risk Communication Theoriesmentioning

confidence: 92%

“…This article presents a case study that reveals that local, tactical intervention may work alongside and compete with official strategies at national or institutional levels to influence global and local risk policies. (For more discussion about tactics and strategies, see de Certeau, 1984;Ding, 2009. ) Because of the essential role that transcultural flows play in daily communication practices, we have to move beyond the nationcentric mindset and revise existing theoretical tools to better study the impact of transcultural forces on risk communication.…”

Section: Please Scroll Down For Articlementioning

confidence: 97%

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Transcultural Risk Communication and Viral Discourses: Grassroots Movements to Manage Global Risks of H1N1 Flu Pandemic

Ding

2013

Technical Communication Quarterly

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Section: Need For Revision In Existing Risk Communication Theoriesmentioning

confidence: 92%

Section: Please Scroll Down For Articlementioning

confidence: 97%

Transcultural Risk Communication and Viral Discourses: Grassroots Movements to Manage Global Risks of H1N1 Flu Pandemic

Ding

2013

Technical Communication Quarterly

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“…Rather, we believe, and as the authors in this special issue show, that both the medical humanities and RHM would gain by exploring these intersections and tensions. For example, the medical humanities and RHM are built on a foundation of rhetoric, which leads to productive research on narrative, metaphor, invention, identity, genre, collaboration, style, memory, rhetorical analysis, negotiation, and collaboration, among many other issues (see, e.g., Angeli, 2015;Charon, 2006;Ding, 2009;Donovan, 2014;Emmons, 2010;Fountain, 2014;Graham, 2015;Heifferon, 2008;Jensen, 2015;Lyne, 2001;Mol, 2003;Popham, 2005;Stormer, 2002;Teston, 2017;Wells, 2010). By developing connections between the medical humanities and RHM, scholars of technical communication can take advantage of both fields' strengths, allowing us to engage more directly with issues involving ethics, history, sociology, literary studies, and curricular design-issues that the authors explore in this special issue.…”

Section: Purpose Of the Special Issue And Significance To The Field Omentioning

confidence: 99%

Introduction to the Special Issue: Medical Humanities and/or the Rhetoric of Health and Medicine

Angeli

Johnson-Sheehan

2017

Technical Communication Quarterly

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In 2015, my (Elizabeth's) dad was diagnosed with liver disease and was in liver failure by summer, 2017. He was added to the liver transplant waiting list that summer, putting my family on a journey that involves three main stages: pretransplant, which can last weeks to years as the recipient waits for a donor match; transplant, which lasts many hours in the operating room and is followed by weeks to months of healing and rehabilitation in the hospital; and posttransplant, which refers to the rest of the recipient's life with the donor organ. Each stage has its own challenges unique to the situation and my dad's health, but my family knew two things for sure throughout the process. First, we would be receiving a deluge of health information and specific care instructions at each stage, some of which had fatal consequences if not followed correctly; and second, we would work with the "Liver Team" at each stage of the transplant. This team includes four transplant surgeons, eight transplant physicians, nine nurse practitioners and physicians' assistants, one transplant pharmacist, one transplant social worker, one financial coordinator, and three transplant coordinators who are registered nurses (one coordinator is assigned to the patient for each transplant stage). Throughout this process, and still today posttransplant, I learned how the rhetoric of health and medicine (RHM), medical humanities, and technical communication can inform one another. Scholars in these fields study and help manage the rhetorical negotiation involved in intersections of healthcare communication, patient education, and evidence-based medicine. This rhetorical negotiation was apparent while my parents and I kept track of all the specialists' roles and their relationship to my dad's care (e.g., transplant surgery, hepatology, cardiology, nephrology, psychiatry, infectious disease, critical care, dietetics, physical and occupational therapy, spiritual care). We received a binder labeled "Liver Transplant Education" once my dad was placed on the transplant list that outlined this information. Although the binder contained useful information, it was text heavy, and some of the graphics were illegible to nonmedical audiences, especially as they experienced the extreme stress of the transplant process-and the Liver Team agreed. For my family's purposes, the most useful-but also the most confusing-information included the bios of various members of the Liver Team, their specialties, and their contact information. These professionals were our go-to people for questions and concerns around the clock, but my parents and I struggled to keep track of which person we were supposed to contact with which health concern, especially pretransplant as more of my dad's bodily systems were deteriorating due to his failed liver. At one point before the transplant surgery, I suggested that we amend the transplant education materials by making a map of the Liver Team so that we could better understand the relationships among everyone. Following spatial mapping ...

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“…A careful survey revealed dozens of research studies in which social media applications like wikis, YouTube, Facebook, Twitter, and LinkedIn played a significant role in gathering, measuring, and/or distributing information among technical and professional communicators ( [3]; [8]; [10]; [12]). Summarily, the articles cited above argue that technical and professional communicators have the potential to act as key decision-makers as organizations adapt to social media use as part of their daily communications routines (Hockenhull et al, 2013) and perhaps for competitive advantages.…”

Section: Integrating Social Media Into Classroom Pedagogymentioning

confidence: 99%

Adaptation and Effects of Social Media in Teaching and Learning at the Second Cycle Institution Level in Ghana

Dore-Natteh¹

2017

IJCA

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The proliferation of social media platforms freely accessible online using mobile devices and the immense interest of this generation of students in such platforms to the detriment of their studies has cause for concern. Therefore, it becomes imperative to find a way to make them use the social media for useful purposes. The primary reason for this study is to determine the feasibility of adapting the use of social media in teaching and learning; and to assess the effectiveness and efficiency of these media for instructional engagement by instructors and learners at the second cycle institution level in Ghana. In the course of the study, Facebook© and WhatsApp© were used to supplement traditional classroom instruction and the impacts on students' motivation, performance and learning experience were assessed. Qualitative Case Study research method was used for this study. The results of the study demonstrate positive results in the use of the social media (Facebook and WhatsApp) to augment classroom teaching and learning with respect to students' motivation, performance and learning experience suggesting effectiveness and efficiency of the instructional blend. Implication of the results is that the findings can be utilized as a reference for educators and curriculum designers to find meaningful use of social media for teaching and learning in second cycle institutions in Ghana. The study however reveals some challenges such as affordance, access to mobiles devices and irregular power supply that need to be addressed in order not to exacerbate the problem of digital divide.

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Rhetorics of Alternative Media in an Emerging Epidemic: SARS, Censorship, and Extra-Institutional Risk Communication

Cited by 87 publications

References 14 publications

Transcultural Risk Communication and Viral Discourses: Grassroots Movements to Manage Global Risks of H1N1 Flu Pandemic

Transcultural Risk Communication and Viral Discourses: Grassroots Movements to Manage Global Risks of H1N1 Flu Pandemic

Introduction to the Special Issue: Medical Humanities and/or the Rhetoric of Health and Medicine

Adaptation and Effects of Social Media in Teaching and Learning at the Second Cycle Institution Level in Ghana

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