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This paper seeks to propose a methodological tool for arts marketing, arguing that traditional approaches are not as effective as the newly developed visibility/involvement model in assessing the quality of a cultural organization's marketing strategy.

The innovative model evaluates art galleries' promotion materials combining their local, visual, and textual dimensions of meaning, drawing on three different theoretical and methodological areas of thought: critical discourse analysis, systemic functional analysis, and mediated discourse analysis.

The visibility involvement model can be applied by cultural organizations to discern their key audience, and thus, their communicative focus. It is also the foundation of practical recommendations to enhance a gallery's marketing strategy to either deepen or broaden their audience.

While the paper investigates the predominant meaning dimension of different groups of promotional materials, it does not investigate all relevant dimensions. Although, the proposed model provides insights into the quality of the art galleries' marketing activities, it only provides a rather vague distinction between the degrees of visibility and required involvement. This paper does also not account for the usability of the model for organizations outside the cultural sector.

The innovation of the newly developed model lies in the combination of these dimensions coming from three theoretical and methodological areas of thought: mediated discourse analysis, systemic functional analysis, and critical discourse analysis.

To reflect what a teacher’s inner voice mediated by a video observation and discussion revealed about the process of change in literacy practices.

Nexus Analysis (NA) (Scollon & Scollon, 2004) was used in studying the teacher’s self-reflective dialogue for identifying the teacher’s (the first author) ways of being in the nexus of old and new literacy practices – in the process of change in the context of literacy practices. These ways of being were reflected on further in the study in the collaboration with the other authors.

The teacher’s ways of being balanced between “not knowing” and “knowing” connected both personal and professional aspects of learning.

Inner states of professional learning processes imply that both personal and professional support is needed in educational changes, such as the change in literacy practices. Video observations and discussion should thus not only concentrate on practical or theoretical issues of professional learning, but on promoting and offering safe spaces for reflection on subjective learning experiences.

The purpose of this paper is to examine the role played by the visual arts in expressing and shaping the nation brand. In doing so, it establishes the centrality of visual discourse in nation branding; illustrating that discursive strategies can directly alter the nation brand’s perception.

This single case study drawing on in-depth interviews, field observation and secondary/historical material, applies mediated discourse analysis and critical discourse analysis to capture a transitional period in the cultural policies and nation branding rhetoric across a time frame of 60 years.

This study establishes the visual arts as a significant carrier of meaning, thus reflecting changes in the national discourse. This analysis illustrates that publicly supported visual arts can articulate policy aspirations and provide insight into the power of competing national discourse which co-exists, thereby shaping the internal and external nation brand.

The study focuses on the visual arts and the context of Venezuela. Future research could expand this to look at the visual arts in other national or regional contexts.

The paper establishes visual art as central to expressing national identity and policy, and a tool for examination of national identity and policy. More broadly, the paper establishes public support for the (visual) arts as central to nation-branding projects providing insight for those engaged in such campaigns to prioritize arts funding.

The authors’ study indicates the marketing relevance of visualization of the nation through the arts and establishes the visual arts as a central tenant of the nation brand.

This paper aims to contribute to the augmenting literature on consumer brand engagement (CBE) in social media brand communities (SMBCs) by offering the model of the depth of brand engagement funnel (DOBEF). The model is intended to complement the multi-dimensional conceptualization of CBE in the extant consumer behaviour literature and to critically address some of its foundational tenets.

A computer-mediated discourse analytic (CMDA) approach is adopted while using a mixed methods research design whereby qualitative data are quantified with a view to enhancing the robustness of the interpretive procedure. The data comprise 170 UGC posts stemming from three fast-moving consumer goods brands’ SMBC threads. Additionally, a netnographic approach is adopted in data collection, while data analysis/synthesis proceeds with the application of the laddering technique with the aid of the computer-aided qualitative discourse analytic CAQDAS software atlas.ti.

The bulk of user-generated content (UGC) in the scrutinized brand initiated thematic threads were found to be relevant, albeit negatively valenced or lacking in relevance altogether. This behavioural response pattern to brand initiated themes poses significant constraints to the level and quality of CBE. Multi-dimensional engagement across the DOBEF’s strata was found to be scarce, while engagement diminishes gravely as the upper layers of the model are reached.

By conducting analyses on coded data alongside DOBEF’s strata, rather than treating consumer comments as raw data, the narrowing down of the semantic focus of posted comments in a thread-specific fashion is enabled, thus meeting the narrow contextualization criterion that is lacking from various studies in the extant literature.

By shifting focus in identifying CBE levels in SMBCs from attitudinal/behavioural antecedents/outcomes towards the content of the interaction, a nuanced perspective is offered as regards the depth of interaction, while addressing posted comments not only in terms of valencing, but even more importantly of valorization.

By attending closely to incidents of negative brand engagement, and by dimensionalizing engagement along the funnel’s strata, a more nuanced understanding of territories where brand communities contribute to the dilution, rather than the enhancement of brand equity was obtained.

This is the first paper that discusses engagement on the grounds of deeply-laden consumer axiologies and the degree to which these are congruent with specific brand initiated thematic threads in SMBCs. It is anticipated that the discourse analytic (DA) approach that is adopted here will instigate further research that attends to UGC in a small-data, highly context-specific, rather than a big-data vein.

This study/paper aims to explore civic participation within multimodal expression. With the rise of content produced and circulated within participatory cultures online, there has been much attention raised regarding questions of audience and attention to this content. For example, does production of media content constitute having a voice if no one is paying attention?

Using multimodal analysis and mediated discourse analysis, this study examines adolescents’ school-based media production and use of multimodal ensembles to recruit and maintain audience attention to specific content in their radio and video documentaries.

Research findings reveal deliberate attempts to connect with audience needs when creating media as well as exploration of emerging civic identities.

Questions for how researchers in literacy and learning can further investigate and articulate civic engagement and advocacy are suggested.

Implications for how teachers can use multimodality to create spaces for civic engagement are provided.

This study is original in that few studies have applied the concepts of participatory politics to media products and process conducted in school settings. This study begins to test the utility of these constructs.

The purpose of this paper is to report on a research project, using intervention research (IR), which aims to identify how a higher education institution could develop process improvement (PI) capability.

The paper adopts a practice perspectives of routines, and classifies and catalogues the potential routines that could form PI capability. The development of these routines are investigated using the constructive research approach, a form of IR), in the action research mode. Within this approach, the methodology of mediated discourse analysis was employed to trace the empirical trajectory of the routine development, in a student management office within the context of an improvement project by the institutions PI unit.

Of relative significance is the implication that there is a small group of initialising PI practices which are accessible to practitioners, in contrast to a large set of critical success factors. Second, these PI practices transcend particular methodologies, meaning their development can be incorporated into customised, contextualised methodologies, by individual organisations.

The set of PI practices identified are able to be enacted by practitioners and are not dependent on macro-management factors. Second they are relatively simple to understand and are not associated with any particular improvement fad or fashion.

The study contributes to the appreciation of PI in higher education as a capability, and outlines the potential array of routines that could constitute that capability. It provides a theoretical view on how key PI routines are developed in an organisational field, and a more nuanced and richer view of “process mapping” and its effect on other PI practices.

The purpose of this paper is to explore how preservice teacher’s beliefs change over time in a literacy methods elementary licensure course that encourages critical literacy and connects learning. The authors were interested in the interplay among identity, agency and structure within this process and how this connected with other literature on teacher beliefs and technology use.

Utilizing data from a larger ethnographic study and mediated discourse analysis (Scollon and Scollon, 2004), this paper follows preservice teacher’s use of digital tools and beliefs about using digital tools in the classroom over a semester-long hybrid course.

Findings show changes in preservice teacher’s beliefs about technology use, interest-driven learning and her own agency. These changes were influenced by the framework of the course and course practices.

This research study offers practical ways to support preservice teachers’ implementation of digital tools with an emphasis on equity. Ultimately, preservice teachers’ experience shapes the opportunities students have with digital tools in schools.

Recognizing the competing discourses and pressures preservice teachers’ experience, the results of this study offer tools to support preservice teachers’ agency through the implementation of connected learning principles and critical literacy theories in preservice education courses, leading to the potential to expand equity in school settings.

While there is research around connected learning in classrooms, there is limited research on a connected learning framework in preservice education programs. Additionally, this paper brings a new perspective on how pairing an emphasis of equity to a connected learning framework supports teachers’ implementation of digital tools.