This document summarizes the Fall 2018 issue of the Journal of Public Relations Education. It includes an introduction from the editor, a table of contents listing three research articles and teaching briefs on public relations education topics, and two software reviews of social media monitoring tools. The issue reflects work from previous editors and reviewers to select and format research and teaching content for publication.
A beginner’s guide from a social network analysis fan with much to learn.
This handout accompanies slides and a video conference call I participated in about Netlytic and social network analysis basics.
This is the syllabus for my (applied) communication research class for spring 2019. The class is taught to undergraduate communication students at Shepherd University. The class is geared towards students interested in working in public relations, social media and related fields. Learn more about this class and others I teach at: https://mattkushin.com.
This is the full slide deck for my presentation at the 2016 PRSA Educator's Academy Super Saturday in Indianapolis. The presentation looks at how you can use the Slack app to foster class teams on group projects.
You can learn more at Mattkushin.com
My social media syllabus for fall 2017. Class is taught in the Department of Communication at Shepherd University. This semester, we will include Hootsuite Academy, Meltwater, and much more. Students can complete a Facebook Blueprint assignment for extra credit. This syllabus is discussed in depth on my blog: http://mattkushin.com
This is a syllabus for my persuasion and message design course. It looks at theories, concepts and tactics for persuasion.
To learn more about this class and others, go to: mattkushin.com
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
This project was assigned to students in my communication research class. It combines several techniques to offer students a chance to learn a variety of different ways of doing social media analytics, social listening and some basic social network analysis.
You can learn more at: MattKushin.com
My Fall 2018 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class at: https://Mattkushin.com
A beginner’s guide from a social network analysis fan with much to learn.
This handout accompanies slides and a video conference call I participated in about Netlytic and social network analysis basics.
This is the syllabus for my (applied) communication research class for spring 2019. The class is taught to undergraduate communication students at Shepherd University. The class is geared towards students interested in working in public relations, social media and related fields. Learn more about this class and others I teach at: https://mattkushin.com.
This is the full slide deck for my presentation at the 2016 PRSA Educator's Academy Super Saturday in Indianapolis. The presentation looks at how you can use the Slack app to foster class teams on group projects.
You can learn more at Mattkushin.com
My social media syllabus for fall 2017. Class is taught in the Department of Communication at Shepherd University. This semester, we will include Hootsuite Academy, Meltwater, and much more. Students can complete a Facebook Blueprint assignment for extra credit. This syllabus is discussed in depth on my blog: http://mattkushin.com
This is a syllabus for my persuasion and message design course. It looks at theories, concepts and tactics for persuasion.
To learn more about this class and others, go to: mattkushin.com
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
This project was assigned to students in my communication research class. It combines several techniques to offer students a chance to learn a variety of different ways of doing social media analytics, social listening and some basic social network analysis.
You can learn more at: MattKushin.com
My Fall 2018 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class at: https://Mattkushin.com
Syllabus for my Fall 2016 social media class. Learn more about my class at mattkushin.com. A blog post on this class is here: http://mattkushin.com/2016/08/24/social-media-class-overview-fall-2016/
My Fall 2019 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class and read about assignments at: https://Mattkushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
This is an updated version of my social media audit assignment for my university-level social media class. This assignment relies on the use of Keyhole.co social media analytics software. Learn more at: mattkushin.com.
This is a copy of the social media audit assignment I have my students complete. The class is a university level strategic social media class. The students use Meltwater and other software to conduct the assignment.
You can read more about this assignment on my blog, MattKushin.com. Search: "Using Meltwater for a Social Media Audit Assignment in Social Media Class."
This is my syllabus for my Writing Across Platforms class. This class is aimed at undergraduate students studying communication, particularly those interested in careers in public relations, social media, strategic communication, and related fields. It teaches students to construct a variety of promotional writing pieces.
Read more about this and other classes at: https://mattkushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
The Spring 2016 version of my Writing Across Platforms syllabus. This class is taught in the Department of Communication at Shepherd University. Learn more about it at mattkushin.com.
COVID-19 (Coronavirus) Brand Crisis Response Activity: Brands Doing Good in a...Matthew J. Kushin, Ph.D.
An informal group Zoom presentation activity for online students in a Public Relations Principles course. The activity asks students to explore and conduct a compare and contrast how brands are responding during the COVID-19 (coronavirus) crisis.
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
This is an assignment for my PR Principles class at Shepherd University. Students participate in the Ketchum Mindfire Challenges. Learn more about the post at http://mattkushin.com. Search: Ketchum Mindfire.
Facebook News Feed Algorithm: Facebook User AwarenessJakub Ruzicka
Facebook News Feed Algorithm / Facebook User Awareness / Pilot Research
Majority of Facebook users is not aware of the Facebook EdgeRank / News Feed Algorithm (excluding social media managers/specialists).
Facebook users are rather aware of the influence of their their ‘affirmative‘ actions (liking, sharing, commenting befriending, following, subscribing) than the influence of their ‘private‘ interactions with other users (messages, chatting), their ‘private‘ actions (adjusting privacy settings, creating & editing friends lists, sorting Facebook posts) and/or of their ‘negative‘ actions (hiding, reporting & blocking something).
Majority of Facebook users have used at least half of the features affecting their News Feed content shown but more than half of the Facebook users seem to be rather ‘passive‘ consumers of the News Feed content shown (not adjusting it in any way even though they seem to know about some ways of how to do it).
In general, more than half of the users have never reported or blocked anything on Facebook.
People rather subscribe to notifications from a page than from a person.
Majority of Facebook users know about the interest and/or friend list feature but only about 1/3 of them actually use it.
There are still some users (even among University students) who have never adjusted their privacy settings.
It is essential for a business organization to get the customer feedback in order to grow as a company. Business organizations are collecting customer feedback using various methods. But the question is ‘are they efficient and effective?’ In the current context, there is more of a customer oriented market and all the business organizations are competing to achieve customer delight through their products and services. Social Media plays a huge role in one’s life. Customers tend to reveal their true opinion about certain brands on social media rather than giving routine feedback to the producers or sellers. Because of this reason, it is identified that social media can be used as a tool to analyze customer behavior. If relevant data can be gathered from the customers’ social media feeds and if these data are analyzed properly, a clear idea to the companies what customers really think about their brand can be provided.
Syllabus for my Fall 2016 social media class. Learn more about my class at mattkushin.com. A blog post on this class is here: http://mattkushin.com/2016/08/24/social-media-class-overview-fall-2016/
My Fall 2019 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class and read about assignments at: https://Mattkushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
This is an updated version of my social media audit assignment for my university-level social media class. This assignment relies on the use of Keyhole.co social media analytics software. Learn more at: mattkushin.com.
This is a copy of the social media audit assignment I have my students complete. The class is a university level strategic social media class. The students use Meltwater and other software to conduct the assignment.
You can read more about this assignment on my blog, MattKushin.com. Search: "Using Meltwater for a Social Media Audit Assignment in Social Media Class."
This is my syllabus for my Writing Across Platforms class. This class is aimed at undergraduate students studying communication, particularly those interested in careers in public relations, social media, strategic communication, and related fields. It teaches students to construct a variety of promotional writing pieces.
Read more about this and other classes at: https://mattkushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
The Spring 2016 version of my Writing Across Platforms syllabus. This class is taught in the Department of Communication at Shepherd University. Learn more about it at mattkushin.com.
COVID-19 (Coronavirus) Brand Crisis Response Activity: Brands Doing Good in a...Matthew J. Kushin, Ph.D.
An informal group Zoom presentation activity for online students in a Public Relations Principles course. The activity asks students to explore and conduct a compare and contrast how brands are responding during the COVID-19 (coronavirus) crisis.
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
This is an assignment for my PR Principles class at Shepherd University. Students participate in the Ketchum Mindfire Challenges. Learn more about the post at http://mattkushin.com. Search: Ketchum Mindfire.
Facebook News Feed Algorithm: Facebook User AwarenessJakub Ruzicka
Facebook News Feed Algorithm / Facebook User Awareness / Pilot Research
Majority of Facebook users is not aware of the Facebook EdgeRank / News Feed Algorithm (excluding social media managers/specialists).
Facebook users are rather aware of the influence of their their ‘affirmative‘ actions (liking, sharing, commenting befriending, following, subscribing) than the influence of their ‘private‘ interactions with other users (messages, chatting), their ‘private‘ actions (adjusting privacy settings, creating & editing friends lists, sorting Facebook posts) and/or of their ‘negative‘ actions (hiding, reporting & blocking something).
Majority of Facebook users have used at least half of the features affecting their News Feed content shown but more than half of the Facebook users seem to be rather ‘passive‘ consumers of the News Feed content shown (not adjusting it in any way even though they seem to know about some ways of how to do it).
In general, more than half of the users have never reported or blocked anything on Facebook.
People rather subscribe to notifications from a page than from a person.
Majority of Facebook users know about the interest and/or friend list feature but only about 1/3 of them actually use it.
There are still some users (even among University students) who have never adjusted their privacy settings.
It is essential for a business organization to get the customer feedback in order to grow as a company. Business organizations are collecting customer feedback using various methods. But the question is ‘are they efficient and effective?’ In the current context, there is more of a customer oriented market and all the business organizations are competing to achieve customer delight through their products and services. Social Media plays a huge role in one’s life. Customers tend to reveal their true opinion about certain brands on social media rather than giving routine feedback to the producers or sellers. Because of this reason, it is identified that social media can be used as a tool to analyze customer behavior. If relevant data can be gathered from the customers’ social media feeds and if these data are analyzed properly, a clear idea to the companies what customers really think about their brand can be provided.
There are various online networking sites such as Facebook, twitter where students casually discuss their educational
experiences, their opinions, emotions, and concerns about the learning process. Information from such open environment can
give valuable knowledge for opinions, emotions and help the educational organizations to get insight into students’ educational
life. Analysing down such data, on the other hand, can be challenging therefore a qualitative research and significant data
mining process needs to be done. Sentiment classification can be done using NLP (Natural Language Processing). For a social
network that provides micro blogging services such as twitter, the incoming tweets can be classified into News, Opinions,
Events, Deals and private Messages based on authors information available in the tweets. This approach is similar to
Tweetstand, which classifies the tweets into news and non-news. Even for e-commerce applications virtual customer
environments can be created using social networking sites. Since the data is ever growing, using data mining techniques can get
difficult, hence we can use data analysis tools
Social Media Influence Analysis using Data Science TechniquesMuhammad Bilal
The major purpose of this literature search report is to demonstrate the usage of different tactics of data science to investigate impact of social media while considering the interaction between influences and their followers.
In the age of social media communication, it is easy to
modulate the minds of users and also instigate violent
actions being taken by them in some cases. There is a need
to have a system that can analyze the threat level of tweets
from influential users and rank their Twitter handles so
that dangerous tweets can be avoided going public on
Twitter before fact-checking which can hurt the sentiments
of people and can take the shape of violence. The study
aims to analyse and rank twitter users according to their
influential power and extremism of their tweets to help
prevent major protests and violent events. We scraped top
trending topics and fetched tweets using those hashtags.
We propose a custom ranking algorithm which considers
source based and content based features along with a
knowledge graph which generates the score and rank the
twitter users according to the scores. Our aim with this
study is to identify and rank extremist twitter users with
regards to their impact and influence. We use a technique
that takes into consideration both source based and
content-based features of tweets to generate the ranking of
the extremist twitter users having a high impact factor
The proposal was selected from a hundreds of other entrants as a top 10 national finalist in the competition. This marketing research project illuminated potential areas of development through integration of consumer content and brand interactions in B2C marketing during the holiday season.
Teaching Digital and
Social Media Analytics:
Exploring Best Practices and Future
Implications for Public Relations Pedagogy
ABSTRACT
One of the growing areas within public relations is digital and social
media analytics. Teaching the use of analytics to communication
students is not new, but studying what is being taught is almost
non-existent. The public relations research literature has supported
exploring the value of data analysis to gain audience insights, to
measure communication strategies, and to evaluate campaign
efforts. The purpose of this study is to explore the ways in which
faculty are teaching social media analytics. Two content analyses
were conducted to explore trends of digital and social media
analytics training. Authors analyzed related course syllabi and a
Twitter chat on the subject sponsored by the AEJMC PR Division
and PRSA Educators Academy. Findings and future implications
in teaching digital and social media analytics for educators and
public relations practitioners are discussed.
Nowadays social media has become one of the largest gatherings of people in online. There are many ways for the industries to promote their products to the public through advertising. The variety of advertisement is increasing dramatically. Businessmen are so much dependent on the advertisement that significantly it really brought out success in the market and hence practiced by major industries. Thus, companies are trying hard to draw the attention of customers on social networks through online advertisement. One of the most popular social media is Twitter which is popular for short text sharing named ‘Tweet'. People here create their profile with basic information. To ensure the advertisements are shown to relative people, Twitter targets people based on language, gender, interest, follower, device, behaviour, tailored audiences, keyword, and geography targeting. Twitter generates interest sets based on their activities on Twitter. What our framework does is that it determines the topic of interest from a given list of Tweets if it has any. This process is called Entity Intersect Categorizing Value (EICV). Each category topic generates a set of words or phrases related to that topic. An entity set is created from processing tweets by keyword generation and Twitters data using Twitter API. Value of entities is matched with the set of categories. If they cross a threshold value, it results in the category which matched the desired interest category. For smaller amounts of data sizes, the results show that our framework performs with higher accuracy rate.
Nowadays social media has become one of the largest gatherings of people in online. There are many ways for the industries to promote their products to the public through advertising. The variety of advertisement is increasing dramatically. Businessmen are so much dependent on the advertisement that significantly it really brought out success in the market and hence practiced by major industries. Thus, companies are trying hard to draw the attention of customers on social networks through online advertisement. One of the most popular social media is Twitter which is popular for short text sharing named ‘Tweet'. People here create their profile with basic information. To ensure the advertisements are shown to relative people, Twitter targets people based on language, gender, interest, follower, device, behaviour, tailored audiences, keyword, and geography targeting. Twitter generates interest sets based on their activities on Twitter. What our framework does is that it determines the topic of interest from a given list of Tweets if it has any. This process is called Entity Intersect Categorizing Value (EICV). Each category topic generates a set of words or phrases related to that topic. An entity set is created from processing tweets by keyword generation and Twitters data using Twitter API. Value of entities is matched with the set of categories. If they cross a threshold value, it results in the category which matched the desired interest category. For smaller amounts of data sizes, the results show that our framework performs with higher accuracy rate.
DISCOVERING USERS TOPIC OF INTEREST FROM TWEETijcsit
Nowadays social media has become one of the largest gatherings of people in online. There are many ways
for the industries to promote their products to the public through advertising. The variety of advertisement is increasing dramatically. Businessmen are so much dependent on the advertisement that significantly it really brought out success in the market and hence practiced by major industries. Thus, companies are trying hard to draw the attention of customers on social networks through online advertisement. One of the
most popular social media is Twitter which is popular for short text sharing named ‘Tweet'. People here create their profile with basic information. To ensure the advertisements are shown to relative people, Twitter targets people based on language, gender, interest, follower, device, behaviour, tailored audiences,
keyword, and geography targeting. Twitter generates interest sets based on their activities on Twitter. What
our framework does is that it determines the topic of interest from a given list of Tweets if it has any. This
process is called Entity Intersect Categorizing Value (EICV). Each category topic generates a set of words
or phrases related to that topic. An entity set is created from processing tweets by keyword generation and
Twitters data using Twitter API. Value of entities is matched with the set of categories. If they cross a
threshold value, it results in the category which matched the desired interest category. For smaller amounts
of data sizes, the results show that our framework performs with higher accuracy rate.
SOCIAL MEDIA ANALYSIS WITH REFERENCE TO CAMBRIDGE ANALYTICA.pptxvindhiyasaravanan1
notes on social media analysis with reference to Cambridge Analytica. In this case a the users information has been auctioned to the hackers by the social media platform founders. It also deliberately explains the boon and ban on social media scandals. It also emphasis the need of awareness regarding spam operators.
Need Response 1The subcomponent of crowdsourcing ICT platform.docxvannagoforth
Need Response 1:
The subcomponent of crowdsourcing ICT platform technological architecture I would like to discuss is that gives additionally created an examination concerning public text information (for instance blog postings, comments, appraisals, etc.) and setting up this information sources using sentiment mining tools. The Web has changed the way wherein people express their emotions, offering them the capacity to post comments and reviews on business things and express their points of view on a a huge amount of issues in parties, talk get-togethers, visit rooms, long-broaden agreeable correspondence get-togethers and web diaries. This customer passed on the substance has been seen as a tremendous wellspring of business and political information. Notwithstanding, the tremendous the degree of this information and its normal language structure makes it difficult to remove the consistent areas, for instance, the general inclination/assessment (for instance positive, negative or sensible) on the particular subject (for instance a thing/affiliation or another methodology proposition) and the specific issues raised about it by the customers/visitors of these objectives. It is hidden motivation has been to enable firms to research online overviews and comments entered by customers of their things in various review districts, web diaries, social affairs, etc., in order to arrive at general judgments as for whether customers adored the thing or not (supposition assessment), and moreover continuously express finishes concerning features (traits) of the thing that has been commented on insistently or conflictingly (features extraction and examination).
This subcomponent performs three tasks, firstly it classifies the opinion text, a document which includes various declarations like a dialogue or a blog spot conveying a positive, negative or unprejudiced end. This is suggested as the record level evaluation examination. Secondly further focusing on sentence-level which deals with the gathering of a sentence as objective or passionate, it organizes each sentence in such a structure, that atmosphere it is a unique or targets (demonstrating whether it can express the inclination or not). For each sentence that is a conceptual (infers conveying an inclination) further, the portrayal is done as imparting an appositive, negative or unprejudiced supposition. Lastly extracting the most commented features of the commented articles, and for each commented feature further classification of relevant opinion is executed as positive, negative or unprejudiced.
References
Janssen, M., Wimmer, M. A., & Deljoo, A. (Eds.). (2015). Policy practice and digital science: Integrating complex systems, social simulation and public administration in policy research (Vol. 10). Springer
Need response 2:
nformation and communication technology platform has an important role to play in active crowdsourcing. A policy maker of a government agency initiates ...
Similar to Kushin (2018) review of Meltwater, Journal of Public Relations Education, Volume 4, Issue 2, 134-145 (20)
What do Employers Want? What Should
Faculty Teach? A Content Analysis of
Entry-Level Employment Ads
in Public Relations
ABSTRACT
Public relations remains a popular major at the undergraduate level;
faculty want to provide the best educational experience for their
students to help them secure jobs. This research explores entrylevel
employment ads in public relations as a way to understand
what skills employers want and expect new graduates to have. A
content analysis of 199 entry-level employment ads posted to the
Public Relations Society of America Job Center was conducted.
Major findings include the need for graduates to possess not
only hard skills such as writing but also soft skill abilities, such
as time management, deadline orientation, and collaboration. In
addition, it was found that few job ads specifically request that
future employees have a public relations degree. Finally, although
many of the ads that were examined call for a future employee to
have the skills traditionally associated with the technician role, the
authors suggest a new practitioner role has come into existence.
This role, which bridges the technician and manager, is called
the manager’s apprentice, and it requires knowledge of tactics
and writing, as well as familiarity with measurement, social media
strategy, and data collection.
Millennial Learners and Faculty Credibility:
Exploring the Mediating Role of
Out-of-Class Communication
ABSTRACT
Every generation experiences distinct events and develops unique
values. As Millennial learners enter classrooms, they bring with
them new views about education, learning and faculty/student
communication. This study explores the mediating role of out-ofclass
communication (OCC) in relation to the historical dimensions
known to compose faculty credibility. Findings indicate that OCC
has a positive, mediating influence that enhances two of the three
key dimensions of credibility for faculty members: trustworthiness
and perceived caring. In addition, this study suggests that there
is a fourth potential dimension that composes the construct
of faculty credibility in the perspectives of Millennial learners:
sociability, which should be included alongside the three historical
dimensions scholars have used in previous studies.
Journal of Public Relations Education Volume 4, Issue 2, Fall 2018 [complete issue]
Millennial Learners and Faculty Credibility: Exploring the Mediating Role of Out-of-Class Communication by Carolyn Mae Kim
What do Employers Want? What Should Faculty Teach? A Content Analysis of Entry-Level Employment Ads in Public Relations by Brigitta R. Brunner, Kim Zarkin, & Bradford L. Yates
Teaching Digital and Social Media Analytics: Exploring Best Practices and Future Implications for Public Relations Pedagogy by Michele E. Ewing, Carolyn Mae Kim, Emily S. Kinsky, Stefanie Moore, & Karen Freberg
GREAT IDEAS FOR TEACHERS 2018
Teaching Briefs
Building a Social Learning Flock: Using Twitter Chats to Enhance Experiential Learning Across Universities by Amanda J. Weed, Karen Freberg, Emily S. Kinsky, & Amber L. Hutchins
Diagnosing Health Campaigns: A Campaign Evaluation Assignment by Laura E. Willis
Teaching Trolling: Management and Strategy by Leslie Rasmussen
Sparking Creativity Through Purpose-Driven Storytelling by Chris Cooney
Looking in to see out: An Introspective Approach to Teaching Ethics in PR by Regina Luttrell & Jamie Ward
Social Media Campaigns: Strategies for Public Relations and Marketing --Book Review by Matthew J. Kushin
Meltwater Media Intelligence Software--Review by Matthew J. Kushin
"Improving PR Campaigns with a Roll of the Dice: Assuming New Identities to Strengthen Diversity and Inclusion" by Bruhn in Journal of Public Relations Education (JPRE) Vol 4, Issue 1, Spring 2018
"Score! How Collegiate Athletic Departments Are Training Student-Athletes About Effective Social Media Use" by Smith and Watkins in Journal of Public Relations Education, Vol. 4, Issue 1, Spring 2018
ABSTRACT:
The primary responsibility of student-athletes is to represent
their institution on the field, but because of social media, that
role has evolved so that now student-athletes are considered
representatives of the institution to a larger public. As such,
athletic departments have implemented social media policies
and/or training programs to guide student-athletes’ online activity.
Drawing on digital literacy, this study investigates motivations
behind the development of social media policies, how student
athletes are trained about effective social media use, and how
social media policies for student athletes are enforced from the
perspective of the institution. In-depth interviews (N = 17) with
representatives from collegiate athletic departments in the U.S.
revealed social media policies were designed primarily to educate,
rather than punish, and that training about the policy helps reduce social media violations. Theoretical and practical implications of this research are discussed.
"Developing a Blueprint for Social Media Pedagogy: Trials, Tribulations, and Best Practices" by Zhang and Freberg in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Social media research, and particularly social media pedagogy,
has increased substantially as a domain in public relations
research. Yet, along with this increased focus on social media
pedagogy, educators and other higher education professionals
are under pressure from industry, professional communities,
and university administrations to keep their classes updated and
relevant for their students. To better understand the current state
and rising expectations facing educators teaching social media,
we interviewed 31 social media professors to explore the trials and
tribulations of their journey and to identify best practices for social
media as a pedagogical tool. The study also suggests a blueprint
for implementing social media pedagogy in the classroom. Future
implications for both research and practice are discussed.
"Media Relations Instruction and Theory Development: A Relational Dialectical Approach" by Pettigrew in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
There has been almost no research in the area of media relations
instruction in the public relations literature. This study seeks to fill a
gap in theory-building in the area of media relations and examines
the state of media relations instruction in today’s public relations
curriculum through a survey of public relations professors. The
author suggests relational dialectical theory as a way to better
understand the relationship between public relations practitioners
and journalists, and proposes a relational dialectical approach
to theory-building and in teaching media relations in today’s
changing landscape.
"Competition and Public Relations Campaigns: Assessing the Impact of Competition on Quality of Projects, Partners, and Students" by McCollough in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Scholars in public relations pedagogy have provided a strong
body of research on the impact of service learning, community
partnerships (Daugherty, 2003), and applied learning on
campaigns, writing, and production courses common to the public
relations curriculum (Wandel, 2005). Rarely explored, however,
is the impact of competition among student groups within a
public relations course on the quality of campaigns, student
experience, client satisfaction, and achievement of learning
outcomes (Rentner, 2012). This study presents a comparative
analysis of campaign courses that employed competitive and noncompetitive
campaign course models to demonstrate the impact
of incorporating competition within public relations courses.
"Public Relations Ethics, “Alternative Facts,” and Critical Thinking, with a Side of Tuna" by Lambiase in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
Book Review of "Public Relations and the Corporate Persona: The Rise of the Affinitive Organization" by Burton St. John III; review by Christie Kleinmann
Journal of Public Relations Education, Volume 3, Issue 2
2017
JPRE – Volume 3, Issue 2
Research Articles:
Thomasena Shaw, Bridgewater State University
Mind the gap: An exploratory case study analysis of public relations student intern and on-site supervisors’ perceptions of job skills and professional characteristics
Diana C. Sisson, Auburn University
Tara M. Mortensen, University of South Carolina
Educating students for the social, digital & information world: Teaching public relations infographic design
Ming Wang, University of Nebraska-Lincoln
Using crisis simulation to enhance crisis management competencies: The role of presence
Laura E. Willis, Quinnipiac University
A dam(n) failure: Exploring interdisciplinary, cross-course group projects on STEM-Translation In Crisis Communication
GIFT Articles:
Mary E. Brooks and Emily S. Kinsky, West Texas A&M University
Who Will Get Chopped? Mystery Basket PR Challenge
Melissa Adams, North Carolina State University
How Do Social Media Managers “Manage” Social Media? A Social Media Policy Assignment
Tiffany Derville Gallicano, University of North Carolina Charlotte
Math, Message Design and Assessment Data: A Strategic Approach to the Facebook Assignment
Review:
Teddi Joyce, University of South Dakota
Review of Douglas J. Swanson’s “Real world career preparation: A guide to creating a university student-run communications agency”
Published by the Public Relations Division of AEJMC
Chuck Lubbers, Ph.D., Professor
Editor, Journal of Public Relations Education
Media & Journalism
The University of South Dakota
Laura E. Willis, Journal of Public Relations Education, Vol. 3, Issue 2, 110-118
A Dam(n) Failure: Exploring Interdisciplinary, Cross-Course Group Projects on STEM-Translation in Crisis Communication
Abstract
"This exploratory, quasi-experimental study examines whether incorporating an interdisciplinary, cross-course aspect to a group project on the Teton Dam failure in a crisis communication management course would impact public relations students’ ability to translate technical aspects of the crisis for media and public audiences. Results suggest the inclusion of an engineering student as a technical expert negatively impacted project grades and increased student frustration. Possible improvements and lessons for future interdisciplinary, cross-course projects are presented."
Keywords: science communication, STEM translation, cross-course projects, interdisciplinary projects
Diana C. Sisson and Tara M. Moretensen, Journal of Public Relations Education, Vol. 3, Issue 2, 78-95
Educating students for the social, digital and information world: Teaching public relations infographic design
Abstract
"This study employs an exploratory content analysis of current public relations information graphics to examine variables within two concepts pertaining to public relations: transparency and clarity. These two concepts were chosen because they apply to both traditional public relations practice and are also widely taught amongst contemporary infographics design experts. The subjects of the study are nonprofit organizations’ online informational graphics (N = 376) that have been released on Twitter. Findings suggest that nonprofit organizations are not applying traditional public relations principles to their design of online information graphics, demonstrating difficulty in translating these principles to visual design, a skill that is becoming more important. While the study is not intended to generalize, this snapshot of current practice is used to offer improvements in preparing public relations students for communication with information visualizations. This exploration illuminates the need for public relations education geared toward the social, visual, and data-driven environment. To this end, the study uses these findings to develop an initial set of practices for infographic design that can be implemented into current public relations education."
http://aejmc.us/jpre/2017/12/29/educating-studen…fographic-design/
Ming Wang, Journal of Public Relations Education, Vol. 3, Issue 2, 96-109
http://aejmc.us/jpre/2017/12/29/using-crisis-sim…role-of-presence/
Abstract
"Simulation-based training (SBT) is a useful pedagogical tool used in crisis management training. This paper explores the effects of a crisis simulation activity on students’ crisis management competencies. Pre- and post-test surveys indicated that students significantly improved crisis management competencies after the crisis simulation activity. Moreover, presence was found to be positively associated with post-simulation crisis management competencies, suggesting that presence is critical in designing an effective simulation activity."
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
More from AEJMC Journal of Public Relations Education (JPRE) (20)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Overview on Edible Vaccine: Pros & Cons with Mechanism
Kushin (2018) review of Meltwater, Journal of Public Relations Education, Volume 4, Issue 2, 134-145
1. Public Relations Education
Association for Education in Journalism and Mass Communication
Journal of
JPRE
Volume 4, Issue 2, Fall 2018
A publication of the Public Relations Division of AEJMC
ISSN 2573-1742
3. Table of Contents
Research Articles
1-20
21-50 What do Employers Want? What Should Faculty Teach? A
Content Analysis of Entry-Level Employment Ads in Public
Relations
Brigitta R. Brunner, Kim Zarkin, & Bradford L. Yates
51-86 Teaching Digital and Social Media Analytics: Exploring Best
Teaching Briefs
PRD GIFT Winners from AEJMC 2018
87-98 Building a Social Learning Flock: Using Twitter Chats to
Enhance Experiential Learning Across Universities
Amanda J. Weed, Karen Freberg, Emily S. Kinsky,
& Amber L. Hutchins
99-106 Diagnosing Health Campaigns: A Campaign Evaluation
Assignment
Laura E. Willis
4. Teaching Briefs (continued)
PRD GIFT Winners from AEJMC 2018
107-114 Teaching Trolling: Management and Strategy
Leslie Rasmussen
115-122 Sparking Creativity Through Purpose-Driven Storytelling
Chris Cooney
123-127 Looking in to see out: An Introspective Approach to Teaching
Ethics in PR
Regina Luttrell & Jamie Ward
Reviews
128-133 Social Media Campaigns: Strategies for Public Relations and
Marketing
Matthew J. Kushin
134-145 Meltwater Media Intelligence Software
Matthew J. Kushin
5. Meltwater Media Intelligence Software
Review by
Matthew J. Kushin, Shepherd University
Website: https://www.meltwater.com
Cost: Free with Meltwater University Program
Contact: Carol Ann Vance, Director of Talent Acquisition, Americas,
carolann@meltwater.com
Meltwater media intelligence software (https://www.meltwater.
com) is an online software suite that enables subscribers to conduct news
and social media monitoring, as well as build media lists and perform
media outreach (Business.com, 2018). Like many of its competitors, such
as Radian6 and Cision, Meltwater follows the software as a service (SaaS)
model. Users subscribe and log in via their web browser to access the
software package. Users do not need to download any files or software to
use the service. There is also an optional mobile app available in the App
Store and Google Play that enables users to access many of the service
features on their mobile device (“Meltwater Mobile,” n.d., 2018).
The software works by allowing users to search public social
media data from platforms such as Twitter, Instagram, YouTube, and
Facebook, as well as forums, blogs, comments, and product reviews
(Business.com, 2018). Similarly, the software enables users to search
articles from news databases. A search can be used to look back in time
to past social media posts or news articles. Once set up, a search will
collect social media posts or news articles going forward. According to the
Meltwater help center website, news searches go back to the start of 2009,
and social media searches go back a rolling 15 months (Apple, n.d.).
Since January 2017, Meltwater has offered a university program,
which enables faculty and students to get free access to the software to use
in the classroom for educational purposes. Carol Ann Vance oversees the
Journal of Public Relations Education
2018, Vol. 4, No. 2, 134-145
6. Vol. 4(2), 2018 Journal of Public Relations Education 135
university program at Meltwater. Software training was initially provided
through an optional introductory video call with the professor and class;
however, due to the scale of the university program, the company has
moved to a model of making training videos accessible. In addition, online
training is embedded into the help section of the software.
Overview of Meltwater
The Meltwater software is divided into functions via a navigation
menu on the left. The first part of this review focuses on functions related
to the news and social media search features. Following that, additional
supporting features are noted.
Search
Users set up searches for keywords or phrases and provide time
and date parameters. Searches can be for either news or for social media
content. As their titles suggest, news searches enable users to search a real-
time database of news articles across a growing list of more than 300,000
news sources (C. A. Vance, personal communication, May 23, 2018).
Multiple searches can be programmed to run concurrently. Social media
searches enable users to search a variety of social media platforms, as well
as forums, blogs, and product reviews.
A search can be set up by navigating to the “Search” menu item.
A user enters a keyword to begin a search. Once a search is initiated,
additional keywords can be entered. Further, after a few keywords are
entered, a list of related keywords is generated and suggested by the
software. The user has the option of including those keywords in the
search. Similar to searching on other platforms, keywords can take a
variety of forms, including but not limited to a word or phrase of interest;
the name of a person, organization, or entity; a hashtag; or a username.
Users have three options for the types of search they want: (1) all of
these keywords, (2) at least one of these keywords, or (3) none of these
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keywords (see Image 1). These options can be combined in a single
search. Users can also enter search terms using Boolean logic in the
advanced settings. Date parameters and source parameters can be set.
News source parameters include location, source type, reach percentile,
among others. Social media parameters include source type and language.
Image 1
Screenshot of Meltwater’s search tool
Image used with permission from Meltwater.
Once a search is set up or after an existing search is edited, the
user begins to see the results in real time. Searches default to a reverse-
chronological view, with the most recent post at the top. The results can be
sorted by a number of other dimensions, including reach, sentiment, and
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8. Vol. 4(2), 2018 Journal of Public Relations Education 137
geolocation. Each item in the search results is organized into a “content
card,” which contains metadata appropriate to the type of search. For
example, for a news search, metadata information includes publication,
headline, byline, date and time of publication, reach, and sentiment score.
In each content card, the first few lines of text to a news post are shown, as
well as a photograph. Clicking on the article headline takes the user to the
original article in a new browser page. Similarly, users can sort metadata
in social media searches and access the original post by clicking on the
social media profile data associated with search results.
Dashboards
Dashboards are created from existing searches. They can be
accessed by navigating to the “Dashboards” menu item. Therefore, a user
must first set up a search for a topic of interest before creating a dashboard
for that topic. Dashboards are visual representations of data from a search,
and they are organized into interactive widgets (see Image 2). Widgets
are displayed as windows within a dashboard and, as the name suggests,
function to analyze and display information visually. There are a variety of
widgets, including but not limited to widgets that display share of voice,
potential reach, media exposure, sentiment, trending themes, top locations,
top sources, a heat map, and a Google Analytics widget. Each widget
can work with one or more of the following sources: news, social or RSS
feed. Each widget can be interacted with and customized individually,
enabling the user to modify the date range and the search source for that
widget. Further, the location and size of widgets can be changed within
a dashboard. As such, Dashboards serve as the key way to interact and
analyze data in Meltwater.
There are three default dashboards: monitor, benchmark, and
analyze. Additionally, users can set up custom dashboards by picking and
choosing the widgets of their choice. All dashboards can be customized by
adding and removing widgets from the settings in a dashboard. Multiple
dashboards can be programmed to run concurrently, and users can set up
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multiple dashboards for the same search. It is worth noting that data from
dashboards can be downloaded in CSV format for analysis in external
software, such as in Microsoft Excel.
Image 2
Screenshot of the Meltwater Dashboard
Image used with permission from Meltwater.
Influencers
The influencer tool enables students and professors to build
searches for influencers working at news outlets and to build media lists.
Users can search for influencers and their associated news source through
Meltwater, import a list of contacts from a CSV file, or create individual
influencers manually by entering their contact data.
To build a media list using the Meltwater search software, users
start a new search and select whether they are searching for “Contacts”
or “Sources.” Several filters enable users to focus their search on key
parameters, such as beats, source reach, geographic focus, language,
media channel, and others. Once a search is run, the user can select from
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10. Vol. 4(2), 2018 Journal of Public Relations Education 139
the results to see detailed information about the reporter or media outlet
(see Image 3).
Image 3
Screenshot of Influencers Tool in Meltwater
Image used with permission from Meltwater.
Additional Features
In addition to the features above, Meltwater contains several
additional features.
Home
The “Home” menu item is a default view that a user sees when
logging into Meltwater.
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Inbox
The “Inbox” menu item is a place to organize RSS feeds and
searches that a user has programmed.
Tags
Tags are created by users in the “Tags” menu item. They can be
used to classify and thus organize content for easy access later. Articles or
social media posts can be tagged via the search results.
Outputs
The “Outputs” menu item enables users to output, or share,
search content from pre-programmed Meltwater searches to a third party
outside of the Meltwater platform. This may include internal parties such
as direct reports or external parties such as clients or website visitors.
In the classroom context, students could create outputs to share with the
professor or with class clients.
Outputs take one of two forms: 1) newsletters and 2) newsfeeds.
A newsletter allows a user to pull posts from a preprogrammed search
to send via email. The newsletter is organized by sections, which
contain user-selected posts from a search and which can contain
explanatory text that the user can add. Each section can contain data
from a separate preprogrammed search. Once set up, the newsletter can
then be emailed to an email list, which can be imported in CSV format.
The newsfeeds feature enables a user to create a feed of posts from a
single preprogrammed search. A website administrator could then use
the generated RSS or XML to produce a web feed to be hosted on an
organization’s website. These features are not likely to be used in the
learning environment.
PR Insights
This feature is not available through the university program. It
enables users to create custom reports of Meltwater data.
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12. Vol. 4(2), 2018 Journal of Public Relations Education 141
Settings
The “Settings” menu item is where users manage their account
information and customize preferences. Importantly, the settings feature is
also where users can connect Instagram and Google Analytics to pull data
into Meltwater from those services.
Level of Expertise Required for Use
The user should have a working knowledge of social media, social
media analytics, and media relations. The interactive, visual nature of the
software is approachable but can be cumbersome. The available help tools
within the software provide resources, including step-by-step videos, for
professors to learn the software and teach it to students. But, learning to
use the software effectively requires a substantial time investment. Given
that the software can be accessed via a web browser or via the native
apps (Business.com, 2018), it can be readily accessed by professors and
students both on and off campus, irrespective of operating system.
My Experience with the Software
I integrated the Meltwater software in my undergraduate 300-level
social media course in fall 2017. To me, the power of the software is in
its ability to quickly pull historical data from a variety of sources. Unlike
other software that I have used, Meltwater does not require a user to set
up a search ahead of time to begin collecting data for future analysis. This
enabled my class a lot of flexibility in what we were able to search. With
other software, I have had to pre-program searches at the beginning of the
semester and wait several weeks to collect enough data to use for class
projects.
However, there were some hiccups and challenges with using the
software. I will discuss several below.
We began with a brief activity where students set up a few searches
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to monitor social media content related to a well-known health and beauty
brand and its competitors. The purpose of the activity was to familiarize
students with what the software was capable of monitoring on the social
media side. Here, we ran into a few issues where software usability
challenges and user inexperience conspired to create problems. First, when
setting up their searches, students struggled to get creative in generating
the search keywords. Beyond the brand names themselves, I tried to
encourage creativity. For example, I suggested using the brand’s social
media account handles and using various spellings of the brand names
(e.g., with and without an apostrophe in one case). Students also did
not tend to look at the search results to look for false positives. In some
cases, students needed to go back and add keywords to the “None of these
keywords” textbox to refine results. Altogether, students tried to rush this
important process.
Second, some students struggled to follow the instructions to
make the search a social search, accidentally setting up the search as
a news search instead. Students didn’t seem to understand how the
“news” and “social” searches differed, despite having taken the video
training provided in the software as well as my brief lecture in class.
Both the variations in keyword choice in search set up and the mistake of
creating a “news” search instead of a “social” search led to inconsistent
results between students when they analyzed their search result data in a
dashboard. Third, several students stumbled through understanding that
a dashboard was needed in addition to a search to see analytics. They
expressed that they felt that the search should auto-generate a dashboard.
Because there are several different types of dashboards, the differences for
which are not immediately clear, they grew frustrated and confused. These
students did not understand that the search serves to pull in the data, and
can be modified, and that the dashboard provides the output of the data via
the widgets. Fourth, when setting up additional widgets within an existing
dashboard, a user must select which search to pull the data from. Several
students selected the wrong search unknowingly, and were thus believing
they were seeing data for one brand when in fact they were seeing data for
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14. Vol. 4(2), 2018 Journal of Public Relations Education 143
a different brand.
In ways such as those described above, students seemed to struggle
with grasping how to navigate and use the software. Those struggles led
students to believe they were reporting the correct data when in fact they
were not.
Turning now to the data the software provides, there are a few
limitations to be aware of.
First, be aware that the software is a monitoring tool and does not
provide access to analytics of social media accounts. My students also
completed a social media audit assignment and we were only able to use
some features of the Meltwater software. For example, we were unable to
find a way to use the software to explore analytics surrounding a specific
social media account (e.g., a Facebook page and its followers, or audience
demographics). This is likely because this information is not public.
Therefore, for certain assignments, additional tools or client access to
built-in analytics will be needed in the classroom beyond Meltwater.
Second, while the news media influencer tool is great for building
media lists, it was a bit challenging to help students identify social media
influencers via Meltwater. There are a few proxies which can be used to
try and triangulate a search for social media influencers. I had my students
sort searches by reach and by engagement. There is also a dashboard
widget for finding the top posters by volume, as well as a widget for share
of voice. However, a separate tool for identifying influencers in a social
conversation would be a wonderful addition.
Third, in my own experience, I found the widgets a bit
cumbersome to navigate. From a dashboard, one has to click into the
widget by clicking the blue arrow before a widget can be interacted with.
Interaction with the widgets feels a bit one-dimensional. When a data
point – such as a date – is clicked on in a widget, the software displays all
results pertaining to that data point. However, many widgets do not allow
further drilling down. For example, if the widget showed search volume
for a four-month period and I clicked on one day, the widget will not zoom
in on that day and show me a timeline of posts across the hours of that day.
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In this regard, I was not able to see what time of day search volume was at
its highest.
Upon completing our use of the software throughout the semester,
I asked students for verbal feedback about their experience. Some
expressed excitement and a sense of empowerment, others expressed
a sense that they learned a lot, and a few expressed a sense of being
overwhelmed or intimidated. A majority of students said that they wished
I had spent more time in class showing them how to use the software. I
recommend that professors planning to use the software in their classroom
offer ample in-class opportunities for students to learn to set up searches
properly and refine searches through keyword targeting. I also recommend
walking students through the dashboard setup a few times and checking
for understanding and task completion. Look for discrepancies between
students in their results, and help students to reverse engineer how
decisions they made in setting up their search led to those discrepancies.
Conclusion
The Meltwater media intelligence software provides a powerful
software suite for teaching students about news media monitoring, social
media monitoring, and analytics. Meltwater is also a powerful tool for
teaching students key media relations skills, namely identifying relevant
news outlets and reporters and building media lists.
By integrating the Meltwater software into classes in public
relations and social media through activities and assignments (see https://
www.slideshare.net/CarolAnnFunkhouser for examples), professors can
expose students to media intelligence software used by more than 25,000
organizations around the world (O’Malley Greenburg, 2017).
References
Apple, M. (n.d.). Meltwater content: How much data do we store?
Meltwater: Welcome to the help center. Retrieved from https://
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16. Vol. 4(2), 2018 Journal of Public Relations Education 145
Editorial Record: Submitted to the associate editor of reviews on May 30, 2018. First
published online on August 17, 2018.
support.meltwater.com/hc/en-us/articles/115015823988-Meltwater-
Content-How-much-data-do-we-store-
Business.com. (2018, July 12). Meltwater review. Retrieved from https://
www.business.com/reviews/meltwater/
Meltwater mobile. (n.d.). App store. Retrieved from https://itunes.apple.
com/us/app/meltwater-mobile/id959583041?mt=8
Meltwater mobile. (2018, July 9). Google Play. Retrieved from https://
play.google.com/store/apps/details?id=com.meltwater.mobile
O’Malley Greenburg, Z. (2017, May 23). Google slayer: Meet Meltwater,
the company that conquered Google Alerts. Forbes. Retrieved from
https://www.forbes.com/sites/zackomalleygreenburg/2017/05/23/
google-slayer-meet-meltwater-the-company-that-conquered-
google-alerts/#221215216422