The role of government’s ‘Owned Media’ in fostering cultural inclusion: a case study of the NSW Department of Education’s online and social media during COVID-19

Abstract

This article examines government approaches to public communications at the time of the coronavirus disease 2019 (COVID-19) pandemic, with a focus on how one state government body, namely, the New South Wales (NSW) Department of Education in Australia, has engaged with key stakeholders at a time when home–school communications has been heavily impacted by COVID-19. Through analysis of the Department’s ‘owned’ online communications platforms, such as websites, podcasts and social media, the article specifically focuses on how the Department has represented and invited engagement among its culturally and linguistically diverse (CALD) stakeholders with a view to understanding the extent to which it has been able to create a sense of connection and belonging for parents and caregivers. It shares examples of positive practice by the Department as well as suggestions for further research that may help uncover best practices for multicultural and multilingual government–stakeholder engagement.

Social Media (YouTube) Content Analysis to 5 Indonesian’s Super Priority Destination

“…The government policy that has been changed because of Covid 19 needs to be inform immediately to the public and stakeholders. The information can give sense of secure to the public in term of the protection from Covid 19 as well as how to minimalized the spread of the virus (Gorfinkel et al, 2020) and might make the condition is easier to predict (Falcone & Sapienza, 2020).…”

Improving the Communication and Credibility of Government Media in Response to Public Health Emergencies: Analysis of Tweets From the WeChat Official Accounts of 10 Chinese Health Commissioners

“…Also, the government's different representations on social media can impact the development of the epidemic, and the government needs to build the trust of the population at the beginning of the epidemic (26). During a public health emergency, people can find a sense of belonging and reduce their anxiety by using social media, podcasts, websites, and other platforms (27). The government's use of social media can enhance digital health literacy in preparation for a future pandemic (28).…”

How to Promote Online Education through Educational Software—An Analytical Study of Factor Analysis and Structural Equation Modeling with Chinese Users as an Example

“…According to Bojovi et al [37], online education must be built on a unique technological, social and economic context, which may not offer teachers enough time to change the original teaching plans, thereby reducing the efficiency of online education [38][39][40]. During COVID-19, a considerable amount of research on online education was presented; however, the majority was focused on certain professional fields, such as health care [4,5] and teacher education [6][7][8][9]. The influence of online courseware on users' willingness to engage in online classes, which is taken as an essential technical instrument for online education, on the other hand, has received less attention.…”

“…As a result, it is critical to identify the elements that impact users' use of online classroom APPs. Although there have been a large number of studies on online education and online classroom APPs since the outbreak of the COVID-19, the majority of the relevant studies have been focused on specific professional disciplines, such as medical care [4,5] and teacher education [6][7][8][9], while studies on online class APPs have primarily been focused on the features of software itself, such as usability [10][11][12] and interface design [13], leaving the lack of a systematic and comprehensive discussion on the factors influencing users' use of online classroom APPs.…”