Professional Documents
Culture Documents
DRUŠTVENO-OBRAZOVNE PROMENE 2
Prof.dr Dubravka Valić Nedeljković
Doc.dr Vladimir Barović
UNIVERZITET U NOVOM SADU
FILOZOFSKI FAKULTET
ODSEK ZA MEDIJSKE STUDIJE
Za izdavača
prof.dr Ivana Živančević Sekeruš
Urednici
Prof.dr Dubravka Valić Nedeljković
Doc.dr Vladimir Barović
Redakcija
Prof.dr Marko Milosavljević, Univerzitet u Ljubljani, Slovenija
Dr Bertalan Pusztai, Univerzitet u Segedinu, Mađarska
Dr Dejan Donev, Univerzitet sv. Ćirila I Metodija, Makedonija
Doc.dr Dejan Pralica, Univerzitet u Novom Sadu, Srbija
Dr Ioana Vid, West Universit of Temisoara, Rumunija
Dr Jan Litavski, Centar za evroatlaske studije
Mr Zlatomir Gajić, Univerzitet u Novom Sadu, Srbija
Mr Jelena Kleut, Univerzitet u Novom Sadu, Srbija
Ivana Simoljević Jokić, mast.spec., Univerzitet u Novom Sadu, Srbija
Recezenti
Doc.dr Lejla Turčilo, Univerzitet u Sarajevu, Fakultet političkih nauka
Doc.dr Nataša Ružić, Univerzitet u Podgorici, Fakultet političkih nauka
Prof.dr Svetozar Dunđerski, Univerzitet u Novom Sadu, Filozofski fakultet
Lektura
Dragana Prodanović
Prevod
Ana Halas
КИ Ф
ФС А
ФИЛОЗО
КУ
Л ТЕ Т
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
UVODNIK
Drugu grupu radova u okviru ove prve teme čine oni koji se bave medijskm politikom
šire posmatano u različitim oblastima. Tako se Belma Buljubašić sa Filozofskog fakulteta
Univerziteta u Sarajevu bavi medijskom industrijom i odgovara na ključno pitanje znamo li
ko su vlasnici medija u Srbiji Bosni i Hercegovini i Hrvatskoj? Grupa autora okupljena oko
Ljiljana Ljiljane Bulatović, sa Fakultet za menadžment, Sremski Karlovci otvorili su veoma
značajnu temu Javnog servisa Vojvodine koji se zajedno sa nacionlnim javnim servisom
susreće sa izazovom digitalizacije. Ova tema je bitna i zbog toga što rezultate istraživanja
može da koristi menadžment javnog servisa Vojvodine, koji je ujedno i partner na projketu
Digitalne medijske tehnologije i društveno-obrazovne promene. Upravo istražujući u okviru
navedenog projekta Dejana Paralicu, sa Filozofskog fakulteta Univerziteta u Novom Sadu,
Srbija intersovalo je kako Utiče digitalizacija medija na kvalitet informisanja. Brankica
Drašković je analizirala selekciju TV vesti. Rezultati analize pokazuju da su u posmatranim
televizijskim vestima najzasupljeniji oni informativni faktori koji su diktirani karakteristi-
kama događaja, a da procena ukupne vrednosti događaja zavisi od pojedinačne uredničke
interpretacije društvene stvarnosti. Dok je Vladislava Gordić Petković u fokus analize
1 U ovom interdisciplinarnom projektu čiji je nosilac Odsek za medijske studije Filozofskog fakulte-
ta Univerziteta u Novom Sadu učestvuje šest visokoškolskih ustanova i javni servis Vojvodine.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
stvaila moderni žanrovski izraz koji je omogućen novim medijskim digitalnim tehnologi-
jama – bloging, i razmatrala ga u kontekstu roda.Vladimir Barović sa Filozofskog fakulteta
Univerziteta u Novom Sadu, Srbija, u radu Istorija tabloida u srpskoj žurnalistici i ličnost
Krste Cicvarića, ukazuje na rane primere senzacionalističke štampe u Srbiji.
Treća grupa radova u okviru ovog poglavlja Zbornika fokusira se na medije i obrazova-
nje i time su se bavile Ana Lakatoš i Maja Vojinović Tomašević sa Fakultet za menadžment,
Sremski Karlovci u radu Metode u obrazovanju: multimedija. Marijana Kosanović, Jelena
Đermanov i Tamara Borovica, sa Filozofskog fakulteta Univerziteta u Novom Sadu odabra-
le su novu generaciju „digitalnih urođenika“ kao obrazovnu ciljnu grupu i zadovoljavanje
njihovih interesovanju u učenju tako što će se uvesti njima i novim tehnologijama primereni
pedagoški obrasci - Learning and teaching the net-generation according to innovative
pedagogical concept of improvisation.
Medijima kao takvim, ali sa stanovišta evropske etike profesije, bavio se Dejan Donev
sa Univerziteta “Sveti Ćirilo i Metodije” u Skoplju, Makedonija, u teorijskom promišljanju
teme The european construct, its ethical values and the media reality.
I na kraju ovog poglavlja Vuk Kešelj i Milica Tešić u radu Digitization in advertising:
the extent to which it is used on websites of serbian newspapers predstavili su kako
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Već i ovaj najkraći mogući uvid u sadržaj istraživačkih napora autora radova koje do-
nosi IV Zbornik Digitalne medijske tehnologije i društveno-obrazovne promene 2 ukazuje
na svu raznovrsnost medijske sfere SEE i komunikativnih praksi modernog doba čime će
se izdavač IV knjige edicije Medijska istraživanja, Odsek za medijske studije Filozofskog
fakulteta Univerziteta u Novom Sadu, baviti i naredne dve godine u okviru interdiscipli-
narnog projekta III 47020 koji finansira Ministarstvo prosvete, nauke i tehnološkog razvoja
Republike Srbije.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
EDITOR’S PREFACE
Digital Media Technologies and Socio-Educational Changes 2 is the fourth book of pro-
ceedings in the edition Media Research published by the Department of Media Studies at
the Faculty of Philosophy, University of Novi Sad. It sets forth research papers presented
to the academic public at the international conference Bridges of Media Education held
in September 2012. The conference was organized within the school of media discourse
analysis with the same name, which is held in the early autumn. The conference as well as
the book of proceedings has two basic topics, which are classified into individual chapters.
The first chapter contains papers from the field of Theoretical and Methodological
Approaches in Media Studies. It includes papers written during the second research year
(2012)
of the project Digital Media Technologies and Socio-Educational Changes (III 47020)2
financed by the Ministry of Education, Science and Technological Development of the Re-
public of Serbia. There are also papers by researchers from the Balkan region on the same
topic representing an additional challenge and an opportunity for a comparative analysis and
a discussion of the obtained results. Papers focused on education in new digital technologies
are also included in this chapter.
The second group of papers within the first topic includes the ones on media politics
viewed from a broader perspective in different fields. Thus, Belma Buljubašić, Faculty of
Philosophy, University of Sarajevo deals with the topic of media industry and answers the
key question “Do we know who the owners of media in Serbia, Bosnia and Herzegovina
and Croatia are?“. A group of authors, with Ljiljana Bulatović, Faculty of Management in
Sremski Karlovci as the first author, has raised a significant topic of the Public Media Service
of Vojvodina which is, together with Serbian National Public Media Service, faced with the
challenge of digitization. This topic is also important since the research results can be used
by the management board of the Public Media Service of Vojvodina which is a partner on the
project Digital Media Technologies and Socio-Educational Changes. While doing research
within the given project, Dejan Pralica, Faculty of Philosophy, University of Novi Sad was
interested in the way in which Media Digitization Influences the Quality of Informing.
2 Six higher education institutions and the Public Service of Vojvodina participate in this inter-
disciplinary project whose leader is the Department of Media Studies at the Faculty of Philosophy,
University of Novi Sad.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Brankica Drašković analyzed a selection of TV news. The analysis results show that in the
observed TV news, predominant informative factors are the ones dictated by characteristics
of events, while the estimation of an event’s total value depends on an individual editor’s
interpretation of social reality. Vladislava Gordić Petković placed the focus of her analysis
on a modern genre expression enabled by new digital media technologies – blogging and
examined it in the context of gender. Vladimir Barović, Faculty of Philosophy, University of
Novi Sad points to early examples of sensationalist press in Serbia in the paper History of
Tabloids in Serbian Journalism and the Personality of Krsta Cicvarić.
The third group of papers within this chapter of the book of proceedings places a focus
on media and education. This topic was considered by Ana Lakatoš and Maja Vojinović
Tomašević, Faculty of Management in Sremski Karlovci in their paper Methods in Educa-
tion: Multimedia. Marijana Kosanović, Jelena Đermanov and Tamara Borovica, Faculty
of Philosophy, University of Novi Sad addressed the topic of a new generation of “digital
natives“ as an educational target group and satisfying their interests in learning by introdu-
cing appropriate pedagogical patterns to these learners and new technologies - Learning
and Teaching the Net-Generation according to Innovative Pedagogical Concept of
Improvisation.
The second chapter of the book of proceedings is dedicated to papers from the field of
Presenting EU in Media as well as similar fields from the sphere of public communication,
such as PR, advertising etc. Apart from the papers written by affirmed researchers, this
chapter includes students’ papers as well since the mission of Bridges of Media Education,
among other things, is to encourage young scientists in the SEE region.
Dejan Donev, University of Saint Cyril and Methodius in Skopje, Macedonia examined
the media from the standpoint of European profession ethics in his theoretical considerations
in the paper The European Construct, its Ethical Values and the Media Reality.
Similar topics from the field of public communication were addressed by Hrvoje
Jakopović, Faculty of Political Siences, University of Zagreb, who set forth theories and
methods in the evaluation of public relations, as well as by Ioana Vid, West University in
Timisoara, Romania, who examined theories of advertsing in her paper. Anna Kalúsová and
Jaroslav Světlík, Faculty of Mass Media, PanEuropen University in Bratislava, Slovakia,
focused on a field that is a new one in this area, branding their own country as a means
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
At the end of this chapter, Vuk Kešelj and Milica Tešić, in their paper Digitization in Ad-
vertising: the Extent to which it is Used on Websites of Serbian Newspapers, presented
internet advertising in the past and present and on the basis of this concluded that adverti-
sements on the analyzed domestic websites are not modern and do not follow world trends.
This briefest possible insight into the contents of research endeavors made by authors of
these papers provided by the book of proceedings Digital Media Technologies and Socio-
Educational Changes 2 indicates the variety of the media sphere in SEE and communicative
practices in the modern age. The publisher of the 4th book in the edition Media Research,
the Department of Media Studies at the Faculty of Philosophy, University of Novi Sad will
be dealing with this issue in the next two years within the interdisciplinary project III 47020
financed by the Ministry of Education, Science and Technological Development of the Re-
public of Serbia.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
SAŽETAK
Ključne reči: mediji, medijsko vlasništvo, medijske korporacije, politički akteri, vjero-
dostojnost medijskih sadržaja, nezavisno novinarsto, politički akteri
UVOD
Tekst se bavi promjenama u medijima koje su počele devedesetih godina prošlog stoljeća,
te njihovom refleksijom na tri države bivše Jugoslavije: Hrvatsku, Srbiju i Bosnu i Hercego-
vinu. Padom komunizma u ovim državama došlo je do promjena u samom funkcionisanju
medija, te je državni monopol nad medijima zamijenjen velikim brojem medija koji su u
vlasništvu ili korporacija (Hrvatska i djelimično Srbija) ili pojedinih moćnika koji kontrolišu
medijsko tržište (Bosna i Hercegovina). Prije uvida u medijsko vlasništvo vodećih medija u
tri balkanske države, potrebno se nakratko osvrnuti na medijsku situaciju u svijetu, odnosno
na najmoćnije medijske aktere koji kreiraju globalnu medijsku scenu. Problem vlasništva
nad medijima otvara i pitanja kvaliteta medijskih sadržaja, kao i vjerodostojnosti medija.
Da li medijska publika dobiva kvalitetne informacije ili je medijski sadržaj selektovan te
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
publika dobija samo ono što je u interesu vlasnika? Pitanje vlasništva medija pokreće i niz
pitanja koja se tiču odnosa medija i politike, kao i nezavisnog novinarstva koje je svakim
danom sve više pod znakom pitanja.
Pitanje vlasništva nad medijima nameće se kao jedna od primarnih determinanti me-
dijskog sadržaja. To saznanje uveliko doprinosi analizi medijskih sadržaja, stilu novinarskih
sadržaja, ali i iščitavanju između novinskih redaka što nekada postaje i jedini način da inter-
pretiramo medijsku vijest.
Pravi vlasnici medija su nekada skriveni i teško je doći do njihovih imena. To utječe na
slabljenje osnovih funkcija novinarstva, te se mediji sve više tretiraju kao veoma unosan
biznis, a sve manje kao sistemi javnog informisanja čija je svrha da informiše, obrazuje
i zabavi publiku. Informacije koje dobivamo u medijima često su nepotpune ili stavljene
u određeni kontekst koji ide u prilog vlasniku medija, edukativnih sadržaja evidentno ne-
dostaje, a zabava je bazirana na popularnim programima kao što su razni reality show-i,
maratonske sapunice, i sl.
Vlasništvo nad medijima uveliko utječe i na pad standarda novinarske profesije, prven-
stveno novinarske etike, nestanak nezavisnog novinarstva i erozije cjelokupne profesije. U
ovakvim uslovima mediji nam nude iskrivljene i pristrasne informacije, novinari postaju
radna snaga oslobođena svakog intelektualnog stvaralaštva i njihov jedini zadatak je da rade
za interese vlasnika medija. Urednici medija nisu ti koji uređuju vijesti i medijske sadrža-
je, stvarni urednici su zapravo vlasnici medijskih kuća. Ti sadržaji uglavnom se kreiraju u
ovisnosti od vlasnikovih interesa, te su medijski konzumenti često uskraćeni za potpunu i ko-
rektnu medijsku informaciju, što svakako dovodi pod znak pitanja medijsku vjerodostojnost,
pa dio medijske publike to dožiljava kao obmanu. Određeni dio publike još uvijek prihvata
medijske vijesti u potpunosti, te na taj način biva izmanipulisan, što je i te kako korisno za
vlasnike medija koji su uglavnom ili dio političke elite ili su u bliskoj vezi sa elitama. „Ako
je vlasništvo izvor medijske moći, slijedi da novinare obvezuju interes i patronat njihovih
vlasnika... No, ako su vlasnici samo jedan od mnogih izvora utjecaja kojemu su podvrgnuti
urednici i novinari, treba pogledati postoje li i druga ograničenja njihove slobode i neo-
visnosti“ (Street 2003:124). To se prevashodno odnosi na političke stranke i političke aktere.
Pored ovih šest medijskih konglomerata, globalnom medijskom sistemu možemo dodati
još tri moćne medijske korporacije: “Sony”, “Vivendi” i NBC.3
ment-novinarstvo-etika/mediji-u-raljama-profita)
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
1. inokosno (samostalno) preduzeće (kontrolu drži jedan vlasnik ili grupa akcionara)4;
2. horizontalna integracija ili lanac jeste grupacija srodnih kompanija koje međusobno
dijele resurse i time postižu značajnu uštedu;
3. vertikalna integracija je povezivanje kompanija istog vlasnika koje se međusobno
snadbijevaju između sebe;
4. unakrsno vlasništvo nad medijima je bliže horizontalnim nego vertikalnim integraci-
jama i podrazumijeva kompanije koje na određenom tržištu posjeduju više od jedne
medijske kompanije i
5. konglomerat podrazumijeva kombinaciju lančanih vezivanja i obično uključuje i
horizintalne i vertikalne integracije, i nekad kompanije unakrsnog vlasništva nad me-
dijima koja djeluju na različitim tržištima; postoje dvije vrste konglomerata: medijski i
nemedijski.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Televizija OBN je do 2011. godine bila u vlasništvu hrvatskog tajkuna Ivana Ćalete,
nekadašnjeg vlasnika hrvatske Nove TV. U augustu 2011, američka kompanija „Chellome-
dia“ kupila je 40% dionica ove televizije. Preama izvještavanju medija, za ovu televizijsku
kuću bila je zainteresovana „Central European Media Enterprises“ (CME) koja je vlasnik i
hrvatske Nove TV, međutim pregovori su, navodno, propali zbog visoke cijene. „Chellome-
dia“ proizvodi i distribuira 66 televizijskih kanala od kojih je 50 u stopostotnom vlasništvu
ove kompanije.
U junu 2012. godine, Radončić u intervjuu koji je dao agenciji Anadolija najavljivao da
će prodati Dnevni avaz nekoj od svjetskih medijskih korporacija. “On je posebno istakao
zainteresiranost njemačkog medijskog giganta WAZ, austrijske medijske grupe ’Styria’,
nekoliko turskih medijskih kompanija, te domaćih investitora”.5
Uprkos najavama, mediji su nas obavijestili da je Radončič 6. jula 2012. „Avaz roto press
d.o.o.“ u čijem su vlasništvu Dnevni avaz i „Avaz d.o.o.“ prodao svojoj bivšoj ženi. Ova
informacija ostavila je mnogo prostora za špekulaciju da li je prodaja stvarna ili se radi samo o
“ušminkanom” prenosu imovine, jer Radončić odavno pretendira na mjesto državnog ministra
sigurnosti, te bi predstavljalo sukob interesa da je Dnevni avaz ostao u njegovom vlasništvu.
5
(prema: http://balkans.aljazeera.net/makale/radoncic-prodajem-avaz-i-postajem-ministar)
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Vlasnik dvaju dnevnih listova koja izlaze u Republici Srpskoj Nezavisne novine i Glas
Srpske je Željko Kopanja kojeg mediji često povezuju sa predsjednikom Republike Srpske
Miloradom Dodikom, koji uživa ugled u Kopanjinim medijskim izdanjima i koji utječe
na kreiranje medijskih sadržaja Kopanjinih medija. Zanimljiv je i podatak da je glavna i
odgovorna urednica Nezavisnih novina Borjana Radmanović -Petrović, kćerka srpskog
člana Predsjedništva BiH Nebojše Radmanović koji je član Dodikovog Saveza nezavisnih
socijaldemokrata.
Prema podacima iz 2007. godine dva printana medija Blic i 24 sata nalazila su se u
potpunom vlasništvu multinacionalne kompanije „Ringiera“ iz Švicarske. Što se tiče tele-
vizijskih stanica samo je “jedna TV stanica pretežnim delom pod upravom stranog kapitala
(Fox TV je zapravo u vlasništvu News Corporation, ali je zbog zakonske klauzule vlasništvo
pravno-formalno svedeno na manje od 50 odsto)”.7 Ova dva printana medija sada su u vlas-
ništvu medijske grupacije „Ringier Axel Springera“ Srbije čiji su osnivači švicarski „Ringier
AG“ i njemački „Axel Springer AG“, te imaju po 50% akcija u kompaniji „Ringier Axel
Springer Media AG“, koja također posluje i u Češkoj, Slovačkoj i Poljskoj. U vlasništvu
6
prema: Ko kontroliše medije u Srbiji: http://www.slobodnaevropa.org/content/misteriozni_vlas-
nici_srbijanskih_medija/24382433.html
7
(prema: http://www.cins.org.rs/?p=433)
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
ove kompanije nalaze se i Alo, Blic žena, Puls, NIN i Auto Bild , te su ova printana izdan-
ja među najtiražnijima na području Srbije, uz nekoliko internet portal (Blic.rs, Pulsonline.
rs i Zena.rs). Najstariji dnevni list u Srbiji Politika je prema podacima iz 2007. godine bio
u pedesetpostotnom vlasništvu njemačke kompanije WAZ dok je druga polovina pripadala
državnim strukturama, a novosadski list Dnevnik bio je u većinskom vlasništvu njemačkog
WAZ-a (55%, dok je 45% pripadalo državnim strukturama).
WAZ se 2010. godine povukao iz Srbije “2010. godina označila je preokret u ovom
kontekstu, jer se WAZ, suočen sa dugovima i lošom reputacijom u ovoj zemlji, odlučio da
se povuče iz Srbije. Neki analitičari su u ovom kratkom ‘izletu’ WAZ-a u Srbiji vidjeli samo
jedan od načina pranja novca od strane ove korporacije” (Turčilo 2011: 74).
WAZ je prema navodima medija svoje dionice prodao „East Media Group“ iz Rusije.
(vidjeti: http://www.index.hr/vijesti/clanak/beogradska-politika-ima-novog-vlasnika-waz-
prodao-dionice-misterioznoj-firmi-iz-moskve/626392.aspx).
Za srbijanske medije često se vežu političari i visoki funkcioneri, tako da su list Press do-
vodili u vezu sa srbijanski tajkunom Miroslavom Miškovićem i gradonačelnikom Beograda
Draganom Đilasom, dok je vlasnik Kurira Aleksandar Rodić, sin Radisava Rodića koji je
i osnovao Kurir. “Radisava Rodića priveli su 28. oktobra 2009. pripadnici SBPOK-a zbog
sumnje da je izvršio krivično delo utaje poreza, oštetivši budžet države za više od 203 milio-
na dinara. Pre toga je poreska policija ušla u sedište Kurira, a na ulazima u zgradu stražarili
su policajci – 142 dana” (prema: http://www.vreme.com/cms/view.php?id=1026324).
Osim Pink TV, Mitrović posjeduje i dio vlasništva u TV Avali. Drugi vlasnik u TV Avali
je Danko Đunić, a 49% vlasništva je u rukama RTL grupe iz Njemačke.
Za razliku od Srbije i naročito Bosne i Hercegovine, Hrvatska je već duže vrijeme za-
nimljivo tržište za medijske korporacije. „Europa Press Holding“ čiji je osnivač i vlasnik
Ninoslav Pavić vodeća je medijska kompanija u jugoistočnoj Evropi, a njemački WAZ
je suvlasnik EPH. U vlasništvu EPH i WAZ-a su najčitaniji dnevni listovi u Hrvatskoj:
Jutarnji list i Slobodna Dalmacija, sedmični magazin Globus, magazini Gloria i Mila, ta-
bloid Arena, te Playboy i Auto-klub. Kao što je već rečeno, Jutarnji list je veoma čitan i
u Bosni i Hercegovini, a magazin Gloria je, prema pokazateljima, u jednom periodu bio
najčitaniji lifestyle magazin u Bosni i Hercegovini. Dnevni listovi Večernji list i 24 sata
su u vlasništvu austrijske „Styrije“. Kada je riječ o televizijskim stanicama, kao što je već
http://www.mib.ba/
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
naglašeno, stopostotni vlasnik Nove TV je Central European Media, dok je vlasnik RTL-a
Hrvatske njemački RTL. Ninoslav Pavić jedan je od najbogatijih ljudi u Hrvatskoj i zasigur-
no i najveći medijski magnat, ne samo u Hrvatskoj već i u regiji. Godine 2003, pod Pavićev
automobil postavljena je i aktivirana bomba, što su novinari njegovih izdanja iskoristili da
od svog vlasnika naprave žrtvu koji je napadnut zbog borbe za nezavisno i slobodno novi-
narsto. Bivši novinar Večernjeg lista, Jerko Bakotin9 je stanje u hrvatskim medijima ocijenio
katastrofalnim, te citirao novinara Večernjeg lista Stojana de Prata koji je naglasio da se
sadržaji dva najveća dnevna lista u Hrvatskoj Jutarnji list i Večernji list uglavnom sastoje od
„infotainmenta“, manipulacija povezanih s političkim, ekonomskim i drugim ciljevima vlas-
nika te površnog informiranja, a privid objektivnosti daju kolumnisti te jedan dio novinara
koji uspijevaju pošteno raditi svoj posao. Bakotin je dodao da i izdanja „Styrije“, naročito
Večernji list, nerijetko znaju skrenuti u nešto što bi se moglo okrstiti jedino primitivizmom
i klerofašizmom.
U svom tekstu Bakotin je iznjeo tvrdnje da je Večernji list uništen tabloidizacijom, tj.
vjerovanjem da će žuta štampa povećati tiraž novine, te da su neprofitni mediji (H-alter,
Booksa, Lupiga.hr, Vox Feminae) jedini mediji koji se bave temama koje visoko profitni
mediji zaobilaze10, te da su osuđeni na skoru propast, jer nemaju nikakvu finansijsku poporu.
Njihova egzistencija uspjeva zahvaljujući volonterizmu, što će prema njegovim najavama,
svakako, dovesti do pada kvaliteta.11
ZAKLJUČAK
9
(vidjeti: http://www.kulturpunkt.hr/content/rekvijem-za-hrvatske-medije)
10
Manjinske teme, ljudska prava, kritika vlasti, recenzije knjiga....
11
Konferencija „Sloboda govora u javnim servisima i neprofitnim medijima“ održana u Zagrebu u
oktobru 2012. upravo je razmatrala način opstanka neprofitnih medija. Jedna od iznesenih opcija je da
se finansiraju ili iz dijela RTV takse ili budžeta. U slučaju da se neprofitni mediji počnu finansirati iz
državnog budžeta, to će svakako utjecati na njihov sadržaj.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
LITERATURA
Bakotin, Jerko ( 2012). “Rekvijem za hrvatske medije.” Retrieved 12th October 2012, URL:
<http://www.kulturpunkt.hr/content/rekvijem-za-hrvatske-medije>
Čomski, Noam (1999). Kontrolisana demokratija. Podgorica: CID
Gligorijević, J., Marković, R., Rudić, M. (2011). “Kurirska koalicija i druge mućke”. Retrieved
11th October 2012, URL: <http://www.vreme.com/cms/view.php?id=1026324>
Grković, Branislav (2011). “Ko su vlasnici štampanih medija.” Retrieved 11th October 2012,
URL: < http://www.mc.rs/ko-su-vlasnici-stampanih-medijs.6.html?eventid=57122>
Kunczik, M., Zipfel, A. (2006). Uvod u znanost o medijima i komunikologiji. Zagreb:
Zaklada Friedrich Ebert
Lorimer, Roland (1998). Masovne komunikacije. Beograd:Clio
McChesney, Robert W (2008). Bogati mediji, siromašna demokratija: komunikacijske poli-
tike u mutnim vremenima. Sarajevo: Šahinpašić
Prajs, Stjuart (2011). Izučavanje medija. Beograd:Clio
Street, John (2003). Masovni mediji, politika i demokracija. Zagreb: Fakultet političkih zna-
nosti Sveučilišta u Zagrebu
Štrbac, Lorna (2008). “Globalni mediji”. Retrieved 4th October, URL: http://starisajt.nspm.
rs/kulturnapolitika/2008_strbac22.html
Turčilo, Lejla (2010) “Mediji u raljama profita.” Retrieved 6th October 2012, URL: <http://
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
www.media.ba/bs/etikaregulativa-menadzment-novinarstvo-etika/mediji-u-raljama-
profita>
Turčilo, Lejla (2011). Zaradi pa vladaj: politika, mediji, biznis u globalnom društvu i u
Bosni i Hercegovini. Sarajevo: Vlastita naklada
Veljanovski, Rade (2011). Mediji između biznisa, politike i odgovornosti prema javnosti.
Godišnjak 2011 (6): 405-418
Voćkić-Avdagić, Jelenka (2002). Suvremene komunikacije: ne/sigurna igra svijeta. Sarajevo:
Fakultet političkih nauka
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
SAŽETAK
“Kada smo saznali nove uslove upisa, nije nam bio problem da se organizujemo. Na-
pravili smo Fejsbuk grupu, obavestili koleginice i kolege i dogovorili se o datumu plenuma
– sastanka otvorenog za sve studente, na kom svi imaju jednako pravo učešća, reči i glasa”.
“Znanje nije roba! Znanje je pravo svih, a ne samo bogatih!” Tako je Plenum stu-
dentkinja i studenata Filološkog fakulteta Univerziteta u Beogradu u onlajn komunikaciji
pozivao istomišljenike da im se pridruže u protestima koji su obeležili političku scenu Srbije
u jesen i zimu 2011. Jedna od osnovnih društvenih promena izazvana digitalizacijom je i or-
ganizovanje neformalnog političkog bunta pomoću socijalnih mreža, pre svih na Facebook-
u. U ovom radu se analizira kako je sajt B92 na početku protesta, koji su trajali mesecima,
dakle u oktobru 2012, pratio događaje i kako su korisnici ovog onlajn medija komentarisali
studentski bunt. Analiza diskursa tekstova i komentara ukazala je na to da kontekst teme
direktno utiče na diskurs komentara, odnosno na ponašanje korisnika onlajn sadržaja. Od
toga da kada su teme izrazitog političkog naboja i kontroverzne, tada se korisnici, u visokom
procentu, pod komentare potpisuju pseudonimom, koji je ujedno i metaforični komentar
teksta poruke. Pa do toga da su komentari više iskazivanje ličnog stava, nego referiranja na
novinarski tekst, koji je samo podsticaj za komentarisanje.
Ključne reči: studentski protest, novi mediji, onlajn izdanja, tekst, komentar, korisnik,
internet
UVOD
Konteksti bitno utiču na modeliranje svakog diskursa. Od samog tipa diskursa zavisi koji
su konteksti primarni, a koji sekundarni. Tačnije, od tipa diskursa zavisi koji konteksti opre-
deljujuće utiču na formu i sadržaj, a koji su tek dodatno opterećenje, odnosno usmeravajuće
okruženje. Za analizu sadržaja medijskih tekstova objavljenih na sajtu B92 i komentara
korisnika na njih, najuticajniji kontekst je medijski, dakle karakteristike interneta kao digi-
talnog, novog medija, kao i kontekst teme. U ovom slučaju reč je o studentskim protestima
sa fokusom na one koji su obeležili jesen i zimu 2011. godine.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
KONTEKST MEDIJA
Upravo je pristup kulturnih studija učinkovit kada je u pitanju istraživanje novih digital-
nih tehnologija koje se primenjuju u sajber prostorvremenu. Dakle, ukoliko usvojimo defi-
niciju Creeber and Martin (2009: 1) da su „mediji način na koji komuniciramo jedni sa dru-
gima”, a način komuniciranja jeste direktno uslovljen kulturom, tada se u potpunosti može
primeniti pristup kulturnih studija istraživanju internetskih sadržaja i njihovog aktivnog
uticaja na formiranje virtuelnog javnog mnjenja, koje može, pod određenim okolnostima,
motivisati akciju i u realnom svetu. To se i dogodilo 2011. i 2012. kada je sajber zajednica,
organizujući se preko socijalnih mreža, svoje nezadovoljstvo položajem u realnom društvu,
javno iskazala na ulicama velikih gradova širom sveta.
Glen Creeber et al. (2009: 2) nove medije (New Media) definiše prema takođe novom
nosaču informacija Wikipedia „kao proizvod medijatiranih komunikacijskih tehnologija
koje dolaze sa digitalnim računarima”.
Ukoliko internet posmatramo kao Novi medij, tada se sadržaji postavljeni na vebu, bez
obzira na kreatore, tačnije vlasnike, sajtova mogu smatrati delom javne sfere. Te se tako
prema informacijama valja i odnositi. Stoga što će njihov krajnji učinak biti doprinos for-
miranju javnog mnjenja o određenim pitanjima koja su od interesa za određenu zajednicu.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
uključivanje internetskih korisnika u javni dijalog sa donosiocima javnih politika i/ili pred-
stavnicima centara političke moći, a ne samo informisanje o njihovom javnom delovanju,
što je bio osnovni zadatak klasičnih medija.
Ono što je za razumevanje moći interneta važno jeste da se „na internetu formirana
zajednica ’preliva’, odnosno da se ’širi’ i van interneta u društvo neposrednog korisnika“
(Shields 2001: 33) dakle u lokalnu zajednicu interpersonalne interakcije/komunikacije. To
praktično znači da akcije pokrenute na internetu mogu lako da se prebace iz virtuelne u
realnu sferu. To se danas sve češće događa, kako u svetu tako i kod nas, sa, na primer, na
Fejsbuku organizovanim buntom, koji se zatim prelije na ulične demonstracije.
Praktično, naša kultura je pozitivno reagovala tokom 2011. godine na trendove iz sveta
da nezadovoljstvo stanjem u društvu, ekonomskom krizom i svojim ličnim statusom pod-
stakne virtuelnu zajednicu da se pokrene na internetu i tako organizovana izađe na ulice
velikih svetskih metropola tražeći pravo na rad, na obrazovanje, na zdravstvene usluge, na
život dostojan čoveka u savremenom demokratskom društvu. Pod sloganom „Nezaposleni
heroj“ protestuje se zbog velikih rata za studentske pozajmice, a pokret „Okupirajte Vol
Strit“ (Ocupy Wall St.) koji se iz Njujorka proširio na više gradova u SAD, protestuje i zbog
ekonomske krize, i zbog rata, i protiv globalizma12.
U Beogradu je početkom aprila 2011. nakon Zagreba, prvi protest organizovan preko
društvene mreže Facebook. „Iako se na internetu za učešće prijavilo blizu 4.000 ljudi, na
skup ih je došlo svega nekoliko stotina. Najavljujući nova okupljanja, uglavnom mladi ljudi
kažu da su nezadovoljni svojim statusom i poručuju da je život u Srbiji nepodnošljiv“ (Slo-
bodna Evropa 4. 4. 2011)13.
Prema podacima ukupni broj internet korisnika 2011. u Srbiji je bio 4.107.00014, dakle
gotovo 60%, stanovništva je onlajn. „Kako se i očekuje, među njima je najviše onih sa
visokom stručnom spremom 73,8%, zatim onih sa srednjim obrazovanjem 57,4%, a onih
sa nižim je bilo svega 17,7%. Među studentskom populacijom gotovo svi su na internetu,
12
Protesti se šire Amerikom, I zvor: B92, AP (7. 10. 2011). Pregledano 5. avgusta 2012. http://www.
b92.net/info/vesti/index.php?yyyy=2011&mm=10&dd=07&nav_category=9&nav_id=547771
13
www.slobodnaevropa.org/content/mali_odziv_gradjana_na_prvom_facebook_protestu_u_srbi-
ji/3546954.html - 94k
14
Podatak se množe naći na http://www.hugemedia.rs/blog/2011/07/29/konacna-analiza-internet-
marketing-u-srbiji-i-hrvatskoj pregledano 23. 5. 2012.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
njih 99,5%. Zaposlenih surfuje nešto više od polovina 61,7%. Nezaposlenih je trećina na
internetu (32,7%). Internet je podjednako atraktivan i za muškarce i žene u svim praćenim
životnim dobima” (Valić Nedeljković 2012a). Potencijal onlajn komunikacije u Srbiji je veći
nego svih medija zajedno posebno kada je reč o studentskoj populaciji. Stoga nije neobično
što su za organizaciju studentskih protesta mladi odabrali upravo internet kao sredstvo in-
formisanja i javnog zagovaranja.
KONTEKST TEME
Studentski protesti
Pokret 1968. nije zaobišao ni Beogradski univerzitet. Podsetimo da je sve počelo u Pa-
rizu u maju i junu 1968. „Događaji ‘68. predvođeni su najpre nesvakidašnjim studentskim
i radničkim pokretom koji je gotovo 11 miliona ljudi, od 50 miliona koliko je tada brojala
Francuska, odvukao u dvomesečni generalni štrajk. Iznad isključivo materijalnih zahteva
radnika za većim platama i studenata za boljim uslovima na fakultetima, kao i negodovanja
protiv De Golovog režima, majske demonstracije su tada u različitim oblicima iskazale po-
bunu protiv svih vrsta autoriteta.
Studenti su tražili puštanje na slobodu svih uhapšenih, smenu šefa policije grada Beogra-
da, slobodu štampe, uvođenje kategorije „minimalni lični dohodak”.
Nakon sedam dana Tito se u kasnim večernjim satima obratio preko televizije Beograd
studentima. U suštini dao im je podršku i time je protest okončan.
Naredni veliki studentski bunt provociran je 1996/97. pokradenim izbornima. Pod pa-
rolom „Beograd je svet” šetnje ulicama, lupanje u šerpe i lonce trajalo je 122 dana, od 22.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
novembra 1996. godine do 20. marta 1997. godine. Ti protesti su omogućili da se četiri
godine kasnije desi 5. oktobar 2000. i smeni, takođe na ulici nakon kontroverznih rezultata
izbora, Slobodan Milošević. Ovi protesti su okupili kao i ’68. ne samo studente, već i sve
građane koji su bili protiv vladajućeg režima.
Nakon prvih godina, ne baš potpune primene, studiranja po Bolonji doneta je odluka o
izmenama i dopunama Zakona za visoko obrazovanje, u kojoj su učestvovali i studentski
predstavnici. Prema toj odluci, za upis naredne godine na teret budžeta bilo je potrebno
skupiti 42 ESPB, a svake sledeće će se povećavati za šest. Pri čemu se ta 42 ESPB boda ne
moraju skupiti na osnovu ispita iz tekuće godine, nego u vremenskom periodu od godinu
dana.
Dobro došli na fakultet! Dobro došli u oronulu prodavnicu znanja! Plenuma studenata
Filološkog fakulteta.
Studenti su od nadležnih institucija tražili da 48 bodova ostane jedini uslov za budžetsko
finansiranje i da se školarine smanje na 50.000 dinara, tačnije, na tri minimalne plate na
državnom nivou. Osim navedenog, studenti su izneli i zahtev da se vrati studiranje na
budžetu pet godina, kao i apsolventski rokovi. To su osnovni iako je bilo i još pojedinačnih
zahteva, koji variraju od fakulteta do fakulteta.
16
Svi primeri sa interneta su dati u izvornom obliku bez lektorskih i stilskih intervencija.
29
Digitalne medijske tehnologije i društveno-obrazovne promene 2
KORPUS I METOD
Korpus čine tekstovi i komentari objavljeni na sajtu B92 od 14. 10. 2011. do 27. 10.
2011. S tim da je sajt praćen ukupnom sedam dana u toku dve posmatrane sedmice (14, 16,
17, 19, 22, 25 i 27. oktobra). U dva od posmatranih dana (16. i 19) nije objavljen nijedan
tekst o studentskim protestima.
Izabran je sajt B92 stoga što je jedan od tri najposećenija u Srbiji, a i stoga što objavljuje
i preuzete tekstove iz drugih medija, tako da se na ovom sajtu mogu pročitati raznovrsni
medijski sadržaji i steći predstavu o tome šta se o jednoj temi objavljivalo u relevantnim
sredstvima javnog komuniciranja u određenom periodu.
Korpus je šifriran tako što je tekstu data oznaka medija (92), datuma (npr 16. oktobar, ali
se koristi samo cifra dana, a ne i meseca) i na kraju broj teksta na tom sajtu u tom danu (92-
16-5). Komentarima se na šifru teksta dodaje i redni broj komentara na sajtu (92-16-5:1).
Medijski tekst je kodiran po kategorijama: obim, žanr, subjekt, objekt, citati, činjenice,
fotografija.
17
Opširnije o jedinici analize tekstova i komentara u onlajn medijima videti u Valić Nedeljković,
Dubravka (2012). Internetska medijska prezentacija siromaštva sa stanovišta grajsovog “principa koo-
perativnosti” i Ličovog “principa učtivosti”. Godišnjak Filozofskog fakulteta. Novi Sad: Filozofski
fakultet.
30
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Medijski tekst
Obim i žanr
Objavljeni tekstovi na sajtu B92 u oktobru 2011. o studentskim protestima nisu bili većeg
obima. Najduži je imao 557 reči, a najkraći 162. U proseku su dakle iznosili 279 reči. Po-
ređenja radi, sažeci stručnih tekstova u publikacijama najčešće ne mogu prelaziti 200 reči.
Urednici onlajn izdanja medija se rukovode podacima da se korisnici na stranicama onlajn
izdanja zadržavaju u sekundama, a ne u minutima, te tako svi postavljeni sadržaji moraju
odgovarati korisničkim navikama, tačnije da budu kratki i jasni.
Jasno je da onlajn izdanja traže stalno postavljanje novih informacija, odnosno ažu-
riranje stranica da bi privukli korisnike. Restrikcije zaposlenih i spoljnih saradnika zbog
ekonomske krize, koja i te kako utiče i na medije, doprinela je da se ekonomiše i prikupljan-
jem informacija. „Prepakivanje” jedne iste je postalo uobičajeno u ponudi medijskih kuća.
Doduše medijska konvergencija nalaže da novinari jedan te isti sadržaj i po nekoliko puta
oblikuju na različite načine, za različite nosioce, u odnosu na njihove performanse.
Primer 1/ 92-25-1
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Osim navedenih žanrova, objavljena su još i saopštenja kao nenovinarski žanr na sajtu
B92, ali u prerađenom obliku. Novinari su saopštenje skratili, uklopili ga u medijski diskurs
i objavili kao novinarski tekst. Tačnije saopštenje je poslužilo kao izvor informacije.
Primer 2 / 92-25-2
Tema
Ujedno su to i nosioci direktnih i indirektnih citata. Dakle, pravo da iznose svoje stavove
u novinarskom tekstu o studentskim protestima i nezadovoljstvu visokoškolaca uslovima
koje im je propisalo ministarstvo, najčešće su imali politički centri moći. Tačnije novinari
32
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Primer 3/ 92-22-4
„Budući da plaćamo sve na fakultetu i da nema potvrde jeftinije od 200 dinara, retko ko
je mogao da plati i sastanak sa dekankom. Meni je od tog razgovora zavisio upis u narednu
godinu studija pa sam njenoj sekretarici na ruke dala 1.000 dinara ”, priča studentkinja I. M.
Korisnici interneta nisu bili u prilici da vide studente koji su okupirali Filološki fakultet,
niti one koji su tamo prenoćili, kako su organizovali život na blokiranom fakultetu. Tako
da i fotografija na implicitan način ukazuje na slabu podršku medija studentskim protesti-
ma. Objavljene fotografije nisu kod auditorijuma mogle da podstaknu empatiju sa akterima
događaja.
33
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Eksplicitni tekstualni
Primer 4 /92-25-1 : 21
Na ovaj tekst je postavljen 21 komentar. Valja primetiti da, iako je u korpusu odabranom
za ovaj rad to najveći broj, u suštini nije značajan, kada se uporede reagovanja na neke
druge tekstove na sajtu B92 o kontroverznijim temama. Zabeleženo je i do 600 komentara, a
poređenja radi na najposećenijem sajtu u Srbiji, Bliconlajn i do 1.000.
„Sa druge strane, profesorka Srbijanka Turajlić ocenila je da sve češći problemi pokazuju
da ni ministarstvo ni univerziteti nisu sposobni da sprovedu reformu visokog obrazovanja.
Proteste studenata koji još traju ona je ocenila kao čist populizam”.
Sadržaj ovog pasosa od 36 reči, od 274 koliko je iznosio ceo tekst, po svom provoka-
tivnom sadržaju bio je inspiracija i za kreiranje naslova, ali i izazov korisnicima za rea-
govanje. U ovom tekstu subjekt (Srbijanka Turajlić) omalovažila je protest i reakcija je bila
odgovor na to.
Primer 5 / 92-27-3
Ovo je najavna proširena vest u kojoj se, između ostalog, navodi da:
„Povodom protesta studenata, rektor Kovačević održaće danas u podne u Rektoratu kon-
ferenciju za novinare na kojoj će se obratiti i dekani Filološkog i Filozofskog fakulteta, koje
studenti već danima drže u blokadi”.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Primer 6/92-25-1:2
Kakve crne reforme, država šalje jasnu poruku studentima i ne samo njima. Niste nam
potrebni, nemamo rešenje za vas posle završenog fakulteta sem onih koji se učlane u stranke
na vlasti. Sami se iškolujte ako imate para, idite u inostranstvo i šaljite devize u Srbiju da
izdržavate familiju, a država Srbija će uzimati proviziju od para koje šaljete i neće bankroti-
rati zbog 6 milijardi evra doznaka koje vi šaljete.
Vlada Srbije nije izmislila toplu vodu, ali odliv mozgova sigurno jeste patentirala.
(naivko, 25. oktobar 2011 19:21) Preporučujem (+185) Ne preporučujem (-17)
A nekada ne, kao u Primeru 7. Na tekst „Studenti noće na Filološkom” bilo je tekstual-
nih 13 reagovanja, a znatno više implicitnih iskazivanja stava podrške, odnosno negiranja
komentara.
Primer 7/92-17-2:3
35
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Primer 8/92-25-1 : 7
U primeru koji sledi (9) autor koristi varijaciju na citat iz pesme Elvisa J Kurtovića
„Dabogda crk’o rokenrol” koja je obeležila generaciju roditelja studenata koji protestvuju
2011. godine. Prema broju implicitnih komentara, može se uočiti koliko velika podrška je
data ovom komentaru.
Primer 9/ 92-25-1:5
Po onoj cuvenoj dabogda crko rock’n’roll kad ga svako svira, ja kazem dabogda crklo
nase skolstvo kad ga svako vodi.
(hajduk, 25. oktobar 2011 19:29) Preporučujem (+122) Ne preporučujem (-13)
Ova strategija je retko korišćena. Ona ima i jasnu markaciju na čiji inicijalni komentar se
odnosi jer se ispred komentara stavi oznaka za „at” (na) i potpis komentatora tako da ostali
korisnici ako žele mogu da nađu izvornu poruku i razumeju o čemu se vodi polemika.
Primer 10/92-22-1:5
@biberce
36
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Strategija „Iznošenje ličnog iskustva, odnosno stav o temi” u ovom korpusu je po učesta-
nosti na drugom mestu. Komentatori su iznosili lično iskustvo ili o skupovima na kojima
su prisustvovali kao u Primeru 11, ili su iznosili ozbiljnu analizu stanja i uzroka, odnosno
posledica protesta Primer 12 i 12a. Korisnici sajta B92 su i na humorističan način komen-
tarisali proteste Primer 13, i na kraju, iznosili su i vrlo jasan negativan stav protiv vladine
politike Primer 14.
Primer 11/92-14-11:1
Protest je trebao da bude daleko masovniji, ali prethodni organizatori su nasli zajednicki
jezik sa dekanom tomicem ( namerno malim ) i protest je otkazan u poslednjem trenutku !
KORUPCIJA I LOPOVLUK !
(48 budzet, 14. oktobar 2011 17:32) Preporučujem (+37) Ne preporučujem (-9)
U komentaru korisnika iznošenje analize stanja u određenoj oblasti je ređe u drugim kor-
pusima koji su analizirani u okviru projekta III 47020 (polemika teizam i ateizam, partijski
sajtovi u vreme predizborne kampanje, slika siromaštva u onlajn medijima). U ovom je u
značajnoj meri prisutno.
Korisnici pribegavaju dvema strategijama. Kroz lični primer ukazuju na stanje u visokom
obrazovanju kao u Primeru 12
37
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Protest studenata jeste populizam, tj. u pitanju je socijalni protest. Nekada su studenti
protestvovali zbog problema u društvu i zemlji, zbog ideala, zbog zelje da guraju društvo
napred, takvi su bili protesti ‚68, ‚91, ‚92, ‚96, organizovanje Otpora... Danas protestuju
iskljucivo zbog sopstvenih problema. To je sasvim legitimno, ali onda se ti protesti ni po
cemu ne razlikuju od protesta putara i malinara. To je u radu, ali studenti, kao ljudi koji
teze da jednog dana postanu elita ovog drustva, treba ponekad da se pobune i zbog neceg
veceg od sopstvene koristi. Ovako, studentski protest nije nista drugo od obicnog sindi-
kalnog udruzivanja, i kao takvom mu i treba pridavati paznju, dakle, jednaku kao i svim
strajkovima, radnickim buntovima i sindikalnim protestima uopste.
(zzzzz, 25. oktobar 2011 20:16) Preporučujem (+34) Ne preporučujem (-20)
Korisnici sajta B92 su i na humorističan način komentarisali proteste i izneli svoj kontro-
verzni stav o postupcima beogradskih visokoškolaca kao u Primeru 13.
Е, одлично. Следећи пут кад навраћам до БГ-а знам где имам да преспавам.
38
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Primer 14 / 92-25-1:2
Kakve crne reforme, država šalje jasnu poruku studentima i ne samo njima. Niste nam
potrebni, nemamo rešenje za vas posle završenog fakulteta sem onih koji se učlane u stranke
na vlasti. Sami se iškolujte ako imate para, idite u inostranstvo i šaljite devize u Srbiju da
izdržavate familiju, a država Srbija će uzimati proviziju od para koje šaljete i neće bankroti-
rati zbog 6 milijardi evra doznaka koje vi šaljete.
Vlada Srbije nije izmislila toplu vodu, ali odliv mozgova sigurno jeste patentirala.
(naivko, 25. oktobar 2011 19:21) Preporučujem (+185) Ne preporučujem (-17)
Primer 15/92-25-1:15
Studenti, ja sam uz vas (bivši student, diplomirani maš. inž. direktor p.p.). Smenite ne-
sposobne i nestručne da bi Srbija nastavila da se razvija!
(Zlatko, 25. oktobar 2011 21:01) Preporučujem (+53) Ne preporučujem (-10)
Ova strategija bila je često korišćena u komentarima na sadržaje partijskih sajtova i foku-
sirala se na poziv da se izađe na izbore i poziv da se glasa za određenu stranku. I u ovom
korpusu pozivaju se u komentarima korisnika studenti da istraju i daje im se lična, ali katkad
i kolektivna podrška. U jasno profilisanom političkom diskursu koji se naslanja na neku
konkretnu aktivnost ovo je često korišćena strategija u komentarima korisnika.
Kroz lično iskustvo ukazuje se na osnovni problem skupo visoko obrazovanje i podržava
osnovni zahtev studenta da pojeftine školarine i sva druga davanja u toku studiranja.
Primer 16/92-25-1:3
Ne vidim da su na fakultetu za mene (koji sam bio na budzetu dok nisam diplomirao pre
mesec dana) imali troskove. Cak... su mi naplatili prijavu diplomskog 8000, raniju odbranu
6000, uverenje o diplomiranju (koje je iz nekog razloga bilo „obavezno”) 9000, da dobijem
MSc diplomu su mi trazili 51.500 za njih i jos 8000 za univerzitet. Tu mi je vec bilo dosta.
Dajte mi dipl. ing. pa da palim. Ljudi! Sve sam ispite polozio i oni mi nakon toga traze 900
evra a na budzetu sam!
(Nikola, 25. oktobar 2011 19:27) Preporučujem (+103) Ne preporučujem (-8)
39
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Podaci koji se iznose mogu biti dodatni kao u Primeru 17. Znači nisu direktno vezani za
tekst, ali ilustruju globalniju sliku.
Primer 17/92-22-3:2
Primer 19/92-22-1:3
Ono sto nije dovoljno jasno iz teksta je da postoje dve grupe protesta, prva „institucio-
nalna” (SKONUS), koja je postigla dogovor, i koju predstavljaju stud. parlamenti, i druga
- samoorganizovana, odn. Plenumi, koji nisu postigli dogovor i nastavljaju blokadu. Sad,
zanimljivo je da je za stud parlament na Filozofskim glasalo svega 376 studenata (od navod-
nih 6000), doka se na blokadi nalazi izmedju 200 i 500 studenata.
(Milos, 22. oktobar 2011 12:17) Preporučujem (+11) Ne preporučujem (0)
40
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Pseudonim
Primer 20
„liberal”, „šezdesetosmaš”;
Primer 21
„difovac”;
Status trenutni u odnosu na temu bez obzira da li je reč o fakultetu koji je završen, ili
porodičnom okruženju (roditelj) ili trenutni studentski status:
Primer 22
Pseudonim može da izražava i stav o temi, odnosno subjektu. To se može smatrati takođe
komentarom samo u drugoj formi:
Primer 23
Ime i prezime
Ova strategija korišćena je kada je ime i prezime ujedno i komentar na tekst. U tom
slučaju je preuzeto ime i prezime neke poznate ličnosti iz prošlosti:
41
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Primer 24
Primer 25
„Dragana Pejić”.
Punim imenom i prezimenom potpisane su u ovom korpusu samo osobe koje se bave, na
primer, fakultetskom administracijom i iznose podatke o ceni studiranja. Potpis je u ovom
slučaju izvor informacija i daje im kredibilitet. Ovakav nalaz je i u analizi komentara na
partijske sajtove (Valić Nedeljković 2012b) koji su većinom potpisani punim imenom i
prezimenom jer se time demonstrira javna podrška partiji ličnog izbora. Veoma retko je
identifikovan u potpisu na tekstove iz polemike o teizmu i ateizmu u dnevnom listu Danas
(Valić Nedeljković 2012) pošto su korisnici internetskog izdanja ovih dnevnih novina želeli
da ostanu anonimni.
ZAKLJUČAK
Pravih novinarskih priča publicističkog žanra nije bilo. Novinari su se zadržali na fak-
tografskim žanrovima i obradama intervjua pripremljenim za drugu svrhu i saopštenjima
studentskog Plenuma.
Subjekti koji su u faktografskim žanrovima (proširena vest, izveštaj) imali šansu da izne-
su svoje stavove bili su najčešće predstavnici vlasti i studentskog Plenuma.
Fotografije koje su pratile ove tekstove bile su nekreativne i ponavljale su se jedne te iste.
Komentari korisnika sajta B92 dali su bolji uvid u to kakvo je raspoloženje virtuelne
javnosti prema protestima, konkretne podatke koji su ilustrovali kako razmere protesta tako
i činjenice koje argumentovano potvrđuju koliko je srozan studentski standard u ovoj krizi.
42
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Studentski protesti u oktobru 2011. bili su svakodnevna vest u medijima, ali s obzirom
na njihov značaj nisu na adekvatan način propraćeni.
LITERATURA
Bell, David (2001). An introduction to cybercultures. London and New York : Routledge.
Creeber Glen and Royston Martin (2009). Digital Cultures: understending new media.
Mcgrow Hill Companies and open University Press.
Jovanović, Zoran (2005). Moć privida: masovna kultura kao ideologija. Vranje: Učiteljski
fakultet.
Martinović, Iva (2011). Mali odziv na prvom facebook protestu u Srbiji. Radio Slobodna
Evropa. www.slobodnaevropa.org/content/mali_odziv_gradjana_na_prvom_facebook_
protestu_u_srbiji/3546954.html - 94k, posećeno 5. avgusta 2012.
Shields, Rob (uredio), (2001). Kulture interneta. Zagreb : Naklada Jesenski i Turk i Hrvatsko
sociološko društvo.
Valić Nedeljković, Dubravka (2002). Praktikum novinarstva, drugo dopunjeno izdanje,
Beograd: Privredni pregled.
Valić Nedeljković (2012). Analiza diskursa polemike o religioznosti i sekularizmu/teizmu
i ateizmu u dnevnom listu Danas18. Rad izložen na naučnom skupu: Mediji, religija i
nasilje u postkonfliktnom društvu. Beograd, 18 i 19. maj 2012.
Valić Nedeljković, Dubravka (2012a). Digitalna politička kampanja: Srbija 2012. U Sremski
Karlovci: FAM.
promene Filozofskog Fakulteta u Novom Sadu koji Odsek za medijske studije realizuje od 2010. do
2014. Projekat finansira Republičko ministarstvo prosvete i nauke, šifra projekta III 47020.
43
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Valić Nedeljković, Dubravka (2012b). Internetska kampanja 2012: Šta su partije poručivale
korisnicima sajber prostorvremena? U Valić Nedeljković, Dubravka i Dejan Pralica ur.
Koga su mediji izabrali, a koje su poruke političke partije slale biračima? Novi Sad:
Novosadska novinarska škola; edicija Medijske reference.
Vesnić Alujević, Lucia ( 2011). Političko komuniciranje i sajtovi društvenih mreža. Godišnjak
fakulteta za kulturu i medije. God. III : str 81-100.
Tomić, Nenad (2008). Francuska 40 godina posle: Zaostavština maja ‚68. VREME 907, 22.
maj 2008./ SVET
44
Digitalne medijske tehnologije i društveno-obrazovne promene 2
SAŽETAK
Digitalizacija medija donela je promene u svakodnevnom životu. Cilj ovog rada jeste
da pokaže da li digitalizacija, pored mnogobrojnih prednosti, ima i neke nedostatke koji se
odnose na oblast informisanja. Na primerima novih medija pokušaću da pokažem koliko su
tradicionalni mediji i publika spremni da se prilagode novim načinima distribucije i prijema
informacija.
Ključne reči: digitalizacija, televizija, novi mediji, internet, mobilni telefon, android,
tablet, društvene mreže.
Sada je sve na vebu, imate pristup informacijama 24 sata dnevno, sedam dana u nedelji.
Ono što je postalo važno je umeti ispričati priču, a istovremeno biti tačan, istinit i etičan, što
i jesu bazični principi novinarstva.
UVODNE NAPOMENE
U Srbiji je 2012. postojalo preko 1.000 medija koji su radili sa dozvolom, odnosno koji
su registrovani. Od toga je 517 novina (20 dnevnika, 83 nedeljnika, šest dvonedeljnika, kao
i 72 mesečnika), 186 radio-stanica (dva javna servisa, 47 regionalnih i 137 lokalnih stanica),
173 televizijskih stanica (dva javna servisa, pet komercijalnih televizija sa nacionalnom
pokrivenošću, 25 regionalnih, 102 lokalne televizije, kao i 39 kablovskih TV programa.
Na internetu je bilo funkcionalno 172 informativna sajta.21 Internet je kao jedan od izvora
informacija koristilo 4,1 milion (56%) građana Srbije22, dok je 2,25 miliona (31%) koristilo
internet na mobilnom telefonu23 (Grafikon 1).
19
Ovaj rad nastao je u okviru naučno-istraživačkog interdisciplinarnog projekta Digitalne medijske
tehnologije i i društveno-obrazovne promene koji finansira Ministarstvo prosvete i nauke Republike
Srbije.
20
Citat dostupan na : http://www.mc.rs/novo-u-medijima.3162.html (posećeno 20. 10. 2012)
21
Podaci su dostupni u Republičkoj radiodifuznoj agenciji i Agenciji za privredne registre.
22
Podaci su iz 2009. CIA World Factbook. Dostupno na:
http://www.irex.org/system/files/u105/EE_MSI_2012_Serbia.pdf (posećeno 20. 10. 2012).
23 Prema podacima dostupnim na: http://www.zimo.co/2012/03/14/trecina-gradana-u-srbiji-koristi-
45
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Ovi podaci u vezi sa internetom ukazuju na to koliko je ovaj novi medij postao sastavni
deo svakodnevnog života. Neki autori (Džajls 2011:189–190) porede internet sa automo-
bilom koji je od ranije postao deo „svakodnevnog života, sve do tačke u kojoj ga više ne
vidimo kao odvojeni entitet“.
Medijska oluja kojom su, praktično pogođeni građani Srbije u velikoj meri utiče na pro-
mene u svakodnevnom životu25. Veliki broj medija naspram broja stanovnika ide u prilog
činjenici da se u Srbiji može informisati svako o svemu na svim mestima. Novi, digitalni me-
dij, kao što je internet, i predstojeća digitalizacija signala televizijskog i radijskog programa,
sigurno je, uneće inovacije u svako domaćinstvo koje može da prati tradicionalne26 medije
ili poseduje priključak za internet.
Cilj ovog rada jeste da pokaže da li digitalizacija, pored mnogobrojnih prednosti, ima i
neke nedostatke koji se odnose na oblast informisanja i obrazovanja. Na primerima novih
46
Digitalne medijske tehnologije i društveno-obrazovne promene 2
ANALIZA RADA
Pored interneta, za koji se može reći da je po definiciji nastao kao digitalni (virtuelni)
medij, digitalna televizija je produkt XXI veka. Digitalna televizija jeste svojevrsni prozor u
svet interaktivnih digitalnih medija, a svojim konzumentima nudi mnogo veći stepen izbora
u odnosu na daljinski upravljač analogne televizije. Pojam digitalna televizija29 definiše se
kao „hibridna platforma koja kombinuje elemente formi klasične analogne televizije i inter-
neta, kao i pružanje savremenih multimedijalnih servisa“ (Lugmayr, Niiranen, Kalli 2004:
VII).
27
Dostupno na: http://infoz.ffzg.hr/Afric/vjekobz/CITABAZU.asp?kljuc=2 (posećeno 13. 5. 2011)
28
Kompletan tekst dostupan na sajtu http://pspasojevic.blogspot.com/2010/12/blog-post_4753.html
(posećeno 1. 12. 2011).
29
Detaljno o tehničkim aspektima pojma digitalizacija televizije kod Ibrahim 2001:1–34).
30
Misli se na prvu deceniju XXI veka.
47
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Fenomen digitalizacije televizije, ipak, nije tako jednostavno objasniti jer treba videti
da li je jedno te isto televizijski sadržaj koji primamo preko interneta i gledamo na moni-
torima kao televizijski program ili je to digitalna televizija Internet Protocol TV (IPTV) ili
veb video? Sa druge stane kako onda objasniti pojam televizije na mobilnom telefonu 3D,
kao i pojam interaktivne televizije (prema Einav 2012: VI). Dok su ovi pojmovi pojedinim
građanima vrlo jednostavni i jasni, drugi takođe visokoobrazovani ljudi ne razumeju o čemu
je reč.
Zbog toga preuzimamo dva naziva – digitalni domoroci i digitalni migranti (prema Smol,
Vorgan 2011: 45, 66–67). Digitalni domoroci su mlađe generacije koje drugačije razumeju
informacije od starijih umova. „Dok digitalni domoroci ostaju uronjeni u internet... digitalni
migranti su znatno manje vremena izloženi ovom novom tipu tehnologije“. Migranti su
odrastali u periodu kada nije bilo kompjutera, interneta, mobilnih telefona, ajfona, tableta
i slično. Mnogim uglednim naučnicima starije generacije kompjuter je „samo crna kutija
stvorena za mlađe generacije“.
DIGITALNO INFORMISANJE
Digitalno informisanje jeste pojam koji se odnosi na to kako publika koja prati vesti
putem modernih uređaja to čini. Postoji značajna razlika u tome kojom brzinom mediji i
građani Srbije prihvataju takvu mobilnu tehnologiju u odnosu na zemlje Zapada. Preko mo-
bilnih uređaja koji poseduju mogućnost upotrebe interneta, konzumenti na brz način mogu
doći do svake informacije koja se nalazi u tom trenutku na globalnoj mreži. U ovom domenu
bitna je obučenost novinara da na kvalitetniji, brži i inovatiniji način plasira vest/informaciju
na sajt ili portal koji ima tradicionalni medij ili na svoj sajt/portal. Takođe bitna je tehnička
mogućnost medijske kuće da svoje sadržaje prilagodi preuzimanju preko mobilnih uređaja i
naravno tehnologija kompanija koje se bave proizvodnjom mobilnih uređaja.
31
Najznačajniju noviju problematiku evropskih medija u digitalnom dobu pogledati kod: Ruk 2011.
32
Podaci dostupni na sajtu: http://stateofthemedia.org/2012/overview-4/ (posećeno 20. 10. 2012).
33
Tekst Milice Jevtić Osluškivanje mobilnih konzumenata dostupan na sajtu: http://rs.ejo-online.
48
Digitalne medijske tehnologije i društveno-obrazovne promene 2
U Novom Sadu je 2009. uveden besplatan bežični internet. Trenutno postoji 16 gradskih
zona35 sa Wi-Fi internetom koji je omogućila lokalna vlast. Ovo u velikoj meri olakšava
posao novinarima i skraćuje im vreme potrage za nekim informacijama i u isto vreme omo-
gućuje im da informacije postave na portale neposredno nakon završetka nekog događaja
kojem su prisustvovali, a ne da plasiranje izveštaja čeka dolazak u redakciju.
49
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Prva velika inovacija odigrala se u Srbiji krajem devedesetih godina XX veka kada je
ušao u upotrebu mobilni telefon. Redakcije su u početku imale jedan telefon koji su novinari
zajedno koristili prilikom javljanja sa lica mesta u program. Upotreba mobilnog telefona u
novinarstvu ima prednosti u odnosu na tim (dvoje) koji prave reportažu, zbog brzine i uštede
ljudstva. U zemljama sa diktaturom, mobilni telefon postao je sastavni deo novinarskog
alata za tajno snimanje ličnosti ili događaja.
Iako je tehnološka inovacija vrlo isplativa, svetska ekonomska kriza ne dozvoljava bro-
jim medijima u Srbiji da eksperimentišu sa digitalnim inovacijama. Iako se za medijsku
industriju u Srbiji može reći da je relativno dobro razvijena, ekonomski status novinara je
vrlo upitan. Prosečna novinarsku platu teško je odrediti budući da je veliki deo medija u
privatnom vlasništvu, a samim tim i primanja predstavljaju poslovnu tajnu.
Ipak, prema nekim nezvaničnim podacima koje sam dobio u razgovoru sa novinarima
i javnih i komercijalnih medija, prosečna novinarska plata u Srbiji je oko 250 evra, što je
daleko ispod prosečne plate u Srbiji koja je u avgustu 2012. iznosila oko 360 evra. Posao
novinara našao se u kategoriji najmanje plaćenih zanimanja u rangu konobara, stolara,
trgovca, magacionera, seljaka, umetnika37. Kako veliki broj novinarskih poslova u redakci-
jama obavljaju pripravnici, odnosno honorarni saradnici, realno primanja na takvim pozici-
jama još su niža. Udruženje novinara Srbije objavilo je proglas u kome je navedeno da su „
honorari za koje danas u velikim medijskim kućama rade mladi novinari i medijski radnici
oko 15.000 dinara” (oko 130 evra prim. aut), „što je još jedan, organizovani vid uništavanja
novinarstva kao profesije”.38 Postavlja se pitanje kako onda novinar u Srbiji sa tako niskim
primanjima koji se bori za ličnu egzistenciju ili još i egzistenciju svoje porodice uopšte ima
vremena/mogućnosti da razmišlja o tehnološkim inovacijama koje su u razvijenim zeml-
jama već neko vreme svakodnevica i realnost u poslu.
36
Po ceni od 415 evra. Podatak dostupan na: http://www.vesti.rs/Samsung/Samsung-predstavlja-
novi-univerzalni-tablet.html (posećeno 20. 10. 2012).
37
Prema podacima dostupnim u članku: http://www.politika.rs/rubrike/Ekonomija/Koliko-ko-
zaradjuje-u-Srbiji.lt.html (posećeno 20. 10. 2012).
38
Dostupno na: http://www.vreme.com/cms/view.php?id=1050572 (posećeno 20. 10. 2012).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
39
Deo ovog istraživanja, u kome je obuhvaćena i 2012, nalazi se u radu Digitalizacija tradicionalnih
medija u Srbiji koji je u pripremi za štampu. Ovaj rad bio je predstavljen na naučnoj konferenciji
Radiodifuzija u Srbiji – sadašnjost i budućnost koja je održana 23. 6. 2012. na Fakultetu političkih
nauka u Beogradu.
40
Istraživački korpus predstavlja 29 medijskih tekstova koji su emitovani/štampani u različitim
medijima, elektronskim: Radio-televizija Srbije (RTS), Radio-televizija Vojvodine (RTV), Radio-
televizija B92 (RTVB92), Radio 021, internetski magazin Personal magazin; dnevni listovi: 24 sata,
Danas, Politika, Večernje novosti, Blic i (ugašeni) Glas javnosti, novinske agencije: Tanjug, Beta i
FoNet i sajt (nekadašnjeg) Ministarstva telekomunikacija u periodu 2009– 012. godine.
51
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Ukoliko uzmemo u obzir i rezultate istraživanja o tome koliko su sami novinari up-
oznati sa digitalnim medijskim tehnologijama, ne začuđuje što na kvalitetan i u nedovoljnoj
meri kvantitativan način nisu ni mogli da izveštavaju građane o toj problematici. Rezul-
tati istraživanja u kojem je učestvovalo 239 novinara i urednika u 42 vojvođanska medija
iz 10 gradova i opština (Valić Nedeljković, Bala 2012: 189–204) pokazalo e da „novinari
štampanih i elektronskih (radio) medija na lokalnom, regionalnom i pokrajinskom nivou
u Vojvodini imaju delimična, ali nemaju odgovarajuća saznanja i informacije iz oblasti
digitalnih medijskih tehnologija… Nesenzibilisani i sami na značaj teme, novinari ni svom
auditorijumu ne posreduju informacije iz te oblasti…”
ZAKLJUČNE NAPOMENE
Digitalizacija jeste donela promene u svakodnevnom životu kako novinara tako i građana
koji se informišu putem medija. Danas se informacije znatno brže distribuiraju i preuzimaju
nego što je to bilo pre samo desetak godina. Iako sve intenzivnija, upotreba računara i inter-
neta u svrhu informisanja građana i dalje nije ugrozila primat televizije kada je ova oblast
u pitanju.
Dugi problem jeste ekonomske prirode, budući da u Srbiji zbog niskih mesečnih pri-
manja novinari opet nisu u finansijskoj mogućnosti da prate savremena svetske tokove kada
je u pitanju njihova oprema za rad. Svetska ekonomska kriza od 2008. znatno je uticala na
finansijsku stabilnost svih medijskih kuća u Srbiji. Iako su se gotovo svi tradicionalni mediji
povezali sa internetom (imaju svoja onlajn izdanja ili portale), kao i stranice na društvenim
grupama (Facebook i Twitter) samo mali broj njih ima android aplikacije koje omogućavanju
konzumentima pretragu sadržaja njihovih informativnih portala i putem mobilnih uređaja.
41
http://www.digitalizacija.info (posećeno 20. 10. 2012).
52
Digitalne medijske tehnologije i društveno-obrazovne promene 2
LITERATURA
Adda, Jerome; Ottaviani, Marco (2005). The Transition to Digital Television. Economic
Policy.Volume 20 (January), Issue 41. 160-209.
Afrić, Vjekoslav, 2003: Karakteristike deskriptivnog ili normativnog pristupa, u: Baza zna-
nja: Metode istraživanja u društvenim znanostima, projekat: Izgradnja i multiplikacija
modela interdisciplinarnog kurikularnog pristupa suvremene multimedijalne nastave –
Edukacija mladih sveučilišnih nastavnika o in ovativnim metodama sveučilišne nastave.
Zagreb: Odsjek za sociologiju Filozofskog fakulteta Sveučilišta u Zagrebu. Dostupno
na: http://infoz.ffzg.hr/Afric/vjekobz/CITABAZU.asp?kljuc=2 (posećeno 13. 5. 2011)
Bennett, James; Strange, Niki (editors) (2011). Television as Digital Media (Console-ing
Passions). London: Duke University Press.
Blanco-Fernandez, Yolanda et all (2008). A Hybrid Strategy to Personalize the Digital
Television by Semantic Inference. Interactive Digital Television - Tehnologies and
Applications. New York: Igi Publushing. 33–51.
Einav, Gali (ed) (2012). Transitioned Media: A Turning Point into the Digital Realm (The
Economics of Information, Communication, and Entertainment). New York: Springer.
Gocini, Đovani (2001). Istorija novinarstva. Beograd: Clio.
Džajls, Dejvid (2011). Psihologija medija. Beograd: Clio.
Ibrahim, Fawzi (2001). Digital Television. Harlow: Pearson Education.
Jevtić, Milica (2012). Osluškivanje mobilnih konzumenata – tekst na internet portalu http://
rs.ejo-online.eu . Beograd: Fakultet političkih nauka i Lugano: European Journalism
Observatory. Dostupno na: http://rs.ejo-online.eu/1904/oglasavanje-i-marketing/os-
luskivanje-mobilnih-konzumenata (posećeno 20. 10. 2012).
Lugmayr, Artur; Niiranen, Samuli; Kalli, Seppo (2004). Digital Interactive TV and Metadata:
Future Broadcast Multimedia. New York: Springer-Verlag.
Milivojević, Snježana (2012). Niske plate i visoka tehnologija - novinari i novinarstvo u
Srbiji. Kultura, br. 135. Beograd: Zavod za proučavanje kulturnog razvitka. 285-298.
Miljević, Milan. I. (2007). Metodologija naučnog rada – skripta. Filozofski fakultet
Univerziteta u Istočnom Sarajevu. Pale.
Pralica, Dejan (2011). Informing People about the Television Digitisation Process in Serbia.
Knowledge, Educatin, Media. Novi Sad: Faculy of Menagement. 114–118.
Ruk, Ričard (2011). Evropski mediji u digitalnom dobu. Beograd: Clio
Smol, Geri; Vorgan, Gigi (2011). Internet mozak – kako digitalna civilizacija oblikuje
mozgove naše dece. Novi Sad: Psihopolis institut.
Snickars, Pelle; Vonderau, Patric (ed) (2012). The iPhone and the Future of Media. New
York: Columbia University Press.
Spasojević, Predrag (2010). Akciona istraživanja. Blog. http://pspasojevic.blogspot.
com/2010/12/blog-post_4753.html (posećeno 1. 12. 2011).
Valić Nedeljković, Dubravka; Bala, Karlo (2012). Koliko o digitalizaciji TV emitovanja
znaju oni koji bi trebalo u javnosti da je promovišu, Kultura, br. 135. Beograd: Zavod za
proučavanje kulturnog razvitka. 189–204.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
INTERNETSKI IZVORI
Dejan Pralica
SUMMARY
Media digitization results in significant changes of everyday life. The aim of this paper
is to show whether digitization, besides many advantages , has any disadvantages related to
the field of informing. On the examples of new media, I will try to show if the media and
the audience are ready to adapt to the new ways of distributing and receiving information.
Key words: digitization, television, new media, internet, mobile phone, android, tablet,
social networks.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
SUMMARY
In the first part of the paper authors present the status in contemporary educational disco-
urse which suggests the need for continued search for innovative pedagogical concepts and
models that consider requirements of complex, uncertain and ambivalent realities, as well as
modified cognitive, emotional and social needs and actual interests of new ‚Net- generation’
of students. The second part of the paper presents the concept of improvisation and its theo-
retical basis, together with its potential for the affirmation of creative learning and teaching.
The arguments of authors who support it are presented together with those who point to its
weaknesses in theoretical conceptualization and practical implementation.
Note: The work is a result of the research project titled “Digital media technology and
42
educational and social change”, funded by the Ministry of Science of Serbia /No. Project III
47020 / 2011-2014
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
INTRODUCTION
Permeation of technology through all aspects of human life is apparent in modern society.
Human practices, the environment and the very nature of learning are rapidly changing. Spe-
ed, volume and unpredictability of numerous especially technological, changes in society,
are forcing us to devote full attention to the search for meaningful answers towards the chal-
lenges of time. Information technologies, virtual environment, global market, economic and
environmental crisis, intercultural relations, mobility of people and capital, as well as some
of the key determinants of contemporary living, are searching for new solutions - different
ways of thinking and behavior, posing to the education development of new competencies,
adequate to the new values, new lifestyle and new forms of communication, education and
literacy. Some of the responses to modern challenges have been identified in human innova-
tion, imagination, receptivity, self-expression and creativity which need to be developed in/
and through education as the most important social resource (Djermanov et al., 2011).
Rapid development of civilization at the end of the last and beginning of the new mil-
lennium has conditioned a series of changes in the field of scientific cognition (knowledge)
that have, among other things, manifested in the change of dominant epistemological and
methodological approaches to the study of reality. Long present tendency of detecting and
„creating” of knowledge within specific, mutually isolated sciences has resulted in a mul-
titude of unrelated scientistic concepts of low applicability that have become, originated
for their own sake, the best indicator that «truth» can not be disclosed by holding onto the
frame of one science, regardless of which science is concerned. Since in modern society
it increasingly insisted on the applicability of knowledge in solving global problems, the
existing fragmentation and granularity of scientific approach results have primarily been
expressed as a problem of the meaning of the practice itself. In the second half of the twenti-
eth century, with the entry of science into a new phase of development, the need for moving
from the partial studying of the world and phenomena towards the knowledge integration
confined by individual sciences and holistic learning about the complexity of the real world
is clearly perceived. Consequently, against the fragmented and tightly disciplinary study of
complex phenomena more complex models of systematic approaches to both natural and
social sciences have begun to develop. In a word, interdisciplinarity and multidisciplinarity
have become an imperative need for further progress. The systematic approach to research
involves a specific way of thinking of researchers approaching the research subject as to a
priori system. This approach helps to explore and model the object/phenomenon as a system
of interrelated elements which is organically integrated into the environment and in relation
to the connections and the relationships built inside the system itself and with its environ-
ment. The individual elements and components of the system are not sufficient in themsel-
ves, they are revealed only by the position and function in the system and the object as a
unique system is never just the sum of the properties of its elements, but rather its structure
(Đukić, 1995). The system, therefore, is always more than the simple sum of its parts, and
the systemic approach is primarily the researchers’ attitude and state of mind, or a view of
the world of issues and the sensitivity of researchers at the systemic nature of reality (Davis
& Alexander & Yelon, 1974, by Đukić, 1995).
The metaphor close to the systemic approach is creation (Waterman, 1984). It contains
within itself the assumption that a uniform and objective reality does not exist, and thus that
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
its gradual understanding is not possible. One can only speak of multiply constructed reali-
ties that are constantly changing. As the world around us (and in us) is in constant change,
the „truths” that we have about it are also changing. Therefore, all our interpretations of
the world are subject to review, which means that we can not rely on just one set of prin-
ciples about the functioning of reality, which is why it is necessary to construct alternative
conceptual frameworks in response to multi-connectivity of the worlds we inhabit. The act
of knowing, therefore, is not becoming exhaust by discovering of pre-established order of
things independently of our existence, but it is also the act of our creating of reality.
The common but incorrect myth, similar to the view on reaching the final „truth” is that
(i)nnovations are based on the work of a handful of brilliant and creative producers or entre-
preneurs. If that were true, according to Sawyer in his observation of this myth, then the role
of education could be reduced to identifying and encouraging the few talented individuals
with the potential to create new in art, science or business. However, research of creative
individuals and processes of innovation creation suggest just the opposite, that innovative
ideas are rarely an act of self-creation. Creativity, as it is pointed out, is basically a social
activity and most creative insights are the result of collaborative work by a team of people
through the cycles of creative interaction and creation (Farrell, 2001, John-Steiner, 2000,
according to Sawyer, 2006).
Responses to constant variability of factors in the contexts in which we live and work can
rather and more efficiently be offered by the team than any individual or the team member
acting independently, which is, without a doubt, the most obvious in relation to the search
for solutions to complex global problems of the modern world - poverty, pollution, wars,
epidemics, but also the aspirations of zealous workers in science in researching the cosmos
and micro cosmos (Sawyer, 2006). Since the complexity of the problem goes far beyond the
creative and creation ability of individuals, creativity as an imperative of our time becomes
the potential which is believed to be able to respond to the current challenges, but only
through the synergy and mutual- team work on creation (changes). As well as life itself,
learning for life is constantly innovating and knowledge construction and a specific form
of interaction, cooperation, collaboration, co-creation, imagination and improvisation. Con-
sequently, quality education, appropriate to modern society must affirm the same qualities
in the process of education and learning (individual and group creativity, cooperation and
collaboration).
Stepping out of the traditional educational concepts that do not meet either individual
or social needs of today’s students is sought by the new approaches where teaching is no
longer the transmission of finished knowledge, but live transaction and transformation based
on interactions and a dialogue (Vrcelj, S., Klapan, A. Kušić, S. 2009). It has become clear
that learning can not be reduced to the accumulation and storage of knowledge, but is seen
as a complete contemplative and emotional activity important to an individual, which is
all the better as it increasingly takes place in a climate of cooperation as a process of self-
contemplative activities. On the (re)design of existing forms of „classical” education and
creation of new ones, development of information and communication technologies and the
need to integrate it into the education system as a tool of modern learning and working and
as a set of functional competencies necessary for effective functioning in the modern virtual
environment have significant influence.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
In the literature, the generation born after 1982 is metaphorically called the Net - gene-
ration. This generation is differed from previous generations by a number of authors that
further named it: Millennials, Generation Y, Trophy Kids, Net Generation, Echo Boomers,
Trophy Generation, Dot.Com Generation, Digital Aboriginals, Nexters, Digital Natives
(Bonner, Marbley, and Hamilton 2010; Howe and Strauss 2000; Junco and Mastrodicasa
2007; Oblinger and Oblinger 2005; Palfrey and Gasser 2008; Pletka 2007; Strauss and Howe
2003, 2006; Sturgess 2008, according to, R. A. Berk, 2011). Some of the profile characte-
ristics of Net-generation are: the tendency toward inductive discovery, experimentation in
learning, spontaneity, emotional openness, the search for active experiences, participation,
they are visual, collaborative, fast-moving, quick thinking, fast reacting, inclined to instant
pleasures and have a limited attention span (Oblinger & Oblinger, 2005, Prensky , 2006).
The children of „modern era”, the so called, „generation Y” (or multitasking generati-
on) and their needs, interests and information availability are radically different from the
previous (monotasking) generations. Besides being fast learners, their awareness is focused
on highly abstract mental levels. E-mail, SMS, instant messaging, chat, skype program,
facebook, playstation, iPod are almost „a matter of the past.” It is believed that the per-
ceptual reality of children is drastically being altered as well - e.g. the interpretation in
the three-dimensional world. Transformation process is evident in all areas including the
various aspects (opportunities) of upbringing and education: e-learning; virtual classrooms;
m-learning; h-learning; robotic schools; educational software and hardware (according to
Zloković, J., Ćavar, J. 2009). Prenski (M. Prensky, 2001), while speaking of the dimensions
and scope of these changes, also speaks about the generation gap distinguishing „Digital
Natives” and „Digital Immigrants.”
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Among the key features of Net-generation the authors state extreme commitment to edu-
cation, namely achieving academic excellence in secondary education as the assumption
for realizing the ambitions in continuance of their education and future career. That young
people are aware of the importance of education in today’s world is confirmed by the ex-
tensive research by Whitney and Vernon (2004) conducted on 100 000 Canadian teenagers,
which, contrary to the parents’ and researchers’ expectations found out that they spend most
of the hours on the Internet in learning and doing homework and not only in social activities
(Barnes, K., R. Marateo, and S. Ferris 2007). Another important feature of Net-generation
is the distinctive way of thinking, communicating and learning in relation to all the previous
ones. According to the researchers’ opinion this uniqueness is due to the fact that they are
the first generation growing up „immersed” in the digital and technological environment that
has learned that novelties in the field are quickly acquired and used. (Oblinger and Oblinger
2005; Prensky 2006; Tapscott 2008). In support to these claims the fact is stated that the
average member of the Net-Generation till the twenty-first year of his life spends: 10.000
hours playing video games; 200.000 hours on e-mail; 20.000 hours watching TV; 10.000
hours talking on the mobile phone and less than 5.000 hours reading books (Bonamici et al.
2005, according to Barnes, K., R. Marateo, and S. Ferris 2007).
Identifying ways in which young people are changing the world today Tapscott says that
the young truly want freedom in everything they do, from freedom of choice to freedom of
expression. They like to adapt and personalize what they do, examine, investigate and seek
integrity in decision-making, in all their activities (work, study and social life) they tend
to have fun and play, they are innovative, have a need for speed and are focused on coope-
ration and interaction. In learning, the Net-generation expects more practical approaches,
based on research and is less willing to memorize information obtained from the authority
(Tapscott, 2008). They prefer to learn by doing rather than doing what they were told to do.
Experiential learning through self-discovery or with their peers allows them to retain infor-
mation longer, and to use them in a creative and meaningful way. They require a dynamic
interactive environment focused on their own needs, various forms of feedback, and a choice
of tasks that will allow them to use more resources in learning, and that these experiences
are relevant to them and personally significant (Glenn, 2000; Hay, 2000). In addition to self-
orientation, as the outstanding characteristic of their learning style Hay notes immediacy
that manifested in readiness for rapid reaction, but also the expectation of rapid responses in
the interaction with teachers. As an integral part of living skillfully and easily they combine
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
and use a variety of media formats simultaneously (text, image, sound), but their attention is
diffused in learning because of simultaneous work on multiple tasks (Oser 2005, Oblinger
& Oblinger, 2005). They are more oriented towards speed than on accuracy and are able to
quickly shift their attention from one task to another, as they can choose not to pay attention
to things that do not interest them. Af for the characteristic behavior of the Net-generation,
there is interesting research data on young people aged 6-14 years who, in the time span
of 6 hours, by their activities in various media cover the span of up to 8.5 hours using and
combining, for example, using computers and the Internet with video games, print media,
music and a phone (Kaiser 2005, according to Barnes, K., R. Marateo, and S. Ferris 2007).
The interactive nature of the new information and communication media explains often
present erroneous assumption that young people who sit for hours in front of computers
are socially isolated. In contrast, the fact is that they interact with a large number of people
they know in numerous social contexts. The Net-generation shows a remarkable openness
to diversity and easily makes online communication. Many of them are emotionally open,
and share very personal information about themselves on popular social networking sites
such as MySpace, Facebook, Twitter, Hi5, and LinkedIn. Research suggests that the use
of social networks can have a positive effect on children’s education, for developing their
digital literacy and understanding of social relations as well. Literacy of 21st century means
„developing a set of cultural and social skills that enable young people to actively participate
in the „participatory culture.” According to the MacArthur Foundation, skills are developed
on the grounds of traditional literacy, technical, research and analytical skills and include:
play, performance, simulation, customization, distributed cognition, collective intelligence,
judgment, transmedia navigation, networking and negotiation” (Matović, 2011).
The question of how to teach the Net-generation differentiated the two approaches, a
more radical and more moderate one in the views of the needed changes in education policy
and teaching strategies to support the positive characteristics of learning style, behavior and
opinions of the Net generation and to anticipate their developmental needs and expectations.
The advocates of the more moderate approach also recognize the negative characteristics of
the Net Generation, among which are mainly under-developed skills of information literacy
and critical thinking skills. Oblinger & Oblinger, (2005) state that although young people
are well acquainted with digital technology, it does not mean they understand how to use
technology, which affects their literacy and study habits.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Speaking about the complexity of improvisation and its profound importance to our
existence in the world, Montour Alfonso (2003) states that it can be said that creativity
and improvisation have at least double function. They allow us to adapt in our own way
to complex environments, and to express our (internal) complexity through the performa-
tivity of our interaction with the world. (Montour, 2003:242). The same opinion is shared
by Moran & John-Steiner (2002) who claim that creativity is necessary for achieving life
success and psychological health, and that it is in fact, the essential feature of a quality life.
Creative activity helps people to actively adapt to contexts in which they live and work, and
simultaneously, to modify them according to themselves. A man does not learn about the
world by absorbing information and knowledge, but by transforming and reconstructing the
information, therewith creating personalized knowledge (Moran & John-Steiner, 2002). We
have to say that although improvisation is inherent in human nature, i.e. people improvise
daily in their lives; they are often unaware that they are using it, which differs it from the
conscious use of improvisation for the purpose of creating something new.
In recent years, improvisation has become appreciated and very popular, not only in the
world of arts and entertainment, where it is commonly used, but much wider. Today people
of various professions in many parts of the world learn improvisation techniques to develop
their skills and become more creative and more successful in their professional and personal
lives.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
develop confidence. All these skills are recognized as essential in managing profitable busi-
ness (Wildorf, 2000, according to Burke & Trieber, 2009). Some authors find the analogy for
improvisation in team sports where each player is expected to use his skills for the success
of the entire team (Lobman & Lundquist, 2007: 11). In improvisation activities, each student
can learn how to be a part of a group and to feel what it means to be the part of the group.
The importance of such knowledge is multiple since groups are the social environment in
which each person lives, works and creates. Namely, social context is always around us and
a part of us.
Frank J. Barrett (1998) lists seven characteristics of jazz composition, which may have
implications for other contexts of improvisation: a) provoking competence, that is conscious
efforts aimed at breaking established patterns of behavior; b) the acceptance of mistakes as
a source of learning; c) a common orientation towards the minimum structure that allows
maximum flexibility; d) distributed responsibility, i.e. a continuous dialogue and negotiation
aimed at dynamic synchronization; e) reliance on retrospective making sense; f) alternation
of the individual and joint/supportive activities; g) joint „being” of community members in
spontaneous activities („hanging-out”).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
needs of the development of the society based on knowledge, technology and innovation,
we have to encourage learning through improvisation and collaborative learning (Berk, R.
A., & Trieber, R. H. 2009, Lobman& Lundquist, 2007, Holzman L. 2009, Sawyer K. 2003,
2004, 2006, etc.). Berk and Trieber in this sense identify four main reasons for the use of
improvisation in school learning: 1) compatibility with the characteristics of the current Net
generation; 2) involvement of the different types of intelligence of students according to mo-
dern theories on multiple intelligences (emotional, verbal-linguistic, logical-mathematical,
visual-spatial, bodily-kinesthetic, interpersonal and intrapersonal intelligence of students);
3) the promotion of collaborative learning, that is building trust, respect and team spirit in
the classroom, listening skills, verbal and nonverbal communication, role-playing, taking
risk, etc.; 4) facilitation of deep learning through active engagement of students on new
ideas, concepts, issues, and linking these activities with the prior knowledge and application
of the learned in real life situations with the evaluation of the appropriateness of thinking
strategies (Berk, R. A., & Trieber, R. H., 2009). In a word, the use of improvisation as a
pedagogically designed strategy in its various modalities from creative improvisation to
structured improvisation allows students to freely and creatively express ideas, opinions
and attitudes, to create together, to make mistakes that they have every right to, experience
satisfaction and gratification through the learning process.
Important elements of improvisation are emotions that are present in every school si-
tuation as factors that hinder/facilitate the learning process. The advantage of improvising
techniques is that students are given opportunities to practice a new emotion and ways ex-
pressing them, and more importantly it leads to the increase in the security in interaction
and communication situations. The emphasis in improvisational techniques is on human
intuition and spontaneity, which in contemporary educational practice is neglected because
of the importance attached to cognitive over affective learning outcomes (Kostović, Đer-
manov, Borovica, 2011). Intuition as the main catalyst for the action within an improvised
situation leads to a change in perception, cognition and conation. On general level terms, im-
provisation techniques are based on the paradox that loosing control leads to the capacities
of conduct in unpredictable situations and circumstances, which is favorable for increasing
resistance to stressful situations, developing a positive self-image and awareness of one’s
own capabilities.
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of plasticity in developing human beings. This theoretical construct contains the assumpti-
on that development takes place in interaction, that the undetermined potentials of human
plasticity are realized at any time through the interaction with other beings (or their cultural
products) in which social interaction plays a crucial driving role in the development and con-
tents and structures have the organizing role in the establishment of new mental structures of
individuals (Litvinović, 2001:29).
From the aspect of improvisation concept here greatly significant to us is the determi-
nation of proximal development zone as the focus of human plasticity and the locus of
innovation that provides individual psychism receptivity to innovation in social interaction,
through joint activities in child-adults dyad. According to the development orientation these
activities are recognized as joint activities in the zone of the previous development, in the
zone of actual development, in the zone of proximal development and the zone of future
development (Ignjatović-Savić et al., 1990).
To highlight the importance and potential of improvisation for the school practice,
Lobman and Lindgvist contrast the rigidity of the current modes of school. Several other
authors warn that schools can be innovative but conservative environments as well. Holz-
man (2009) refers to a kind of paradox that arises under the influence of learning in the
school culture. Specifically, he points out that the more children are progressing on the
path of social and cultural adaptation (learning), their potential for continuous development
is becoming more and more limited. All they have learned in the previous period through
attempts and performance activities eventually becomes the pattern and routine. By the se-
condary school, lots of children are becoming so proficient at performing the learned roles
that they gradually cease to performatively express themselves. (Holzman, 2009). What and
how young people/children learn in school depends not only on their skills, and manifesting
curriculum, but also on the hidden that can significantly reduce the overall developmental
and creative potentials of students by prescriptivity. Schools have numerous patterns by
which they regulate the complex dynamics of human relations, „school” language and (sub)
cultures of students and teachers (the hidden curriculum - the implicit culture). That set of
specific, authentic values and behavior patterns that occur within the school are the deepest
layer of the core of its identity - its human dimension. The curricula should therefore be
designed to allow creative group activities, and be flexible enough to allow teachers and
students shared improvisation on the way to discovering and creating knowledge. In this
sense, the most effective teachers would be those teachers who can design and organize di-
fferent levels activities of the classes’ structures, following the class needs and instructional
content. Such flexible teaching is essentially a response to the needs of the Net Generation
students - using the concept of improvisation. The main feature of this mode is to seek the
balance between the solid structure of program contents and flexibility which is achieved
through methods of improvisation.
Authors, who study improvisation in the educational context, consider that conscious
and intentional development of improvisation skills is necessary and useful. In other words,
for the application of the improvisation concept in teaching it is also necessary that teachers
are prepared for their work in the same way through their initial education.
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REFERENCES
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Sawyer, R.K. (2008). Optimising Learning: Implications of Learning Sciences Research. pa-
per presented at OECD/CERI International Conference “Learning in the 21st Century:
Research, Innovation and Policy”. May, 2008. Paris. France.
Tapscott, D. (2008) Grown Up Digital: How the Net Generation is Changing Your World,
New York: McGraw-Hill Professional. Retrieved, 12. 09. 2012. From http://books.
google.rs/books?id=DWlIY1PxkyYC&printsec=frontcover&hl=sr&source=gbs_ge_su
mmary_r&cad=0#v=onepage&q&f=false
Vigotski, L.S. (1996). Naučno nasleđe. U red. M.G. Jaroševskog. Beograd: Zavod za
udžbenike i nastavna sredstva.
Vrcelj, S., Klapan, A., Kušić,S. (2009). Homo Zappiensi- kreatori nove škole. U: Zbornik
radova: Buduća škola II, str. 751-763.Beograd: Srpska akademija obrazovanja.
Waterman, A. S.(1984). Identity formation: Discovery or creation? Journal of Early
Adolescence, No. 4, pp.329-341.
Williams, B. T. (2008). Tomorrow will not be like today”: Literacy and identity in a world
of multiliteracies, Literacy & Identity, International reading association (pp. 682–686)
Zloković, J., Ćavar, J. (2009). “F” Škole - Između realnosti i “ Zvjezdanih staza”. U: Zbornik
radova: Buduća škola I, str. 327-336. Beograd: Srpska akademija obrazovanja
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Marijana Kosanović
Jelena Đermanov
Tamara Borovica
SAŽETAK
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
SUMMARY
The paper will make an attempt at constructing gender and social roles in TV shows,
presenting the regular pattern of the social conflict embodied in the outsiders who both
struggle and hesitate to become the part of the elite. U.S. television show “Gossip Girl” is
based on the series of young-adult novels by Cecily von Ziegesar: closely examining the
lives of students at an elite Manhattan private school, the show has gradually turned into
“Sex and the City” for teenagers. Although the target audiences are completely different,
the two shows have much in common: “Sex and the City” follows the four fashionable
and charismatic characters on their continuum of sexual conquests and relationship disil-
lusionment, while “Gossip Girl” deals with the teenage rebellion in the lives of privileged
youngsters who are living life as equally to the full as their older counterparts in “Sex and
the City”. Carol Platt Liebau, a cultural commentator who has written about a sex-obsessed
culture damaging young girls, accused the show of depicting “high school girls as little more
than gossipy sex objects”.
The six-year run of the television series „Sex and the City” (from 1998 to 2004) induced
a wide discussion on gender, femininity and social role models. The TV show that tackled
issues such as sexuality, promiscuity and new feminist singledom boldly inverts the conven-
tions of the so called film narrative. The ironic perspective dominates both the plot and the
ways characters react to one another, resulting in two effects: in paying tribute to Woody
Allen as the post-sexual-revolution romance chronicler, but also adding to his male and
predominantly schlemiel perspective a more explicitly female point of view. The neurotic,
erratic, insecure and reflective writer-protagonist who talks back to the camera came to be
Woody Allen’s contribution to the development of contemporary romantic comedy, even
though this innovative practice turned out to be rather bland and boring with the proliferati-
on of the so called chick flicks and the Bridget-Jones-like characters of young women.
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Yet Carrie Bradshaw as an aspiring writer and the party girl doomed to take Manhattan
is closer to Allen’s schlemiels than to twentysomething women on the verge of a nervous
breakdown of „My Best Friend’s Wedding”, „27 Dresses” or similar chick flicks designed
to appeal to a female target audience. Allen’s most noted films address the struggles of well-
to-do urbanites in an irrevocably changed dating landscape; the plots regularly deal with
insecure intellectuals who fight their impractical and introspective routines, usually at the
moment when they are in danger of losing someone dear.
„Sex and the City”’s formulaic structure begins with the main heroine’s quest for inspi-
ration. Each episode focuses on Carrie’s thoughts and experiences connected to the topic she
intends to explore in her weekly column. The series uses a narrative structure unique to tele-
vision comedy, with the intention to portray several complex issues faced by single women
in their thirties. While the show is primarily focused on lives of single women, throughout
the series each character has been portrayed in a variety of relationship states, including
committed relationships, living together, marriage, and divorce. Like many domestic come-
dies of our time, „Sex and the City” has incorporated qualities of the serial or soap opera
that make for what many researchers have studied as pleasure in melodrama (Fiske, 1990).
The show has been criticized for glamorizing sex and also for sending out the message
to female population that endless obsessing about men is far more important than pursuing a
career or improving life in general. On the other hand, the show has extensively dwelled on
the upsides and downsides of single life and independence, privileging the issue of „family
of friends” that had been introduced by the TV shows of earlier date such as „Friends”,
„Melrose Place”, „Beverly Hills” and the like.
The „Gossip Girl” series follows the lives of a Manhattan „brat pack”, the students at an
elite Manhattan private school. Based on a best-selling series of novels for teen-age girls by
Cecily von Ziegesar which are centered on the juicy extracurricular doings and desires of the
most privileged kids on the Upper East Side, the show has been likened by critics to „Sex
and the City” for teenagers because of its salacious story lines and trend-setting fashion.
This world of „the beautiful and the damned” is packed with wickedness, uncontrollable
fluctuation of money, carnal desire and power, open only to the few, but of great interest to
the many.
In her books von Ziegasar created five main characters: there is a bad girl gone good
Serena van der Woodsen (a variation on Fitzerald’s beautiful but fickle Daisy Buchanan),
a clever, conniving Blair Waldorf with the obsessive need to control others (invoking com-
parison to Jane Austen’s Emma), a pretty and feeble-minded Nate Archibald, overtly ambi-
tious and sex obsessed Chuck Bass (an antiromantic, Heathcliff-like hero), and lonely and
sensitive Brooklyn boy Dan Humphrey. The characters in the novels and the show attend
Constance Billard School for Girls and Saint Jude’s School for Boys, both being wealthy,
private brother-sister high schools in New York City. Despite, or maybe due to, their wealthy
backgrounds that allow them everything from big spending to sexual misconduct, they all
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
have secrets and dark obsessions they are eager to conceal. However, all the secrets are
ultimately revealed through Gossip Girl, the blog which exposes the characters on regular
basis, with an inexplicable insight into their private lives. The blog is turned into a dark
force of technology that also serves as a sort of parental control boys and girls miss in their
respective families.
Gossip Girl does have some similar features to „Sex and the City”: „Sex and the City”
follows the four fashionable and charismatic characters on their continuum of sexual con-
quests and relationship disillusionment, while „Gossip Girl” deals with the teenage rebel-
lion in the lives of privileged youngsters who are living life as equally to the full as their
older counterparts in „Sex and the City”. The central female character Serena is revealed
to have had a scandalous past that continues to haunt her, and she is known for her many
on-again, off-again relationships with countless male characters. Chuck and Blair have a
tumultuous, devastating sexual relationship: the constant conflict between the passion and
the freedom they seek in their love afair on the one hand and the socially structured conven-
tionality of the world they live in on the other bears a close resemblance to the tone and the
setting of Wuthering Heights, a novel centered on unconditional love between savage and
demonic Heathcliff and Catherine who is wild and untamed, but yearning for social status
and domesticity.
The two shows are set among the lifestyles of Manhattan elite that their target audi-
ences can only dream of.The only attempt the show has made to explore class differences is
through the inclusion of a family who lives in Brooklyn instead of the posh Upper East Side.
Dan Humphrey’s family, however, seems to be only “less wealthy”, as they still belong to
the upper-middle class. The family’s two high school students attend a private school and
live in a spacious loft in Brooklyn with their father, an ex rock star who started running an
art gallery, so they are not exactly textbook paupers. Needless to say, the show significantly
misrepresents the nature of class boundaries and distorts what poverty actually is. This is
compounded by the fact that the “rich” youth on the show regularly mock the economic
status of these private school kids and their former rock-star dad. Later in the series the
father of this family actually marries a wealthy woman, and thus the class rift the show once
purported to have is effaced.
Each episode of “Gossip Girl” begins with the blog page of the Gossip Girl who narrates
the plot, provides information and comments, pictures and judgments which make the lives
of Serena, Blair, Chuck and other characters open to public eye and comments.
“Gossip Girl” is, just like “Sex and the City”, is narrated in a format which seemingly has
been inspired by the latter in several TV series of recent year: the controlling and omniscient
voice of an invisible but omnipresent person seems to be a convention that helps much with
the plot inconsistencies, but also adds to the mystery and suspense. But while the narrator of
“Desperate Housewives” who tells us of the life in Fairview has been dead for a long time,
the character in “Gossip Girl” who supplies the viewer with an omniscient point of view
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
remains unknown. The voiceover narration comes from the mysterious Gossip Girl who
could be a journalist investigating the world of the rich and the damned, an informed insider
or a sinister force who carries out a vendetta. She is a presence, an omniscient stand-in for
our voyeuristic selves who chronicles online the activities of the half-dozen main charac-
ters. The conspiratorial, knowing tone of the narrator is supported by technology, since text
messages, photos taken with the cell phone and other electronic data contribute a lot to the
degree of Gossip Girl’s involvement in the plot; but this hidden medium that rules lives on
the Upper East Side still depends a lot on the data that characters supply her for their own,
ulterior motives. Being nobody’s friend, Gossip Girl seems to be everybody’s ally, as text
and picture messages are sent to her by friends and enemies alike. Her identity has been
shrouded in mystery for the past five years, and there has been no proper clue for it except
for the sporadic guesses according to which, for instance, Gossip Girl is self-destructive and
vindictive Serena’s former friend Georgina Sparks, a socialite who executed one vendetta
after another against the show’s principle cast. The Gossip Girl’s stalkerazzi lens, as well as
her whereabouts and identity, will probably remain unknown, and for the rest of the show
she will produce sentences tinged with irony such as “Spotted -- Chuck Bass losing some-
thing no one knew he had to begin with...his heart”; “Here’s an inside tip, Little J: the faster
you rise, the harder you fall. Hope that Hello Kitty sleeping bag doubles as a parachute”;
“Spotted – Lonely Boy’s rude awakening. Upper East Side Queens aren’t born at the top.
They climb their way up in heels, no matter who they have to tread on to do it.”
Gossip Girl tells us at the beginning of each episode, in a singsong, actressy tone, that
she’s our “one and only source into the scandalous lives of Manhattan’s élite.” She is a
social chronicler, but her irony and criticism is not as witty as Woody Allen’s, since she
obviously belongs to the world she provides information about. Her blog is a medium for
rumor and scandal, updating its readers on the lives of Upper East Siders at an unthinkable
and implausible speed. The use of technology on the show is prominent, but goes almost
unnoticed by the viewers: as they follow the story line which repeats classic twists and turns
of the soap opera plots, they tend to forget that the show is based on the blog. Gossip Girl is
the authorial voice that make up for the inconsistencies of the plot, she fills in the gaps and
lapses by writing the posts about relationships between the characters, scandals between
students and teachers, or the outsiders and newcomers that threaten to change the routine of
the Upper East Side. The main use of communication in the show is through text and picture
messages, yet the constantly changing plot masks the use of technology. Contrary to the ste-
reotypes that we assume that men are technology savvy, with the power to control machines,
the male and female characters equally fear Gossip Girl. This stalkerazzi technique adds to
the generally weak plot, that abounds in illogical resolutions, sudden changes of heart and
inexplicable alterations in characters, who go from angelic to demonic in no time. What is
well known to the socialites is that if Gossip Girl assumes something, there is a good chance
that the rest of the society will assume it too.
The imporance of technology is seen only when gadgets get confiscated and thus hamper
the communication of news. For instance, in the episode titled “Carnal Knowledge” (2.17),
the new headmistress of Constance Billard banned cell phones from the school campus.
The camera focuses on the front doors of the school where Miss Queller is confiscating cell
phones before the students walk into the building.
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Miss Queller: New school policy. There will be no cell phone usage during school hours.
Every morning before you enter the building you will check your phones.
Blair: Is this a joke?
Penelope: I feel nauseous.
Hazel: Pinch me. I’m in my own worst nightmare.
While blogging is generally assumed to be an anti-social activity for young nerds, “Gos-
sip Girl” has made it trendy: instead of advertising online networking sites such as Facebook
or Twitter, the authors of the series wisely use blogging as the way to remain anonymous and
still spread inside information on what the characters are doing.
According to the Pew Internet and American Life Project, a non-profit organization that
gathers data regarding youth usage of technology, more than 75% of teenagers in America
own a cell phone, 93% use the Internet, and 54% read blogs. Thus “Gossip Girl” becomes
a representation of the techno-world, although suggesting that technology is often used for
trivial purposes, primarily to facilitate very shallow kinds of interactions or perceptions of
people. Blogging is thus less a way of social networking, but rather a Big Brother technique
of turning the lives of celebrity brat pack into a reality show.
Primarily focused on the lives of young men and women in the most privileged part of
Manhattan, and showing how their lives are exposed to the public eye to the fullest, “Gossip
Girl” seriously misuses technology. However, blogging is also used to show that their life
revolve around intrigues and plots, which aim at exerting and inducing more power over
their rivals or outsiders.
Carol Platt Liebau, a cultural commentator who has written about a sex-obsessed culture
damaging young girls, accused the show of depicting high school girls as gossipy sex ob-
jects. The parents of Chuck, Blair, Serena or Nate are either distant, indifferent or estranged.
The only exception is the father of Dan, an aspiring Brooklynite, a former rock musician
who runs an art gallery in Brooklyn. Serena, Blair, and other girls in the show are also read-
ing Tolstoy, Jane Austen and F. S. Fitzgerald, playing sports, tutoring grade-schoolers, writ-
ing plays, and raising money for good causes. Some viewers see “Gossip Girl” as a strategy
of over-the-top escapism, a nice break from dreary everyday life, a kind of guide through the
trials of high school and bad parenting, an “S.A.T.s and the City.”
New York City is a character in ‘’Gossip Girl’’, but not in the same romantic way it was
in “Sex and the City”. The city is a scene of decadence for rich young adults who practice
casual sex and underage drinking. There is a reason that Manhattan and Brooklyn are used
to make a start social contrast. According to Jonathan Lethem, “Brooklyn is the conscience
of New York. While Manhattan tears everything down and changes everything, Brooklyn
does a similar thing, but fails miserably at it. It is a crazy quilt of a place. A mongrel place
of sorts. It mixes old and modern in a haphazard way. It represents a tiny microcosm of the
world—a functional utopia.”
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As opposed to Brooklyn, Upper East Side is shown as a place of reckless social ambition
where social hierarchy seems to be as important as in any 19th century novel. Unlike her
forerunner Becky Sharp who ruthlessly elbowed her way into wealthy aristocratic society,
Blair Waldorf already has all the money and position anyone could want. However—and,
again, unlike her prototypes—Blair never harms anyone but herself. She is portrayed as the
dark, brunette queen, but with vulnerabilities that keep her from being a total villain.
The gender-explained categories of subject and object are discourse and context bound
constructs, rather than biological, and are in connection with relations of power signification
(Topalov 2009: 194). Gender and gaze are connected in many subtle ways in both the “Sex
and the City” and “Gossip Girl”. The single girl in American literature is usually guided
by self-interest, emotionally blank, and fond of material things, and the same tendency is
shown in “Sex and the City”. The characters from “Gossip Girl” are not eager to explore the
opportunities the city affords, since they feel at home there, neither they automatically reject
the domestic and married life. The age difference changes everything, and the teenage char-
acters from “Gossip Girl” are not focused on settling down as the thirtysomething women
from “Sex and the City”. The issue of the stereotypes is further complicated by the fact that
women’s sexuality in the series is presented in an ambiguous and confusing manner. The
women are objectified to a great extent, their sexuality colliding with their professional ac-
complishment. There are no “groundbreaking” representation of sex and sexuality. “Gossip
Girl” explores the unnavigability of friendship, the joy and disappointments of dating, but
the ruling passion is power. Sex is used as a weapon, and mutual contempt regularly serves
as aphrodisiac. “Gossip Girl” goes further than most shows in depicting the excesses of the
rich and under-age, but most of all it represents the next evolutionary stage of girl power
television after “Sex and the City.” It becomes the amalgam of many genres: borrowing the
rituals and cliches of the soap opera, it provides a new media and technology context for the
social chronicles about the beautiful and the damned Upper East Siders.
REFERENCES
Akass, Kim and Janet McCabe (2004). Reading ‘Sex and the City”. London & New York:
I. B. Tauris.
Gill, Rosalind (2007). Gender and the Media. Cambridge: Polity Press.
Gordić Petković, Vladislava (2010). „The Shock of Unrecognition: Single-Girl Narrative in
Ann Beattie’s Short Stories and Postfeminist TV Shows”, in Short Story Criticism, ed.
Jelena Krstović (Detroit: Gale Cengage Learning): 23-29.
Fiske, John (1990). „Gendered Television Femininity,” Television Culture: Popular Pleasure
and Politics, New York: Routledge.
Fiske, John (1986). „Television: Polysemy and Popularity,” Critical Studies in Mass
Communication 3: 39l-408.
Kushner, Seth and Anthony Lasala. The Brooklynites. New York: Powerhouse Books, 2007.
http://www.sethkushner.com/brooklynites/index.html
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Tofoletti, Kim. „Gossip girls in a transmedia world: the sexual and technological anxieties
of integral reality”. Papers: Explorations into Children’s Literature 18.2 (Dec 2008):
70-77. http://www.somerset.qld.edu.au/conflib/images/general/Kim%20Toffoletti%20
-%20Workshop%2009%20Keynote.pdf
Topalov, Jagoda (2009). „Perception and Perceptability: Issues of Gaze and Emasculation in
High Fidelity”. Kultura, 40: 181-197.
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SAŽETAK
Cilj rada bio je da se, primenom teorije selekcije vesti i metodoloških obrazaca analize
sadržaja, utvrdi koji informativni faktori su najzastupljeniji u uredničkoj proceni događaja
da bi se o njemu izveštavalo u domaćoj televizijskoj praksi, kao i da se ispita u kojoj meri
se pojednostavljena tehničko-tenhnološka proizvodnja vesti odražava na izbor vesti u pos-
matranim centralnim informativnim emisijama, uzimajući u obzir promene u celokupnom
medijskom okruženju. Korpus za analizu činilo je 28 centralnih informativnih emisija dvaju
javnih medijskih servisa: Radio-televizije Srbije i Radio-televizije Vojvodine, kao i dve ko-
mercijalne televizije: TV B92 i TV Prva.
OD 35 MM TRAKE DO DIGITALIZACIJE
43
Ovaj rad rezultat je istraživanja sprovedenog u okviru projekta III47020 „Digitalne medijske
tehnologije i društveno-obrazovne promene“ koji finansira Ministarstvo obrazovanja i nauke Republike
Srbije.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Americi44, zatim i u Evropi održavan proveren i jednostavan model produkcije vesti. Spiker
je u studiju čitao vesti sa papira ili „idiota“ koji je stajao neposredno ispod kamere, dok bi
monološki karakter obraćanja pokrivala tek poneka mapa ili slika građevine ili funkcionera
o kojima se govori u vestima. Često se dešavalo da uopšte ni nema snimljenog materijala,
već samo fotografije koje su se pred objektivom kamere ručno okretale rotacionim apara-
tom. Način izlaganja nekadašnje BBC-ijeve dvadesetominutne emisije Vesti i žurnal tada se
opisivao „kao bezličan, a sam sadržaj težak i tvrd i s prenaglašenom potrebom da vest bude
tačna i zvanično potvrđena, čak i ako je to ponekad značilo gubitak vesti dana” (Мek Кvin
2000 : 116). Potpunu revoluciju stvaranja vesti u obliku kakvom ih poznajemo i danas donela
je upotreba reportažnih kola. Javljanja reportera uživo sa lica mesta pozicionirali su emisije
vesti u sam vrh gledanosti, gotovo svake televizije. Model američkog novinarstva, koji su
kreirali novinari ABC i CBS mreže, nametao je vesti sa sve više populističkih elemenata kao
što su „priče o ljudima, vox pop, te duhovitost i ratoborniji način intervjuisanja“ (2000: 118).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
ulaganja proizvedu što veću količinu vesti, nadmaše konkurenciju i ostvare željeni profit,
ne obraćajući mnogo pažnje na kvalitet sadržaja. Razvoj komunikacionih tehnologija omo-
gućio je plasiranje informacija različitih formata na različitim platformama. Potencijalnim
konzumentima televizijskih vesti, koje u kontekstu konvergencije medijskog okruženja teo-
retičari označavaju „gledokorisnicima” 46, na raspolaganju stoje raznovrsni tehnički uređaji
(od televizora, preko personalnog kompjutera do mobilnog telefona), pomoću kojih mogu u
svakoj sekundi da se informišu, tako da se trenutak pojavljivanja vesti u dosadašnjem poi-
manju zapravo poništava. Smatra se da u digitalnom okruženju bitova i multiplikacije kanala
novost postaje osnovna merna jedinica u praćenju toka vesti. „Televizijske vesti nastoje
početi ne glavnom, nego isključivo najnovijom vešću, s informacijom ’najnabijenijom’ no-
vinom, najbližom trenutku događaja“ (Woelfel 2008: 34–37 prema Perišin 2010: 220). Time
je, smatraju teoretičari, dnevni vek vesti „destabilizovan“, što se odražava i na informativne
vrednosti.
Sam postupak izbora vesti nije jednostavan, a ni jedinstven, ali se ipak smatra da „prin-
cipi izbora i prezentacije koji leže u pozadini samih vesti jesu postojani“ (Mek Kvin 2000:
123). Ono što se danas smatra vešću pre pedeset godina sigurno bi bilo odbačeno, i obratno,
mada čuveni aforizam Džona Bogarta da vest nije „kad pas ujede čoveka, nego čovek psa” i
dalje metaforično izražava jedan od osnovnih kriterijuma na osnovu kojih se pravi selekcija
događaja da bi se o njima izveštavalo. Čitav niz teoretičara u svojim radovima iz različitih
uglova otvarao je ovu temu i diskutovao o njoj. Razmatrajući selekciju vesti kao profesio-
nalnu procenu karakteristika koje neku informaciju čine vrednom objavljivanja, Lipman je
još dvadesetih godina XX veka ustanovio da se stvarno postojeći svet razlikuje od pseudos-
redine i subjektivnog zapažanja tog sveta (Lipman 1995[1922]). U slučaju televizijskih vesti
koje su u fokusu analize ovog rada značajno je Burdijeovo promišljanje koji televizijske
emisije vesti naziva „nesvakidašnjom svakodnevicom”, viđenom kroz „posebne naočari“
kroz koje novinari vide samo neke stvari, dok neke druge uopšte ne vide. On ukazuje na to
da, pribegavajući selekciji i konstrukciji onoga što je već jednom selekcionisano, novinari
i urednici isključivo tragaju za onim što je senzacionalno ili spektakularno. U TV mediju,
kako navodi, postoji dodatni specifikum principa selekcije onoga što može privući gledaoca
i podići nivo gledanosti. „Televizija nameće dramatizaciju i to u dvostrukom smislu. Na
scenu postavlja događaj, pretvara ga u slike i obično preteruje u isticanju njegovog značaja,
težine dramskog i tragičnog karaktera“ (Burdije 2000: 35).
Više o TV publici videti: Drašković B, Kleut J, Televizijska publika u digitalnoj eri, Kultura:
46
Časopis za teoriju i socologiju kulture i kulturnu politiku br. 135, Beograd 2012, str. 217–232
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
prema kojoj na selekciju vesti utiču snage koje su izvan uredništva, izvan same organizacije
vesti. Za Gansa je proces selekcije zatvoren, kružni proces u kojem učestvuju izvor, novinar
i publika. Kao osnovne kriterijume selekcije navodi dostupnost (odnos novinara i izvora) i
prikladnost (odnos novinara i publike) koji ima tri forme: „prema značaju”, „prema proizvo-
du” i „prema konkurenciji” (Gans 2004[1979]).
Na ovu tipologiju koja je utvrđena na analizi novinskih vesti mnogi teoretičari su iznosili
razne zamerke, nadopunjavali je ili se potpuno udaljavali sa rezultatima svojih analiza vesti
u različitim medijima. Tako Šveđani Jorgen Westesthal i Folke Johansson (1986) razlikuju
statične i dinamične kriterije selekcije. Informativne vrednosti smatraju statičnim, a ideo-
logiju vesti dinamičnim kriterijumom koji ne samo da utiče na odabir nego i oblikovanje
vesti. Golding i Eliot (2000) navode da među osnovne vrednosti koje su Galtung i Ruž
ustvrdili, spadaju i drama, vizualna atraktivnost, sažetost. Gerald Lanson i Mitchel Stephens
(1994, prema Perišin 2010: 156) na osnovu svog istraživanja ranije definisanim merilima
informativnih vrednosti vesti, dodali su pravovremenost (timeliness), emocije, kurentnost,
edukacijsku vrednost, konflikt umesto negativnosti.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
sme se poistovećivati sa pukim javljanjem novinara uživo. „Isticanje novinara, trebao bi sle-
diti i visok intenzitet ostalih informativnih faktora, naročito relevantnost i pravovremenost
događaja” (Perišin 2010: 161-167). Samo tako se, smatra ona, može zadržati verodostojnost.
Međutim, u praksi to uglavnom nije slučaj. Novinari u svom direktnim obraćanjem u kame-
ru (stand up forma) sa lica mesta vrlo često ne donose nikakvu novu informaciju, a to stavlja
emisije televizijskih vijesti u službu profita i komercijalnih interesa.
Sam postupak izbora vesti koje će se naći u centralnim informativnim emisijama nije
jednostavan. Biraju ih urednici i čelni ljudi medija na temelju prikupljenih informacija iz
raznih izvora, ali i na osnovu sopstvenih opredeljenja, shvatanja, obrazovanja i u skladu sa
uređivačkom politikom medijske kuće. Ona se profiliše uglavnom u odnosu na vlasničku
strukturu i uticaj interesa određenih političkih grupa, političke elite i vlasnika kapitala, tako
da se navedeni interesi mogu nazreti u ukupnom informativnom programu televizijskih sta-
nica u zavisnosti od toga da li je reč o tzv. javnom servisu ili o komercijalnoj televiziji u
rukama privatnih vlasnika. Polazeći od pretpostavke da i uticaj ubrzanog razvoja tehnologije
nameće potrebu preispitivanja definicija informativnih vrednosti u televizijskim vestima,
cilj ovog rada bio je da se na osnovu iznete teorije selekcije vesti i ustanovljenih tipologija
informativnih faktora utvrdi nivo njihove zastupljenosti u domaćoj televizijskoj praksi i da
se ispita u kojoj meri se pojednostavljena tehničko-tehnološka proizvodnja vesti odražava na
izbor vesti u posmatranim centralnim informativnim emisijama uzimajući u obzir promene
u celokupnom medijskom okruženju. Uzorak je ciklično prikupljan tokom avgusta 2012.
godine. Analizirano je 28 centralnih večernjih informativnih emisija koje su emitovane na
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
koji govori da su sve televizije u hedlajnsu47 imale samo jednu zajedničku vest dana – sukob
na političkoj sceni Srbije.48 Oko ostalih događaja tog dana koji su procenjeni kao vesti dana
(Tabele 1a, 1b, 1c. i 1d.) nije postojao konsenzus, kao ni u njihovom rangiranju.
47
Dramaturški postupak najave vesti i međunajave smatra se opravdanom metodom privlačenja
pažnje zainteresovanosti gledalaca i mora da sadrži „jednu vrstu neočekivanosti i paradoksa. Ali, ne
treba da otkriva smisao daljeg saopštenja“ (Sokolov 2003: 42).
48
Zahtev novosadskog odbora Srpske napredne stranke upućen centrali u Beogradu da se preispi-
ta koalicioni sporazum sa Socijalističkom partijom Srbije na republičkom nivou. Značaj ove vesti
ogledao se u tome što se odnosila na rušenje novosadske vlade na čelu sa sa demokartama, koja je,
inače, na dnevnom redu svih medija u kontinuitetu bila nekoliko nedelja.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
7% 1.relevantnost
6% 2.pravovremenost
5% 3.veličina događaja
4.blizina 5.konflikt
4% 6. personalizacija
3% 7.vizuelnost
2% 8.isticanja novinara
kao donosioca
1%
priče 9.postupci
0% elite 10.neobičnost
1 2 3 4 5 6 7 8 9 10 11 11.dramatičnost
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Takođe, mnoge informacije koje promovišu aktivnosti medijske kuće bilo da je reč o
rejtingu gledanosti, sopstvenoj produkciji ili aktivnostima u okviru humanitarnih kampanja
(primer akcije „Bitka za bebe“ TV B92) sigurno pronalaze svoj put do najvažnijih vesti dana.
S druge strane, u domaćoj praksi još uvek mali intenzitet imaju tzv. out of the ordinary priče
koje na osnovu svoje neobičnosti bivaju uvrštene u dnevnike, kao na primer kako izgleda
kada bračni par dobije na lotu 190 miliona evra (RTS, 14. 8) ili kako jedna porodica u svom
domaćinstvu u selu Prijanovići gaji dvomesečno lane (RTS, 17. 8). Kriterijum vizuelnosti,
odnosno atraktivnosti slike, potpuno je zanemaren, što je posledica velike zastupljenosti
vesti koje se tiču događaja u društvenoj, a ne fizičkoj stvarnosti.
ZAKLJUČNE NAPOMENE
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LITERATURA
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Brankica Drašković
SUMMARY
Using the theory of news selection and the methodology of content analysis, the aim
of this paper was the establish which information values are most frequent in the editorial
assessment of the events worthiness to be reported in Serbian television practice, as well as
to examine the extent to which the simplification of technological aspects of news producti-
on is reflected in the selection of news in the analyzed news bulletins, especially taking into
account the changes in the whole media environment. The sample for analysis included 28
news bulletins of the two public broadcasters Radio-televizije Srbije and Radio-televizije
Vojvodine, as well as two commercial TV stations: TV B92 and TV Prva.
The results of the analysis show that the most frequent news values are the ones dictated
by the characteristics of the events, and that the assessment of news worthiness depends on
individual editorial interpretation of the social reality. It is established that the trend of live
reporting from the scene of events, as a direct consequence of the simplification of the news
production technology, poses problems for the news value prominence of journalists as a
carrier of the story. It is indicated that as much as this news value can be attractive for ratings
it can be dangerous as the media prioritize commercial logic over democratic legitimacy.
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SAŽETAK
Rad predstavlja studiju slučaja koja se bavi analizom komentara čitalaca na internetskom
portalu lokalnog Radija 021 iz Novog Sada. U julu 2012. godine jedna građanka Novog
Sada ispričala je medijima da obezbeđenje restorana „Mekdonalds“ u tom gradu nije doz-
volilo da troje romske dece uđu s njom u zgradu. Komentari na ove vesti su anonimni i
pretežno negativni prema Romima, prožeti dubokim predrasudama. Komentatori takođe
koriste i govor mržnje.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
(medij) upute poruku ka pasivnom primaocu. Na taj način, tradicionalni mediji uzimaju
sebi ekskluzivitet kreatora javnog mnenja. U virtuelnom komuniciranju, pak, i primaoci
informacija teoretski mogu da utiču na javno mnenje kroz vlastite komentare.
Ipak, prema Kelneru, izlaz može biti u formulisanju odgovarajućeg obrazovanja za „saj-
berdemokratiju“, koje će sprečiti manipulacije u internetskim javnim sferama. „Demokrats-
ka politika će učiti ljude kako da koriste nove tehnologije, da artikulišu svoja iskustva i
interese, i da promovišu demokratsku debatu i raznovrsnost, omogućavajući da pun opseg
glasova i ideja postane deo sajberdemokratije budućnosti“ (Kellner 2000: 280).
METODOLOGIJA
U rečniku internetskih termina (Jensen 2002) komentar ili post (comment, post) definiše
kao poruku poslatu na internet unutar neke grupe za diskusiju, bloga, socijalne mreže ili
onlajn foruma. Postovanje (posting) je učestvovanje u diskusiji slanjem ili „postavljanjem“
članaka ili komentara na internet (Jensen 2002).
U radu je korišćena metoda kritičke analize diskursa sadržaja komentara. Svi komentari
preneti su u originalu, onako kako su i napisani. Posetioci su komentarisali 20, 21, 22. i 25.
jula, 7. i 10. avgusta. Komentari se odnose na vesti „Romima zabranjen ulaz u novosadski
’Mekdonalds’“, od 20. jula 2012, i na vest „Tužba protiv ’Mekdonaldsa’ zbog diskriminaci-
je“, od 7. avgusta 2012, koje su objavljene na portalu Radija 021 (www.021.rs).
Komentari su uglavnom anonimni ili su pod nadimkom, što je manji vid anonimnosti,
s obzirom da su takvi komentatori anonimni van internetskog sveta, ali su poznati unutar
njega, jer retko menjaju nadimke. Takođe, umesto potpisa, neki su komentatori ostavili nešto
poput naslova, a neki i sasvim nerazumljive poruke. Potonji, i jedni i drugi, mogu se svrstati
u potpuno anonimne komentatore.
U julu mesecu 2012. godine, jedna građanka Novog Sada ispričala je medijima da
obezbeđenje restorana „Mekdonalds“ u tom gradu nije želelo da pusti troje romske dece
da s njom uđu u objekat. Ta Novosađanka želela je da počasti male Rome hamburgerima
u „Mekdonaldsu“ ali je pripadnik obezbeđenja rekao da građanka može da uđe a Romi
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Kada je ova vest dospela u javnost, preneli su je mnogi mediji a među njima i novosadski
Radio 021 na svom internetskom portalu. Ovaj medij ubraja se u one „liberalne”, a većina
čitalaca deli slične vrednosti kao i medij, što ispoljava i u komentarima na većinu vesti.
Međutim, na ovom primeru kao da se potvrđuje koliko su duboko usađene predrasude prema
Romima u društvu u Srbiji, čak i kod čitalačke publike koja se deklariše kao liberalna i
slobodoumna. S obzirom na to da komentari čitalaca obiluju neobično velikom količinom
mržnje i predrasuda, i ovde se postavlja pitanje koliko su mediji u pravu što dozvoljavaju
anonimne komentare čitalaca. Takođe, postavlja se i pitanje kakva je uloga administratora
na internetskim stranicama medija, kada dozvoljavaju da se pod slobodom govora mogu
objaviti i komentari koji su šovinistički, a neki od njih pozivaju i na nasilje protiv romske
populacije. Tim pre što na samom sajtu, u odeljku „Pročitajte pre slanja komentara“ jasno
i nedvosmisleno piše: „Komentari koji sadrže vređanje, pretnje, bilo koju vrstu mržnje i
diskriminacije, kao i netoleranciju neće biti objavljeni“.
A potom kreće čitava lavina uvreda na račun Roma, koja u potpunosti demantuje upozo-
renje koje urednici sajta nude. Osoba koja se predstavila kao „Građanin-Zloupotreba“ kaže
da „... toj deci nije uskraćen ulazak u restoran zato što su oni Romi, nego zato što su prljava,
zapuštena, nevaspitana, remete mir u restoranu, ometaju ostale goste i zato što prosjače po
restoranima, a to je i zakonom zabranjeno!“ Anonimni komentator pod naslovom „Strašno“
siguran je da će „nas Romi izgleda dokrajčiti“, a da se to ne bi desilo predlaže i odgovarajući
recept: „... Pa u Beogradu oko stanice iz svakog lokala ih lopatom izbacuju...“ Takođe ano-
nimmni, ali „Čuvar“ veli da policija „običnim građanima“ naplaćuje 5.000 dinara ukoliko
se nisu vezali pojasom u sopstvenom automobilu, dok njima (Romima) „niko ništa kad
idu konjima kroz grad, pa još konjić ostavi krofne na putu... toliko o ravnopravnosti...“.
Komentator koji sebe naziva „ShepherdBuster“, pod naslovom „Dosta“ iznosi stav da Romi
u Srbiji ne samo da nisu ugroženi, već su „ovde zaštićeni kao beli medvedi...“ Tu su i oni
koji su naklonjeni „istraživačkom“ novinarstvu pa prijavljuju slučaj neke organizovane
kriminalne grupe koja po Sremskim Karlovcima u susedstvu Novog Sada krade „sve što
stigne“, a povezuje ih to što su – Romi! Osoba pod nadimkom „Okoreli Kromanjonac“
poručuje Romima (koje naziva „ganci“) da se „pomere malo sa tačke na kojoj su već sto-
tinama godina“ i državnim organima preporučuje: „Pošaljite ih malo u škole i na rad, a ne
u ’Mekdonalds’!“ Komentator „ZoranNS“ poručuje građanki koja je htela da nahrani male
Rome da ih „odvede u svoj stan“, dok je komentator „Tačno-sam znao“ zadovoljan što su
Romi u ’Mekdonaldsu’: „Bolje da ih šalju u ’Mek’ nego na groblje gde čovek ne može da
zapali sveću za svoje mrtve od njih“. Ima još dobro obaveštenih i istraživanju sklonih ano-
nimnih komentatora, a jedan od njih tvrdi da su ta ista romska deca samo dan pre incidenta
ulazila u „Mekdonalds“ i „maltretirali“ goste. „Uzimali im hranu sa stola, tražili pare (po
običaju) i zbog toga im je zabranjen ulaz u objekat a ne zato što su cigani pardon romi. Pa
i moje dete kad bi se tako ponašalo (što nikako nije moguće) ja mu prva ne bi dozvolila da
uđe u ’mekdonalds’ ali njih nema ko da vaspitava nego su prepušteni ulici“. Osoba koja
se predstavlja kao „Maja“ Rome doživljava kao kradljivce bicikla, dok „Koncert Majstor“
romsku decu doživljava kao „besprizornu“. Još jedan potpuno anonimni posetilac tvrdi da
su Romi „zaštićeni kao beli medvedi“, zbog čega maltretiraju „našu“ decu u školama: „Čin-
jenica je da im se ne može ništa i to debelo koriste“. Osoba koja se predstavlja kao „Mimi“
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
kaže da joj je „muka više od njih“ i poručuje da je krajnje vreme da ih „već jednom sklone
sa ulica“. Posle „Mimi“ dolazi „Mama“ koja poručuje da im „ni vode ne bi dala“, jer su joj
pljunuli ćerku u centru grada, nakon što je odbila da im da novac. „Peca“ smatra da je reč o
„patologiji filantropije“ jer se niko nije „zapitao, da li bi uvođenje te dece koja žive u krajnje
nehigijenskim uslovima, koja potencijalno sa sobom nose mnogobrojne zaraze i higijenske
rizike, bilo zrelo za krivičnu prijavu zbog ugrožavanja radne i zdravstvene bezbednosti u
slučaju da je u „Mekdonaldsu“ posle toga izbila neka zaraza? Ko bi onda bio kriv? Nevina
deca ili ’filantropi’ koji ne vide dalje od nosa?... Lek za filantrope svih boja i namera: Samo
vi njih vodite svojoj kući i dajte im šta god poželite...“ Sledi izvesni „Preduzetnik“ koji je
upućen u slučaj u kome su Romi izboli nožem neke mladiće u Novom Sadu, a uz to još tvrdi
da je „slučaj ’Mekdonalds’“ zapravo „insceniran incident“ i poručuje da Romi naprosto „ne
žele da rade“. Još jedan anonimac u svemu vidi i moguću političku pozadinu: „Treba da
pomažemo Rome pa i Kineze isto tako kao što smo pomagali Šiptare na Kosovu 50 godina
i zahvaliće nam se na isti način“. S njim se prirodno slaže i komentator „G“, koji se pita da
li ima neka organizacija koja se bori „protiv rasne diskriminacije belaca“, a „Hmm“ se pita
zašto građanka nije nahranila „nekog belog dedicu što kopa po kontejneru“. Pored krivičnih
dela koja su pobrojali prethodni komentatori, „Hmm“ tvrdi da ta romska deca „vuku kese
sa lepkom po sred centra grada i džepare po autobusima nemoćne bakice“. „Uvek dam
pare prosjaku ili onom dekici u centru što svira! Ali otkako su me opljačkali cigani – njima
NIKADA!!!“, nije mogla da zauzda bes „Hmm“, dok „Ns“ prosto pita: „Pa i šta će cigani
u ’Meku’?“, a „Bojan“ upućuje „Pitanje za sve: da li bi oni u kuću primili nekog prljavog,
nekulturnog roma???“
Ipak, uočili smo, doduše znatno malobrojnije, i komentare koji se oštro suprotstavljaju
ovakvim izlivima šovinizma. Tako komentator „Eee“ poručuje da „nisu svi Romi prosjaci,
džeparoši, prljavi...“, a Ziki poručuje da šovinisti treba da se stide svojih predrasuda: „Kako
je moguće da toliko vas pretpostavlja da su ta deca bila prljava i smrdela“. Anonimni ko-
mentator pita one koji ne vole Rome da li su se ikada našli u situaciji da nemaju šta da
jedu ili gde da spavaju. „Naravno da niste, bože moj, pa belci ste, to je dovoljna zasluga
u životu!“, zaključuje on. Još jedan anonimac takođe se oštro suprotstavlja antiromskim
stavovima: „Uostalom, ako se toga gadite, nemojte jesti na javnim mestima, a ako već jedete
na istim, onda molim lepo... budite spremni da tu uđu svi ljudi ovog sveta... I Romi, i prljavi,
i napušteni, i beskućnici, homoseksualci, debeli, mršavi, lepi, ružni... I to iz jednog prostog
razloga: imaju pravo na to! Sviđalo se to vama ili ne.“ Komentator „AFAV“ u velikom broju
šovinističkih komentara koji odišu jezikom mržnje vidi zapravo simptom „fašizacije društ-
va“ i mrziteljima poručuje: „Hajde, nađi ti posao za jednog Roma ili Romkinju. Probaj da
ih zaposliš u pekari ili u nekoj prodavnici za kasom. Znaš kad će ih zaposliti? Nikad, jer su
ljudi puni predrasuda i zatrovani isto kao i ti. I onda postavljate pitanja zašto nešto ne rade.
Ne rade zato što im nije omogućeno, tj. automatski bivaju nepodobni za neki posao zbog
boje kože, izgleda i lošeg glasa koji ih prati. Kada Rom krade kablove ispišete 100 strana,
a kada belac opljačka 20 pošti onda budu dva komentara. Bagro rasistička. Želim vam da u
bliskoj budućnosti i vama bude zabranjen ulaz negde i da se što češće osećate nepoželjno.“
Sve u svemu, pita se „Sid“, da li su komentari na ove vesti zapravo „adresa za takmičenje u
mržnji“ i poručuje: „Niste normalni, reč je o deci“.
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Romska deca su, dakle, „prljava, zapuštena, nevaspitana“, a Romi uopšteno predsta-
vljaju opasnost za „nas“ pa će nas „dokrajčiti“. Priča o ugroženim Romima je zapravo iskon-
struisana, jer su oni u stvari „zaštićeni kao beli medvedi“. Romi u stvari nisu Romi, već su
„cigani“ i „ganci“ koji su takvi „stotinama godina“. Čitaoci imaju i recept kako da Romi
budu bolji: „Pošaljite ih malo u škole i na rad, a ne u ’Mekdonalds’!“ Drugim rečima, valjalo
bi ih „skloniti s ulica“, jer romska deca sa sobom nose i „mnogobrojne zaraze i higijenske
rizike“. A za one koji bi da se brinu o Romima, vredi poruka: „Samo vi njih vodite svojoj
kući“, ali ni to im ništa neće pomoći jer oni „ne žele da rade“, već radije kradu po kućama,
kradu bicikle, džepare po autobusima, duvaju lepak, bodu noževima... Zbog svega toga,
zapravo su „belci“ ti koji su ugroženi i diskriminisani, a građanki bi bilo pametnije da je na-
hranila nekog „belog dedicu što jadan kopa po kontejneru“. Sve u svemu: „pa i šta će cigani
u ’Meku’?“ Ovim i ovakvim komentatorima suprotstavili su se retki koji tvrde da nisu
svi Romi prljavi, niti su svi Romi prosjaci i džeparoši. Oni osuđuju nosioce šovinističkih
izjava i optužuju ih da su fašisti i „bagra rasistička“, uz želju da i njima „bude zabranjen ulaz
negde i da se što češće osećate nepoželjno“. Da li, dakle, onda treba zabraniti komentare
poput onih koje smo pobrojali kao negativne? Troje vodećih dnevnih novina u Švedskoj
objavile su u avgustu 2011. godine da će ukinuti anonimno komentarisanje na internetu,
jer se njihove internetske stranice sve više koriste kao platforme za ispoljavanje govora
mržnje. Stoga su tada najavili da će ubuduće u javnost puštati samo komentare osoba koje
se budu predstavile preko društvene mreže Fejsbuk (Facebook). „Potreba za stišavanjem
komentara anonimaca postala je očigledna nakon napada Andersa Breivika“, izjavio je Jan
Helin, glavni urednik dnevnika Aftonbladet. „Bilo bi idealno da postoje slobodne i otvorene
debate. Nažalost, stvarnost je drugačija, jer forume s komentarima koriste male grupe ljudi
za izražavanje, između ostalih, i rasističkih stavova“, rekao je urednik portala DN. Odluka
je izazvala negodovanje korisnika interneta u Švedskoj, koji smatraju da svako ima pravo
na mišljenje, koliko god politički nekorektno bilo. (index.hr, 31. avgust 2011). Negodovanje
ili ne, urednici ovih medija mislili su ozbiljno i zabranili anonimne komentare. A ova vest
ilustrovana je fotografijom transparenta na kojem piše: „Hate speech is not free speech“
(Govor mržnje nije sloboda govora).
Sam Fejsbuk lansirao je 2011. godine novu verziju svoje platforme za upravljanje ko-
mentarima koja obavezuje korisnike interneta da se identifikuju pre komentarisanja članaka
na partnerskim internetskim stranicama. Cilj je, kako je saopšteno, da se rasprave na inter-
netu vode na kulturnijem nivou. Dotad se na skoro svim sajtovima sa kojima je Fejsbuk
povezan moglo anonimno komentarisati, a ne preko Fejsbuk identifikacije. U novoj verziji
platforme za upravljanje komentarima, korisnici interneta imaju izbor da objavljuju svoje
komentare i na sajtu na kome komentarišu i na Fejsbuku. U komentar imaju uvid njihovi
prijatelji na Fejsbuku, tako da mogu da nastave konverzaciju objavljujući svoje komentare
na početnom sajtu. Nova platforma omogućava administratorima sajtova da brišu određene
reči, kao što su uvrede koje su česte na internetu. (AFP, 4. mart 2011).
Takođe 2011. godine, u Poljskoj je započet pilot projekat traganja na internetu za govo-
rom mržnje protiv manjina, bilo nacionalnih, bilo verskih ili seksualnih. Novi kompjuterski
program su smislili poljski informatičari, a za njega se odmah zainteresovala i poljska po-
licija. Čitav projekat inspirisan je događajima iz 2009. godine, kada su lokalni sajtovi na
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
severoistoku i istoku Poljske bili puni govora mržnje protiv Čečena iz lokalnog centra za
izbeglice u Lomžu. Nakon komentara, u kojima je bilo i poziva da se „pusti gas“ na čečenske
izbeglice u kolektivnim centrima i tako „reši problem“, prebijene su usred bela dana septem-
bra 2009. godine Čečenke Larisa Ismailova i Ajzan Nukajeva, u blizini centra za izbeglice
u Lomžu. Zadatak novog softvera je da otkriva izjave i komentare pune negativnih emocija
prema manjinama. Usmeren je na sadržaj izjava, traga i za internetskim nadimcima ljudi
koji postavljaju svoje komentare a prikupljenom bazom podataka bave se zatim analitičari.
„Biće moguće da izvršimo tzv. meki pritisak na administratore portala, blogova i foruma“,
najavio je tada za list Gazeta viborča Marek Trošinjski, predsednik nevladine organizacije
Lokalno znanje koja je inicirala projekat. Prvi korak biće upozorenje administratoru portala
da se na njemu pojavio govor mržnje i napadi na manjine, drugi u slučajevima kada ima
osnova za krivično gonjenje je krivična prijava i predavanje postupka tužilaštvu (Beta, 17.
februar 2011).
„Dok se ne zabrane anonimni komentari na internetu, govor mržnje ima sigurnu oazu,
mnogo njih, na raznim forumima i portalima. Imati nick (nadimak) znači moći preskočiti
obzire, norme, političku korektnost – i reći što točno misliš, bez uvijanja. Zato su anonimni
forumi dobro mjesto za opipavanje pulsa hrvatskog življa. A ondje – svađe, rasprave, uvrede
i psovke raspoređene su opet po binarnim parovima. Naši i njihovi, crveni i crni, desni i
lijevi, glupi i gluplji“, iznervirana je anonimnim komentarisanjem hrvatska publicistkinja
Maja Hrgović (budan.blog.hr, 14. novembar 2011).
I glavni urednik Novinske agencije Beta iz Beograda Ivan Cvejić smatra da se ostavljan-
jem anonimnih komentara na internetu automatski diskvalifikuje i stav koji je iznet u takvom
komentaru (Beta, 27. septembar 2012).
Ali, postoje i drugačija mišljenja, koja problematizuju pitanje slobode govora, odnosno
postavljaju pitanje koja je to tanka linija koja može da razgraniči pitanje kažnjavanja govora
mržnje i pozivanja na nasilje u anonimnim komentarima, i pitanje perfidnog gušenja slobode
govora. Tako jedan od anonimnih komentatora na stranici www.blogger.ba, u polemici „za“
ili „protiv“ anonimnog komentarisanja na internetu kaže: „To je sloboda govora. Ne mora-
mo se slagati s onim što neko ima reći, ali mu ne smijemo uskratiti pravo da to kaže. Jedna
od osnova demokratije“ (Gost_4242, www.blogger.ba, 15. januar 2010).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
su to ranije pokušali da sprovedu shvatili da na taj način gube veliki deo čitalaca. „... što je
razumljivo jer ništa čovjeka ne naljuti kao kada mu oduzmete slobodu da pod pseudonimom
u svijet odašilje gomilu idiotarija koja se inače ne bi usudio prosuti“, navodi Marjanović.
Iako je pun kritike za anonimne internetske komentatore koji su često skloni izlivima
govora mržnje, Marjanović postavlja neka ključna pitanja: „... moramo se zapitati što točno
dobivamo ako ljudima oduzmemo tu masku koja im, realno gledajući, olakšava da izraze
ono što stvarno misle? Je li važnije doznati tko je pisao ili što je napisano?“ Iako, po nje-
mu, anonimno komentarisanje ima svoju mračnu stranu, dobro je da znamo kakvi nas ljudi
okružuju. „Nažalost, ne znamo tko su, ali znamo da su tu. Možda smo znali da su tu, ali
nismo znali koliko ih je. Možda smo znali koliko ih je, ali nismo znali da se znaju koristiti
internetom“, kaže Marjanović. On se pita i da li bi ukidanje anonimnosti na internetu ujedno
dovelo i do gušenja slobode govora i do dodatne kontrole medija, s obzirom na činjenicu da
su ljudi skloni da pod pseudonimima otkrivaju i neke vredne informacije, koje tradicionalni
mediji iz ovog ili onog razloga odbijaju da objave.
Na drugom kraju sveta, u Južnoj Koreji, Ustavni sud te zemlje oborio je ove godine
zakon čiji je cilj upravo bio da komentatori koriste prava imena na internetu. Sud se pozvao
na slobodu govora i demokratiju pa je odbacio zakon koji je uveden još 2007. godine u
sklopu vladinog projekta za borbu protiv internetskih nasilnika i širenja lažnih informacija.
Sudije su ukazale da su od tada mnogi korisnici mreže prešli na zapadnjačke sajtove na
kojima je upotreba nadimaka uobičajena pa zakon škodi i domaćim kompanijama. Inače, taj
„Sistem pravih imena na internetu“ obavezivao je da se na svim informativnim portalima u
zemlji koji imaju više od 100.000 poseta dnevno komentari na vesti ostavljaju pod pravim
imenom. Kao potvrda identiteta korišćen je matični broj građana. Projekat je navodno tre-
balo da olakša borbu protiv mnogih fabrikovanih seksualnih skandala i objavljivanja lažnih
informacija o privatnom životu običnih ljudi i poznatih ličnosti. Bilo je i nekoliko pokušaja
samoubistava zbog laži objavljenih na sajtovima. Uprkos tome, sud je zaključio: „Anonim-
nost i pseudonimi omogućavaju običnom narodu da izrazi kritike na račun mišljenja većine i
da zbog toga ne snosi posledice. Iako postoje i sporedni efekti anonimnosti na internetu, ona
bi trebalo da bude čvrsto odbranjena ustavnim sredstvima“ (www.b92.net, 25. avgust 2012).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Takođe u Aziji, u Kini, početkom 2012. godine, organi kontrole interneta naredili su
društvenim mrežama u toj zemlji da se „pobrinu da svi korisnici svoje naloge registruju pod
pravim imenima“ (www.b92.net, 25. avgust 2012).
Uzimajući u obzir sve napred rečeno, kao i primere iz ove studije slučaja sa komenta-
rima sa portala novosadskog Radija 021, svakako se može zaključiti da među navedenim
komentarima ima onih koji su šovinistički pa čak i onih koji pozivaju i na progon Roma
ili na nasilje nad pripadnicima ove nacionalne zajednice. Takođe, sa žaljenjem možemo
konstatovati da su oni komentatori koji su pozivali na toleranciju prema Romima ostali u
ubedljivoj manjini.
Ali, šta bi se desilo ukoliko bi, na primer, Radio 021 od posetilaca svog portala zatražio
da se prvo potpišu pa da tek onda mogu da komentarišu, kako bi predupredio govor mržnje?
Sudeći po tvrdnjama urednika različitih portala, broj posetilaca bi drastično opao. Drugim
rečima, ono što ljude privlači internetskim medijima jeste upravo mogućnost interakcije, što
sa redakcijom, a još više sa ostalim posetiocima-komentatorima. Ukidanje interakcije bilo
bi, dakle, protivno samoj prirodi interneta, koji je kao medijska platforma daleko privlačniji
od, uglavnom, „otuđenih“ i sebi okrenutih televizije, radija i novina (ne računamo li kontakt
emisije i pisma čitalaca).
Međutim, šta u slučaju kada se na internetskim portalima, kroz komentare, zapravo di-
rektno poziva na nasilje, kao u priči o Čečenkama koje su prebijene u Poljskoj? Reč je,
dakle, o očiglednim krivičnim delima, za koja bi u realnom svetu neko i te kako odgovarao.
U virtuelnom niko nije odgovarao, jer nije postojao „softver“ koji bi pratio takav govor
mržnje i poziv na nasilje.
Ali, da li su nam zaista potrebni takvi softveri, ili zakoni poput onog u Južnoj Koreji,
SAD ili Kini? Ne vodi li to – možda – cenzuri, prvo komentara a onda i samih medija? Nije
li jednako tačno da pojedini anonimni komentatori ostave i po koju zanimljivu informaciju,
koju onda novinari istraživači mogu proizvesti u priču od javnog interesa? Zato bi možda
bilo dovoljno kada bi mediji na internetu kao administratore zapošljavali osobe koje su
iskusni urednici, senzibilisani za tematiku ljudskih prava? Uz to bi, naravno, dobro došao i
jedan kodeks internetskih medija, koji bi posebnu pažnju posvetio upravo komentarisanju
po sajtovima, šta se sme, a šta se ne sme. Taj se kodeks ne bi nužno morao razlikovati od
postojećih medijskih i novinarskih kodeksa. Ali bi se jasno stavilo do znanja da on važi i u
virtuelnom svetu, u kojem prejaka reč neretko takođe zna da ubije.
LITERATURA
Craig, Richard (2010): Onlajn novinarstvo (prev. Nela Britić). Beograd, Klio.
Jakobson, Roman. (1966). Lingvistika i poetika. Beograd: Nolit.
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Jensen, Erin (2002): NetLingo: The Internet Dictionary. SAD, Califonia, NetLingo; Dostupan
u vidu sajta na kome se mogu pretraživati termini (posećeno 19. 8. 2012. godine): http://
www.netlingo.com/dictionary/all.php
Kellner, Douglas (2000): Habermas, the Public Sphere and Democracy; A Critical
Intervention. Perspectives on Habermas (Hahn, Levise E). SAD, Illinois, Open Court
Publishing,: 259-287; Dostupno za čitanje na internetu na adresi (posećeno 18. 8. 2012.
godine): http://books.google.ba/books?id=aQmf9nNzJS4C&printsec=frontcover&hl=hr
&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Milutinović, Irina (2011): Između utopije i moralne panike: o društvenoj vrednosti intern-
eta. CM: Časopis za upravljanje komuniciranjem, godina VI, br.18: 29–57; Dostupno
kao PDF na adresi (posećeno 17. 8. 2012. godine): http://www.fpn.bg.ac.rs/wp-content/
uploads/CM18-Web.pdf
Sitarski, Milan (2007): Modeli upotrebe interneta u javnoj sferi Srbije. Internet i javna sfera
u Srbiji (Sitarski, Milan). Beograd, Beogradska otvorena škola: 30–89; Dostupno kao
PDF na adresi (posećeno 16. 8. 2012. godine): http://www.google.ba/url?sa=t&rct=j&
q=&esrc=s&source=web&cd=1&cad=rja&ved=0CCIQFjAA&url=http%3A%2F%2F
www.bos.rs%2Fcepit%2Fmaterijali%2FInternet%2520i%2520javna%2520sfera%25
20u%2520Srbiji.pdf&ei=QtRWUNCoNdCM4gSp4YHIBA&usg=AFQjCNFNiM8G
QJ_NaKJ1B_pslcb6CHKaqw&sig2=bKPRGNhxul7YALvVwo7vOw
INTERNETSKI IZVORI
www.021.rs
www.facebook.com
www.aftonbladet.se
www.index.hr
www.afp.com
www.beta.rs
www.vreme.com
www.blogger.ba
www.itvesti.info
www.b92.net
www.nuns.rs
budan.blog.hr
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Dinko Gruhonjić
SUMMARY
The paper is a case study which deals with readers comments on local Radio 021 inter-
net portal. In July 2012 a woman from Novi Sad, the capital of Serbian province Vojvodina,
told the media that the security of McDonald’s restaurant in that city did not want to let three
Roma children with her to enter the building. Comments are anonymous, mainly negative
and against Roma people with deep prejudices. Commentators also use hate speech.
This is good example to raise the question are anonymous comments good for the fre-
edom of speech or not? What if media decide to ban anonymous commenting on their web
sites? They will lose their auditorium. What if states try to prescribe obligation of commen-
ting with full names of readers, and if states try to find an adequate software for finding
hate speech and calls for violence, which is also sometimes part of Internet commenting? It
could be introduction in censorship of media and freedom of speech. Contemporary media
world still do not have an answer on these questions. We offer one solution: good editors as
administrators, and code of ethics for Internet media and comments on their web sites.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
SAŽETAK
UVOD
Najveći deo informacija koje se danas proizvode i distribuiraju širom sveta i na kojima
se zasniva funkcionisanje savremenih društava dobijaju digitalni oblik. Kao primer se mogu
navesti podaci o ličnosti (brojevi socijalnog i zdravstvenog osiguranja, lična dokumenta),
podaci u vezi sa društvenim statusom (zaposlenost, bankovni računi, obrazovanje, itd.), fi-
nansijski tokovi, funkcionisanje administracije, itd. Prodiranje digitalne tehnologije i njena
važnost za različite nivoe društvenog organizovanja deo je šireg skupa pojava i procesa.
Digitalna tehnologija postaje integralni deo mnogih novih društvenih pojava koje zapravo –
oblikuje, a time i predodređuje njihov sadržaj (Gir 2011; Sassen 2002).
Rad je nastao kao rezultat istraživanja na projektu Digitalne medijske tehnologije i društveno-
49
obrazovne promene, broj III47020, koji finansira Ministarstvo prosvete, nauke i tehnološkog razvoja
Republike Srbije.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
100
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Izraz „digitalno” često se koristi kako bi se označili podaci izraženi kao „diskretne vred-
nosti”. Ovaj termin ima mnogo šire značenje i postaje sinonimom za tehnologiju koja je
omogućila pojavu elektronskih binarnih računara (Gir 2011). Digitalni objekti, kako piše
Betankur, sačinjeni su i od fizičkih medija koji ih prenose, pohranjuju i predstavljaju publici,
ali i samog „digitalnog rada” koji podrazumeva i tehnološku osnovu i ljudsku aktivnost koja
je u vezi sa digitalnim oblicima informacije (Betancourt 2006). Nesumnjivo je da digitalni
objekti postaju „čitljive” forme slika, teksta i zvuka, zahvaljujući posredništvu tehnologi-
je koja omogućava proizvodnju i emitovanje digitalnih signala. A izrazi i sintagme poput
„računarska tehnologija” i „digitalna tehnologija” sve više se koriste kao sinonimi.
U našem radu, termin digitalni diskurs odnosi se na čitavu mrežu komunikacija i medija
(medijskih oblika, virtuelne stvarnosti, sadržaja i proizvoda digitalne kulture, filma, televi-
zije, itd.) i na korpus društvenih praksi koje su sa njima povezane. U tom smislu, digitalni
diskurs ukazuje na čitav svet povezanih tehnologija i društvenih praksi kojima u savreme-
nim društvima dominiraju korporacije i koje posluju zahvaljujući njima. U istraživanjima iz
ove oblasti koristi se i pojam „digitalna kultura” (Gir 2011) koji se odnosi na nove i osobene
načine i stilove života društvenih grupa, odnosno sisteme označavanja i komunikacija koji
posreduju u društvenim interakcijama i odnosima.
Isprepletenost kulture kao skupa vrednosti i verovanja koji oblikuju ponašanje ljudi i
upotrebe digitalnih tehnologija nije na marginama društvenog razvoja, već u samoj njego-
voj srži (Castells 2003: 47). Društvene prakse postaju neodvojive od medija koji „prenose
poruke”, iako same poruke ne moraju imati „primarno” kulturni sadržaj. Ljudi, institucije,
preduzeća i društvo, preobražavaju tehnologiju usvajajući je, modifikujući i eksperimen-
tišući sa njom.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
102
Digitalne medijske tehnologije i društveno-obrazovne promene 2
Dok su ranije teorije medija i komunikacije nastajale u kontekstu tzv. „masovnog društ-
va“ i pretpostavljale jasne razlike između proizvođača medijskih sadržaja i publike, između
teksta i konteksta, komunikacija koja se odvija u tzv. „hiperrealnosti“ otvara mnoge ne-
doumice koje uzdrmavaju epistemološke temelje analiza medija (Jansson, 2005). Klasični
transmisioni (ili difuzionistički) model komunikacije je dugo vremena bio dominantna para-
digma u istraživanju medija. Ovaj model analize je funkcionalistički jer naglašava diskret-
ne upotrebe, zadovoljenja potreba i efekte medijskih poruka (Katz et al. 1970; Janićijević
2007). Glavni „takmac“ ovog modela, kako piše Janson, je tzv. ritualni model komunikacije.
Jedan od zastupnika ovog pristupa, američki teoretičar kulture Džejms Keri (Carey 2009),
kritikovao je Zapadno društvo kao prostorno utemeljeno (space-biased). Zapadna društva
uopšte i američko posebno, proizveli su i reprodukovali tzv. linearni pogled na komunikaciju
kao neku vrstu prostornog prenošenja ili distribucije informacija (Jansson 2005). Ritualni
pristup komunikaciji je usmeren ne toliko na ekstenziju poruka u prostoru, koliko na održanje
društva u vremenu (Carey 2009: 15). Ova perspektiva ima mnogo zajedničkog sa analizama
Harolda Inisa (Heyer 2003), koji je pisao o značaju tehnologije i sredstava komunikacije za
funkcionisanje društva i analizirao vremenska i prostorna obeležja sredstava komunikacije
i njihov uticaj na mogućnosti društvene akcije. Kulturni okret ka „ritualim ponašanjima u
društvenom životu“ bio je inspirisan i radom Rejmonda Vilijamsa (1961/1980), čije analize
kulture i komunikacije predstavljaju korak ka istraživanju značenja mesta i mesta značenja,
koja nastaju zahvaljujući procesima komunikacije (Jansson 2005).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Lumanova početna pozicija jeste da su masovni mediji, kao „sistemi koji opažaju”
(observing systems), prinuđeni da razlikuju samoobaveštenja i druga obaveštenja.57 To je
zbog toga što oni sebe ne mogu smatrati nosiocima istine. Masmediji promatraju okruženje
i potom selektuju, odnosno konstruišu informacije. Oni su preokupirani selektivnom pro-
dukcijom informacija, koje podrazumevaju sve ono što masmediji selektuju i štampaju ili
emituju, dok je neinformacija – po njihovom kodu – ono što ostaje neobjavljeno (Labudović
2007: 94). Kao posledicu toga imamo medijsku konstrukciju stvarnosti, odnosno nastanak
druge stvarnosti, različite od njihove (2000: 5).58 Mediji i komunikacioni sistemi su na taj
način stimulativni za društvo i konstantne inovacije. To po mišljenju Lumana objašnjava
način na koji različite „teme” i sadržaji društvenog života postaju interesantni za medije i
bivaju transformisani u informacije i reprodukovani. Mediji takođe povećavaju kapacite-
te društva za „iritaciju” i sposobnost za proizvodnju informacija. Oni doprinose uvećanju
kompleksnosti konteksta značenjâ u kojoj društvo izlaže sebe „iritaciji” kroz proizvođenje
sopstvenih razlika (Luhmann, 2000: 8). Iako su analize masovnih medija Niklasa Lumana
deo šireg konteksta njegove teorije sistema i zahtevaju detaljnije analize da bi bile potpunije,
ono na šta nas upućuju njegova shvatanja koja smo naveli jeste način na koji savremene raz-
vojne tokove medija i digitalnih tehnologija možemo razumevati. Pojave i procese koje smo
označili pojmom digitalnog diskursa ne treba analizirati van drugih savremenih društvenih
procesa, već ih posmatrati kao korpus pojava koje nastaju u međupovezanosti sa njima, kao
izraz i posledicu usložnjavanja procesa društvenog komuniciranja i razvoja novih tehno-
kulturnih obrazaca.
operacija, ili, drugačije rečeno, u pitanju je indikator uspešnosti testa konzistencije u sistemu (jer je
ona proizvedena unutar njega).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Problemi i dileme oko interaktivnosti60 se mogu podeliti na procese koji se tiču socija-
lizacije i načina na koji digitalne tehnologije i novi mediji doprinose stvaranju mogućnosti
(proizvodnji prostora) za interakcije među učesnicima koji su fizički razdvojeni (udaljeni) i
dimenzije materijalnosti. Interaktivnost u tom smislu sve se više izražava u međusobnim od-
nosima „proizvođača” i „potrošača” medijskih sadržaja. Ona se odnosi i na aktuelne, fizičke
akte interakcije ekrana (interfejsa) i korisnika. Prostorne medijacije komunikacije61 su od
izuzetne važnosti, s obzirom da se međuzavisnost i povezanost onih koji stvaraju i onih koji
„konzumiraju” medijske sadržaje menja pod uticajem novih medija i načina komuniciranja.
Pitanje koje je otvoreno jeste u kojoj meri te promene doprinose promenama središta ili
mestâ proizvodnje i potrošnje informacija.
Društvene posledice razvoja digitalnih tehnologija i novih medija možemo samo uopšte-
no predstaviti ako se odlučimo za jednu tročlanu tipologiju, sledeći pristup Rolenda Lorime-
ra (1998). U pitanju su: ideološki efekti, elitizam i demokratski potencijali.
59
Najbolji primer za to su svakako mobilni telefoni, ali i druge tehnologije koje omogućavaju lako
prenošenje i korišćenje (npr. prenosni računari).
60
Kritičari novih medija sve više pišu o tome da interaktivnost vodi i ka zloupotrebama „participacije“
korisnika medijskih sadržaja, odnosno, ukazuju na nove oblike i mogućnosti eksploatacije rada
(Müller 2009: 50).
61
Miler se u svojoj analizi interakcije digitalnih medija i korisnika koristi prostornim metaforama
kako bi ukazao na to da korisnici tokom interakcije sa medijima „kreiraju prostore učestvovanja“,
tj. utvrdio da su te prakse (participacije) ipak prethodno strukturisane – društveno i ideološki, kao
definisani prostori u kojima se akcije mogu odvijati. Videti: Müller 2009.
62
Problemi konvergencije „novih“ i „starih“ medija se odnose i na veoma brze promene u razvoju
Interneta kao novog medija. Iako ne postoji jasna razlika između „starog“ i „novog“ mrežnog standarda,
razvoj novih tehnoloških i strukturnih standarda (Web 3.0) ima nova i drugačija obeležja u odnosu na
starije verzije (Web 2.0). Videti npr. Fuchs 2008; Androutsopoulos 2011.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Ideološki aspekti ili efekti se odnose prvenstveno na proces redukcije „efektivnog nivoa”
komunikacije. Zahvaljujući onome što je Luman nazvao realnošću masovnih medija (njiho-
vim tehničkim i tehnološkim ograničenjima), društvena stvarnost predstavljena je uvek sa
određenom količinom sadržaja i informacija, koje predstavljaju posledicu selekcije. Izbor
sadržaja koje mediji predstavljaju može se nazvati ideološkim u dvostrukom smislu: on je
uvek izbor, a ne celina koji je predstavljen na određen tehnološki prihvatljiv i moguć način
u medijima (u određenom kontekstu); sa druge strane, taj izbor uvek nastaje kao posledica
delanja i interesa društvenih aktera koji su u vezi sa proizvodnjom informacija (profesionalci
u oblasti medija, novinari, različite interesne grupe, itd.). Sem toga, kako smatra Lorimer,
prikupljanje podataka i analize u ogromnim razmerama postaju preduslov za cenjeno znanje
i interpretiranje, ne nužno stoga što su takve razmere superiorne, već zato što su moguće
(Lorimer 1998: 29). Iz ovog shvatanja proizlazi i elitizam, odnosno aspekt koji se odno-
si na mogućnost „ekskluzivnih formulacija” društvenih problema koji su predstavljeni u
medijima. Organizacijski temelji elektronske tekstualno-numeričke komunikacije imaju
tendenciju ka elitizmu zato što se društvena pitanja mogu formulisati tako da im se pristupa
preko digitalizovanih podataka. Zato oni koji imaju tehnički i analitički kapacitet za rad sa
ekstenzivnim podacima pretenduju na mesto „mudraca našeg doba” (Lorimer 1998: 29).
Treći aspekt ili posledica odnosi se na demokratske potencijale procesa digitalizacije, koji
se mogu videti u pojavi tzv. „slobodnih mreža” i različitih oblika „digitalnog otpora”, a
posebno u oblasti kompjuterski posredovane komunikacije – kao neka vrsta kontraprocesa
i otpora elitizmu. Slobodne mreže obuhvataju mreže računara koje obezbeđuju slobodan
pristup kompjuterski povezanim diskusionim grupama, čiji korisnici potiču iz različitih (ali
ne svih) krajeva sveta – i iz razvijenih i manje razvijenih zemalja (isto, 28). Otvoreno je
pitanje da li ovakve vrste „otpora” mogu biti efikasna kontramera elitizmu, s obzirom da se
radi o nekoj vrsti „institucionalnog feudalizma” u kojem su najuticajnije svetske medijske
agencije i medijske kuće u vlasništvu najmoćnijih korporacija (ili su to one same) i krupnog
kapitala.
ZAKLJUČNA RAZMATRANJA
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LITERATURA
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Jenkins, Henry (2006). Convergence Culture: Where Old and New Media Collide. New
York and London: New York University Press.
Jones, Steven (2002). Virtual Culture – Identity and Communication in Cybersociety.
London: Sage.
Katz, Elihu, Levin, Martin L., Hamilton, Herbert (1970). “Traditions of Research on the
Diffusion of Innovation“, in Foundations of Communication Theory, ed. K.K. Sereno &
C.D. Mortensen (New York: Harper & Row): 342–367.
Labudović, Boris (2007). „Niklas Luman kao komunikolog: masmediji i javnost u opštoj
teoriji društvenih sistema“. CM – Časopis za upravljanje komuniciranjem, 4(2): 89–110.
Lefebvre, Henry (1991). The Production of Space. Oxford/Cambridge: Blackwell Publishers.
Lessig, Lorens (2004). Kôd i drugi zakoni kiberprostora. Zagreb: Multimedijalni institut.
Lorimer, Rolend (1998). Masovne komunikacije. Beograd: Clio.
Luhmann, Niklas (2000). The Reality of the Mass Media. Stanford: Stanford University
Press.
Luman, Niklas (2001). Društveni sistemi – osnovi opšte teorije. Sremski Karlovci: IKZS.
Manovič, Lev (2012). „Šta su to novi mediji?“, u Moć/Mediji/&, priredili Jovan Čekić i
Jelisaveta Blagojević (Beograd: Centar za medije i komunikacije Fakulteta za medije i
komunikacije, Univerzitet Singidunum): 325–362.
Maturana, Humberto and Varela, Francisco J. (1980). Autopoiesis and Cognition – The
Realization of the Living. Dordrecht, Holland / Boston, U. S. A: D. Reidel Publishing
Company.
Mingers, John (1994). Self-Producing Systems: Implications and Applications of Autopoiesis.
New York and London: Plenum Press.
Müller, Eggo (2009). „Formatted spaces of participation: Interactive television and the chang-
ing relationship between production and consumption“, u Digital Material – Tracing
New Media in Everyday Life and Technology, Ed. by Marianne van den Boomen, Sybille
Lammes, Ann-Sophie Lehmann, Joost Raessens and Mirko Tobias Schäfer (Amsterdam:
Amsterdam University Press): 49–64.
Ristić, Dušan (2011). „Internet u svakodnevnom životu: sociološki aspekti onlajn komuni-
kacije”, u Digitalne medijske tehnologije i društveno-obrazovne promene – Medijska
istraživanja: Zbornik radova III (Novi Sad: Filozofski fakultet): 69–82.
Sassen, Saskia (2002). „Towards a Sociology of Information Technology“. Current
Sociology, 50(3): 365–388.
Shields, Rob (2005). The Virtual. London and New York: Routledge.
Shields, Rob (2001). „Virtualni prostori, stvarne povijesti i živuća tijela“, u Kulture Interneta,
ur. R. Shields (Zagreb: Jesenski i Turk/HSD): 23–35.
Virilio, Pol (2011). Kritični prostor. Čačak / Beograd: Branko Kukić / Gradac K.
Williams, Raymond (1961/1980). The Long Revolution. Harmondsworth: Penguin.
Williams, Raymond (1974/2004). Television: Technology and Cultural Form. London and
New York: Routledge.
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Dušan Ristić
SUMMARY
This paper offers an analysis of representation of social reality in digital media, commu-
nication and networking. Representations of social reality in digital discourse have a specific
influence in the reproduction of society and social reality. It is an argument for the introduc-
tion of the analysis of Niklas Luhmann’s, particularly his concept of autopoiesis of commu-
nication and the way representations of social reality in digital discourse are produced and
reproduced. Characteristics of the social dynamics that arise due to the development of new
media and technologies are mobility, interactivity and convergence. Paper in particular
draws on three aspects of that process by introducing the analysis of Rolend Lorimer: ideo-
logical aspects, elitism and democratic potentials. In conclusion, it is suggested that a deeper
understanding of the interdependence of social reality and social processes on the one hand,
and digital discourse on the other, means taking into consideration the spatial turn in the
study of communication and media, inclusion of both material (technological) and symbolic
(semantic, socio-cultural) dimensions of the processes and identification of aspects of social
dynamics that are generated by the development and penetration of new media into society.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
SAŽETAK
Iako je iz etičkih razloga često napadan kao novinar i urednik, neosporno je Krsta Cicva-
rić bio prvi pokretač tabloidne štampe na našim prostorima. Cicvarića je potrebno sagledati
bez ideoloških ostrašćenosti, jer on je iako urednik „žute“ štampe, imao veoma zanimljiv
filozofski opus. Idejnim lutanjima, ličnim uvredama i izborom tema, Cicvarić je na svoje
ime navukao poluvekovni gnev novinara, i danas ga neretko uzimaju kao primer najne-
moralnijeg predstavnika javne reči. U našoj žurnalistici postoji termin „cicvarićevsko novi-
narstvo“, čime se označava novinar bez skrupula i profesionalnih obzira. U radu se iznose
rezultati istraživanja biografije pokretača srpskog tabloioda Krste Cicvarića. Ta zanimljiva
ličnost sa kraja 19. i početka 20. veka, obrađena je sa istorijskog, ideološkog, politikološkog
i novinarskog aspekta uz analizu njegovih tekstova. Cicvarić je predstavljen kao filozof,
mislilac, publicista i kao novinar koji je pokrenuo tabloiode u Srbiji. Analizom medijskog
diskursa listova koje je Cicvarić uređivao u prošlosti, ustanovili smo da se ne razlikuju u
većoj meri po izboru tema i stilu pisanja od savremenih tabloidnih medija.
UVOD
Većina stručnjaka u teoriji medija slaže se da tabloidi na našoj medijskoj sceni imaju
strukturalnu, složenu i u profesionalnom smislu retrogradnu ulogu, nameće se potreba za
istraživanjem njihove geneze. Na postojećoj medijskoj pozornici osim nekoliko uticajnih,
visokotiražnih dnevnih listova sve ostale možemo determinisati kao tabloide (Todorović
2006: 21). Ako konstatujemo da su tabloidi kod nas preplavili konzumente informacija,
da imaju visoke tiraže i da novinari motivisani finansijskim momentom prelaze iz ugledne
štampe u tabloidna izdanja, moramo se zapitati kakva je perspektiva etičkog i na profe-
sionalnim normama zasnovanog novinarstva? Iako laičko razmišljanje tabloide vezuje za
kraj osamdesetih godina prošlog veka i uvođenje višepartijskog sistema, njihova istorija
i medijska egzistencija ima mnogo dublje korene. Taj oblik štampe postoji još u zametku
modernog medijskog profilisanja srpskog novinarstva krajem XIX i početkom XX veka.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Tabloide nije jednostavno odrediti, odnosno u našoj ponudi štampe, lakše je odgovoriti
na pitanje: šta nije tabloid? Ako uđemo u analizu, možemo uočiti da se primarno komu-
nikološko sredstvo savremene „žute štampe“ ogleda u naslovnoj stranici koja je ispunjena
upadljivim fotografijama i velikim uočljivim naslovima. Uz sve navedene elemente tabloid
je specifičan i sadržinski, jer se koristi senzacionalističkim pristupom, uočljivo je sažeto
izveštavanje, obilno se koristi žargon, neretko i psovke. „Srpski tabloid, takođe, koristi sve
ove tehnike privlačenja kupca, koje naročito upotrebljavaju u političke svrhe sa odlučnom
namerom da utiču na javno mnjenje“ (Kronja 2006: 68). Definisanje tabloida nije istorijska
konstanta, ali se uz određene tehnološke, profesionalne i etičke specifikume može primeniti
kako danas, tako i u prošlosti. Na osnovu istraživanja, uočili smo da se sadržinski „žuta
štampa“ nije mnogo menjala kroz vekove postojanja pa je uputno analizirati njeno rođenje
na ovim prostorima.
Rad i delo Krste Cicvarića treba posmatrati na kompleksan način, jer njegova ideološka
lutanja i česte političke preorijentacije, neretko su ga u kasnijoj istoriji žurnalistike proizvela
u primer urednika koji je spreman na sve. To je delimično i zaslužio svojim radom, ali u
određenoj meri ima i preterivanja i nepravednih optužbi koje su posledica neodmerenih
ocena u posleratnoj, socijalističkoj Jugoslaviji (Boarov, Barović 2011). Sedam decenija pos-
le smrti Cicvarić je ostao sinonim za beskrupulozno, neetičko novinarstvo, a sam pomen
njegovog imena dovodi se u vezu sa najgorim oblikom tabloidnog žurnalizma.
Sa druge strane, činjenice govore da je Cicvarić uvršten u sam vrh evropskog novi-
narstva, i to po proceni čuvenog novinara i još čuvenijeg državnika Vinstona Čerčila, a to
bi bio jedini žurnalista sa ovih prostora koji je tu počast svojim radom zavredio. „Kažu da
ga je Vinston Čerčil ubrajao među najbolje novinare u Evropi. Englezi su ga uveli i u svoj
leksikon“ (Grupa autora 1992: 349). Zbog navedenih tvrdnji neophodno je uzeti u obzir
drevnu istoričarsku maksimu, koja kaže da neko delo ili ličnost treba sagledati, bez gneva
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
i pristrasnosti, kako je pisao čuveni Tacit (na latinskom jeziku maksima glasi „Sine ira et
studio“).
Cicvarić je postao vatreni socijalista ili „komunac“, kako se tada govorilo, a njega će
ceo vek progoniti promena ideoloških afiniteta, što će biti vidljivo i u novinarskom delan-
ju. „Nekoliko godina kasnije u užičkoj realci, postao je socijalista i već kao omladinac te
stranke stupao je u žestoke polemike sa Dragišom Lapčevićem, a posebno sa Dimitrijem
Tucovićem, koji mu je bio i blizak rođak“ (Matić 1998). Kao otvoreni oponent prosvetnog
sistema i vladajućih društvenih normi, Cicvarić je izbačen iz užičke gimnazije, a da bi nasta-
vio školovanje uputio se u prestonicu Kraljevine Srbije, Beograd.
Iako je, prema svedočenju savremenika, bio veoma inteligentan čovek, zbog večitog
protivljenja i sukoba sa sistemom, Cicvarić nikada nije dogurao dalje od svršene gimnazije.
Bilo je pokušaja da studira filozofiju u Beogradu i Beču, ali veće uspehe u formalnom obra-
zovanju Krsta nije ostvario, iako je imao znanja, veštine i intelekta da polemiše sa najvećim
naučnim umovima ondašnje Srbije, poput čuvenog Brane Petronijevića. „Teorija g. Petroni-
jevića, pisao je Cicvarić, pored toga što je pogrešna, još je i utopijska i nekorisna – i stoga
savetuje Petronijeviću da se mane toga posla – da ne troši uzalud vreme u pokušajima da
stvori svoj sistem filosofije, pokušajima koji su na Zapadu ostali potpuno nezapaženi, a u
Srbiji ubili svaki kredit filosofije. Cicvarić smatra da je – osnovna načela svoje filosofije
Petronijević pozajmio od drugih – i poredi ih sa – teološkim bajkama o životu onoga sveta“
(Matić 1998).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Intelektualni sklop Krste Cicvarića pravi je izazov za istraživače biografije tog intri-
gantnog novinara, jer široki kulturološki nazori, poznavanje filozofije, politikologije, velika
erudicija, ali i promene ideologije i ekstremistički, netrpeljivi stavovi, zahtevaju analizu
njegovih radova, koji u velikoj meri prelaze opus prosečnog novinara i urednika dnevne
štampe. Čak i letimičan pregled njegovih radova, a napisao je petnaest knjiga, svedoče o
složenosti i strukturalnosti tema koje je obrađivao: „Osnovni problemi filozofije“, „Šta je
metafizika“, „Idealizam i materijalizam“, „Darvin i Lamark“, „Kritički eseji“, „Demokra-
tija i socijalizam“. Njegovu misao, iz naše vizure, možemo podeliti na politička, pravna i
filozofska shvatanja, dok se ideološka premisa kreće od socijalizma, anarhizma pa do flerta
sa desničarskim i profašističkim stremljenjima, protiv kojih se u ranijem delovanju borio.
Cicvarić je sigurno bio jedan od prvih srpskih deklarisanih anarhista i ateista, koji je u
skladu sa svojom ideologijom državu posmatrao kao izvor svakog zla, tlačenja i organi-
zovanog tiranisanja obespravljene narodne mase, koju režim namerno drži u mraku bede
i neznanja. Bit njegove misli na početku ideološkog razvoja, ogleda se u sloganu: ništa s
državom, sve protiv države! U anarhističkim tekstovima Cicvarić piše: „Mi u državi vidimo
najreakcionarniju i najodvratniju društvenu ustanovu kakva je ikad postojala, zato svaku
vezu s državom smatramo za najveći zločin prema narodu i u tome vidim najveću opasnost
po poredak socijalizma i otpočinuvši novu borbu za socijalističke ideje, mi nećemo nikakve
kompromise s državom, mi ne tražimo da s buržoazijom delimo vlast, mi ne tražimo od nje
ništa, mi joj ne nudimo ništa... Socijalizam ne sme zauzimati prema državi položaj lojalne
opozicije, već se mora s njome boriti na život i smrt. Zato ćemo voditi protiv države nepo-
mirljivu borbu, služeći se svim dopuštenim i nedopuštenim sredstvima“ (Nadoveza 2006).
Citirani tekst Krsta je napisao 1907. godine kada je u Srbiji vladala ustavna parlamentarna
monarhija, ali je i pored sve demokratije takav napad na sistem bio veoma ozbiljna pretnja
za ustavni poredak. Za svaku državu sa početka XX veka to je bilo više nego dovoljno da
autor takvih uznemirujućih tekstova dobije zatvorsku kaznu. Višegodišnjeg boravka u poža-
revačkoj tamnici, Cicvarić je oslobođen zahvaljujući aneksionoj krizi koja nastupa zbog
Bosne i Hercegovine 1908. godine, i dovodi do usijanja odnosne Srbije i Austro-Ugarske.
Prema mišljenju nekih autora, Cicvarić je ostao u određenoj meri privržen anarhizmu
celog života, drugi smatraju da se te ideje odrekao posle izbavljenja iz požarevačkog kaza-
mata, ali je, na osnovu analize njegovog pisanja, moguće zaključiti da je idejno lutao. Od
tvrdnje da proletarijat mora uzeti sredstva za proizvodnju u svoje ruke i urediti ekonomske
odnose na komunističkoj osnovi (Cicvarić 1905: 5), do tekstova iz dvadesetih godina gde
oštro napada sovjetski sistem i otvoreno traži diktaturu (Cicvarić 1923), da bi tridesetih
godina skrenuo u antisemitizam i flert sa nacističkom ideologijom.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Taj, po obimu, nevelik list, radnim danom ima je dve, vikendom četiri strane, a analizom
tog medija, utvrdili smo da je od 7. avgusta 1922. godine Krsta Cicvarić potpisan kao vlasnik
i direktor. Od septembra iste godine u zaglavlju stoji Beogradski Dnevnik Krste Cicvarića,
a ne od 1923. godine kako pojedini autori netačno navode. Cicvarića su ondašnje javne
ličnosti sasvim opravdano optuživale za senzacionalizam, beskrupuloznost i lične uvrede i
napade koji u „Beogradskom dnevniku“ dolaze do punog izražaja. Možemo konstatovati da
je često pisao sa mnogo žara i bez mnogo obzira prema onome koji je bio predmet njegovog
novinarskog, a još češće ličnog interesovanja.
Omiljena Cicvarićeva meta bili su radikali, a kao posebno česti objekti napada ističu
se Nikola Pašić, i Stojan Protić o kome u jednom uvodniku Krsta piše: „Međutim – vele
prijatelji g. Jovanovićevi (Ljuba Jovanović – V. B.), kad je g. Protić posle oslobođenja kan-
didovan za predsednika vlade, niko nije pravio pitanje od toga što je njegova žena bila
bludnica, čije je svako dete imalo po četiri-pet otaca. Gospođa Jovanovićka – vele prijatelji
g. Jovanovića – živi diskretnijim privatnim životom, a za vreme okupacije ona je bila u inos-
transtvu, a nije se kompromitovala kao gospođa Protićka, čije su veze s austrijskim oficirima
(koji su u njenoj kući orgijali) i politički za osudu“ (Cicvarić 1922: 3).
U narednom broju svog lista Cicvarić se pravda pred čitateljima za citirane uvrede i
piše: „Čitaoci ’Beogradskog dnevnika’ znaju da ja nemam običaj da upotrebim teške reči,
ni prema kome pa ni prema g. Protiću, ali ako sam to ovoga puta učinio, to je više krivica g.
Protića nego moja... Tako, na primer, jedan od listova g. Protićevih tvrdio je za g. Pribićevića
da je kao nastavnik na karlovačkoj preparandiji ’DEFLORISAO TRI DEVOJČICE’ (po-
debljano i uvećano u originalu, prim. aut.). Bila je nađena i neka protuva koja je to potpisala,
i radikali su tada seirili, i kad se na sudu pokazalo da je to kleveta, nijedan od radikalskih
listova koji su to bili doneli nije hteo izviniti se!... Isti list kome je g. Protić direktor, vređao
je i ćerku g. Ljube Davidovića, tvrdeći za zeta g. Davidovića da je ’DRŽAVNI PASTUV’
(podebljano i uvećano u originalu, prim. aut.)“(Cicvarić 1922: 1).
Cicvarić je imao osoben stil pisanja koji podrazumeva dugačke uvodnike u kojima
počinje da opservira temu sa više aspekata, docira o određenom pitanju, kad može, posmatra
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
problem genetički, da bi na kraju dao političku poentu. On je 1909. godine napisao čuveni
pamflet „Plava knjiga o srpskom pitanju“ u kojem izmišlja razgovor na tu važnu temu sa
najznačajnijim srpskim intelektualcima onoga doba. „Brošura, čiji je autor, nesumnjivo,
Cicvarić, predstavlja pravi primer subverzivnog delovanja: na prvi pogled reč je o ozbiljnom
dokumentu, koji sadrži intervjue sa predstavnicima vlade i istaknutim srpskim naučnicima,
filozofima i drugim javnim delatnicima o srpskom pitanju u svetlu aneksije Bosne i Herce-
govine; taj utisak dodatno pojačava i podatak o redaktoru brošure, za kojeg je potpisan dr
Vladan Đorđević“ (Atanacković, Bešlin 2006: 34).
Cicvarić je u naše medije među prvima uveo novinarski pamflet kao stil pisanja, a
direktan napad je njegova osnovna crta po kojoj je postao čuven i zahvaljujući čemu je
doživeo posthumnu „slavu“. Za dugačke uvodnike pune komparativnog istoricizma odličan
primer je tekst „Po primeru Mehmeda Sokolovića“, u kom se vezirova taktika skrivanja
sultanove smrti prenosi na dnevno-političku scenu: „Kako bi njegova smrt, međutim, da-
našnju parlamentarnu vojsku na koju se vlada naslanja neizbežno dovela do rasula, to bih ja
predložio da se sa Pašićem, kad umre, postupi onako kao što je Mehmed Sokolović postupio
sa sultanom Sulejmanom: da se Pašićeva smrt ne objavljuje, nego samo da se proglasi da je
on bolestan, a s vremena na vreme da se poslanicima (naročito radikalima) da prilike da ga
vide kako sedi onako kao što je Sokolović bio namestio Sulejmana da ga vojnici gledaju!“
(Cicvarić 1922: 1).
Kao uvodničar, Cicvariće je razvio pravi nekrofilski odnos prema temi Pašićeve even-
tualne smrti, o kojoj piše tako često i detaljno da nema sumnje kako je istu sa nestrpljenjem
očekivao. Tako je Cicvarić uneo sav svoj talenat i nemali intelekt da se obračunava sa ra-
dikalima i ostalim protivnicima, a tabloidni karakter njegovog medija posebno je izražen u
detaljnom opisu saobraćajnih nezgoda, objavljuju se tračevi i ogovaranja, ali su seksualne
afere omiljena tema i uočljivo je da se lansiraju po potrebi. Na Cicvarićevoj „meti“ naročito
su bili radikali, a lično dezavuisanje i optužbe za seksualne skandale bili su oprobano sred-
stvo i za uništavanje političke karijere nepodobnih pojedinaca.
„Svoje bludne radnje sa Milicom g. sekretar je provodio kako kad: U svojoj ili names-
ničkoj kancelariji a često i u svečanoj Sali... Inače on je imao i naročit stan u Korošečovoj
ulici br. 3.... Kako saznajemo, ovaj dr. Dušan Petrović je radikalski kandidat za namesnika
Ministarstva Pravde“ (Cicvarić 1922: 2). Cicvarić je često pisao protiv Stepana Radića i nje-
gove politike, osvrtao se na spoljnu politiku i pretnje od mađarskog revizionizma a početkom
dvadesetih godina ukazuje na opasnost od fašističke agresije na dalmatinsku obalu.
Na tekst u kojem Cicvarić proziva Rome, odgovorio je izvesni Marinko Vasić koji sma-
tra da je uvređen kao pripadnik tog naroda, a Krsta objavljuje njegovo kompletno pismo i u
odgovoru piše da protiv domaćih nema ništa, ali pošto su ga u ropstvu kao vojnici mađarski
Romi maltretirali, iste ni najmanje ne simpatiše. Cela priča Cicvariću je odlično poslužila
ne za opravdanje svojih stavova, već za novi lični napad: „Ja, uostalom dosad nisam imao
prilike o tome ni da pišem, i građanin Momčilo Ivanić je pravi Cigan kojim sam ja morao
zanimati se kao publicista, ali napadajući ovoga Ciganina, ja nisam imao nameru da vređam
srpske Cigane, niti sam ih mogao vređati, jer je Momčilo Ivanić, kao što je poznato mađarski
Ciganin. Srpski Cigani, međutim, ne mogu imati nikakve zajednice s mađarskim Ciganima,
koji imaju svoje naročite nacionalno vaspitanje koje je čisto mađarsko, koje je antisrpsko u
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najvećoj meri. Mi koji smo pod okupacijom probavili u Nežideru često smo imali neprijat-
nosti od mađarskih Cigana koji su nas čuvali kao vojnici; oni bi nas katkad zlostavljali kad
bi bili s ove strane žice, a uvek bi nas grdili kad bi bili s one strane žice... Od tada meni su
mađarski Cigani strašno antipatični, i stoga ja po oslobođenju nisam mogao da podnosim ni
Momčila Ivanića“ (Cicvarić 1922: 4).
Krsta Cicvarić bio je prvi čovek „Balkana“ i u tom dnevniku je pokazao iste tendencije
kao i u ranijim izdanjima koje uređuje i potpisuje. Cicvarić je 1929. godine uz Svetolika Sa-
vića bio glavno pero „Balkana“, koji je vodio po istom principu kao i „Beogradski dnevnik“,
a taj kurs je podrazumevao senzacije, skandale i tračeve. „Plitkoumni senzacionalizam, bez
mere, predstavljao je osnovnu odliku Balkana – otuda u njemu dosta prostora zauzimaju i
tekstovi o aferama, kakve su trgovina belim robljem u Splitu, malverzacije bana Vrbaske
banovine ili pljačke i prevare u Agrarnoj zadruzi u Bajmoku“ (Atanacković, Bešlin 2006:
36). U tom listu Cicvarić nastavlja sa ličnim napadima u cilju diskreditacije opozicionih
lidera, a česta meta je Vlatko Maček lider HSS-a, dok se spoljnopolitičke vesti preuzimaju
od ultradesnih listova poput francuskog Action francaise, Grengoar ili Moslijevog glasila
Action.
ZAKLJUČAK
O Krsti Cicvariću je ostala zanimljiva anegdota da, iako je čitav život bio novinar, nika-
da nije hteo da ode u štampariju, što je bio redovan deo posla ondašnjih žurnalista. Cicvarić
navodno nikada nije prešao prag štamparije, već je sve tekstove diktirao preko telefona, što
je za ondašnje pojmove u najmanju ruku bilo čudno. Njega je posthumno naružio Radovan
Zogović u Borbi u kojoj je napisao da je Krsta bio „najprljaviji i najniži novinarski klevet-
nik i ucenjivač“, što je kasnije telegrafski ponavljano i mnogo je doprinelo Cicvarićevoj
posthumnoj demonizaciji. „Već nekoliko decenija u srpskim novinarskim krugovima jedno
ime simboliše sve ono što je nedostojno ovog časnog poziva. Gotovo da i ne postoji novinar
kome urednici nisu još na početku mukotrpnog posla skrenuli pažnju: – Ala si ovo zabiberio
i debelo slagao, kao da si školu učio kod Krste Cicvarića!“ (Matić 1998).
Iako je bilo pokušaja da ga nazivaju srpskim Herstom, Cicvarić je po broju medija i ka-
pitalu bio daleko od tog magnata američke štampe, ali je po karakteristikama svojih izdanja
i zanatskim kvalitetima koje je posedovao, Krsta Cicvarić zavredio dužnu pažnju stručne
javnosti. Kada se podrobno analiziraju njegovi tekstovi, možemo zaključiti da je Cicvarićev
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Beogradski dnevnik bio početak savremenog tabloida u Srbiji, koji iz tehničkih i finansijskih
razloga nije često donosio fotografije, već samo tekstove uz veliki reklamni prostor na dru-
goj, a ujedno i poslednjoj stranici. Cicvarić je imao veliki dar za pisanje jer njegovi tekstovi
su jasni, precizni u opisu i izrazu, i ako izuzmemo politički diskurs, odaju vrsnog novinara,
dobrog poznavaoca zanata.
Kao antipod vrsnom žurnalisti stoji ideolog i neprijatelj mnogih uticajnih i moćnih po-
jedinaca koje na stranicama svoga lista napada i žigoše kao narodne parazite, korumpirane
nitkove i belosvetske prevarante. Cicvarić je bio vrhunski polemičar, oštar i hrabar na peru,
ali on svog protivnika u novinama napada svim sredstvima i kao da je imao za cilj da mu
zauvek udari Kainov žig. Njegova ideologija luta od anarhizma, socijalizma pa do otvore-
nog zagovaranja diktature, po ugledu na italijanski fašizam, što Cicvarić toplo preporučuje
kralju Aleksandru, kao odličan model za rešavanje unutrašnjih političkih problema. Kada
sve njegove mane i vrline sumiramo, možemo zaključiti da se radi o začetniku tabloida,
koji je trasirao put razvoja te vrste medija kod nas, dok je njegov doprinos srpskom no-
vinarstvu vidan baš po pitanju afirmacije medijskog diskursa koji će mnogo kasnije biti
široko prihvaćen. U tome je značaj nekrunisanog kralja srpske „žute“ štampe, čoveka koji
je govorio strane jezike, aktivno polemisao sa filozofima i pisao o savremenim političkim
sistemima, ali je pojedince napadao direktno, brutalno i sa svim elementima koje koriste
savremeni tabloidi. Kada uporedimo oca tabloida i njegove današnje nastavljače, lako se da
uočiti razlika u znanju i filozofskim sklonostima, ali je ipak izbor tema, stil i manir ostao isti.
Da Krsta Cicvarić može pročitati koji savremeni srpski tabloid, verovatno bi bio ponosan na
svoje idejne naslednike, profesionalne potomke i duhovna čeda.
LITERATURA
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Vladimir Barović
SUMMARY
Although often attacked as a journalist and editor on the ethical ground, Krsta Cicvarić
was without doubt the first founder of the tabloid press in this country. Cicvarić needs to
be grasped without the ideological heat, because although he was an editor of the “yel-
low press”, he had a very interesting philosophical opus. Ideological wanderings, personal
insults and choice of topics, Cicvarić provoked semi-centennial anger of journalists, and
now he is often regarded as the most immoral representatives of the public word. In our jour-
nalism there is a term “Cicvarić’s journalism” to denote unscrupulous and unprofessional
journalists. In this paper we present the results of biographical research on the founder of
Serbian tabloids Krsta Cicvarić. This interesting figure is viewed from ideological, political
and journalistic aspects, complemented with the analysis of his texts. Cicvarić is presented
as a philosopher, thinker and journalist who launched tabloids in Serbia. Analysis of media
discourse of the newspaper edited by Cicvarić’s reveals that in selection of topics and style
of writing, they do not differ to a greater from contemporary tabloid media.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
120
Digitalne medijske tehnologije i društveno-obrazovne promene 2
SAŽETAK
Ključne reči: javni servis, digitalizacija, novinari, korisnički generisani sadržaji, multi-
medijska pismenost.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
UVOD63
Funkcionisanje javnih servisa je stalna tema javne debate što je posledica decenijama
preovlađujućeg mišljenja da javni servis ima ograničen prostor za otvorenost i inovacije.
Takav stav je posledica prirode javnog servisa. Međutim, pod uticajem savremene tehno-
logije i očekivanja savremene publike, dosadašnja percepcija javnog servisa se menja. Di-
gitalizacija koja je u toku u javnom servisu Vojvodine, prilika je da pokrajinski javni servis
načini iskorak prema publici, da uhvati korak sa društvenim i tehnološkim promenama, da
se okrene mlađoj populaciji koja sve manje govori jezikom tradicionalnih medija. Takvi
mediji, pa i javni servis Vojvodine podrazumevaju rokove, iscrpno izveštavanje, skupi su i
neatraktivni. Novi mediji podrazumevaju novu tehnologiju, rad i pristup 24 časa sedam dana
u nedelji, interaktivni su, jeftini i u slučaju informativnih medija na internetu, uglavnom
neprofitabilni. Granice između profesionalaca i amatera su sve bleđe, kako bi se razmenile
činjenice, pitanja, odgovori, ideje i perspektive.64 Digitalna medijska konvergencija utiče ne
samo na tehnologiju isporuke medijskog sadržaja i njegovu upotrebu, nego menja i društve-
nu ulogu medija kao i ulogu svakog od korisnika. Novi mediji su otvoreniji i dostupniji a
korisnici su uključeniji. Ove promene, čini se, desile su se brže nego što su tradicionalne
medijske organizacije i obrazovne institucije mogle da ih na odgovarajući način isprate.
Upravo zbog toga, glavne tokove medijske konvergencije ne predvode, kao do sada, medij-
ske organizacije. One se ne događaju iz centra prema periferiji, nego obrnuto – sa periferije
prema centru. Mediji su tako prinuđeni da se promenama prilagođavaju a korisnici da u
promenama učestvuju.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
65
Teorijska i empirijska istraživanja sprovedena kroz Ex ante evaluaciju za potrebe doktorske disert-
acije: Bulatović, Lj.Lj., 2012., Modelovanje kurikuluma za nastavni predmet Multimedijska pismenost
u funkciji razvijanja svesnosti o procesima medijske komunikacije, Fakultete za menadžment, Sremski
Karlovci, potvrđuju naše tvrdnje.
66
Definicija multimedijske pismenosti je deo naučnog doprinosa u navedenoj doktorskoj disertaciji.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
tehnologije omogućile su nove načine pričanja priča. Od novinarskih priča se, osim za-
dovoljavanja tradicionalnih profesionalnih standarda, očekuje da budu privlačne, otvorene,
interaktivne i prilagođene novim tehnološkim uslovima. Publika bi od pasivnih konumenata
i primalaca informacija trebalo da se preobrazi u aktivne učesnike, sposobne da stvaraju mo-
stove između realnog i virtuelnog sveta i da posreduju tokom samog procesa informisanja i
pripovedanja. Ovaj aspekt procesa digitalizacije u pokrajinskom javnom servisu Vojvodine
čini se da još nije ni počeo.
Čini se da budućnost medija, pa i javnih servisa zavisi od toga koliko će znati i uspeti da
svojim medijima i informacijama koje plasiraju pridodaju, upotrebićemo žargon multimedi-
ja, veb atribute. To podrazumeva osim „novog pristupa u pisanju i prezentaciji vesti, novog
modela narativne prezentacije, semantičkog obogaćivanja medijskog sadržaja, optimizacije
sredstava za pretraživanje i: osmišljenu, plansku upotrebu KGS, osmišljenu i plansku upo-
trebu saradnički generisanih sadržaja, zaposlene pripremljene na to da nastupaju promene,
zaposlene spremne da te promene prihvate i u njihovoj inplementaciji učestvuju“ (Bulatović
i dr., 2011:171).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Javni servis Vojvodine program emituje na dva kanala. Prvi kanal emituje program na
sprskom jeziku sa informativnim, sportskim, kulturnim, obrazovnim, školskim, dokumen-
tarnim, serijskim i filmskim sadržajima. Drugi kanal – emituje programe multikulturalnog
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Primarni cilj transformacije RTV Vojvodine u javni servis jeste da se obezbedi vero-
dostojno i nezavisno izveštavanje građana Vojvodine o svim bitnim pitanjima u Vojvodini.
Po ugledu na BBC koji je nastao na osnovu opšteg društvenog konsenzusa, gde je zajed-
nica želela jednu javnu televiziju usmerenu na građane a ne oglašivače ili vlast, nastao je i
vojvođanski javni servis. U junu 2010. godine počeo je sa probnim digitalnim emitovanjem
programa na oba programska kanala radija i televizije. Digitalizacija u koju je zakoračio
javni servis Vojvodine šansa je za zaposlene da svojim korisnicima daju drugačiju ulogu, da
pruže „uslugu više“, da osavremene svoju ponudu, da u odnosu na tržište kojim dominiraju
komercijalne televizije, obezbede deo prostora koji će obuhvatiti svu raznolikost Vojvodine.
Formalna transformacija RTV Novi Sad u javni servis Vojvodine nije donela rešenje niza
problema iz prošlih vremena. Ukupan broj zaposlenih i dalje prevazilazi potrebe modernog
i stabilnog javnog servisa. Prosečna starost zaposlenih je 46,96 godna. U poslednje dve
godine u RUV RTV udvostručen je broj mlađih od 30 godina, ali je taj broj i dalje jako mali
(5,31% od blizu 1200 zaposlenih). Sada je i preko pet posto više zaposlenih sa fakultetskom
diplomom t.j. ukupno 45,60 %. Broj nekvalifikovanih radnika je smanjen sa 3,41 na 2,70%,
kao i broj zaposlenih koji su imali preko 30 godina radnog staža sa 27,69 na oko 18% (Bilten
RTV, 2011). Prelazak na digitalnu proizvodnju i emitovanje programa posredno ukazuju na
viškove među zaposlenima i na neadekvatno postavljenu organizacionu strukturu javnog
servisa. Regionalni javni servis Vojvodine – RUV RTV se bori za gledanost sa nekoliko
komercijalnih televizija, jevnim servisom Srbije i nekoliko lokalnih, javnih, a takođe komer-
cijalnih televizija. Prema podacima za prošlu godinu, gledanost javnog servisa Vojvodine
samo neznatno je porasla, a prosečna starost gledalaca i dalje je veoma visoka i prevazilazi
prosečnu starost gledalaca u Srbiji.
Prema podacima Centra za istraživanje programa javnog servisa Vojvodine u prvih deset
meseci 2011. godine ukupni televizijski program u Vojvodini manje je praćen u odnosu na
isti period 2010. godine. Prosečni dnevni rejting programa je manji za 24.000 gledalaca,
ukupan auditorijum za 62.000, a dužina praćenja programa za pet minuta dnevno, pokazuje
njihovo istraživanje, iako je zabeleženo da Vojvođani više prate televizijski program nego
što je slučaj u evropskim zemljama. Prvi program RTV je u prvih deset meseci prošle
godine povećao udeo u gledanosti, zbog manje gledanosti televizijskog programa u globalu,
na 2,7% (bio je 2,5%). Udeo Drugog programa RTV u gledanosti televizijskog programa
(SHR%) je 0,7% i ista je u obe godine. Prema istom izvoru, prosečna starost gledalaca Prvog
programa RTV je u prvih deset meseci 2011.godine iznosila 54 godine, a Drugog programa
51 godinu. Starost gledalaca oba programa RTV veća je od prosečne starosti gledalaca tele-
vizijskog programa u Vojvodini (48 godina). Dnevne informativne emisije imaju u proseku
manju gledanost za oko 3.300 gledalaca u 2011. godini u odnosu na 2010., dok su ostale
informativne emisije popravile prosečnu gledanost za oko 500 gledalaca. Više je nego jasno
da javnom servisu predstoji ozbiljna borba za gledaoce.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Tabela br.1: Prelazak javnog servisa na digitalnu tehnologiju značajno utiče na sadržaj
programa javnog servisa i njegov online sadržaj.
Frequency Percent Val. Perc. Cumul. Perc.
Uopšte se ne slažem 13 13.3 13.3 13.3
Ne slažem se 12 12.2 12.2 25.5
Valid Neodlučan sam 6 6.1 6.1 31.6
Delimično se slažem 47 48.0 48.0 79.6
U potpunosti se slažem 20 20.4 20.4 100.0
Total 98 100.0 100.0
Na osnovu odgovora zaposlenih novinara jasno se vidi da samo 20,4% anketiranih no-
vinara i urednika smatra da prelazak javnog servisa na digitalnu tehnologiju značajno utiče
na sadržaj programa i inovaciju programskog sadržaja, što direktno ide u prilog potvrdi
naše alternativne hipoteze. Donekle ohrabruje podatak da se sa gornjom tvrdnjom delimično
slaže 48% novinara. Sa ovom tvrdnjom se u potpunosti ili delimično ne slaže četvrtina is-
pitanika (25,5%) dok je neodlučnih samo 6,1% ispitanika. Sve u svemu, jasno je da postoji
svest o izazovu koji pred zaposlene postavlja proces digitalizacije, ali percepcija tog pro-
cesa dominantno jeste negativna. Ovakva distribucija rezulatata ukazuje I na to da je svega
20,4% novinara zaista upoznato sa tim šta digitalizacija donosi, koje mogućnosti otvara i
pred kojom se šansom javni servis nalazi. Podatak da čak trećina ispitanika smatra da digi-
talizacija ne utiče na sdržaj programa javnog servisa ili je neodlučna oko toga, u najmanju
ruku zabrinjava. Očigledno, pored već opisanih problema sa kojima se javni servsi globalno
sreću, i specifičnih problema sa kojima se nosi javni servis Vojvodine, na videlo izlaze i novi
problemi. Edukacija novinara iz oblasti digitalnih tehnologija i mogućnosti koje one pružaju
je neophodna u javnom servisu Vojvodine.
Tabela br.2: Digitalne tehnologije olakšavaju novinarski i urednički posao ali ne menjaju
tradicionalni pristup poslu.
Cumul.
Frequency Percent Val. Perc.
Perc.
Uopšte se ne slažem 3 3.1 3.1 3.1
Ne slažem se 10 10.2 10.2 13.3
Neodlučan sam 13 13.3 13.3 26.5
Delimično se slažem 32 32.7 32.7 59.2
U potpunosti se slažem 40 40.8 40.8 100.0
Total 98 100.0 100.0
Najveći deo ispitanika, čak 40,8% na ovo pitanje odgovorilo je da se potpuno slaže, a
delimično se slaže 32,7%. Neodlučnih je bilo 13,3% , ne slaže se 10,2% i uopšte se ne slaže
njih 3,1%. Onih koji se sa ovom tvrdnjom ne slažu u zbiru je 13,3%. Distribucija rezultata
ukazuje na to da velika većina novinara i urednika – čak 73,5% ne shvata da prelazak na
digitalni način rada predstavlja promenu tradicionalnom pristupu poslu što je u funkciji
potvrde naše alternativne hipoteze. Ukoliko žele da iskoriste mogučnosti koje priža digi-
talna tehnologija zaposleni iz ovog sektora proizvodnje trebalo bi da razmisle o otvaranju
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Tabela br.3: Upotreba digitalnih tehnologija i online medija narušila je nezamenljivi novi-
narski terenski rad.
Frequency Percent Val.Perc. Cumul.Perc.
Uopšte se ne slažem 24 24.5 24.5 24.5
Ne slažem se 27 27.6 27.6 52.0
Valid Neodlučan sam 6 6.1 6.1 58.2
Delimično se slažem 36 36.7 36.7 94.9
U potpunosti se slažem 5 5.1 5.1 100.0
Total 98 100.0 100.0
Ovakva distribucija odgovora je očekivana kada imamo u vidu distribuciju odgovora
na prethodno pitanje. Naime, najveći deo ispitanih novinara i urednika smatra da upotreba
digitalnih tehnologija i online medija nije narušila nezamenljivi terenski novinarski rad. Njih
27,6% se sa sa ovom tvrdnjom ne slaže a uopšte se ne slaže 24,5%. Sa tvrdnjom se delimično
slaže 36,7% a uopšte se ne slaže 5,1%. Neodlučnih je bilo 6,1%. Iz ovoga se vidi da novinari
i urednici smatraju da nove tehnologije ne utiču na terenski rad novinara, čime je potvrđena
naša alternativna hipoteza.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
i urednicima RUV-a shvaćen isključivo kao promena tehnike ali ne i kao promena novi-
narskog i uredničkog pristupa medijskom sadržaju. Ovo takođe govori da novinari i urednici
nisu svesni celine i sveobuhvatnosti promena koje bi trebalo da nastupe procesom digitali-
zacije u redakciji – što je u funkciji potvrde naše alternativne hipoteze.
ZAKLJUČAK
Osim što je prikazano istraživanje pružilo uvid u to da novinari i urednici u javnom ser-
visu Vojvodine nisu pripremljeni za prelazak javnog servisa na digitalnu tehnologiju, kao i
da nisu svesni svih mogućnosti koje javni servis nudi novinarima u procesu prelaska na novu
tehnologiju, ukazalo je na to da je percepcija procesa digitalizacije kod novinara i urednka
dominantno negativna. Zaključujemo da ma koliko da digitalizacija utiče na programske
sadržaje javnog servisa svuda u svetu, novinari u javnom servisu Vojvodine još uvek imaju
negativnu percepciju o tome, odnosno nemaju dovoljno znanja o mogućnostima koje su im
na raspolaganju. Mnogo je neodlučnih i oko toga koje prednosti donosi proces digitalizacije
javnom servisu i njima kao kreatorima medijskog sadržaja.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Da proces digitalizacije koji je uveliko otpočeo, kod novinara i urednika u javnom ser-
visu Vojvodine bitnije ne utiče na na inovacije u pristupu i načinu rada, jasno je iz odgovora
koji se odnose na upotrebu korisnički generisanih sadržaja, kao i odgovora koji se direktno
odnose na segmente usmerene na multimedijsku i informativnu pismenost. Ako sudimo po
rezultatima našeg istražvanja, potreba za edukacijom zaposlenih u javnom servisu Vojvo-
dine je neophodnost sa kojom se uveliko kasni, a i jasnije je zašto je gledanost programa
onako niska. Čak i odgovori koji ukazuju na to da postoji svest o tome da digitalna tehno-
logija olakšava posao, ostaju u senci negativnih i neodlučnih kada je u pitanju upotreba
novih tehnologija i razumevanje njenih prednosti. Proces prelaska na multimedijalni servis u
Vojvodini, osim što je započeo sa velikim zakašnjenjem praćen je i prazninama u znanju za-
polenih. Činjenica da proces digitalizacije ne prati obavezna reorganizacija, zatim edukacija
u funkciji prilagođavanja tržištu i procesu fragmentacije javnosti, dodatno zabrinjava jer to
nije put za osnaživanje poverenja javnosti u javni servis i novinarsku profesiju.
Korišćenje novih medija na svim nivoima za zaposlene u javnom servisu u svim sektori-
ma, predstavlja važnu stvaralačku delatnost koja se odražava na sve koncepte u medijskom
servisu. Nepohodno je savladavanje veština koje podrazumevaju specifična znanja, kao što
su korisnički generisani sadržaji, medijska informatička pismenost i poznavanje digitalne
novinarske piramide, a za to je potreban celovit, strateški, pristup prilagođavanju promena-
ma, a ne parcijalan kao što je to sada slučaj.
LITERATURA
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Herbert J. (2000). Journalism in the Digital Age: theory and Practice for Broadcast, Print
and Online Media, Focal Press, Oxford, pp 55 – 73; http://www.uow.edu.au/content/
groups/public/@web/@crearts/documents/doc/uow036237.pdf, str. 226; http://web.mit.
edu/comm-forum/mit6/papers/Braun.pdf (20.12.2010)
Hermida, A. (2011). Managing Audience Participation. Practices, workflows and strate-
gies. In: Singer, B. J, Hermida, A, Domingo, D, Heinonen, A, Paulussen, S. Quandt,
T, Reich, Z. and Vujnovic, M. Participatory Journalism. Oxford: Wiley-Blackwell, pp.
13-56150, dostupno na http://onlinelibrary.wiley.com/doi/10.1002/9781444340747.ch5/
pdf. (20.03.2012.)
Keane, J. (2000). Media and the Public Spheres – European Idea and Ideal, Medijska istraži-
vanja 6 (2): 55-60. Zagreb. Open access http://www.mediaresearch.cro.net http://hrcak.
srce.hr/index.php?show=clanak&idclanakjezik=41574 (20.03.2012) http://hrcak.srce.
hr/index.php?show=toc&id_broj=2123 (20.03.2012)
Scott, M. (2009). Guidelines for Broadcasters on Promoting User-generated Content and
Media and Information Literacy, UNESCO, Published by the Commonwelth Broadcasting
Association, London, http://unesdoc.unesco.org/images/0018/001871/187160e.pdf
(20.03.2012.)
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SUMMARY
The transition from analogue to digital broadcasting in two public broadcasters in Serbia
should be completed no later than June 17th 2015. In the future, new technology provides
an opportunity to the provincial public service to ensure the access toward the wide choice
of quality content, which includes service information, educational content in a variety of
interactive formats, documentaries and other programs with the possibility of an advanced
search of archival records, summaries of political and social events and changes in coun-
try and the world, programs of important scientific and technological research and deve-
lopments, as well as various specialized programs to the broadest public. The tendency in
the world is a public service in the form of encyclopedia, developed on the principles on
which great browsers work. In the digitized public service, reporters and editors supported
by employees in production and technology will be able to process the same content for
publishing in multiple media formats within the integrated newsroom. Digitization of the
Public Broadcasting Service of Vojvodina on both a reporter-editorial level and beyond that-
the production, organizational and technical level is a challenge for the implementation of
design and manufacturing process of the program in this medium. Where is the Public Ser-
vice of RUV - RTV at the transition from analogue to digital broadcasting? In this paper we
show only segments of extensive research aimed at employees of RTV Vojvodina and their
attitudes toward the challenges placed before them at the very beginning of the digitization.
We discussed the results of research in relation to how digitization affects innovation in the
approach and methods of work in public service, or how the employees in public service in
journalism, production and technology sector see the transition to digital broadcasting as an
opportunity to improve the public service?
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
SAŽETAK
Ponašanje prema principu najmanjeg napora je i dalje jedan od osnovnih zakona u pri-
rodi. U skladu sa ovim zakonom postavlja se pitanje: kako onda organizovati učenje da u
što kraćem roku i uz što manje muke naučiti što više? Jednostavnog odgovora i „recepta“
nema, jer je svako novo učenje na neki način jedinstveno kao što je to i svako od nas svojim
kognitivnim sposobnostima, kognitivnim stilovima, osobinama ličnosti i motivacije. Među-
tim, neki opštevažeći zakoni uspešnog učenja odavno su utvrđeni i njihovom se primenom
postižu dobri rezultati. Međutim, pri korišćenju nekih od postojećih metoda u obrazovanju
kao što su: e-učenje, učenje na daljinu, multimedija, televizija, internet moguće je učenje i
korišćenje znanja postaviti na viši nivo.
OBLICI UČENJA
Kao i mnogi drugi psihološki pojmovni, tako i pojam učenja ima svoje poreklo u sva-
kodnevnom govoru. Međutim, značenje pojma učenja u govoru običnih ljudi (svakodnevno
značenje) nije isto onome što psiholozi podrazumevaju pod učenjem. Laici učenje često
izjednačavaju sa školskim učenjem ili sticanjem znanja i motornih veština, ali nekad i proši-
ruju njegovo značenje. Na primer, kažemo za neku osobu da nije naučila da podnosi poraz,
ili roditelj kaže djetetu: „Naučiću ja tebe da se pristojno ponašaš!“. Ukratko, u takvoj upo-
trebi termina, učenje je nešto više od sticanja znanja i motornih veština.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
dobrog raspoloženja itd; Relativnost: ono što je jednom naučeno nekad se i zaboravlja; du-
žina trajanja promena izazvanih učenjem može biti različita od svega nekoliko dana (kod
senzitizacije i habituacije), nekoliko meseci (zapamćenost nekog školskog gradiva), a nekad
traje i čitav život (naučeno agresivno ponašanje, savest).
Progresivna promena
Ovo je jedna od bitnih karakteristika učenja jer se njome učenje razgraničava od promena
koje nastaju sazrevanjem. Sazrevanje ili maturacija se najvećim delom zasniva na urođenoj,
genetski zasnovanoj konstituciji organizma. Primer maturacije: javljanje seksualnog nagona
u doba puberteta kao rezultat sazrevanja jedne organske funkcije (lučenje polnih hormona).
Međutim, mora se naglasiti da je nekad dosta teško povući jasnu granicu između učenja i
sazrevanja (primeri: rano učenje i uticaj sredinske deprivacije na kognitivni razvoj);
Bihejvioristi su imali tendenciju da pod aktivnošću individue podrazumevaju samo spoljaš-
nju motornu aktivnost (pokreti mačke u kavezu, trčanje pacova kroz lavirint). Međutim, ne
može se zanemariti ni unutrašnja, mentalna aktivnost. Unutrašnje aktivnosti koje dovde do
učenja mogu biti raznovrsne – od jednostavnih opažajnih aktivnosti (npr., organizam prvo
treba da opazi pojavu uslovne i bezuslovne draži kod klasičnog uslovljavanja) do veoma
složenih misaonih aktivnosti (npr., kod učenja uviđanjem).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Ono što je nama posebno interesantna tema, a ujedno i tema kojom se bavimo je „Metode
i tehnike učenja“. Nešto više o njoj govorićemo kasnije. Mnoge od tih metoda možemo
pronaći i u školstvu a neretke su i kombinacije tehnika implementirane u predavanja.
Proučavan je i ustanovljen veliki broj oblika učenja u zavisnosti koliko nam je nešto
teško razumeti, obraditi, radi dužeg pamćenja i potpunog razumevanja koriste se posebne
metode koje olakšavaju princip usvajanja novih informacija kao što učenje uviđanjem, učen-
je po modelu itd.
Učenje po modelu
Učenje po modelu ili vikarijsko uslovljavanje predstavlja takav oblik učenja u kome oso-
ba usvaja nove ili modifikuje ranije naučene oblike posmatranjem reakcija osobe–modela.
Ovde osoba uči opažanjem i podražavanjem ponašanja modela.
Učenje uviđanjem
Učenje uviđanjem predstavlja najčešći oblik učenja kod čoveka. Ono podrazumeva
nastojanje da se nađe izlaz iz nove situacije, odnosno da se reši problem. Osoba se nalazi u
nekoj problemskoj situaciji koju postojećim iskustvom ne može da reši, već je potrebno da
nađe nove načine ponašanja ili odgovore na datu situaciju.
METODE U OBRAZOVANJU
E- učenje
Elektronsko učenje (e-učenje ili engl. e-learning) danas sve češće susrećemo u praktičnoj
primeni. Osim osnovne upotrebe multimedije i interneta u sklopu svakodnevnog formalnog
obrazovanja, danas se putem e-učenja omogućava i organizacija konferencija, kao i tzv.
e-learning akademija, online obrazovanja zaposlenih u nekim firmama kao i različiti komer-
cijalni tečajevi. Današnje doba modernih tehnologija i globalizacije donosi brze promene u
svim aspektima ljudskog života. Svakim danom stvaraju se nove informacije, a opšti razvoj
kontinualno zahteva nova znanja i veštine. Javlja se potreba za što bržim, pravovremenim
obrazovanjem, koje ćeistovremeno biti otvoreno, široko dostupno.
Početak obrazovanja na daljinu dogodio se u SAD krajem 19. veka, kad je pokrenuto
više inicijativa za obrazovanje putem dopisnih studija. Već početkom 20. veka pažnja je
usmerena kreiranju novih pedagoških modela za dopisne studije. Računarska tehnologija
omogućila je interaktivno podučavanje u obrazovanju na daljinu koje je vođeno posebno
dizajniranim obrazovnim softverom (engl. courseware), a prvi takvi sistemi pojavili su se
približno 1960. godine. Poseban napredak u korišćenju računara za obrazovanje omogući-
la je tehnologija multimedijalnog CD-a, a svojevrsna tehnološka i pedagoška revolucija u
obrazovanju na daljinu nastupila je s razvojem veba (world wide web).
Politički i javni interes za elektronsko učenje postaje veći posebno u oblastima gde
je studentska populacija dosta razuđena (Australija, Kanada). Motivacija je velika za
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
implementaciju ovog novog obrazovnog modela, kada ne postoji način da se povećaju kapa-
citeti postojećih obrazovnih institucija ili je budžet nedovoljan za primenu novih obrazovnih
programa. Mnoge akademske institucije već su napravile manji ili veći korak u primeni
virtuelnih učionica.
Zbog svega toga vrlo je važno u konkretnoj situaciji pre uvođenja sistema e-učenja odva-
gati njegove prednosti i nedostatke.
E-učenje zahteva od korisnika određena znanja i veštine kako bi se mogli njime koris-
titi. Bez određene računarske pismenosti, gradivo integrisano u sklopu električnog sistema
učenja postaje potpuno beskorisno. Osim tih znanja, za sprovođenje e-nastave bitno je i da
svaki od korisnika ima za to određenu opremu. Ni najkvalitetnija oprema na kojoj se izvodi
e-nastava nije stopostotno pouzdana. Čak ni kada mogući tehnički problemi ne dovedu do
prekida u izvođenju e-nastave, svakako će doprineti padu koncentracije korisnika, a samim
tim i padu kvaliteta e-učenja. Omogućavanjem samostalnijeg određivanja načina i vremena
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Uprkos svim prednostima e-učenja, ono danas ne može zameniti klasičan pristup učenju
i obrazovanju uopšteno. Suprotno onom što često čujemo, e-learning nije samo alat, zapra-
vo uopšte nije alat. E-learning je vrsta komunikacijskog kanala, kanala kroz koji se odvija
učenje. Poput komunikacije licem u lice, poput štampe ili telefona.
Učenje na daljinu
Američka asocijacija za učenje na daljinu (The United States Distance Learning Associa-
tion, www.usdla.org) definiše pojam učenja na daljinu kao „dostizanje znanja i veština kroz
dostavljene informacije i uputstva, primenom različitih tehnologija i ostalih formi učenja na
daljinu
- nezaposlenih odraslih ljudi (sa potrebom sticanja tržišno korisnih stručnih znanja),
- zaposlenih ljudi sa srednjom stručnom spremom (sa potrebom nastavka obrazovanja),
- zaposlenih sa visokom stučnom spremom (sa potrebom inoviranja i nadogradnje po-
stojećih znanja).
Ima nekoliko oblika učenja na daljinu koji su postali vrlo popularni u školama i na fakul-
tetima širom sveta, na prvom mestu mislimo na:
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Ovakav način učenja može biti i interaktivan, uz moguće orijentacione sesije, zvaničnih
časova ili ispita pod nadzorom.
• obrazovanje ili obuka koja se nudi učenicima iz različitih mestu (fizički udaljenih) od
predavača ili izvora informacija;
• programi ili kursevi UND mogu biti prilagođeni različitim osobinama učenika, a razli-
kuju se po tehnologiji koja se koristi, po strukturi programa (kursa), po stepenu nadzora
prolaznika;
• učesnici UND su osobe koje kreiraju i distribuiraju materijale za učenje i učenici;
• organizatori kurseva ili programa su obrazovne i naučne institucije za svoje učenike,
studente (i za ostale), kompanije ili njihovi delovi za svoje zaposlene, pojedinci: kon-
sultanti, nastavnici,
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Elektronska ili govorna pošta i faks, kao alati za učenje na daljinu omogućuju komunika-
ciju u bilo koje vreme. Prednosti e-maila su u tome što učenik može postavljati pitanja, slati
svoje komentare, predloge i rešenja. Nedostatak je u tome što se poruke mogu višestruko
interpretirati, a to dovodi do zabluda i pogrešnog shvatanja.
Pored ove metode komunikacije koriste se i bulletin boards, poštanske liste i novinske
grupe kao dodatne informacije o predavanju.
Web courseware treba da bude struktuiran tako da učenici mogu lako da se kreću među
najmanjim delovima nastavnog sadržaja unutar jednog www servera ili na više njih, pregle-
daju informacije korišćenjem linkova (hipertekstualni linkovi), vide veze među najmanjim
delovima sadržaja da se ne bi izgubili u prostoru, spremaju i/ili stavljaju podatke itd. Pri
izradi treba voditi računa o softveru, hardveru, vezi sa internetom, koje učenici imaju.
MULTIMEDIJA
Reč multimedija koristimo kad govorimo o informacijama koje imaju višestruko zna-
čenje. Za njihovu percepciju koristimo više čula istovremeno jer koriste različite medije
kroz koje se šire i u kojima egzistiraju. Za razliku od teksta, a kad govorimo o multimediji,
informaciju predstavljaju slika, zvuk i pokretna slika. Na taj način dobijamo bogatiju i bolju
prezentaciju informacije.
Današnje tehnologije koriste ljudske vizualne i slušne sposobnosti pa preko njih ostvaruju
interakciju. Danas sve više ljudi ima potrebu za neprekidnim obrazovanjem u cilju praćenja
trendova tj. nužno je doškolavanje radi sprečavanja zaboravljenja postojećih znanja. Većini
ljudi neprihvatljivo je odlaženje na kurseve zbog preklapanja termina s njihovim obvezama.
Za takav krug ljudi, a sve više i za obične učenike ili studente, od velikog je značenja pristup
određenim znanjima gde i kad to oni žele. To nam omogućuje multimedija.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
znanja. Najrasprostranjeniji su oni što se bave upotrebom softverskih aplikacija, ali postoje
i programi iza, urecimo, učenje stranih jezika, različiti rečnici, priručnici i eciklopedije.
Ovakav način edukacije započeo je pojavom audio i video kaseta snimljenih za obrazovanje
o nekoj temi. Za razliku od njih programi na CD-u su interaktivni tako da korisnik može ak-
tivno učestvovati. Ovakav vid učenja moguće je implementirati i u predaavnja ali više služi
kao kućna nastava. Obrazovne ustanove oskudno su opremljene video tehnikom. Međutim,
uzimajući to u obzira, ramotrili smo uticaj televizije na predavanja.
TELEVIZIJA
pojedinačno predavanje – programi koji se odnose na jednu posebnu temu ili koncept,
pružajući uvod u predavanje, pregled ili sumiranje;
odabrana jedinica – serija programa koja daje osnovu sadržaja za oblast koja se uči u
okviru nastavnog plana kursa;
ceo kurs – programi sa jedne ili više TVN serija mogu biti integrisani u ceo semestar
kursa obično zajedno sa štampanim nastavnim materijalom.
Televizija u nastavi može biti pasivna ili aktivna. Pasivna TVN obično podrazumeva
prethodno napravljene programe koji se distribuiraju preko video kaseta ili pomoću neke
od video tehnologija, kao što je to difuzno emitovanje, kablom ili satelitom. Nasuprot
tome, interaktivna TVN pruža mogućnosti za interakciju gledaoca, bilo sa nastavnikom koji
učestvuje uživo ili sa učešćem učenika.
Medijum je poznat s obzirom da je puno ljudi gledalo televiziju. Pokreti i slike mogu se
kombinovati u jedan format tako da se složeni ili apstraktni koncepti mogu ilustrovati kroz
vizuelnu simulaciju. Stari kliše „slika vredi hiljadu reči” zaista važi. Televizija u nastavi
predstavlja efikasan način da se učenici odvedu u nova okruženja (mesec, strana zemlja ili
pogled kroz sočivo mikroskopa).
Vreme i prostor se mogu sažeti tako da događaji mogu biti uhvaćeni i preneti tako kao da
se trenutno dešavaju. Vrlo je efikasna za upoznavanje, sumiranje i pregled koncepta. Može
se efikasno koristiti kao motivacioni alat.
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Treba iskoristiti:
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Priprema za predavanje
Pre časa vežbati ispred kamere uživo. Ako je to moguće, neka kolega, nekoliko učenika
ili tehničar medija prati ono što izlažete preko kamere ponudi sugestije za poboljšanje.
Potrebno je organizovati sav materijal i video sadržaj za čas pre početka časa. Najbolje
je izvesti probni čas sa tehničkim osobljem tako da svi učesnici znaju koju ulogu se očekuje
da odigraju.
Ako se koristi kamera koja je iznad glave radi elektronskog projektovanja vizuelnog
kontakta, njen način rada i ograničenja treba razumeti pre početka časa.
Učenike valja informisati da li će biti operatora kamere ili tehničara u učionici. Iako
učenici mogu biti u početku znatiželjni, to će opasti kako čas teče. Tehničari na času su
obučeni da budu nenametljivi koliko je to moguće.
Promena izraza lica, tona glasa, pokreta tela i uspostavljanje kontakta pogledom sa
kamerom kako bi se pospešila verbalna komunikacija. Dobro je angažovati učenike ko-
rišćenjem humora, postavljanjem pitanja, uključivanjem učenika u rad i pohvaljivanjem
njihovog doprinosa.
Sadržaj treba izlagati u blokovima od pet do deset minuta koji su prošarani diskusijom.
Kretati se između nastave i interakcije. Predavanja treba da budu jednostavna i jasna. Da bi
se usredsredilo praćenje, treba istaći ključna mesta koja treba pogledati.
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Predavač ne treba da čita materijal, treba da održava umeren tempo govora, da uvodi
različite vrste uključivanja učenika – posmatranje, čitanje, pisanje i pričanje.
Centar pažnje aktivnosti poželjno je pomerati sa predavača koji se vidi preko kamere na
mesto gde se nalazi grupa ili pojedinac.
Dobro je integrisati aktivnosti koje će pojačati izlaganje sadržaja. Ove aktivnosti mogu
obuhvatati ispitivanja, radove, igranje neke uloge i eksperimente.
Preme namenjeno interakciji mora bit isplanirano, učenici unapred obavešteni o tome.
Iniciranje interakcije u toku prvih dvadeset minuta će motivisati učenike da učestvuju u
učenju umesto da se uljuljkaju i uspavaju samo gledajući.
Određenim učenicima na udaljenim mestima treba dopustiti da vode diskusiju ili propi-
tuju učenike u prostoriji.
Teme za diskusiju ili pitanja poželjno je definisati i učenicima dati vreme da pripre-
me odgovore. Postavljanje pitanja za diskusiju unapred putem televizijske komunikacije,
pomoći će učenicima da se pripreme za interakciju. Pitanja treba da se pojavljuju u obliku
teksta na ekranu tako da učenici mogu da ih vide i čuju.
Dobro je ohrabriti interakciju između samih učenika traženjem od učenika koji je na času
ili od učenika koji je na udaljenom mestu da odgovori na pitanje. Nastavnik ne mora uvek da
odgovori na pitanja niti da bude samo izlagač sadržaja.
Nakon predavanja
Nakon predavanja doro je pregledati snimke, bilo sa tehničkim osobljem, kolegom ili
samostalno. Voditi beleške da bi se unapredilo predavanje, stil i način prenosa i izlaganja.
Takođe je poželjno prikupiti povratne informacije od učenika o dobrim i lošim stranama
nastavnog materijala i strategijama za predavanje koje se koriste.
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INTERNET
Internet u funkciji učenja nastao je kao rezultat istraživanja na samom internetu, pre-
traživanjem njegovih resursa i korišćenjem njegovog istraživačkog instrumenta To je kao
da je sam internet prikazao razrede učenika, druge nastavnike i eksperte za sadržaje. Ovakvi
razgovori i resursi nisu uvijek neophodni u razredu, ali mogućnost da se proširi područje in-
terakcija, različitost pogleda i širina pristupa koju učenici mogu uzeti u rješavanju problema
može samo obogatiti okruženje učenja.
Istraživanje je svakako nova tema u školama, ali opet internet nudi učenicima i nastavni-
cima novi način pristupa informaciji i materijalima. Jedna od trenutnih beneficija je prolife-
racija resursa i materijala koji su danas sebe u funkciji učenja.
Široki obim resursa, dinamička priroda sadržaja i nezavisnost od vremena i lokacije stvo-
rili su od interneta veliki potencijal za učenje.
Resursi za učenje mogu biti jednostavno plasirani vordovi dokumenti na vebu koje
studenti učitavaju i štampaju, ili su to predavanja prezentirana u Power Point-u, digitalnom
streaming videu i drugim interaktivnim programima.
Komunikacija preko računara može se obavljati bilo kojim sredstvom kojim pojedinci
i grupe „razgovaraju” međusobno. Glavne tehnologije sačinjavaju:
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ZAKLJUČAK
LITERATURA
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Ana Lakatoš
Maja Vojinović-Tomašević
SUMMARY
The behavior to the principle of the least effort is still the basic law of nature. In accor-
dance with this law the question is imposed: how should one organize learning as soon as
possible and with as little hassle as in order to learn more? There is no simple answer and
the „recipe”, because all new learning is unique in a way as it is each of us with its cognitive
abilities, cognitive styles, personality traits and motivations. However, some generally valid
laws of successful learning have long been identified and their application has achieved
good results. However, the use of some existing methods in education such as e-learning,
distance learning, multimedia, television, the Internet makes it possible to place learning and
knowledge use on a higher level.
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SUMMARY
Today, a mobile phone, as well as an MP3 player, belongs to the standard media equip-
ment of the youth. For young people, it is an important mediator, which performs a variety of
functions. It is used for communication, planning of the daily life with friends and family, for
fun and for self-presentation. The mobile phone is a part of private space and individuality,
which is expressed with individual symbols and acoustic tones. Sometimes, young people
use it as a diary with photos of their best friends, for the best memories, and, of course, the
mobile phone enables us to be in contact with everyone.
In this paper, we address the issue of the place the use of mobile phones occupies in the
context of the social space of the youth. In modern society today, a circle of friends for the
young is increasing by the use of mobile phones. According to the results of a study of young
people who use this media, a mobile phone is not only a status symbol, considering posses-
sion and technical capabilities, but it also occupies a central position in the recognition and
symbolic representation of belonging to a circle of friends. From the media-pedagogical
point of view in this context it is worth discussing whether this increases the problematic
processes of inclusion and exclusion, and problems related to behavior and socialization of
young people.
INTRODUCTION
Today, a mobile phone, as well as an MP3 player, belongs to the standard media equip-
ment of the youth. For young people, it is an important mediator which performs a variety of
functions. It is used for communication, planning of the daily life with friends and family, for
This paper is a result of the research within the Project Digital media technologies and socially-
67
educational changes (Project no. 47020), which is implemented with the financial support of the
Ministry for Science and Technological Development of the Republic of Serbia for the period 2011-
2014.
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fun and for self-presentation. The mobile phone is a part of private space and individuality,
which is expressed with individual symbols and acoustic tones. Sometimes, young people
use it as a diary with photos of their best friends, for the best memories, and, of course, the
mobile phone enables us to be in contact with everyone.
In this paper, we address the issue of the place the use of mobile phones takes in the
context of the social space of the youth. In modern society today, a circle of friends for
the young is increasing by the use of mobile phones. According to the results of a study of
young people who use media, a mobile phone is not only a status symbol considering pos-
session and technical capabilities, but it also occupies a central position in the recognition
and symbolic representation of belonging to a circle of friends. From the media-pedagogical
point of view in this context it is worth discussing whether this increases the problematic
processes of inclusion and exclusion, and problems related to behavior and socialization of
young people.
Discussion of a place which mobile phone takes in the social space of the youth does not
represent a new phenomenon, but has its predecessor in the original phone. In sociological
studies, there can be found an overview of the history of this medium, more than 100 years
long (Genth/Hoppe 1986). In “Sociology of a mobile phone”, among others, topics such as
the iconography of the phone in visual arts and the importance of the phone on the movie
are addressed. The social function of the phone can be illustrated by a brief passage from the
crime film in the Raymond Chandler’s piece “The Little Sister” in which Philip Marlowe
takes the following monologue:
„I put my papers in a drawer, arranged stationery, took the dust cloth and wiped the
glass, and then the phone (...). No one would call me. Not now, not at this time. Probably
never. I put off the cloth, folded it up with its dust in it, leaned myself and sat, no, I wasn’t
smoking, nor thinking. I was empty. (...) Then I moved towards the phone and chose the Me-
vis Veld’s number. It had rung and rung. Nine times. That’s a lot, Marlowe. For you, nobody
is home, probably. I dropped the phone. Whom could you call now? - No, no one. Ah, if the
phone rang. If someone called me back and connected me again with humanity! Even if he
was a Maglashan. I wish I were far away from this frozen star...”.
This scene clearly shows that the function is attributed to the phone to symbolize a man’s
place in the society and, thus, to demonstrate the importance of social status within a group.
At the same time, the phone represents communicative positioning of young people in social
space.
It is this function which exceeds a space that is of great importance for young peo-
ple once they establish relationships with their peers based on trust and when activities
need to be planned in relation to leisure time and consumption. In groups of peers, rules
on coping with feelings are adopted. In that way, young people form similar values and
views on common activities and interests and develop important intellectual competencies
in social linking. That can bring problems to the development of young people, especially
if they are ostracized or subjected to aggression or stigmatization within a peer group. In
general, groups of friends perform a high socializing influence and these groups are mainly
the groups formed by themselves, whose members are linked by similar interests and see
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themselves as special. Moreover, friendly relations are greatly labeled with corporeality and
communication among participants. Social space of the young company is often a place
whose primary function is changed, such as a bus stop or gas station, and which serves as a
place for youth gatherings in the evening.
After a traditional letter, the phone has brought the possibility of overcoming the attach-
ment to premises, which was paralyzing the social relationships of young people. In the late
eighties, in the social-ecological study of the media world, which were done by Baacke,
Sander and Vollbrecht (Tully 2009), it became clear that the phone overcomes and reduces
geographical area. In an interview, 17-year-old Klaus, who lives in a village, gave the fol-
lowing statement about the importance of the phone in his everyday life:
“To me, a change is to have a conversation with someone. Here in the village I only have
parents [...]. Most of the friends I know from school, and they live in Hanover. That is why
the phone is for someone from the countryside, like me, the only way to come to town” (Ibid,
S. 43).
The telephone and cell phone are very much different, but it is also known that social
significance has changed. In the meantime, numerous empirical studies are in confrontation
with considerations, which are dealing with the implications of new media allowing com-
munication with the society regardless of the space. They are united only in the fact that the
phone is now common in lives of young people and that it is one of favorite media of young
people between 12 and 20. For young people, phones offer many opportunities for syn-
chronous and asynchronous communication and interaction with other teenagers, relatives
and acquaintances. In doing so, it has evolved into an instrument for coordination and or-
ganization of everyday life, as indicated by the options for waking up, planning obligations
with an integrated calendar, photographs, an MP3 player and a music composition. As for
new dimensions and functions, because of the phone, the ways of communication are being
expanded, and social relations are being restructured. This could go so far that policies could
be produced, for example, in which form, when and where an SMS might be sent. Integra-
tion of the mobile phone into everyday life indicates the changing culture of cohabitation.
In literature, we can find research related to the socio-spatial function of the use of a
mobile phone for young people. For the empirical base of standpoint, we refer to the studies
of young people using the media whose results will be discussed in the context of further
studies and theories in order to demonstrate how the mobile phone is rooted in everyday life
of young people.
Since we do not have extensive and detailed studies and research related to the function
and the use of a mobile phone in our country we will review the extensive empirical rese-
arch of study, “Youth and Media” (Meister/Meise / Neudert, according to Meister, Meise,
Neudert 2009). Here we will look only to some results of this study and these results will be
discussed in the context of further studies and theories, so we could show how the mobile
phone is rooted in the everyday life of young people.
Then we will discuss different ways of communication generated from mobile telephony,
used by young people, as well as changes in social relations, which cell phone has enabled.
Finally, we will discuss the results from the media-pedagogical point of view.
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As the phone has helped young people to contact their friends and develop social con-
tacts outside of home environment and the geographical area in which they live, their mobile
especially offer them this service. It is not just about personal access anywhere and anytime,
but also about a new, completely different means of communication offered by mobile te-
lephony, and which are subjected to different rules and norms. Besides the ability to call
friends and relatives, a text message (SMS), a picture (MMS) can be sent or various tunes
can be downloaded. It is also possible to surf the Internet using WAP option. Also, one can
send the same message to more people. Via Bluetooth or Infrared, phone numbers, ring tones
or videos may be exchanged between two cells, a mobile and a notebook or a computer.
The mobile has evolved from its original function into “social bodyguards” (Tully 2009).
First of all, women use the mobile to call someone or to pretend that they make a call so that
they could protect themselves or would not have to talk with undesirable people present.
Trust in the mobile phone goes one step further when the situation is subjectively judged to
be dangerous; they hope for a phone call or an auditory witness to prevent a violent act. This
is very often the reason why parents buy a mobile phone to their child. This is one of the re-
spondents in the research, Andy (17) spent “six months in a quarrel” with the parents. In the
end, they were persuaded by the argument that his mobile will help him in an emergency. He
presented such a case as a fictional dangerous situation in which during the night he could
“meet eight people with shaved heads.” A sense of security which is often associated with a
mobile can easily become a problem. Some young people, for example, say that their parents
can constantly control them through a cell phone. Also, a male partner/female partner could
misuse and control a call list and inbox through a cell phone.
These views are particularly obvious in front of a variety of options on the identity, which
a mobile enables. The very possession of the device is an important milestone in the life of
young people. For this reason, a mobile occupies a specific place in everyday life of young
people as well as all other media. The present context of the youth “community” is created
using the media and affects the way of life, as well as the relations with the media that are
specific to each generation. For young people a basic understanding of media and media in-
fluences on daily life are commonly specified. These communities are an essential basis for
the construction of identity, for the interaction of young people with their peers. This allows
a completely different understanding of young people who do not have a mobile. They are
excluded from the community that forms around the mobile; they can’t foster relationships
or experience an emotional connection of owners of mobile phones. They have a strange
feeling that they can always exchange with someone, to share together and live through
every big trifle of young adulthood. Exactly the lack of such moments may contribute to a
feeling of isolation of young people – and, thus, of being socially unprotected.
Exactly this function which exceeds the space is of great importance for young people,
especially then, when relationships are being established with their peers based on trust
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and when activities that are related to leisure time and consumption, need to be planned.
In groups of peers, the rules on coping with inner feelings and orientation towards acting
are being adopted. In that way, young people form similar values and views on common
activities and interests and develop important intellectual competencies in social linking.
However, it can bring problems in development to young people, especially if they are os-
tracized or subjected to aggression or stigmatization within a peer group. In general, groups
of friends perform a high socializing influence and it is mainly about self-established groups,
whose members are connected with the same interest and who see themselves as special per-
sons. Moreover, friendly relations are greatly labeled with corporeality and communication
among participants. School becomes a sphere of youth whose place and original function
change frequently, such as a bus stop or gas station, and which serves as a place for youth
gatherings in the evening.
The telephone and cell phone are very much different, but it is also known that social
significance has changed. In the literature, findings of many empirical studies and reviews
confront, dealing with the implications of new media, which allows communication with
society regardless of space. They are united only in the fact that the phone is now common in
the lives of young people and that it is one of favorite media of young people between 12 and
20. To young people, mobile phones offer many opportunities for synchronous and asyn-
chronous communication and interaction with other teenagers, relatives and acquaintances.
In doing so, it has evolved into an instrument for coordination and organization of everyday
life, as indicated by the options for waking up, planning obligations with an integrated cal-
endar, photographs, an MP3 player and a music composition. As for the new dimensions and
functions, because of the phone, the ways of communication are being expanded, and social
connections are being restructured. This could go so far that policies could be produced, for
example, in which form, when and where an SMS might be sent. Integration of a mobile
phone into everyday life indicates the changing culture of cohabitation.
Within the project “Youth and Media”68, 3,000 young people between 12 and 20 years
old were tested through a questionnaire (see table 1) about their use of media and their
competence in this area, where the number of boys and girls does not differ so much.
Table 1: The number of surveyed male and female students separated by age and sex
Number of subjects
12-13 14-15 16-17 Over 18
Total
years years years years
Male 321 510 442 316 1589
Female 339 524 469 345 1677
Total 660 1034 911 661 3266
68 The study of media use and media competence of young people between 12 and 20 years
old was conducted between the year 2001 and 2004 at the universities of Bielefeld, Halle
(Saxony) and Rostock which were led by Dorothee Meister, Uwe Sander, Klaus Treumann.
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With the expansion of the mobile phone, revolution occurred in electronic communi-
cation. The phone is no longer in the hall next to the coat, but has become our constant
companion and affects our everyday life. The enormous importance of the mobile phone is
reflected in a study on the use of media. Thus, from 2001 to 2002, 78.9% of the surveyed
had their own mobile, thereby the likelihood that young people will possess the mobile
grows with their age. When asked if they have their own mobile, 61.9% of the young aged
twelve and thirteen responded with YES, 78.9% of the young aged fourteen and fifteen,
85.4% of the young aged sixteen and seventeen and 86.7% of the young aged eighteen and
twenty (ibid). In this context, we can also refer to the research of media-pedagogical alliance
“Südwest” according to which 52% of young people between 6 and 13 years old and 95% of
young people from 12 to 19 years old have the mobile phone (Arbeiter, 2009: 8).
The relationship between age and possession of the mobile on one hand can be explained
by costs that are directly related to the use of the mobile. On the other hand, it can be as-
sumed that parents, because of financial reasons, minimally encourage young teens in using
this medium. The importance of the mobile is not only strengthened as possession, but also
because it occupies an important place in the lives of young people. The question is what
value the mobile has for the young. That is why the researchers asked young people what
their three favorite mediums are; television occupies the first place (73.7%), on the second
place are the radio and music media (54%), while the mobile is the third-placed. 46.5% of
the votes belong to a cell followed by the computer with 40.7% of the votes. Given the obvi-
ous relevance of this medium for the young, the researchers still like to learn ways of using
a mobile as well as its social significance.
Although studies have shown that girls have a greater number of mobile phones (83%
vs. 74%), when it comes to mobile personalization and its adaptation to their own desires,
boys were significantly more active than girls. Their overall affinity for technology is not
only shown in the handling of a computer, but also extends to new media that have huge po-
tential of creative expression. Thus, boys more often compose melodies (69.1% vs. 59.5%),
they often download them (61.9% vs. 52.2%), purchase accessories more often (49.4% vs.
38.4%) and three times more likely than girls install them into a mobile (22.4% vs. 7.9%).
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As the results show, a mobile does not serve primarily for telephone calls. Using a mobile
means to write and read short messages. Boys and girls are equally aware of this function.
In addition, the young equally use an alarm clock, games, and partially the Internet. If the
young are using mobile phones for calls, then boys are the ones using this option more often:
28.4% of male users make phone calls 1-4 times a day, while in the case of girls the percen-
tage is 21.7% (in most cases they do not telephone). The older make calls more often than
young people. In addition to this, there are significant differences in frequency of phone calls
between students of different school types. Thus, primary school students (30%) use their
mobile so they could get in touch with somebody more often than secondary school students
(21.7%) or high school students (19.0%). Most telephone calls via a mobile phone are made
by students of secondary vocational schools (37.9%) (Meister/Meise/Neudert 2009).
Since mobile communication is not inhibited either by time or place, in terms of contact,
there are hardly any restrictions. Young people and adults can build and nurture contacts at
any time and at any place, either by SMS, whether by telephone, or with any ordinary short
call in order to remain recorded in the call list and to be see that someone has tried to stay in
touch. All this indicates that the mobile became an essential tool of communication within
a group of young people.
Based on the analysis of data the researchers found a link between having a mobile and
processes of belonging to a group, since 72% of mobile owners feel belonging to a group,
while the case with those who do not have a mobile is only 57% (differences based on sex
in this case have not been determined).
The study results show that there is a specific relationship between the media for commu-
nication and the place of residence of customers. At first glance, with possession of a mobile.
there was no significant difference in relation to regional differences analyzed in a large city
(n = 903), a city of medium size (n = 1360) and in rural areas (n = 869). It seemed that a big
city, town and village for themselves do not perform any influence. However, observing the
connection between having a mobile, residence and association with a group, we get a com-
pletely different perspective. The results show that significantly more young people from
the cities of medium size without a mobile are associated with a group than young people
without a mobile in a big city or village. This means that in a big city just 49% of those who
do not have a mobile belong to a group. In a small town, this percentage was 65%.
An explanation of these results could be based on the fact that the distance between the
places of residence of members of a group is greater in a big city or in the countryside than in
a smaller town. In a village and a big city young people often have to pass longer distances,
such as from one village to another, from one end of a large city to another and so on, in
order to meet with their friends, and this can be overcome by the use of a mobile. It seems
that the young in small towns are so well integrated into their groups that they do not need a
mobile because of their „short routes”.
Owning a mobile in the research is also linked with other social dimensions. While 72%
of owners of the mobile for all age groups are a part of some group of friends, with those
who do not have a cell, it varies, whereby the age represents a crucial variable. Thus, there
are only 49% of children without a mobile between 12 and 13 years old integrated in a
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group, while the young between 16 and 17 are at the top with 69%. The phenomenon that
among younger age groups there is very few owners of a mobile explains the fact that the
central category represents an affiliation to a group, in other words, they are not related to a
group, and that is not about financial aspects as researchers initially suspected.
According to surveys, young people who belong to a group are more likely to have a mo-
bile, and mobile owners feel a stronger affiliation with a group and it varies in younger age
groups. Since we have already pointed out the differences between genders, this category is
more closely examined and it turned out that in variables such as age, sex and possession of
a mobile important interaction compared to social bonding can be seen. While at the age of
twelve and thirteen more girls with a mobile are (72%) included in a group than boys (64%),
but at the age of sixteen the situation is different. At that age more boys (80%) than girls
(73%) are connected to any group. It is similar to those between 18 and 20 years (75% males
and 67% girls). This information is even more interesting if one thinks that in groups under
18 years (here the share of boys and girls is equal) more girls have a cell than boys.
Researchers have analyzed the dimension of social space more deeply. In order to clarify
the following assumptions, researchers have concentrated on the group aged between 16 and
17, which showed the highest activity compared to a mobile phone and belonging to any
other group. It seems that for this group SMS is an important opportunity to take its place
in social space. Affiliation to the group clearly comes into play when it comes to sending
an SMS with 16-year-olds and 17-year-olds. 24% of 16-year-olds and 17-year-olds do not
belong to any group, while 76% say they are related to a group.
It is notable that those who do not belong to any group write a very few text messages,
while members of groups do that very often (only 22% of young people who do not belong
to any group write more than four SMS messages a day, but with the members of the group,
this percentage is 30%).
Young people use a mobile to maintain contact with friends. At the same time the number
of friends is an important determinant that specifies the number of sent SMS messages,
which points to an unambiguous link between the number of friends and the use of SMS
services. Therefore, those who have few friends, write less text messages from those who
have more friends (Table 2).
Here, what first catches the eye is a significant difference between the genders in the
number of sent SMS. Equal divisions in the number of SMS can be determined among boys,
while girls usually send one to four messages per day.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Since girls write messages more frequently, the question is whether they have more
friends, and therefore send more text messages. This is not quite true. The results show that
girls more often have up to three friends. These results can be explained with the fact that
girls at the age of 16 to 17 often have one “best” friend, or maintain very intensive contacts
with a smaller group. Boys still often report that they have more than 10 friends, which can
be proven by the fact that they are related to fellowship and that generally maintains contact
(admittedly loose) with many friends.
Table 3: Proportion of surveyed 16-year-olds and 17-year-olds who can talk about every-
thing with someone in comparison to the frequency of SMS and the type of friends
Type of friends
Sending text A good friend, The best friend, Other friends, None of
messages girlfriend girlfriend girlfriends my friends
Never or not daily 50 130 17 12
1-4 times a day 71 164 4 10
More than 4 times
86 149 10 5
a day
Database: N=708
Another reason for sending an SMS are the topics discussed in some groups. About the
problems at school, home or relationships, young people often talk with their friends. This
deep emotional connection enables young people to talk about anything and share news.
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During the study, youth were asked with whom they can talk about everything and these
responses were counteracted with their SMS activities. It is noticeable that the most mes-
sages are exchanged with the best friends. This is also reflected in the intensity of useing
SMS services.
As for the exchange of information, there is a much wider range, since these activities
are reflected in the number of sent messages, so that it can be assumed that in large circles of
friends, which are typical of boys, communication is mostly limited to information exchange.
Based on these results, one can perform three particularly important dimensions that can
be discussed in the context of further studies. These include the status of a mobile phone that
goes beyond space, demonstration of a group membership and continuous social protection.
The young use a variety of options on the mobile, and they also give a great value to
this media, and as it is indicated in the surveys, they integrate its use in everyday life. If
motivation is observed as well as characteristics of different varieties of communication, one
realizes that different ways of using a mobile that are offered, have different emotional expe-
riences. An important aspect is safe building of threshold of retention (inhibition threshold),
which could be presented in a telephone conversation or in a situation “face-to face”, which
again is leveled through an SMS. It is of great importance with flirting and the first contact.
After the first meeting and introduction, further contact is easier via an SMS than a telephone
call. In this context, the 15-year-old Christian presents this state of affairs: “...what someone
does not dare to do in an initial moment, so to speak, personally, it is certain that it will be
easier for him to send an SMS” (Tully 2009).
Taking down barriers shows that the SMS is asynchronous form of communication that
does not require direct forced response and does not have binding nature of a personal con-
versation. This effect is not new. The examination of the young and the world media from
the 80s shows the relaxing effect of a phone conversation. That is what young Steffen talks
about:
“Live chat is natural, but uncomfortable situations can be managed better by telephone.
Then people do not have to look in your eyes “(Ibid.).
SMS takes only one ladder in the electronic hierarchy of removing obstacles in commu-
nication, because there is no lack of only visual but also auditory contact. At the substantive
level, SMS offers the ability to choose words carefully and to consider well before you send
the message. Thus, on the one hand the beginning of contact or routing contact via SMS
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is easier, and on the other hand, the intensity of contacting is successively arranged. If the
contact is established via SMS and thus created a basis for communication, it is easier to call
or arrange a meeting, where with these different kinds of contact, auditory and visual levels
that are missing are compensated. With this, communication becomes easier and at the same
time more difficult, because in a group of young people there could be established separate
communication rules that require gradual action depending on the social situation. An action
against the group in many youth groups is sanctioned with severe sanctions - even with the
exclusion from the group.
Through a relationship of mobile use and the process of a group membership, mobile
telephony permanently affects daily lives of young people. Thus, in this context, we should
observe intense correspondence between girls, and also, a stronger sense of belonging among
boys in rural and urban areas. Perspectives of Krotz in which he states that the media have
influence on the social relationship between people and their communication also corre-
spond to these empirical findings, and by that the media evoke new forms of collectivization.
He points out the elements which connect and which are the results of advantages of shared
media formats. In that way, they offer the topic of conversation and internal connections. It
is relatively easy for young people to get in touch via a mobile. This technology has options
which can easily lead to the conversation. At the same time, Götzenbrucker notices that the
exchange of mobile numbers between young people does not face obstacles, but occurs
simply and naturally. This does not mean, as Döring finds, that mobile communication re-
places a personal conversation, but rather it means that mobile communication with its new
opportunities complements and changes previous communication. Thus, some SMS services
offer an opportunity to young people to constantly share their thoughts and feelings. For
young people, the decisive moment is not the quality of these messages, but the immediate
exchange of feelings, or states. This type of communication represents “strengthening of
belonging and closeness, alternately participation in the profane everyday life of the other”
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(ibid). Proceeding from this, the mobile allows different kinds of communicative relation-
ships. They said that through the mobile they could communicate with grandmas and grand-
pas and other relatives. At the same time, an SMS offers the advantage to young people so
that they could be limited to 160 characters. This kind of maintenance of contact is not time
intensive to young people. “Just because in the SMS we may express briefly, but it should not
look laconic and because spelling mistakes are tolerated, also children with poor education
(which would hardly write a letter) reach for SMS writing as a means of communication”
(ibid). However, a call from the mobile does not last as long as a call from a landline phone
because of the cost. In relation to this, Tischleder and Winkler noticed that communication
via a mobile is mainly about the introduction of a new conversation. Drawing on Jakobson’s
point of view, they see in that the maintenance of a connection with someone. This type of
communication is one of the basic mechanisms of learning that children acquire in the first
years of life. The empirical results illustrate this thesis with the example of a simply strike as
attracting attention, and also as an attempt to contact. 13-year-old Mike says:
„[... ] We always strike only once, (...) if we do not want to telephone. Wait for one ring
means to do (duuu) and then we stop „
With all its data storage capabilities, the mobile acts as a medium for the documentation
of social relationships. There are lists for incoming, outgoing, received and missed calls as
well as their length, and saved SMS show quantitative statistics on the status of personal
contacts. However, through the content of SMS and MMS, videos and photos, friends’ rela-
tions can be qualitatively presented. A mobile with its storage options serves the youth and
serves as a personal diary about relationships, through which they could qualitatively and
quantitatively examine and define their social status.
The mobile phone has become an ideal example of the possibilities of communication.
Zerle and Tully (2005) conclude that young people use a mobile as a tool in terms of Donald
W. Winnicott. Toys are considered to be means for children to overcome the separation
from their mother; in the same way, mobile communication with loved ones could be seen
as means to undertake the precarious situation in everyday life, such as in the workplace, at
school or during leisure activities. Unsafe situations can be overcome by connecting with
loved ones, and the mobile is a symbol of this relationship. A mobile can be psychological-
emotional support for young and old, which allows you to overcome space and time (Tully
2009:41). Rötzer speaks in this context about the mobile as prosthesis, „which we always
carry with us and serves us as a thread that connects us with a herd. Of course, the herd has
not been more concentrated mainly in one place, it is decentralized, sometimes scattered
all over the planet „(Ibid.) Empirical evidence confirms this connection between a group
affiliation and possession of a mobile, as stated in his thesis. This thesis confirms Mihaela,
one of the respondents:
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„I do not even know why I need it. Somehow we feel safety, or something like that when
it is in the purse. Yesterday, I really did not need it [...] „.
Rötzer’s statement still has potential for further interpretation: constant mobility, migra-
tion, changes in the workplace and social environment which is constantly changing are the
typical characteristics of our globalized everyday life. Meanwhile, mobile telecommunicati-
on companies give their customers phone numbers, which remain immutable. In this sense,
the telephone number could be interpreted as the last address of a specific person which we
always carry with us.
A mobile has evolved from its original function into the „social bodyguard”. First of
all, women use a mobile to make a phone call in certain situations or to pretend they call
to protect themselves, so that they would not have to talk with undesirable people present.
Trust in the mobile phone goes one step further when in the situation which is subjectively
evaluated as dangerous, they hope for a phone call or auditory witness to prevent a violent
act. This is very often the reason why parents buy their child a mobile phone. One of our
respondents, Andy (17) has spent „six months in a quarrel” with his parents and eventually
they were persuaded by the argument that a mobile would help him in an emergency. He
presented such case as a fictional dangerous situation in which during the night he could
„meet eight people with shaved heads.” A sense of security which is often associated with a
mobile can easily become a problem. Some young people, for example, say that their parents
can constantly control them through a cell phone. Also, a male partner/female partner could
misuse and control a call list and inbox through a cell phone.
Rötzer’s thesis on the social bodyguard and function of the prosthesis of mobile phones
are connected to the research results that support this assumption, because the data are in
favor of that a cell produces a sense of community protection. For young people from big
cities and rural areas a cellular symbolizes the closeness of friends and family, while for tho-
se in smaller towns, that is the case. In the first ones, geographical distance is more leveled,
because friends are linked electronically and they are on one-click distance from each other.
This may mean that young people use these extreme possibilities so that they would not feel
lonely and unprotected. However, exactly the moments of „free space”, „withdrawal” and
conflicts with their own personalities are relevant elements of building and finding its own
identity, so that the use of a mobile which is oriented towards membership contributes less
to the identity of the individual than to an identity of the group.
These views are particularly evident at a variety of options of work on the identity,
which a mobile enables. The very possession of these devices is an important milestone in
the life of young people. For this reason, a cellular occupies a specific place in everyday life
of young people as well as all other media. Götzenbrucker builds upon the Tully’s work in
the context of youth „communities” that arise from the use of media and influence not only
on a way of life, but also on relations with the media that are specific to each generation.
To young people, basic understanding of media is common and also the influence of media
on daily life. These communities are an essential basis for the construction of identity, upon
which young people can build in the interaction with their peers. This allows completely
different understanding of young people who do not have a cellular. They are excluded
from the community that forms around the mobile; they cannot maintain relationships or
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experience an emotional connection of owners of mobile phones. They do not have a feeling
that they are able to share themselves with someone, to share together and live every big
trifle of young adulthood. Just the lack of such moments may contribute to the feeling of
ostracism – and, thus, to the feeling of social insecurity.
CONCLUSION
The mobile phone is not just a device that enables and supports communication. It is not
just a status symbol for the demonstration of group affiliation. It had a deep impact on social
relationships as well as on the emotional life of young people. At the level of social relations
associated with a mobile, processes of community inclusion and exclusion can act, which
become visible through group membership and SMS activity. In addition, a cellular allows,
as we have pointed out, easy, quick and direct maintenance of a contact, so that young people
can pay attention to those contacts that otherwise they would not maintain so often (gran-
dparents, distant relatives and acquaintances). The form of communication can be selected
and applied to the situation and competence of users, which brings to young people more
freedom of expression. At the level of the subjective emotional/ psychic life, the importance
of feeling safe is emphasized. Due to ever-present opportunities for sharing and inviting,
young people feel safer. Young people are adapting to unknown and uncertain situations
with an optional contact and known personal data and, thus, neutralize them. Mere absence
can lead to insecurity and reduction of social space if the cell fails (if the battery dies). At
technical, group and psychological level a cellular contributes to the social adjustment of
young person’s space. Not only does it connect a single technical device to another, but also
evokes a deep emotional and communicative link of its user.
LITERATURE
Arbeiter, U., (2009) Happy Slapping, Gefilmte Gewalt – ein weitverbreitetest Phänomen?
schul- management, 6, s.8-10.
Confurius, M.,(2009) Handys in Schule und Unterricht. Die rechtlichen Grundlagen. schul-
management, 6, s.11-13.
Grimm, P., Rhein, S.,:Handreichung zur Problematik von gewalthaltigen und pornografis-
chen Videoclips auf Mobiltelefonen von Jugendlichen. Unter:http://www.jugends-
chutzniedersachen.de/Importe/pdf/pornografie_gewakt_auf_handys.pdf
Hilgers, J., Erbeldinger, P., (2008) Gewalt auf dem Handy- Display. Lebenswelten und
Motive von sogenannten “Happy Slappern” , schulmanagement, 1 , s. 10-14.
Kasper,H., Streber, P.,(2000) Sündenböcke. Wege aus dem täglichen Elend des
Schülermobbings. 4. Auflage, AOL-Verlag.
Meister, M.D.,Meise, B., Neudert, S., (2009) Das Handy als Technologie sozialer
Raumaneignung Jugendlicher, Empirische Befunde zum Medienhandeln Jugendlicher,
U: Tully, C.,(2009)(Hrsg.) Multilokalität und Vernetzung. Beitrage zur technikbasierten
Gestaltung jugendlicher Sozialräume. Juventa, Verlag, Weinheim und München.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Milica Andevski
Željko Vučković
Tamara Kliček
SAŽETAK
Danas, mobilni telefon pripada pored MP3 aparata standardnoj medijskoj opremi mladih.
Za mlade, on je važan posrednik, koji ispunjava raznovrsne funkcije. Služi za komunikaciju,
planiranje svakodnevice sa prijateljima i porodicom, za zabavu i za samopredstavljanje. Mo-
bilni je deo privatnog prostora i individualnosti, koja se izražava individualnim simbolima i
zvučnim melodijama. Ponekad ga mladi koriste kao dnevnik sa slikama najboljih prijatelja,
za najlepše uspomene, i naravno, putem mobilnog, imamo uvek mogućnosti da stupimo sa
svima u kontakt.
U ovom prilogu bavimo se pitanjem koje mesto zauzima upotreba mobilnog telefona
u kontekstu društvenog prostora omladine. U modernom društvu danas, krug prijatelja za
mlade povećava se upotrebom mobilnih telefona. Prema rezultatima studije o mladima koji
koriste medije, mobilni telefon nije samo statusni simbol s obzirom na posed i tehničke
mogućnosti, već zauzima centralnu poziciju u priznavanju i simboličkoj reprezentaciji pri-
padnosti jednom krugu prijatelja. Sa medijsko-pedagoškog stanovišta u ovom kontekstu je
vredno diskusije, da li se time pojačavaju problematični procesi inkluzije i ekskluzije, kao i
problemi vezani za ponašanje i socijalizaciju mladih.
69
Rad je nastao kao rezultat istraživanja u okviru Projekta Digitalne medijske tehnologije i društveno-
obrazovne promene (Projekat br. 47020) koji se realizuje uz finansijsku podršku Ministarstva za nauku
i tehnološki razvoj Republike Srbije za period 2011-2014.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
SUMMARY
Today, communication media is starting to replace the world. Our life as modern hu-
mans, is overwhelmed by advertising and, thus, the media. We are subconsciously surro-
unded by all sorts of images - from TV or the Internet ads, to ‚banners’ from streets, labels
on the clothes that we wear, but also everything related to the nice packaging of products.
The technology has revolutionized the way in which individual experiences are created and
shared; the clearest examples are given to us by visual arts. Not only traditional forms such
as sculpture or painting were transformed by digital and media techniques, but entirely new
forms such as media art or digital installation that began to appear in the symbolic commu-
nication setting. In this paper, we attempt to address a topic in full vogue; advertising -
communication - images. We intend to talk about the special situation in which advertising
means communication at an existential level, interaction with reality through images. We try
to analyze how, through specific means, public advertising manages to propose a new form
of communication with the world, another kind of reporting to the quotidian and to others, a
different perception of the contemporary reality. The model of the publicitary dialogue with
its audiance is built on the border between commercial and artistic in the combination of
visual image and persuasion of the image, aesthetics and strategy, seduction of the simulated
visual object and of the promised object. How images are build is probably the most interes-
ting part of the design, because they can have a huge impact on the final result. Because we
can not talk about the media without advertising and about advertising without ads, we will
make an image analysis of some ads and talk about their visual impact.
This paper addresses a topic in full vogue; everybody speaks and writes much about
advertising, communication, images, about each of them with their risks and effects. We
wanted to talk about the special situation in which advertising is communication at an exis-
tential level, interaction with reality through image. We will try to analyze how, by specific
means, advertising manages to propose a new form of communication with the world to
general public, different reporting to daily and to others, a different perception of contem-
porary reality.
Advertising is one of the most striking and attractive phenomena of the contemporary
society. Receiving advertising in magazines, on television, on street billboards convinced
general public that it faces an important component of mass culture (Sandu, 2004:72).
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The major aim of advertising is to make the consumer desire to buy the product offered.
The advertising image is used to stimulate this desire. The advertising image must illustrate,
explain, incite and create this desire with any presented product.
With the development of the print and the birth of written media, the base of the written
advertising rhetoric was shaped, which will be the object of our attention. The print has
brought the first widespread environment for advertising and replaced in 1500 the magis-
trates which were making announcements in the Central Markets through flyer paper (http://
studia.ro/istoria-tiparului-2).
With the internet, online advertising appears. It appeared officially in 1995 and most
of the standards, norms and politics of this industry were established in the past two years.
The internet has become the main way to communicate and to conclude contracts (http://
ro.wikipedia.org/wiki/Publicitate).
To understand the mechanism of advertising, we can look to the entire process of the
activity of advertising through the traditional communication scheme (Shannon’s and
Weaver’s classic model): a transmitter sends a message through a channel to a receiver. This
message is formulated in a code and it is found in a communicative context.
In the advertising case, the transmitter is represented by the ensemble client – an adver-
tising agency. The announcer is an organization or a person who offers money for an adver-
tising campaign and it is the one that hires the advertising agency to create an informational
or a persuasive type of message, destined to inform or to change the attitude of a target group
in order to purchase a product/service. There are also situations in which the purpose of the
advertising campaign is the sale. The product made by the advertising agency at the request
of the announcer is called Advertising Campaign or Ad, and it is what the message becomes
to the receiver, to the target group. For the receiver, the transmitter will always be the an-
nouncer, the client of the agency, the one that paid the campaign (Petre, 2001:10).
The message is the final product elaborated by the advertising agency at the request of
the announcer. The receiver represents the public or the target groups aimed by the product/
service that the announcer wants to promote.
The channel is one of the classic channels of communication (television, written press,
radio, display, cinema) or a nonconventional channel.
The code is specific for the target group aimed at advertising and it is the advertising
agency duty to identify this code and to realize the Campaign considering its proprieties
(values and life style, consumption habits, rules of social behavior etc.)
The context makes the communicative, social, economic and cultural environment in
which the advertising campaign is running. This has a big importance in choosing the strat-
egy of communication and an advertising message (Petre, 2001:11).
The image is a visual message made from different types of signs, a language, so it is an
instrument of expression and communication. Whether it is expressive or communicative,
the image is always a message for someone.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
The message is the intermediate between reality and the image of reality. Thus, the first
symbols appear: a drawing, an image or photography becomes a symbol that evokes an
object, an image, an idea, a concept or a feeling. The symbol becomes part of a system of
signs that build the information. The Photograph catches the “reality” in accordance with its
own way of perception, thus the photography has the mark of its personality, sensibility and
preferences (Tămaș, 2010:10).
Advertising is precise, because “the creator of advertising messages has the liberty to
decide what, when and who to say it to. The message is defined through text and visual
elements, the audience is reached by selecting the appropriate channels of communication,
at the appropriate moment and by repeating the message as many times as it is needed […]
Unpaid advertising is free, the company concerned has a low control on what, when or
where is it said; the effects of communication could be then, positive or negative. ” (Petre,
2001:18-20).
Creation in advertising begins from an idea that manages to create values, to inform, to
attract and to sale the product or service that is advertised. This puts in circulation sets of
images, ideas and evaluations, stereotypes of thinking and of behavior to which the members
of the audience appeal when they build their own behavior. Marshal McLuhan stated that
“the path is the message”, so, this overbalances the way in which the effect of mass com-
munication techniques was seen. (Tămaș, 2010:10).
Testimony. For example, a public figure confesses that he/she used the product. If that
public figure uses it, it must be good.
Association. The language used suggests that “everyone” makes or uses the product.
The buyer does not want to stay far behind.
Ordinary people. An advertisement appeals to the average person. The buyer feels
that he/she is identifying with that person.
Fun. Commercials depicting a group that feels good using the product, suggesting the
audience that they will feel the same if they use the product,
Fulfillment of desire. Ads that ensure the public that they will succeed in different
situations (making friends, working better) when using the product. Making the buyer
believe that they will succeed if they use the product.
Card game. Are ads offering unilateral descriptions of products, which are only ben-
eficial aspects?
Statistics. Buyers are impressed by statistics.
Transfer. A woman or a man who looks good, who is sociable, sexy, well-dressed,
will sell the product. The buyer will associate the product with the image and buyers will
believe that they will become the same if they use the product.
Humor. People tend to remember an advertisement that made them laugh.
Appealing to the senses. Images or sounds are used to stimulate the senses. The buyer
feels that they could even taste the product.
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Because we cannot talk about the media without advertising and about advertisements
without advertising, we will analyze the image of several commercials and talk about their
visual impact.
The first condition that an advertisement seeks to increase the impact of communication,
thus, takes place in the media. Therefore, the final product will cause the advertisement to in-
fluence the consumer - because the consumer is the main target for the advertising message.
Advertisements often arouse our emotions and perceptions, based on a set of information on
which the product is built. Finally, the purpose of any advertisement is that the viewer will
want to purchase the promoted product after seeing the advertisement.
In the case of the printed advertising of the Mars Delight chocolate, we find the use of
visual images depicting intense sensations. It contains visual elements that stimulate the
mental activity of the receptor. All the elements combine perfectly to make us think exactly
of the chocolate, of how crisp, smooth and delicious it is, and how much you want to taste it.
Figure 170
The chocolate without packaging appears as a very important element of the advertising
image. It is perfectly real and brings to mind immediately how good it can be, how soft and
crunchy at the same time. The image with the half chocolate suggests that someone had
eaten it – and it is especially meant for the extreme increase in our appetite. Here consum-
ers can experience emotions that can influence their behavior, the mental activity is being
stimulated.
In the foreground there is chocolate, but without packaging and as I said above, one
is full and the second one is half-eaten. In this way, we can see exactly what is inside the
chocolate. We see three shades of brown: very dark brown, light brown and pale that are
specific for Mars Delight.
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The text invites us to taste new chocolate from Mars, ‘It’s a shame not to taste the
pleasures of life’ and ’Try the Delight method... “-the writing is also brown, but ‘delight’ is
emphasized - with great writing, tinted white, being very eye-catching. We can see that it
is a brand new word because the word ‘New’ appears in large red font, below the chocolate
without packaging. Towards the end, at the bottom of the ad, written again in brown there is
the slogan: “Surprisingly crisp, amazingly fine.”. With this the product image is associated
with the brand.
The text components are charged with harmony and they are not misleading, as they
used warm colors (brown, white and red) and shades in very close tones. The packaging
is a landmark identification mark, with some color codes ; the red and yellow, which catch
our attention, are associated with the brand. Red, represents intense living, which increases
blood pressure and increases heart rate, therefore an exciting and strong color. It is used
in this advertisement especially for words, Mars’ and ‘New’. But this is not random, but a
psychological submission: we are made aware of exactly what is important - thus we quickly
recognize the brand and see that it is new.
The text of advertisement is very well placed and defined by the colors I described above.
The writing contains more characters, containing the brand name itself, ”Mars”, emphasiz-
ing the idea that the advertise is close to the viewer. In this way they can easily imagine the
taste, sweet and easy chocolate. The colors are used for a particular purpose, serving to better
out keywords and quickly attract the attention.
In this sense, there are gender differences, as men offer an ideal physical beauty that in-
spires strength, power, and even sexuality. With women, however, it focuses on values such
as sensuality, femininity, delicacy and harmony of features. And all this is because the buyer
is delighted to dream of an ideal - male or female - because it is a self-image that corresponds
with this. But it is not, or at least should not be, about the fact that sexuality attracts, but how
well they sell items using an image.
In advertisements, women are more often seen as a sex symbol than men, focusing
strictly on physiognomy. Often the focus is on details, the tint of the eyes, the smile, the lips,
and the hair. But men are caught in motion or in a professional setting- typical male -and
beauty emerges from the whole picture, not the details.
The advertise,, Elseve Anti-Fracture” is a composition of text and image, where the im-
age is a composition of two elements, namely the image of a woman using shampoo Elseve
and image, and the second element is the text itself.
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Figure271
The advertisement on this cosmetic product made especially for hair care contains a
person’s image. Because it addresses female audience, the advertising poster depicts a young
girl very well known world-wide, expressing naturalness, beauty with perfect hair and a
charming smile. For the product to be promoted, this character was picked to persuade the
public to use the product, because it is a female figure known and credible. As the smile is
present, as the person who displays it is young, the L’Oreal advertising represents an ideal
female profile, which is highlighting the hair.
The advertising image consists of the following elements: the background in shades
of creamy white, very simple, using warm and relaxing colors at the same time inspiring
optimism. The background covers the entire surface of a magazine page, the female char-
acter sitting relaxed on a couch with her head leaned back so that her hair can be seen in its
entirety, she looks on one side, with an attitude that shows detachment, and self-confidence.
The hair appearance gives us some details about the owner: a young woman who is careful
with her hair (her image), who knows how to take care of her.
Four sequences of the text are printed in the right side of the page. The presentation mes-
sage of the Shampoo and the message with the name of the shampoo – at the bottom of the
page, in the upper right side above the background and a few strands of hair of the female
character is the bottle of shampoo. Treated as uniform composition of the image the logo is
put as a title at the top of the poster.
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The note of familiarity reappears towards the end of the sequence, ‘Because you deserve
it - L’Oreal “, emphasizing that the brand name is well known for the target audience. A
strategy of persuasion used in this commercial is using the second person plural, which aims
to maintain the attention and get the public’s consent.
Now no one doubts the need to promote products that are placed today in the media.
Therefore, advertising influences the consumer - since that is the main target for the advertis-
ing message. As the promotional activity will be more flexible and innovative, the greater
the impact will be on this market saturated with advertising messages.
Our world is and always will be a world based on information, a world with various
staging the more or less controlled events that make up our reality, a world whose life is in
constant motion of images that oversees all the areas of expertise.
REFERENCES
INTERNET SOURCES
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SUMMARY
CURRENT SITUATION
The contemporary public relations community is still in search for the right models and
methods in evaluation. That is why the progress in evaluation of public relations depends
on setting the right theoretical ground. Looking through the development of profession, it
is possible to notice that PR72 theoreticians offer different views when defining public rela-
tions. It is often forgotten that PR is not only practice but also a science. In that way, public
relations profession needs to work on the integration of practice and science. The evaluation
of public relations has to be based on a firm theoretical framework and also methods that can
provide credibility. Our societies identified that the most objective methods are the scientific
ones because they are trying to avoid human subjectivity so that we are looking for the
concept of evaluation that is applicable in practice.
During the past few years, PR practitioners had a kind of aversion towards science.
Problems were also connected with time and money that is needed for conducting evalua-
tion. One of key obstacles was also a lack of knowledge. Today, it seems that many of public
relations professionals are starting to understand the value and meaning of evaluation for
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the development of profession. As we can see, there are many reasons why PR evaluation is
a subject of almost every discussion in past twenty years. New expectations were imposed
to public relations since PR became a part of a corporate world. Corporate executives want
to know the value of PR. They are asking how much money public relations bring to them
and to their organizations. Today the economic sector can express the value of almost every
nonmaterial asset as a financial value. In the contemporary public relations profession the
emphasis is on Return on Investment (ROI)73. For facing these challenges, it is important to
define the evaluation of public relations and their effects, understand ground theories and
concepts of public relations, also put the profession into the frame of information science
and information and communication technology (ICT)74.
DEFINING EVALUATION IN PR
As it is known, evaluation can be used in a wide range of fields. Today evaluation helps
when it is necessary to identify a success of a program, project, campaign and every other
planned activity. We can evaluate market development, health, safety, pollution and many
other subjects. Thus, public relations are just one of the areas which deals with evaluation.
For the PR profession, there are numerous ways of defining this process but one of the
basics is to divide evaluation into two parts. Jim Macnamara (2006: 2) distinguishes between
formative research as research before a communication campaign or activity and evaluative
research for measuring effectiveness. The evaluative research is also known in terms of sum-
mative research which means that it is conducted after a PR campaign. As a part of the PR
evaluation process these two types of research need to merge. That is why Jon White (1991,
see: Gregory, 2001: 173) sees evaluation as systematic gathering of information which can
be used to help in setting objectives, assessing progress and weighing results. Other authors
like Ralph Tench and Liz Yeomans (2009: 213) define evaluation as the systematic assess-
ment of the impacts of PR activities and they see him as a purposeful process, carried out
for a specific audience. We could say that specific or target audience is the public which an
organization depends on. James E. Grunig, (1984, see: Broom, 2010: 202; Tench and Yeo-
mans, 2009: 231) through the situational theory, further classified the public on the basis of
the range of issues to which they are responsive: 1. Apathetic public disregarding all issues/
problems, 2. Single-issue public is active on a small set of issues/problems that has limited
popular appeal (i.e. fringe activist groups), 3. Hot-issue public is active on a single issue
that has significant appeal (e.g. the anti-war movement), 4. All-issue public is active across
a wide range of issues/problems.
The term measurement is often mentioned in the context of public relations evaluation.
It points out that evaluation is actually focused on measuring the effects of PR activities
and messages. The measurement, as Jim Macnamara (2006: 2) explained the term, should
73
ROI is understood as a performance measure used to evaluate the efficiency of an investment or to
compare the efficiency of a number of different investments.
74
For Marcel Dansei (2009: 158) information technology (IT) is a range of computer-based media
systems and telecommunication, including radio, television, print, and the Internet. ICT is used as an
extended synonym for information technology (IT).
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be understood as the one including research for both planning and the evaluation research.
According to the document Research, Planning & Measurement Toolkit Excerpt (2011: 3)
published by Chartered Institute of Public Relations (CIPR), measurement is defined as a
diagnostic tool in pre-campaign planning and a post-campaign analysis, and as a means of
providing competitive insights and other commercially useful information that may have
value beyond the PR brief. Thus, we can conclude that for measuring PR effects we need to
collect data before and again after the campaign. Katie Delahaye (2011: 111) also agrees that
measurement is a comparative tool which means that we need to compare one set of results
to something else. In other words, as it is said in the Dictionary of Public Relations Measure-
ment and Research, measurement is a “way of giving an activity a precise dimension, gener-
ally by comparison to some standard; usually done in a quantifiable or numerical manner”
(Stacks, 2006: 12). Many debate conclusions about PR evaluation indicated that there is a
need for measuring public relations’ efforts during the campaign, too. The complexity of the
process and the need to promote evaluation as research that is conducted and integrated in
all parts of a program can be explained through system theory.
SYSTEM THEORY
It seems that we are surrounded by different systems in our lives, management systems,
computer systems, media systems, legal systems, political systems, voting systems and even
our body is seen as a system. The system theory in public relations relates to the concept of a
system which is seen as assembly of interactive elements by Ludwig Von Bertalanffy (1973,
see: Kunczik, 2006: 123). Other authors as Arthur David Hall and Robert E. Fagen (1971,
see: Kunczik, 2006: 123) think that a system is a set of objects together with relationships
between the objects and between their attributes. From the perspective of public relations,
Glen M. Broom (2010: 170) says that this approach is applicable because between organi-
zation and their publics relations of mutual benefit are established and maintained. Being
different from any other physical system, this type of social system is not tied with space.
Relations depend on communication which is very often intermediated by traditional and
new media. The public as a different unit and also an organization as one unit can be inde-
pendent to a certain degree and very far between themselves but still have influence on each
other. The continuous interaction between an organization and the public happens inside
flexible boundaries. The communication strategy can be planned in detail but something
that PR professionals did not predict can always happen during the campaign and change
the course of program. That is why evaluation is needed during the campaign. Measurement
during the program can help in adjusting the campaign to newly set conditions and also for
optimizing the success of activities.
Public relations are also understood as an open system. For Scott M. Cutlip et al. (2000,
see: Tench and Yeomans, 2009: 155) open systems are systems that take their environment
into account and change their business activities accordingly. Closed systems are the ones
which do not react to the outside feedback, opposite to open systems which are dealing
with their environment and adjust to the needs of public. An open system implies the use
of two-way symmetric communication. For Alison Theaker (2001: 11), it is described as a
level of equality of communication not often found in real life, where each party is willing to
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alter their behaviour to accommodate the needs of the other. James E. Grunig (1989, Kunc-
zik, 2006: 159) points out assumptions for symmetric communication in public relations: 1.
Communication leads to understanding – the main goal of communication is understanding
among people, 2. Holism – systems are from one side made of subsystems and from the other
side they are interpreted as a part of bigger systems, 3. Interdependence – the systems are in
interrelation, 4. System openness – implies the exchange of information with other systems,
5. Liquid balance – the systems are striving to mutual balance in a changing environment, 6.
Equality – all people are treated in the same way, 7. Autonomy – if people are independent
they can develop better than if they are controlled by someone, 8. Innovation – an emphasis
is on new ideas and flexible thinking opposite to tradition and efficiency, 9. Decentralization
of management – managers should be more involved in coordination rather than command-
ing, 10. Responsibility – people and organizations should deal with consequences of their
behaviour for others and minimize negative effects, 11. Conflict resolving – conflicts should
be resolved through negotiation, communication, compromises but not with force and ma-
nipulation, 12. Liberalism of interest groups – citizen initiatives can be seen as groups that
represent ordinary people in relation to structures of authorities and companies.
For example, The Pyramid Model of PR Research that was developed by Jim Macna-
mara (1992, revised 1999 and 2002) shows the basics of which the process of evaluation is
made of. This model can be applied to the approach of PR as an open system. This means
that it is possible to measure outside factors or effects of communication and not only mes-
sages that were sent. Jim Macnamara (2006: 17) explains the model through three stages:
1. Inputs are the strategic and physical components of communication programs or projects
such as the choice of medium (event, publication, Web), content (such as text and images),
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and decisions on format (print or electronic), 2. Outputs are the physical materials and activi-
ties produced (media publicity, events, publications, intranets) and the processes to produce
them (writing, design), 3. Outcomes are the impacts and effects of communication, both
attitudinal and behavioural. In Macnamara’s model, at the first stage, inputs can be explained
as a kind of formative research for measuring the characteristic of messages that will be
sent. At the second stage, outputs are used for program evaluation that means the focus is on
measuring messages. At the third stage, outcomes provide the data about overall effects of a
communication program and these are the results that give the most value to public relations.
Comprehension of the evaluation process nature can be achieved with a view from a
broader perspective. This perspective implies that applicable evaluation model needs to be
established on scientific principles for achieving results, objectiveness and accuracy.
A wider perspective of public relations as a scientific discipline can be seen through the
field of information science. There are many different definitions regarding information sci-
ence. In most of them, there is an agreement that information science is a type of integrating
science. Harold Borko (1968, see: Bawden, 2008: 417) defines it as an interdisciplinary sci-
ence that investigates the properties and behaviour of information, the forces that govern the
flow and use of information, and the techniques, both manual and mechanical, of process-
ing information for optimal storage, retrieval and dissemination. Blaise Cronin (2008: 466)
agrees with Borko’s ideas and thinks that information science is both relatively youthful and
modest of size; also routinely interacts with and draws liberally upon other subject fields for
intellectual enrichment.
Information science implies the assembly of many scientific disciplines that at first were
not seen as sciences which could work together. For example, this polarity is noticed in
disciplines that were based on information technology and on the other side, disciplines of
communication science. In the contemporary world, the development of information tech-
nology changed this perspective because technology is not anymore used just for informa-
tion storage, retrieval and organization. Now we are using technology for communication.
Information and communication technology (ICT) became very important for communica-
tion science, which gathers disciplines of communicology, journalism, mass media and pub-
lic relations. As Mehdi Khosrow-Pour (2009) emphasized in the preface of Encyclopedia
of Information Science and Technology today’s information science and technology as a
paradigm is heavily intertwined in medicine, learning, finance, government, and many other
areas.
Croatian understanding of the information science field and public relations as a scien-
tific discipline can be explained through the classification of science in the Rulebook of Sci-
ence and Art Areas, Fields and Branches75. Accordijng to this regulatory act from 2009, the
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name of the field is Information and Communication Sciences. The field consists of eleven
branches. In 2009, three new branches were added: Information and Program Engineering,
Organization and Computer Science, among them also a discipline of Public Relations. The
formal classification of public relations in this scientific field will indisputably give more
credibility to the PR profession and help in finding right and new methods, concepts that can
be used for evaluation.
EVALUATION METHODS
Many of the PR evaluator experts agree that measurement should include both qualita-
tive and quantitative research approaches. Thomas R. Lindlof and Bryan C. Taylor (2011)
call this the “mixed method approach”. Mostly mentioned qualitative methods regarding
evaluation are an intensive interview and focus groups. Both methods are used for getting an
insight into opinions and attitudes of examinees concerning certain subject. The interview
has a form of conversation. Tench and Yeomans (2009: 205) see the main purpose of an
intensive interview through exploring attitudes and attitude-relevant contexts. On the other
hand, focus groups are often seen as a form of a group interview. Walter K. Lindenmann
(2006: 6) defines that focus groups are an exploratory technique in which a group of 8 to 12
individuals, under the guidance of a trained moderator, are encouraged, as a group, to discuss
freely any and all of their feelings, concerns, problems and frustrations relating to specific
topics under discussion. Traditional quantitative methods that are used in PR research are
content analysis and survey. The content analysis is used for evaluating the messages of
PR campaigns because this is a “method to analyse media reality, verbal and visual output
(content of newspapers, magazines, radio, television and web) which leads to inferences
about the communicators and audience of these contents” (Merten, 1995, see: Tench and
Yeomans, 2009: 211). A survey as a quantitative method is applied for getting the data about
examinees’ attitudes on the structure which enables the quantification of information.
Macnamara (2006: 18) proposes some other no cost or low cost methods for evaluation
because budget for evaluation very often represents a problem: secondary data (existing
research) which can be accessed within the organization (market research, employee sur-
veys, customer complaints data) or externally from the Web, the media, research, academic
journals, advisory or consultative groups, online ‘chat rooms’ and other informal feedback
mechanisms, unstructured and semi-structured interviews, readability tests on copy, pre-
testing, response mechanisms, Web visits, downloads, Web statistics.
The development of ICT provided new areas in the internet space for PR to improve their
relations with public. However, today, even the web changed and experienced evolution into
the web 2.0. This development indicates the transfer “from a repository of information and
communication technologies into a space for symmetrical communication” (Phillips and
Young, 2009: 103). Public relations are also redefining in on-line space. They are more than
ever focused on individuals because of the opportunity to establish direct on-line communi-
cation with users. Companies on the web do not need media agents to send their messages
as it was the case with traditional media - television, radio and press. This new conditions
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caused the change in evaluation. What was measured with traditional methods is now in on-
line space measured with numerous analytical tools like Google Analytics, Google Alerts,
Technorati, Neilsen BuzzMetrics. PR evaluators are measuring comments and key words of
on-line users on social media, forums and blog.
Paul Gillin (2008) summarized the results of research that was conducted by the team of
Fellows of the Society for New Communications Research76. In 2007, researchers conducted
a survey among 297 communication professionals with one of the goals to discover how
organizations measure the effect of their efforts in new media environment. The respondents
gave answers to the questions using a scale from one to five (1 = not at all effective; 5 = very
effective). Some “new influencers” appeared in the new media environment and they were
recognized as bloggers because they have the potential to reach hundreds, even thousands of
people with their blogs. That is why the question for evaluation of on-line communication
was: which metrics do you consider to be the most important when measuring the effective-
ness of your overall efforts in communicating with the “new influencers?” (Gillin, 2008:
5). The results show that enhancement of relationships with key audiences is seen as the
most important element for evaluation of effectiveness regarding new influencers. After that,
enhancement of reputation is another valuable factor for measurement and also measuring
search engine ranking of organization’s website (Table 1).
Table 1: Which metrics do you consider to be the most important when measuring the ef-
fectiveness of your overall efforts in communicating with the “new influcencers?”
Source: Gillin, Paul (2008) “New Media, New Influencers and Implications for the Public
Relations Profession”. Excerpted from Journal of New Communications Research Vol II/
Issue 2
Members of the research team: Joseph Carrabis, John Cass, Paul Gillin, Richard Nacht and Greg
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Peverill-Conti
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The results give us an insight into elements that are important for public relations experts
in on-line space. They can also provide a standing point for defining the proper metrics for
evaluating PR effects in new media environment. As it can be seen from the results above,
regarding communication with “new influencers”, the traditional media coverage is losing
importance in reaching target audiences and some new channels for influencing the public
appeared.
USED TO CHANGES
Public relations are all about effective communication. Their role is to maintain good
relations and communication with the public. They are adjusting to communication trends
which are conditioned by society and information technology. In the modern world where
almost everything can be measured public relations are trying to preserve their credibility
through measuring the PR effectiveness. The reason for that is simple, increasing number of
companies ask the same question: What is the value of PR? Can it be expressed as a financial
value or it should be seen as loyalty and a good image in public?
These important questions are looking for an answer which will further define the role
of public relations and also help in finding the applicable evaluation model. That is why the
PR community should review the theoretical ground of discipline including the theory of
information and communication sciences. If we look at PR from a broader perspective as a
science, it is possible to see that on disposal there is a great range of different methods. Pre-
cisely, this interdisciplinarity of information science provides space for creative approaches
in a changing environment. It is possible to combine quantitative and qualitative methods
but also the traditional ones and the analytical tools for measuring on-line effects. The in-
terdisciplinary approach to public relations’ evaluation presents the right way for bringing
credibility to the profession.
After all, PR evaluation represents a question of defining the real values of public rela-
tions’ activities. If we observe public relations through their main function and that is the
management of communication, we could take into consideration that the effects of PR
can be described as nonmaterial notions. Building new relationships and strengthening the
old ones with key audiences is always the main goal for PR. Thus, the understanding what
a good relationship with a company is in terms of loyalty, satisfaction and attractiveness
can be helpful in setting the right theoretical models and methods for evaluation of public
relations.
REFERENCES
Bawden, David (2008). “Smoother pebbles and the shoulders of giants: the developing foun-
dations of information science”. Journal of Information Science. 34 (4): 415-426.
Broom, Glen M. (2010). Cutlip and Center’s Effective Public Relations. Zagreb: MATE.
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CIPR (2011). Research, Planning & Measurement Toolkit Excerpt. London: CIPR.
Cronin, Blaise (2008). “The sociological turn in information science”. Journal of Information
Science. 34 (4): 465-475.
Dansei, Marcel (2009). Dictionary of Media and Communications. M.E. Sharpe: New York
and London.
Gillin, Paul (2008). “New Media, New Influencers and Implications for the Public Relations
Profession”. Journal of New Communications Research. 2 (2): 1-10.
Gregory, Anne (2001). “Public relations and evaluation: does the reality match the rheto-
ric?”. Journal of Marketing Communications. 7: 171–189.
Gregory, Anne and Watson, Tom (2008). “Defining the gap between research and practice
in public relations programme evaluation – towards a new research agenda”. Journal of
Marketing Communications. 14 (5): 337-350.
Khosrow-Pour, Mehdi (2009). Encyclopedia of Information Science and Technology.
Hershe y and New York: Information Science Reference.
Kunczik, Michael (2006). Public Relations – Concepts and Theories. Zagreb: FPZG.
Lindenmann, Walter K. (2006). Public Relations Research for Planning and Evaluation.
Florida: Institute for Public Relations.
Lindlof, Thomas R. and Taylor, Bryan C. (2011). Qualitative Communication Research
Methods. Thousand Oaks: SAGE publications.
Macnamara, Jim (2006). PR METRICS – Research for Planning & Evaluation of PR &
Corporate Communication. New York: Media Monitors.
National Science Council (2009). “Rulebook of Science and Art Areas, Fields and
Branches.” Retrieved 25 th September 2012, URL:<http://narodne-novine.nn.hr/clanci/
sluzbeni/2009_09_118_2929.html>.
Phillips, David and Young, Philip (2009). Online Public Relations. London and Philadelphia:
Kogan Page Limited.
Stacks, Don W. (2006). Dictionary of Public Relations Measurement and Research. Florida:
Institute for Public Relations.
Tench, Ralph and Yeomans, Liz (2009). Exploring Public Relations. Harlow: Pearson
Education Limited.
Theaker, Alison (2001). The Public Relations Handbook. London and New York: Routledge
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SUMMARY
Institute for the Public Affairs from 3 to 9 November 2010 realised a representative
survey in Slovakia about pride of Slovaks in the achievements of the country for a period
of independence. 1. It is gratifying that the Slovaks’ pride is growing globally. Slovaks are
proud, according to the survey - 66% of them. What is, in comparison with 2003, an increase
of 17%. However, the current sense of pride in the country is lower than in 2008, when it
reached a peak of 77% of the state of proud patriots. These percentages speak for the ever
increasing standard of living expressed in relation to the EU average over the last 10 years
increased by 45%. Today’s economic performance of Slovakia reaches 72% of the European
Union ...
Thanks to maybe economic policy, which is still primarily focused on attracting foreign
investors to the domestic industry by various stimuli, low taxation of capital, investment
incentives, infrastructure, road building, and certainly cheap labour. Slovakia meets the
main tasks of the Lisbon strategy of developing the competitiveness of Slovakia until 2010.
This naturally caused Slovakia’s becoming a modern assembly shop of cars and electronics.
There is future in front of us and, of course, we could not look at it as a continuation of the
past. It is unlikely that in the future we will be able to rely on opportunities and ways to reach
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its current level. Betting on one card in a competing struggle of countries, to the advantage
of economic incentives for turbulent tomorrow is very uncertain. Risky activation of one set
of incentives, of course, predetermined a low rate of development of modern technologies
that provide solutions for a new quality of life, dealing with climate changes that affect the
lives of all of us and last but not least, the nation’s spirit is neglected in the expansion of the
horizon and subsequent formation of opportunities for higher living standard.
This claim may result in reports on the global competitiveness of countries in 2011,
where historically Slovakia fell by 9 points in the previous year and occupied the 69th place,
by far the worst position. Decline in competitiveness ranking simply suggested that if Slo-
vakia wants to reverse the stagnant growth potential for the future and build the current
wealth of the country, it should change the orientation of the economy structure from mass
production to economy leading to innovation and national economics oriented to added-
value services. The negative results of the evaluation reports should be the springboard of
competence in looking at the economic strategy of the country and not degrade the promis-
ing start of previous years of the Slovak economy. It is necessary to open a discussion on this
subject, because success comes from ideas and Slovakia has a real space and the possibility
to activate “minimally” a service sector and tourism.
The subject of the analysis becomes questionable: to what extent is Slovakia well known
and attractive to target groups reagrding a visit and subsequent consumption of tourism
services, and the consumption of goods under the name Made in Slovakia. The mission is
to find out what values home and European Union´s consumers attach to products under
the name Made in Slovakia and also, what associations Slovak brand arouses in a compet-
ing struggle of countries, because the overall image of the country is an important factor of
purchasing decisions of consumers.
Companies which decide where to build their factories, start its foreign activities, where
they will place subcontracts and establish their customer´s service centers. Also, national
governments are deciding where to spend their budgets for foreign aid. Cultural, artistic,
sports organizations are deciding for host countries of their events. Decisions of the com-
petent have to be, of course, supported by professional expertise, pragmatic judgment and
an exhaustive analysis of candidate countries, but there are still people who have decision-
making power. They are still consumers and think as consumers in important decisions.
Therefore, the name and reputation of the country is in many cases stronger than her real
condition. A more important and serious decision is that feelings of responsibility for a
correct and responsible decision are stronger. At this deciding point, a brand image and
country´s positive reputation are some of the strongest competitive advantages.
Individual countries attract tourists, investors, partners by their brand, which should rep-
resent various attributes specific for the country and target interests for the concrete market.
The process of creating identity and reputation of countries is long and therefore has the
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effect of producing particular mental stereotypes of generations of people, which are subse-
quently inherited. In a relation to the branding of the country we could talk about stereotypes
in two planes, in the plane of auto-stereotype, i.e. a self-image of the company / country and
hetero-stereotype, the image of us which the others have. (http://www.rokovania.sk/File.
aspx/ViewDocumentHtml/Mater-Dokum-0?prefixFile=m)
These two planes may be found in direct contradiction. The substance is a credible
story, a picture of the country, which has to be built on a credible image of ourselves.
These established stereotypes represented also the risk and that is the fact that today’s reality,
influenced by globalization and a strong high degree of economic development is moving far
away from our inherited notions of individual countries.
This fact underlines also Simon Anholt: “National image is as starlight that falls on us now,
but it is only a distant echo of some event that started and ended long ago.(Anholt,2007:27)
In the image of Slovaks themselves, they are notoriously dominated by hard work, hos-
pitality, friendliness and sincerity, which allegedly describe the most typical Slovak nature.
Among negative characteristics, by the way that Slovaks admit only minimally, is often cited
weak national pride, envy and excessive alcohol consumption.
Forms of the stereotype are (national) myths too, we might call them a “stereotyped
narrative.” In Slovakia, several unflattering myths are cultivated. The myth of the dovish
nation, plebeian nation or myth about that the cards of Slovak´s fate are mixed by any secret,
by powerful people outside Slovakia. These myths are used by ordinary Slovaks in a debate
to flavor everyday life, but also by political elites, authorities, explaining what is going on in
the past and present. Slovaks believe in many other myths. The fact is that Slovakia has the
most beautiful girls in the world. Myth about Janošík who was a bandit who robbed the rich
and gave to the poor. To the myth of a thousand years’ oppression of Slovaks by Hungarians,
respectively, that by a quirk of fate we did not have an own state.
This year’s Olympics in London, prompted by the Slovak Agency for Tourism to pre-
pare a uniform presentation of Slovakia. The aim is “a complex communication of brand of
Slovakia as a country with recognizable identity, positive reputation and competitive supply
in different sectors.” The claim of accompanying the media campaign is “This is Slovakia.”
On the visual campaign, the authors seek to stimulate an interest in text advertising space
through the question “Did you know?” Those visitors of London, who have an interest in the
issue, will learn about many products that support Country of Origin Effect of Slovakia and
linking cultural heritage with the demand of today’s world.
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This also includes the creation of effective communication and self-presentation to the
outside where it is impossible to rely only on its romantic history and interpretation. The
idea´s concept of presentation of Slovakia is named SLOVAKIA: THE COUNTRY WITH
A POTENTIAL, in deliberations of the Government Office SR began to solve the dilemma,
whose attributes, internal to the area and to people who live here, can be developed to pro-
pose a really attractive, relevant and credible image of Slovakia.
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CONCLUSION
REFERENCES
Aaker, D. (2007) : Brand building. Brno: Computer Press, 2003, ISBN 80-7226-885-6
Anholt, S. (2007) : Competitive Identity. 1. vyd. London : Palgrave Macmillan. ISBN
13:978-0-230-50028-0
Bobovnický, A. (2006) Marketing pre medzinárodné trhy. Učebný text pre predmet globálny
marketing. Trnava: UCM
Healey, M. (2008): Co je branding? 1. vyd. Praha : Slovart. ISBN 978-80-7391-167-6
Hughes, M. (2006): Buzzmarketing. Přijmejte lidi, aby o vás mluvili. 1. vyd. Praha :
Management Press. ISBN 80-7261-153-4
Gibson, R. (2007): Nový obraz budoucnosti. 3. Vyd. Praha: Management Press. ISBN 978-
80-7261-159-1
Olins, W. (2009) : O značkách. 1. vyd. Praha : Argo. ISBN 978-80-257-0158-4
Platková, M. (2006), : Marketingová stratégia destinace cestovného ruchu. 1. vyd. Praha:
Grada. ISBN: 80-247-1014-5
Electronic publications: Retrieved 5th September 2012, URL: <http://www.rokovania.sk/
File.aspx/ViewDocumentHtml/Mater-Dokum-0720?prefixFile=m_>
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SUMMARY
In recent years, words used to enunciate the relationship established between the media
and public events of general interest, media events. This concept refers to public events
which, due to extensive media coverage, fail to trigger certain processes of transformation
in political, social, cultural, and sometimes even lead to large-scale mobilization of society.
Events that may be employed in the phrase media events range from national holidays, anni-
versary, weddings or funerals of public figures to acts of a political nature, such as elections,
party congresses, visits of high officials, and large cultural and sporting events. The press has
special behavior with respect to certain events due to specific characteristics of ceremonial
events. Events that fall into the category of media events often lead to emotional fusion
processes involving both actors and journalists, and many times not only a media institution
has an event, but it creates it. In this paper, we discuss how the local media have also created
such a media event aiming at ritualization and, thus, compliance with certain patterns in the
presentation of events. It is about the way in which Romanian journalists transformed some
historical national events in eating rituals putting the accent on how people manifest their
primary instincts in those national days and not on the historical meaning of the day. The
press is also an actor of this event because journalists are a part of some processes which
developed in some important days for Romanian people. I will insist in my paper on the
ritualization role of mass-media in commemorating the 1989 revolution which started in
Timisoara and also on the press role on 1st December, the national day of Romania. Through
this involvement of journalists as professionals in such a great event, as actors or creators
of facts, the media practically participate in the creation of social ties at regular intervals,
but under conditions that are often called historical, producing, in particular, concerning
audiences who know that they belong together as one community.
As I said earlier, there are types of events that can be classified as media events, events
because of a strong emotional load, leading to a kind of emotional fusion of the involved
actors or journalists on the one hand and of protagonists on the other hand, and this almost
always turns journalists into creators actively involved in these events. When presenting a
ceremony, the press usually uses festive tone, sometimes even grandiose, trying to transpose
readers, listeners or viewers in solemn atmosphere.
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“Creators of some media events, but at the same time moldable by symbolic power of
the ceremony, journalists, were viewed in a suggestive position between that (in the tradi-
tional mood assumed) of observers and (charming, but dangerous) of actors and officers of
the ritual; as it followed, through the game of that ambiguity, it was found in a liminality
position. Thus, journalists are simultaneously activated, inside and outside, as testifiers and
participants, as ethnographers and manufacturers of sense, as heroes and events players”
(Coman 2001: 21).
The events could be framed in the phrase media events and could be varied from national
festivals, commemorations, weddings or funeral of public persons, to acts with political
character, also elections, congress parties, visits of some persons, or great cultural or sports
events. Those kinds of events could be often named big institutional rites, because they were
found in all media transmissions, either about the television, radio or written press and since
it was found in all types of mass-media at the same time, it manifested “a blinding historical
visibility”, as though there passed something like a capital for the political state and for
institutions (Lardelier 2009: 136). Thus, when Daniel Dayan remarked, if institutions that
organized such great ritual ceremonies emphasized such media on it, those transmissions,
practically did not have less than an entry in history.
The expression media events were imposed and ulterior consecrated by investigators
Elihu Katz and Daniel Dayan, although the first one to refer to that concept was Philip Elliott
who, in 1982, spoke in a study about “those occasions in which the society was in jeopardy,
had beaten a threat or simply celebrated the structure of existent authority. […]
The press presented a special behavior in report on some public events, thanks to its
specific characteristics of ceremonial events. After Daniel Dayan and Elihu Katz, those
behavior modifications of the press could contribute to facts presentation in a way differ-
ent from usual techniques of making an event (in those cases the event was anticipated
and got ready through some advertisements), changing the journalistic tone (the event was
77
Elliott was the first investigator who demonstrates this theory.
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presented in a ceremonial mood and sometimes subjective), spectacular elements and the
scenes which suggested the unity of the participants in the event and its receptors through
the mass-media. It was sometimes presented in an excessive way. More than a few times, the
events of ceremony type that it allocated, in the case of written press, special supplements
in which the subject was treated from all the perspectives and journalists genres, beginning
with simple news until reports or vast inquest. A clear example in that sense was the death of
Papa Ioan Paul II when, even it was a great international event broadcast by media channels
with the global cover including the local magazines of Timisoara city, it had edited special
supplements in special graphic conditions which presented the life and the Papa’s career, but
also declarations of local people regarding his death.
On the other hand, in contrast with the way in which the news were presented, for in-
stance, in an objective and neutral mood, the events of the category media events brought for
the most part to affective processes of consolidation, both the protagonists, and the journal-
ists, and, often, the institution mass-media not only presented an event, but also created it. In
the case of some ceremonies presentation, mass-media were used in general and sometimes
by a festival tone in presenting the facts and participations estates, making, thus, a huge
transcription of readers, of an auditor or a televiewer exactly in the middle of the event.
That thing practically confirmed the mass-media power, having the greatest possible
audiences. If we spoke especially about the television, it remarked the fact that the transmis-
sions of great ceremonies “created exception moments, marked by rhythm disconnection of
daily life, it was considered close obligatory and generated solidarity phenomena, at micro
and macro social level; those making the following:
In that way, mass-media confirmed the capacity to exercise strong influences on affective
content and with a strong impact on all society levels. A recent example very much mediated
was the wedding of Prince William of Great Britain with Kate Middleton last year. It was the
most followed event on the planet, from the level of a simply family to great mobilizations
in viewing the religious ceremony on giant screens. That event made not only the record
increase in television and radio audiences, but also the sensibility on a large scale all over
the world, which relieved childhood stories with princes and princesses.
What happened so that such types of events could be considered media events or ap-
pertaining to ritual mass-media category? Firstly, as Marcel Mauss remarked, it was about
social moments of passing, where communities met again to celebrate a transition towards
pain or cheerfulness, around the values of a hero.
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Media events were different in the fact that they did not have a regulated character, such
as every other journalistic genre, for instance, the news channels or programs at fix hours.
On the contrary, mass-media rituals were episodic and disorganized common programs
of grills. “In the same mood, those ritual mass-media get into a consensual, conservator
and conformist character, regarding the tonality and shape. All the mediatized actors really
opened, on that occasion, a social bracket; they assumed at least a decreed of an armistice.
The tonality in polemic mood and/or ludic which had the place in mediatized discourse
had not been a stake. The celebration and communion were towards the critics, divisions
and reserves. The mass-media ritual constituted moments of national reconciliation, already
deluded by that accent extremely respectful”, remarked Pascal Lardellier in the book The
theory of ritual binding.
REFERENCES
78
These are conclusions after studying the main news on 1st and 2nd December 2011 in Romanian
central press.
79
The conclusions after studying the local press from Timisoara between 2009 – 2011.
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Dayan, Daniel, Katz, Elihu (1992). Media Events. Cambridge: Harvard University Press.
Lardellier, Pascal (2009). Teoria legăturii ritualice. Bucureşti: Tritonic
Rothenbuhler, Eric W. (1988). Ritual Communication: from Everyday Convesation to
Mediated Cermony. London: Sage Publications.
ARTICLES
Simona Bader
Through the involvement of journalists as professionals who report on a great event, but
also as actors or participants and creators of facts, the media virtually participate in creating
social ties at regular intervals, but in terms that can be often called historical, producing,
especially concerning audiences together who know that they belong to the same commu-
nity. It creates the media liaison function, so that people from different parts of the country
or world, through the press, are witnessing the same event at the same time, wherever they
are. These actions present important force for social cohesion, so that people belonging to
different geographical communities are witnesses of the same stories taking place in front of
their eyes, in real time. This creates, as Pascal Lardellier noted, a living relationship, authen-
tic ceremonies between actors and viewers. First, those involved in events always take into
account the presence of cameras, and the second category, the audience, responds with emo-
tive performance, virtually annihilating the distance imposed by means of registration.
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Tena Perišin
Studij novinarstva
Fakultet političkih znanosti
Sveučilište u Zagrebu UDK 37.018.43:004.738.5
SAŽETAK
Većina zemalja koje su na putu ulaska u Europsku uniju nastoji pokrenuti televizijske
programe i medijske sadržaje koji bi trebali informirati građane o toj zajednici. Jedan od
najvećih izazova izvještavanja o Europskoj uniji, a pogotovo u zemljama koje nisu članice,
ali žele to postati, jest naći pravu formulu izvještavanja o Uniji, kako to ne bi bila propa-
ganda i da u isto vrijeme građanima bude zanimljivo. Takvo izvještavanje očekuje se, prije
svega, od javnog radiotelevizijskog servisa. Pred urednicima i novinarima je pitanje koje su
to teme Europske unije i kako ih učiniti razumljivima i zanimljivima, na koji način izvješta-
vati o konkretnim problemima bitnim za hrvatske građane, ali i o onome što su iskusili oni
koji su već ušli u EU.
Drugo važno pitanje koje se stalno nameće, a koje u hrvatskim redakcijama, na pragu
ulaska u Europsku uniju, još nije do kraja definirano je – je li Europska unija pitanje domaće
ili vanjske politike? Hoće li se time baviti novinari vanjske ili unutarnje politike?
Jedno od pitanja koje se nameće u svakoj redakciji jest kako prezentirati Europu u
medijima, kako izvještavati o Europskoj uniji. To se odnosi ne samo na izvještavanje o
mehanizmima odlučivanja u institucijama Europske unije nego i na izvještavanje o sličnos-
tima i razlikama u pojedinim zemljama koje imaju različite tradicije, ali ih pripadnost istoj
zajednici približava. Za zemlje koje su u procesu približavanja Europskoj uniji, izazov iz-
vještavanja o Europskoj uniji koja također proživljava krizu, itekako je zanimljiv. Građani
su izloženi brojnim pozitivnim i negativnim stereotipima, pa je zadatak novinarske profesije
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USPOREDBA S EUROPOM
U Europi postoje brojne emisije ili čak cjelodnevni programi kojima je zajedničko da u
svom nazivu imaju prefiks ili riječ koja upućuje na to da je sadržaj emisije Europa.
Satelitski kanal EuroNews emitira program 24 sata, na sedam jezika: engleskom, fran-
cuskom, njemačkom, portugalskom, talijanskom, ruskom i španjolskom. Pokrenut je 1993.
kao prvi paneuropski kanal i za razliku od drugih sličnih informativnih televizijskih kanala,
Europa i europske teme u EuroNewsu su na prvom mjestu.80 Na taj način promovira se ideja
zajedničkog europskog prostora i kod europskih građana stvara osjećaj pripadnosti.
80
O satelitskom kanalu EuroNews više na www.euronews.net
81
http://www.entereurope.hr/page.aspx?PageID=78
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U zemljama članicama Europske unije nema posebnih programa kojima je cilj objas-
niti mehanizme funkcioniranja Europske unije, ali se potiču koprodukcije, te informativne
emisije u kojima dominiraju europske teme. Tako se npr. na ZDF-u (Zweites Deutsches
Fernsehen) emitira Europa Heute, dnevno-informativna emisija koja donosi pregled vijesti
u Europi. Naime, uredništvo Informativnog programa ZDF-a jednostavno je procijenilo da
postoji potreba za informiranjem građana o tome što se događa u zemljama koje su im
po mnogočemu, pa i po zajedničkoj europskoj politici, vrlo bliske. Naime, i u Njemačkoj
se u središnjoj informativnoj emisiji ZDF-a događaji iz drugih europskih zemalja tretiraju
kao vanjska politika, pa u konkurenciji s velikim svjetskim pričama nerijetko – ispadaju iz
emisije.
U novim članicama EU-a ili zemljama koje su na putu priključenja, uvode se emisije
koje bi građanima trebale objasniti što ih na tom putu čeka. Mnoge su zemlje na putu prema
Europskoj uniji uvodile posebne emisije čiji je cilj približiti gledateljima „novu Europu“.
To nisu samo informativne emisije, već i humorističke emisije, serije, kvizovi itd. Tako je
npr. mađarska Vlada financirala reklamnu kampanju uoči referenduma na kojemu su Mađari
rekli svoje „da“ ulasku u Uniju. Ta je kampanja uključivala i dječje crtiće. Financirala je i
specijalizirane emisije na javnoj televiziji MTV. Rumunjska javna televizija, TVR, emitirala
je humoristički sitcom koji je na vrlo popularan način pokazivao kako se Rumunji pripre-
maju za ulazak u Europsku uniju. Bugarska BNT emitirala je televizijske emisije u kojima
se, primjerice, mogla vidjeti obitelj pastira sa stotinama ovaca koja za masivnim drvenim
stolom navečer na jednostavan način raspredaju o temama vezanim za ulazak Bugarske u
EU. Otac je gorljivi protivnik, a najstarija kći, gorljiva zagovornica Europe.
Kada je riječ o informativnim sadržajima iz sjedišta EU-a, mogu se bez naknade koristiti
snimke koje pruža Audiovizualni servis Europske komisije83 koji nudi obilje videomateri-
jala, snimke rasprava u Europskom parlamentu, arhivske snimke itd. Danas je gotovo sav
videomaterijal dostupan na internetskim stranicama.
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javna televizija ima i jednu „europsku“ informativnu emisiju u kojoj će se prosječnom hr-
vatskom gledatelju pojasniti proces eurointegriranja te približiti europski prostor. Informa-
tivni program HTV-a pokreće emisiju Euromagazin. Emisija se usredotočila na konkretna
pitanja što Europska unija znači za obične građane. Kroz usporedbe i primjere, televizijskim
jezikom, nastojalo se produbiti vlastito znanje i znanje gledatelja o događajima i temama iz
Europske unije.
Euromagazin se emitirao do rujna 2012., kada je, nakon još jedne promjene uredničke
strukture, nestao iz programske sheme HRT-a. Unatoč problemima i čestim promjenama
termina emitiranja, tijekom sedam godina ta se emisija profilirala kao program koji na za-
nimljiv i vizualno atraktivan način informira i obrazuje hrvatske građane o procesima u
EU-u i približavanju Hrvatske Europskoj uniji. U emisiji su sudjelovali novinari svih re-
dakcija, obrađivali su se konkretni primjeri iz Hrvatske i zemalja članica EU-a, stručnjaci i
neovisni analitičari davali su odgovore na bitna pitanja vezana uz Uniju.
Najveći izazov bio je ne upasti u zamku da Euromagazin postane „geto“ emisija o in-
stituciji Europske unije, Bruxellesu, poglavljima pregovora, nego da to prije svega bude
magazin s europskim i domaćim temama u kojima televizijski novinari znaju na najbolji
način iskoristiti prednosti svog zanata – a to su tekst i slika koji Europu prikazuju kao vlasti-
to dvorište. Stoga se nastojalo razvijati Euromagazin kao projekt s jednom stalnom tjednom
emisijom, ali i s nizom drugih programskih projekata. Pokrenuto je i posebno izdanje, Eu-
romagazin uživo, 75-minutna emisija uživo. Takav program obično se emitirao nekim povo-
dom, a realizirano je petnaestak takvih emisija, programa uživo iz raznih gradova i županija
u Hrvatskoj. Za lokalnu zajednicu to je bio događaj i prilika da na najbolji način prezentiraju
europske projekte, ali i da pokažu neke od svojih „europskih” tradicija. Uz niz zanimljivih
gostiju i reportaža snimljenih na terenu, emisija je imala za cilj približiti proces ulaska u
Europsku uniju i različite EU fondove te na popularan način pokazati da se Europska unija
tiče svih hrvatskih građana. Od posebne važnosti je suradnja s novinarima svih redakcija
Informativnog programa koji su svojim prilozima sudjelovali u emisiji.
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Unatoč svim naporima koje je Hrvatska televizija činila da novinari koji prate EU in-
tegracije budu profesionalni i dobro potkovani znanjem, unatoč naporu da specijalizirana
emisija bude relevantna i zanimljiva, ne može se reći da se europske teme često probijaju do
Dnevnika ili udarnih večernjih informativnih emisija.
Unatoč pozornosti koju je Euromagazin zadobio izvan vlastitog dvorišta, unatoč uspjehu
posebnih projekata koje je novinarski tim ove emisije odradio, emisija se, sve do njezina
ukidanja u rujnu 2012., emitirala subotom poslijepodne na 1. programu Hrvatske televizije,
u terminu koji je varirao između 15 i 17 sati.
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strah („Je li EU – Ju?“). Bolju budućnost donosi samo po sebi društvo razvijenih zemalja,
a gotovo u pravilu akteri s početka spota na kraju istog spota mijenjaju mišljenje nakon što
se čuje glas spikera. Anonimni glas u pravilu na kraju opovrgava uvijek neinformiranog
građanina (Krajina 2011).
ZAKLJUČAK
Hrvatska je na pragu ulaska u Europsku uniju. Nakon više od osam godina od podnošen-
ja zahtjeva za članstvo i šest godina pregovaranja, Hrvatska je krajem 2011. potpisala Ugo-
vor o pristupanju Europskoj uniji, odradila Referendum i 1. srpnja 2013. trebala bi postati
članica EU-a. Iako se najavljivalo da će se uoči ulaska u EU na javnoj televiziji pojačati
informiranje o svim aspektima sudjelovanja Hrvatske u EU-u, Europska unija nije prisutnija
u televizijskom programu javne televizije nego što je bila prije. U televizijskim vijestima
dominiraju domaće političke teme, europskih je vrlo malo, a Europska unija pojavljuje se
u vijestima samo ako je riječ o nekom „visokom izaslanstvu” u Bruxellesu. Europska unija
tretira se i dalje kao vanjska politika, a izvještaja i analiza o tome što se s ulaskom mijenja i
što se događa u konkretnim slučajevima nakon što Hrvatska postane članica, gotovo i nema.
LITERATURA
Galtung, Johan i Ruge, Marie Holmboe (1965). The structure of foreign news. The presenta-
tion of Congo, Cuba and Cyprus crisis in four Norwegian newspapers , Journal of Peace
Research, 2 (1), 64-90.
Ivanović, Renata (2011.). „Analiza komunikacijske strategije Vlade za informiranje hrvat-
ske javnosti o Europskoj uniji i pripremama za članstvo“, Gong, preuzeto 21. Studenog
2012., URL : http://www.mvep.hr/MVP.asp?pcpid=2599
Krajina, Zlatan (2011.). „Analiza teksta i diskursa propagandnih televizijskih spotova Vlade
RH za ulazak Hrvatske u Europsku uniju 2011. “, Gong, preuzeto 21. studenog 2012.
URL: http://www.gong.hr/news.aspx?newsID=3772&pageID=228
Perišin, Tena (2010.). Televizijske vijesti, Zagreb: Medijska istraživanja
Privremeni ugovor između Hrvatske radiotelevizije i Vlade Republike Hrvatske za razdoblje
do 1. siječnja 2013., veljača 2011., URL: http://hrt.hr/uploads/media/Privremeni_ugo-
vor_HRT-a_i_Vlade_RH.pdf
Rotim, Goran (2006.), „Gost komentator“, u Euroforumu, publikacija Ministarstva vanjskih
poslova i europskih integracija
INTERNETSKI IZVORI
http://www.euronews.net
http://www.ec.europa.eu/avservices/ebs/schedule.efm
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http://www.mvpei.hr/ei/default.asp?ru=325&sid=&akcija=&jezik=1
Tena Perišin
SUMMARY
The greatet challenges when reporting on the European Union and particularly when
doing this in countries that have not yet become members, but are aspiring to do so, is find-
ing the right formula to report on the European Union, to inform the public about it and to
educate them, at the same time avoiding cheap propaganda and reporting in a way that will
make the topics interesting to viewers. The second important issue that is constantly coming
up and which has still not been fully defined, despite Croatia being on the verge of entering
the EU, is whether we should place the European Union into domestic or foreign politics.
Will it be covered by journalists following foreign political topics or domestic ones?
Key words: informing, television, European Union, Euromagazin, Europe, public ser-
vice.
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SAŽETAK
Cilj ovog rada je da se istraži na koji način srpske i rumunske dnevne novine izveštavaju
o zbivanjima na prostoru Evropske unije. Namera autorke je da uradi analizu tekstova na
ovu temu objavljenih u rumunskom dnevnom listu Adevărul odnosno srpskom dnevnom
listu Blic, tokom mesec dana (1–31. maj 2012), prema unapred utvrđenom kodeksu. Imajući
u vidu gore navedeno, analiziraće se veličina teksta, žanr, autorstvo, povod, vizuelna
prezentacija, lokacija, tema, subjekt, objekt, vrednosni kontekst i tip naslova, sa namerom
da se utvrde sličnosti i razlike u bavljenju dvaju lista ovom temom.
UVODNE NAPOMENE
Medijski radnici, bez obzira na njihovu društvenu funkciju, uticajni su zato što dotiču
živote svih nas (Dej 2004: 47). Obaveza je novinara da tačno, objektivno, potpuno i
blagovremeno izvesti o događajima od interesa za javnost, poštujući pravo javnosti da sazna
istinu i držeći se osnovnih standarda novinarske profesije. Novinar je, pre svega, odgovoran
svojim čitaocima, slušaocima i gledaocima. Tu odgovornost ne sme da podredi interesima
drugih, a posebno interesima izdavača, vlade i drugih državnih organa. Novinar se mora
suprotstaviti svima koji krše ljudska prava ili se zalažu za bilo koju vrstu diskriminacije,
govor mržnje i podsticanje nasilja. (Fondacija Konrad Adenauer 2008).
promene.
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Korpus
Rezultati istraživanja
Veličina teksta
85
Tekstovi na datu temu preuzeti su iz onlajn arhive dnevnih listova Adevărul i Blic.
86
Kratak tekst – nekoliko rečenica; srednji – do trećine stranice; velik – polovina i više od polovine
stranice.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Žanr
Od novinskih žanrova, u oba lista dominira članak – 50 puta (98%) u Adevărul, 18 puta
(100%) u Blicu. Uz članak, u rumunskom dnevnom listu 1 put (2%) kao novinski žanr se
pojavljuje i intervju.
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Autorstvo teksta
Povod
Kada je reč o povodu izveštavanja, i srpski i rumunski dnevni list su najviše pažnje
poklanjali aktuelnom događaju – 49 puta (96%) u Adevărul, 17 puta (94%) u Blicu. Uz
aktuelni događaj kao povod izveštavanja beležimo i medijsku inicijativu - 2 puta (4%) u
Adevărul, 1 put (6%) u Blicu.
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Vizuelna prezentacija
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Primeri fotografija:
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Lokacija
U rumunskom dnevnom listu najčešće mesto zbivanja događaja je EU prostor tj. zemlje
članice EU, ukupno 45 puta (88%): Belgija (Brisel) – 22 puta (43%), Rumunija – 13 puta
(25%), Grčka – 2 puta (4%), Nemačka – 2 puta (4%), Velika Britanija – 2 puta (4%),
Francuska (Strazbur) – 1 put (2%), Italija – 1 put (2%), Mađarska – 1 put (2%), Poljska – 1
put (2%). Srazmerno manje pažnje je pridavano zbivanjima u zemljama koje ne pripadaju
EU prostoru tj. nisu članice EU, ukupno 6 puta (12%): Republika Moldavija – 4 puta (8%),
Rusija – 1 put (2%) i Ukrajina – 1 put (2%).
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Tema
Govoreći o temi, analiza pokazuje da je rumunski dnevni list najviše pažnje pridavao
odnosima Rumunija – EU - 15 puta (29%), kao i ekonomskoj krizi u EU – 15 puta (29%),
dok je u srpski dnevni list fokusiran na odnose Srbija - EU - 5 puta (27%). Osim gore
navedenim temama, Adevărul je posvetio pažnju i ekonomskoj krizi u Grčkoj – 7 puta (14%),
priključenju Moldavije EU – 6 puta (12%), odnosu Mađarska – EU – 1 put (2%), odnosu
Velika Britanija – EU – 1 put (2%), odnosu Rusija – EU - 1 put (2%), odnosu Ukrajina –
EU - 1 put (2%), odnosu Južna Amerika – EU - 1 put (2%), odnosu Kina – EU - 1 put (2%),
odnosu Hrvatska - EU – 1 put (2%) i problemu korupcije u Ukrajini i na Balkanu – 1 put
(2%), kao gorućem problemu EU. U Blicu, uz priloge koje imaju za temu odnos Srbija – EU,
beležimo i priloge o ekonomskoj krizi u EU – 5 puta (27%), priloge o ekonomskoj krizi u
Grčkoj – 3 puta (16%), kao i članke o ekonomskoj krizi u Rumuniji – 1 put (6%), odnosu
BiH – EU – 1 put (6%), odnosu Crna Gora – EU – 1 put (6%), odnosu Ukrajina – EU – 1 put
(6%) i o odnosu Hrvatska - EU – 1 put (6%).
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Subjekt – ko govori?
U dnevnom listu Adevărul u kategoriji subjekt na prvom mestu se nalaze državni organi
/ predstavnici vlasti87 – 19 puta (37%), na drugom mestu su evropske institucije88 – 13 puta
(25%), na trećem mestu se nalaze predstavnici evropskih institucija89 – 12 puta (24%), slede
zemlje članice EU90 – 3 puta (6%), građani – 2 puta (4%), novinari91 – 1 put (2%), a 1 put
(2%) subjekt je neko drugi92.
U Blicu prvo mesto u kategoriji subjekt opet pripada državnim organima / predstavnicima
vlasti93 – 8 puta (42%), na drugom mestu se nalaze predstavnici evropskih institucija94 – 5
puta (26%), na trećem mestu su evropske institucije95 – 2 puta (11%), slede ekonomski
eksperti96 – 2 puta (11%), zemlje članice EU97 – 1 put (5%) i zemlje koje nisu članice EU98
- 1 put (5%).
87
Rumunska vlada, Trajan Basesku, predsednik Rumunije, Vladimir Putin, predsednik Rusije,
Nikolae Timofti, predsednik Moldavije, Viktor Ponta, premijer Rumunije, Angela Merkel, nemačka
kancelarka, Mario Monti, premijer Italije, Viktor Orban, premijer Mađarske, Viktor Filat, premijer
Republike Moldavije, Bogdan Borusevič, predsednik Senata Poljske, Titus Korlaćan, rumunski
ministar pravde, Danijel Konstantin, rumunski ministar poljoprivrede, Džordž Ozborn, ministar
finansija Velike Britanije, Leonard Orban, ministar Rumunije za evropska pitanja, predsednik
Centralne banke Nemačke
88
Savet Evrope, Evropska komisija, Evropski parlament, Evropska centralna banka
89
Žoze Manuel Barozo, predsednik Evropske komisije, Karel de Guht, evropski komesar za
trgovinu, Pjer Karlo Padoan, visoki zvaničnik Organizacije za saradnju i ekonomski razvoj, Johan
Han, evropski komesar za regionalnu politiku, Andrula Vasiliu, evropski komesar za sport, Januš
Levandovski, evropski komesar, Dirk Šubel, šef delegacije EU u Republici Moldaviji, Daćijan Ćološ,
evropski komesar Rumunije za poljoprivredu
90
Grčka, Velika Britanija
91
Inostrani dopisnici u Briselu
92
Luka u Konstanci
93
Nemačka vlada, Ministarstvo unutrašnjih poslova Grčke, Karolos Papuljas, predsednik Grčke,
šefovi država i vlada zemalja članica EU, ministri spoljnih poslova zemalja članica EU, Bogdan
Borusevič, predsednik Senata Poljske, Viktor Ponta, mandatar rumunske vlade, Milica Delević,
direktorka vladine Kancelarije za evropske integracije
94
Herman van Rompej, predsednik Saveta Evrope, Žoze Manuel Barozo, predsednik Evropske
komisije, Štefan File, evropski komesar za proširenje, Ketrin Ešton, visoka predstavnica EU za spoljnu
politiku, anonimni evropski zvaničnik
95
Savet Evrope, Evropska komisija
96
Kim Helmgor, šef londonskog biroa agencije „Market voč”, Duljko Hasić, stručnjak za
spoljnotrgovinsku razmenu
97
Grčka
98
BiH
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
U Blicu situacija je drugačija: na prvom mestu su zemlje koje nisu članice EU105 – 5 puta
(27%), na drugom mestu su građani – 4 puta (22%), na trećem državni organi / predstavnici
vlasti106 – 3 puta (16%), slede zemlje članice EU107 – 2 puta (11%), evropske institucije108 – 1
put (6%), EU kao organizacija – 1 put (6%), Evropa kao kontinent – 1 put (6%), a 1 put (6%)
objekt je neko drugi109.
99
Šefovi zemalja članica EU, vlade zemalja članica EU, rumunska valda, mađarska vlada, nemačka
vlada, Trajan Basesku, predsednik Rumunije, Fransoa Oland, predsednik Francuske, Viktor Ponta,
premijer Rumunije, Angela Merkel, nemačka kancelarka, Viktor Orban, premijer Mađarske, Gvido
Vestervele, ministar spoljnih poslova Nemačke, ministri finansija zemalja člancia EU
100
Grčka, Nemačka Rumunija, region Zapadne Evrope
101
Republika Moldavija, Ukrajina, Hrvatska, Srbija, region Balkana
102
Evropska komisija, Savet Evrope
103
Hoze Manuel Barozo, predsednik Evropske komisije, Oli Ren, potpredsednik Evropske komisije
104
Argentina
105
Srbija, Crna Gora, Hrvatska, Ukrajina
106
Tomislav Nikolić, predsednik Srbije
107
Grčka, Rumunija
108
Savet Evrope
109
Euro
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
U oba dnevna lista, kontekst u koji je postavlje objekt je najčešće neutralan - 37 puta
(73%) u Adevărul, 16 puta (89%) u Blicu. Uz neutralan kontekst u Adevărul beležimo
i negativan kontekst – 9 puta (18%) i pozitivan kontekst – 5 puta (9%), dok u Blicu uz
neutralan, beležimo i pozitivan kontekst - 2 puta (11%).
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Tip naslova
U vezi sa tipom naslova, zapažamo da je u oba dnevna lista naslov skoro uvek realan
- 50 puta (98%) u Adevărul110, 18 puta (100%) u Blicu111. Samo jedan naslov (2%) je
metaforički, a pojavljuje se u rumunskom dnevnom listu: Săptămâna de foc la Bruxelles și
la Strasbourg: liderii UE decid soarta Greciei și creșterea economică, euroaleșii votează
taxa pe tranzacșii financiare „Vatrena nedelja u Briselu i Strazburu: lideri EU odlučuju
o sudbini Grčke i ekonomskom porastu, izabrani glasaju u vezi sa taksama vezanih za
finansijske transakcije”.
ZAKLJUČNE NAPOMENE
110
Atragerea fondurilor UE sport extrem în România „Privlačenje EU fondova ekstreman sport u
Rumuniji”; Băncile centrale se pregătesc pentru ieșirea Greciei din zona euro „Centralne banke se
spremaju za izlazak Grčke iz euro zone”
111
Pregovori o članstvu Srbije u EU 2013; Novi izbori u Grčkoj
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
jer su oba lista najviše pažnje poklanjali aktuelnim događajima i vizuelna prezentacija, gde
fotografija skoro uvek prati tekst, ali se razlikuju u kategoriji autorstvo teksta, iz razloga što
je u Adevărul najveći broj priloga potpisan punim imenom i prezimenom novinara, dok u
Blicu autorstvo najčešće pripada agenciji.
U vezi sa lokacijom, analiza pokazuje da se oba dnevna lista uglavnom bave zbivanjima
na EU prostoru tj. događajima u zemljama članicama EU, dok su srazmerno manje pažnje
poklanjali zbivanjima u zemljama van EU prostora. Od tema „tretiraju” se odnosi Rumunije
odnosno Srbije sa EU, kao i ekonomska kriza u EU, ekonomska kriza u Grčkoj i odnosi
evropskih i neevropskih zemalja sa EU.
U kategoriji subjekt u oba dneva lista na prvom mestu su državni organi / predstavnici
vlasti, a pojavljuju se i evropske institucije, predstavnici evropskih institucija, zemlje članice
EU, građani i novinari (Adevărul), odnosno predstavnici evropskih institucija, evropske
institucije, ekonomski eksperti, zemlje članice EU i zemlje koje nisu članice EU (Blic).
Kada je u pitanju rumunski dnevni list, o državnim organima / predstavnicima vlasti se
najviše govori i u kategoriji objekt, slede zemlje članice EU, zemlje koje nisu članice EU,
evropske institucije, predstavnici evropskih institucija, zemlje Južne Amerike i građani.
U srpskom dnevnom listu se najčešće govori o zemljama koje nisu članice EU, zatim o
građanima, državnim organima / predstavnicima vlasti, zemljama članicama EU, evropskim
institucijama, EU kao takvoj i Evropi kao kontinentu. U oba dnevna lista, vrednosni kontekst
u koji je postavljen objekat je najčešće neutralan, a tip naslova je skoro uvek realan.
LITERATURA
Christians, C., Fackler, M., Rotzoll, K., Brittain McKee, K.(2001) Media ethics: cases &
moral reasoning. New York: Addison Wesley Longman.
Ćetković, Ranko (n.d.). „Mediji – prva linija informisanja javnosti o Evropskoj uniji.“
Očitano 2. septembra 2012, URL: <http://www.ecs-brussels.com/docs/mediji_EU_srp.
pdf>.
Dej, Luis Alvin (2004). Etikа u medijimа. Primeri i kontroverze. Beogrаd: Medija Centar,
Plus.
Fondаcijа Konrаd Adenаuer (2008). „Kodeks novinаrа Srbije - uputstvа i smernice.“ Očitano
3. septembra 2012, URL: < http://www.mc.rs/upload/documents/PDF/Kodeks_novi-
nara_Srbije.pdf>.
Macić, Bećir (2011). Kako poslije ratnog konflikta u Evropsku uniju. Anali Pravnog fakulte-
ta Univerziteta u Zenici. 8/4: 115-127.
Stevanović, Ana (2011). Medijska etika kao preduslov demokratičnosti društva. Singidunum
revija. 8/2: 198-203.
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INTERNETSKI IZVORI
http://www.adevarul.ro/
http://www.blic.rs/
Laura Spariosu
SUMMARY
The aim of this paper is to research how Serbian and Romanian daily newspapers inform
about events on the European Union territory. It is the intention of the author to analyse texts
about this issue published in the Romanian daily newspaper Adevărul and in the Serbian
daily newspaper Blic, within a month (1 - 31 May 2012), according to the Code list that
reffers to: text length, journalistic genre, authorship, cause of reporting, visual presentation,
location, topic, subject, object, value context, text title. Having all that in mind, attention will
be placed on the question how the selected media present the event and what is similar and
what is different in the topic that is being researched.
Although in the Romanian daily newspaper Adevărul more texts about EU events were
published than in Blic (51:18), according to the research results it could be said that there
were detected similarities, but also dissimilarities. Similar in both media are results related
to text length, journalistic genre, cause of reporting, visual presentation, location, topic,
subject, value context and text title; dissimilarities are significantly lesser and they could be
detected related to authorship and object.
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SUMMARY
The beginning of the new century took us into an entirely new epoch which, unfortuna-
tely, still has an unresolved situation of the previous century. One of the attempts to resolve
these drawbacks can be seen in the historical and political fact of the establishment of the
European Union.
At the same time, the establishment of EU requires a very constructive and pluriperspec-
tive analysis of the (political) identity of the Union, its moral and ethical justification base,
especially through the media and their space. It is about pluriperspective moral justification
of the applicability of the ethical value system that is offered by the new European identity
that is trying to impost, through the media reality, the media as the (communicative) place
for exchanging the knowledge of society itself.
Hence, this paper deals with an analysis of the ethical value and viability of this new
identity, moral values it carries with it and offered by the same, the role of media in creating
and transferring this image, because they are a major engine of shaping and reshaping the
world, life…, and the importance of journalism in the process of educating the public re-
garding European ethical values, because common knowledge is that the public constitutes
communicational, social, political and general value space, necessary for an individual life
orientation of people, as well as for the collective shaping of the social and political will.
Key words: European construct, political identity, ethical values, media reality.
INTRODUCTION
Today, we have enormous progress in all fields, especially technical and technological,
that changes the characteristics of this epoch which demands from us new answers to old
problems. However, even this era is an era of science, the information era, the post-industrial
era and the era of globalization, but it does not take much into account the axiological ethical
heritage. „As a consequence of this, many complex problems of human existence opened
problems that require immediate resolution in an ethically grounded way. It is about series
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of side effects in the development, side effects from reckless human action, from a careless
attitude towards everything that exists” (Донев 2008: 16).
In addition, human civilization is facing problems and conflicts which are numerous and
deep. The same often leads to the destruction of the core of society - family, shaken social
relations, displacement of positive social values, norms and guidelines ..., so that we have a
situation in which, for example, the idea for individual profit dominates economy because
of the personal interest policy separating ethics from economy, and the nature is a sacrifice
of our activities. This happens primarily because of the inability parallel with development
to ensure an adequate system of values in all fields of life, so that „our contemporary culture
and society began to produce a feeling of being lost or collapse despite the knowledge that
the civilization continues to „develop” (Тејлор 2012: 5). Thus, the problems that define
modernity at the same time are generally known, and extremely confusing!
All this leads us to a myriad of questions and doubts. However, the primary and basic
issue is: Will the modern society, humanity as a whole, survive, will it pull out this time, be-
cause the range and volume of contemporary humanity’s problems are really big. There are
enough indicators about the alarm and constancy of numerous modern „diseases” in almost
every area. „One of these very serious manifestations is the crisis of the moral” (Темков
1999: 11). Thus, the fundamental question is: If moral is ill, what are the consequences for
civilization, for humanity, for society? It is a difficult question that arises in all areas of hu-
man life today and requires immediate response if we want to be what we should be - ethical
beings.
Namely, this awareness has emerged from knowledge that accelerated development and
progress negatively affects the value system in the world in which we live and from which
we must necessarily proceed as people - citizens, as well as the nature that surrounds us. A
modern man - a powerful person is becoming more aware that he can destroy the world - the
only boat for all, the common human’s home. Therefore, „a few decades ago a modern
man began to talk about the ethical crisis as the biggest problem today, but segmented,
only in some areas of life: in ecology, in economy, in politics ... The ongoing ethical crisis
and unawareness is still concerning. It is so, because a modern man has recognized general
moral issues, but he still seeks to restrict it only to a few areas of life: business, politics,
personal experiences, social relations ..., often because of close-group interests and personal
provincial commodity that will free him from responsibility and an ethical duty to be active
and act” (Донев 2008: 17). With this, it becomes obvious that in the background of the moral
crisis there is an inadequate relation of the modern man toward fundamental values and the
absence of true ethically based awareness and a need for them112.
Thus, we came to a crossroad - when we will (or not) solve problems and survive (or
not).113 In fact, attempts to resolve increased problems appear as an effort of the mankind
to save and survive itself. The tragedy is that the selected modes of dismissal do not always
For this problems see Richard Wisser, Odgovornost u mijeni vremena, Svjetlost, Sarajevo, 1988.
112
Pavao Vuk Pavlović writes about the problem of humanity in his collection of philosophical sonets
113
“Zov”, Pavao Vuk-Pavlović: Zov, Skopje, 1964. For these views also see Кирил Темков: Етичките
и аксиолошките идеи во философската поезија на Павао Вук-Павловиќ, “Годишен зборник на
Филозофскиот Факултет”, Скопје, 2003.
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correspond to essential needs. Thus, early this century we were in a situation where instead
of being united around a common conception of the world, we are years later still divided
along religious, economic, political, sexual determination; instead of building awareness of
ourselves as citizens of one country - The World, again, we are in a situation where citizens-
hip is denied on the behalf of interests that are not always an expression of those needs. That
is the first mistake in modern living, but unfortunately not the only one.
From here, we have to set a goal to constitute purposeful human society that would
respect human beings as the most prized works, which will guarantee a high quality of life
through cultural, as well as through material wellbeing, which will ensure equal sovereignty
of all countries and freedom of all people. In other words, we have to initiate a world order
based on the system of regional cooperative societies (RCS) and from there to construct a
global cooperative community (GCS)114, by setting three goals: beautiful spiritual society,
rich material society, and human worth, useful society. It is desirable society which must be
good, as it has to be functional for the mankind.
The attempt to give an answer to gathered problems, with which humanity was faced in
the 20th, and now even more in the 21st century, can be seen even further back, but its crystal
form can clearly be noticed in the last twenty years, in the historical and political fact of
the establishment of the European Union as a special type of political community, far more
advanced than the original, which, as a model, was created under the name of European
Economic Community (EEC).
In other words, the United Europe began to rise immediately after the World War II and
represents the culmination of the clash between European countries, which lasted for centu-
ries, and in the 20th century led to general world destruction. Namely, the French statesman
Jean Monet raised the idea of creating united Europe through economic cooperation in order
to bring closer the world’s biggest opponents - France and Germany, i.e. „by inaugurating
the new institution and legal framework of the organization composed from old European
countries. Thus, a road that leads to lasting peace and well-being of every citizen of Europe
was revealed, showing to the world the indisputable fact that Europe is the cradle of world
civilization, not just brutal military polygon and mausoleum of human hopes” (Моне 2007:
10).
From today’s perspective, «the creation of the European Union is considered the world’s
most important political event in the last half century,» (Трајковски 2003: 5) which con-
tributed to peace and desire for collaboration to prevail, the power of creativity to come
out ahead from the strength of obedience and pitiless exploitation (Шуман 2003: 22). The
attempts for unification are interpreted as the most important project, because it is too im-
portant for humanity as a whole - it is the center of events in all spheres of human life and
As a way for creating such desired humankind, in 1978 a Global corporation for brighter society
114
(GCS) is iniciated, a movement for creative international relating of people and nations.
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work, so that it was necessary to consider the possibility of reconciliation of its peoples, who
seemed permanently quarreling and sentenced to division (Трајковски 2003: 5). With this,
the knowledge and capacity of Europeans were used for their personal and common deve-
lopment and the development of the whole world, primarily through the chance of relations,
from conflict and militant behavior towards cooperation, peacekeeping and progress.
Exactly in this thesis, the ethical grounds and moral justification of the (political) identity
of the Union are reflected, which „in its objective dimension, from the above, is a project,
and a look underneath denotes the process of construction of the original form of a transna-
tional political community, while again in its subjective dimension it is linked to the iden-
tification of the individual and the group - Europeans - with this new political community
that has and implements its European values (Vujadinović 2011: 117–132), on the principle
of unity in diversity! This indicates that the idea of united Europe is valuable, ethical in its
essence. Europe as a union, and all forms of European integration, embodies the ideas of the
Enlightenment and latter visionaries and thinkers that it is necessary for European peoples
to achieve unity in spirit and in action. In this, the need to reach a high level of ethics and
humanity and developed culture is included, as a basic trait of a man in the modern era.
In this context, beside material and spiritual goods, knowledge and reputation, excellent
solutions and accomplished achievements - values are the most important element of a Eu-
ropean quality of life, because they are based on the visions for human rights and the con-
sistent implementation of duty, dialogue and democracy, general care for people, and of the
constituent elements of their life (health, hygiene, wealth, education, personal development,
culture, residence ...), i.e. „the political identity of the European Union, in an objective and
in a subjective sense, is profiled also from the system of values, related to social justice,
peace, freedom, equality, tolerance, unity in diversity, which are generally associated with
the culture of human rights” (Vujadinović 2011: 117–132).
Hence, it is not exaggeration when we say that, today, the European Union is the most
advanced modern human community or is trying to become one, whose development is
based on the strength of its values and on commitment of its citizens to live according to
certain modern and effective ethical principles. Through values, there erupts an idea how the
life of Europeans can be a true quality and how they can act well. Therefore, our solution for
orientation toward the European association is considered to be the most important political
solution that speaks about our commitment to progress, wealth, work, building, for leaving
the feeling of province and endangerment, and which are possible if the initial condition is
realized - the acceptance of European values and secondly, the achievement of high quality
of European relations and activities (Терал 2003: 11). It is so, because we have entered an
era, in which, the trend is necessarily set toward globalization, democratization, humanizati-
on, up to the general welfare (utilitarianism), and the human community is rapidly becoming
transnational, multicultural and „without borders”. Accordingly, we live in a multicultural,
almost in a global community, and certainly with a common destiny.
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Values are the goals and choices of people in their lives. They are an expression of the
view of the world and they represent consciousness and a choice which people make, so that
they can manage on their own way in life circumstances. Values derived a specific kind of
tasks that people adopt, in their pursuite of life that is well and worthy. Values properly lead
people in their life appearance and acting. „Values are not just ideas, but also guidance for
action, because they require to be implemented. As such, they represent life, creative, ethical
and social norms for people, as an expression of their culture and their basic moral attitude”
(Донев 2011: 85-87).
In the modern era, in Europe, a system of values that needs to comply with new Euro-
pean life, social, economical and political trends, is being built. Ancient and more recent
European experiences are expressed in these values, specific complex needs of people today
and in the near and distant future, visions for future anthropological and moral dimensions
of human, scientific knowledge for the development of life and different forms of existence
in the world and in Europe (Special EUROBAROMETER 225 “Social values, Science &
Technology”, Retrieved 13 November 2012, URL: http://ec.europa.eu/public_opinion/ar-
chives/ebs/ebs_225_report_en.pdf). Today, life and ethics of Europeans is a complex whole
of the most valuable, old, effective, new, and anticipated future ethical values - that can meet
and advance the purposes of the peoples of Europe and around the world.
However, from the multitude of values that exists in new Europe, certain values are
emphasized as the core of the European way of life, and which are the basis for the creation
of the European Union and for the directions of its further development.115 Through these
values,the strong position of Europe in the modern world is also expressed simultaneously,
so that European values today tend to be universal - understood and followed in all other
regions contributing to the development of the world as a whole. In this context, today’s
European values express ethical, i.e. social, political, general human visions, goals, objec-
tives, and standards of living in the present and future Europe. In these values the rich and
particular experience of Europeans is expressed, as well as life wanderings and activities
of all European nations that have a long history, different backgrounds and development,
numerous events, particular culture, and all of these is important for the comprehension of
the meaning of life.
In support of the foregoing, from the wealth of social and individual ethical values that
tend to be a basic inspiration of contemporary European (political) ethics, the following ones
stand out:
For detailed information see the book of Wilfried Martens, Europe: I struggle, I overcome,
115
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• values that prefer peaceful resolution of conflicts, leaving the method of clashes
and military means in the relations between nations and in every nation;
• values that store and retrieve wildlife on Earth.
In other words, it is about the question of the ethical basis of the new identity - European,
as such, because the general function of ethics consists of understanding a moral phenome-
non, which is derived from a broader context of understanding the essence of the man, his
position in the world, in human society, as well as in the relations of the man towards his
own humanity. Therefore, the integration of Europe means also a construction of a single
moral entity, in which it operates and will operate the general European ethics, as an im-
portant kind and form of Universal Ethics for all humanity. In this dimension of European
integration, the meaning of European connectivity is to be enlarged. Toward geographical,
economical and political unity, life objectives, culture and ethical ideas of its citizens are
joining. In fact, for the general economical and political process of European unification,
penetration of Europe’s best values in the form of stable ethical awareness and practice of
Europeans is also necessary (Kolmen 2003: 11).
It is about a value field of building and practicing an ethical value system that is offered
by the new European identity, and whose basic axiological content make the idea of human
rights, the most important social, political, spiritual and ethical issue in contemporary hu-
manity, and dialogue, the most modern method of human communication and discussion of
the questions that correspond to the new world of equal people, a world in unity, in which
interests are balanced and problems are resolved peacefully.
Namely, up to the new century, discrimination was a natural way of behavior between
people, a general condition, a way of living - „modus vivendi” for the majority of people.
The modern understanding of the world and life now includes: the idea of general liberty
and equality of all people, a belief in equal capabilities, a struggle for dignity and for a good
life for everyone, awareness that everyone should have the same opportunities and access to
culture, because each person has their power of creation (Гадамер 1999: 88). In the modern
epoch, Europe is leading in this positive practice of not making fences between people and
by tolerating ideas and customs. It does not support the view that the quality of the individual
depends on its origin!
That is why human rights are considered to be a concrete expression of the general
libertarian idea of the modern world. Human rights are the elements of freedom, as it is
implemented in the current world and conditions. However, rights are not just a philoso-
phical idea. They are also a legal, ethical, political and concrete living reality of modern
Europeans. Meaning and forms of human rights are expressed in the Universal Declaration
of Human Rights of the United Nations (1948) and in the European Convention on Human
Rights (1950). They are the most important ethical and anthropological documents of our
era, through which a vision of freedom is given as the highest human value, and for human
rights as a form through which human freedom expresses itself.
Dialogue, on the other hand, is the most modern method of human communication and
discussion of questions and problems. It corresponds to the new world of equal people, to
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the „world in unity, in which interests are balanced and problems are resolved peacefully”
(Свидлер & Мојзес 2005: 240). It is invented here, in our European Balkans, but because
of many conflicts in these areas, it is forgotten that the path of dialogue began in this way, as
a method for finding the truth, as a method of good education and as a method for successful
communication between people.
As a form of better existence in which people support each other and enter the exchange
of opinions in order to interpret, to learn something or to do something better as it should be
- dialogue is an integral part of democracy, of societies with dynamic political, economical,
social and spiritual activity, with a rich and open culture - such as the European’s ones.
Dialogue is difficult, but is very useful, because it is the preferred method, a spiritual tool of
Europeans. Despite the diversity of the origins, history, a level of development, faiths and
philosophical expressions of social aspirations and customs, „the dialogue allows negative
ambitions to be reconciled, not to develop hostilities, no collisions and collective paranoid
manifestations” (Свидлер & Мојзес 2005: 251). It is an expression of good will, and also
the skill and knowledge of modern people, how to control themselves and how to comply
with other people.
Since it is necessary for new, developed and united Europe to continue with the commit-
ment to further building and promotion of ethical awareness of European citizens, as well
That is another European idea - for unity of differences as a base for worth human living, a
116
concept that came out in the tumultuous 1960’s, in which the European youth and intellectuals showed
modern understanding of the world, for the responsibility and for the unification of human culture.
Look detailed into: Henri Lefevre, Le manifeste différentialiste, Gallimard, Paris, 1970.
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as of those who apply for joining united Europe - ethical pedagogy persistently develops,
which helps in the construction of the new European axiology and moral practice for deve-
loped civil world and life.
With efforts for inter-ethnic tolerance, for introducing and developing dialogue and Ethi-
cal education of the young, the same thing is also imposed through media reality, and for
which the most influential and important are media workers, i.e. journalism as a profession,
in other words, media as „a (communicative) place for exchange of knowledge of the society
for itself, because they are a „social agency” in which the process of social practice through
which society can only be constituted giving guidance for any form of movements, verti-
cally - through the historical development and horizontally - across its social differences, is
reflected” (Bauer 2007: 8-9).
In this context, the media are not just a camera, organization or group composition, but
before all, they are dispositive for creating conversational worlds, that cultural and commu-
nicative environment in which there are affixed contents, meaning and collective gestures
that perform change. Created through „the interaction of politics, society, economy and
technology, they are building a system through journalism and the public, which have deter-
minating effect on the factor of individual and collective, and private and public life” (Bauer
2007: 14). Thus, consequently, it is not only about the question of correlation between the
media and social movements, but also about the issue of the constitution of man, which
under the influence of the media is changing.
In this way, the media become the main engine in shaping and reshaping the world of life
according to the power that they have gained. Therefore, now, they need to be considered as
„a very important factor in directing and creating social processes, and not as a secondary
social phenomenon, even more, not as a regular partner in social events” (Донев 2011: 191).
Hence, the utilization of this force and power, the channeling, i.e. the correct direction of
this effect in terms of building and promoting European ethical values and building and
promoting an image by which the quality and benefits of European life will be emphasized,
has a great importance in many aspects.
Previously, it has been said that in this effort it is necessary to initiate the process of
educating the public about European ethical values, because it is widely known that the
same constitutes communicational, social, political and general valuable space, necessary
for people’s individual life orientation, as well as for the collective shape of the social and
political will. This is even more, because of the fact that the attitude of the public towards
the content and impact of the media is not valuable neutral, but on the contrary, the media,
to a great or less extent, affect the general value orientations of people.117 They influence the
construction of people’s views of the world, and the development and change of views on
various issues that the press releases!
In other words, the media are an important factor in creating new European ethical values,
For futher reading see J.Habermas theory on the concepts of communicative rationality and
117
the public sphere in The Structural Transformation of the Public Sphere from 1962 , The Theory of
Communicative Action from 1981, and Moral Consciousness and Communicative Action from 1983,
where he sets out the implications of his theory of communicative action for moral theory.
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and also in the process of education and socialization of the public according to these values.
For example, new research118 on the relationship between morality and the media, has turned
the attention to a whole range of issues: about moral funded behavior of adult recipients in
relation to the media, about educational control of consuming the media by children, about
educational and moral tasks of the media, i.e. on the television, about morality in media
products, about television as a „secret (co)educator”, about the ethical role of the media in
the dissemination of a particular type of culture and values etc. This is because the media are
a system of signs and symbols by which man constructs his world of reality and/or fiction.
While our culture is based on foundation of symbolic objectification, the media repre-
sent a boundary or bridges of communication in which they „include the individual in the
integration process, and also in communication in three different ways. The first refers to the
level of state integration in communication (public communication, including the individual
in communication which has a political and national character ...), the second is the level of
social communication (education, information through the media which contribute and enri-
ch the educational way of individuals...), and the third is aimed at the cultural level”(Baacke
2007: 67).
At each of these levels, the media carried a form of training and education of the recipi-
ent, in this case, with the dispersion of European ethical values and the level of quality of
life - which is of particular importance. Therefore, the attempts by the media to create, not
just to spread the need for proper adoption of European ethical values, as a way of raising
the quality of life of each individual, is justified! Anyway, in this, the main function which
media have today is reflected, because in the base of all of it, there is convergence between
fundamental ethical values and an institutional framework of the European Union, as an
effort for this construct of civic state (EU) to be established in all countries aspirants to be-
come a part of the European family, and as a process that leads to real adoption of universal
human values and establishing the rule of law and constitutional democracy.
CONCLUSION
Therefore, we, as Macedonia, need to promote this culture of diversity with opportunities
for common life, to promote these values and do research in this direction. It means that we
need to stop insisting on receiving into the „big family” without proper preparation, expre-
ssed through the research and promotion of the same: „The media as a necessity in support
for membership of the Republic of Macedonia into EU or/and NATO”, and questions like:”
Do you want Macedonia to join EU or/and NATO and what would be the benefit for us from
it? It is about an appropriate use of media policy and promotion of integration processes for
EU and NATO, rather than the exploitation of the psychology of fear, that the EU or NATO
will fall apart soon, and where we will be then.
For example, those on Arnolds from 1993. A more detailed look into: Zlatko Miliša & Nenad
118
Vertovšek & Mirela Tolić, Mediji i mladi - Prevencija ovisnosti o medijskoj manipulaciji, Sveučilišna
knjižara, Zagreb, 2009.
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Namely, the mechanism of exploiting fear is simple and well known. As an individual,
you may feel lost and confused by the speed and size of historical events. Suddenly someone
and something appears that gives you shelter, and what you only need to do is to change
your bad habits of living. In this context, „when people are found in front of a new situation
or system of various commitments, they need to adapt their behavior, becoming different.
They become better when their context is better: it is the simplest history of the process of
civilizations and that is the history of the European Union” (Monnet 1978: 456).
A great role and importance that the media today have is reflected exactly in this in
developing countries with fragile democracy.
REFERENCES
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Dejan Donev
SUMMARY
The beginning of the new century took us into an entirely new epoch which, unfor-
tunately, still drags up the unresolved situation of the previous century in which human
civilization, as well as a man, were faced with problems and conflicts which were and still
are numerous and deep.
One of the attempts to resolve these drawbacks can be seen in the historical and political
fact of the establishment of the European Union as a special type of political community,
which in its objective dimension, from the above, can be seen as a project, and, looked un-
derneath, means the process of building the original form of transnational political commu-
nity, while in its subjective dimension it is associated with the identification of an individual
and a group - Europeans - with the new political community. This indicates that in the base
of all, there is the convergence between fundamental ethical values and an institutional fra-
mework of the European Union, as efforts of this construct of civil state (EU) to establish in
all contenders who seek to join the European family, as a process that leads to real adoption
of universal human values and establishes the rule of law and constitutional democracy.
At the same time, this fact sets application for analyzing the issue of the (political) iden-
tity of the Union, its moral and ethical justification base, especially through media resources
and space. It is about justification of the applicability of the ethical value system that is
offered by the new European identity that is trying to impost through the media reality, the
media as the (communicative) place for exchange knowledge of society itself, as a „social
agency” which reflects the process of social practice through which society can only be
constituted by giving directions to any form of movement, vertically through the historical
development and horizontally, through its social differentiality.
Hence, this paper deals with an analysis of an ethical value and viability of this new
identity, moral values it carries with it and offered by the same role of media in creating and
transferring this image, because they are a major engine of shaping and reshaping the world,
life…, and the importance of journalism in the process of educating the public regarding
European ethical values.
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SAŽETAK
Zadatak ovog rada je bio da dekonstruiše isključivo TV priloge koji su sačinjavali dio
projekta „Reportaže o Evropskoj uniji“ na kojem su radili sva tri javna bh. servisa (BHT,
RTRS i FTV – radio i TV pokrivenost) od marta do polovine juna 2012. godine. Uzorak je
sadržao 51 prilog, i to po 17 priloga sa svake televizije. Broj priloga na svakom servisu bio je
drugačiji, ali je za potrebe ovog istraživanja odabran jednak broj priloga po svakoj televiziji
˗˗ prvih 17 emitovanih priloga.
Imajući u vidu cilj ovog projekta (informisanje građana i građanki BiH o evropskim
integracijama, Evropskoj uniji te trenutnom stanju u BiH) cilj rada je bio da se cjelokupnom
analizom što sveobuhvatnije sagledaju izdvojeni TV prilozi i odgovori na ključno pitanje:
Kako prilozi bh. javnih TV emitera unutar projekta „Reportaže o EU“ portretišu BiH i EU.
Kako bi se isto postiglo korištena je kompresovana kvantitativna analiza sadržaja i kritička
analiza sadržaja. U rezultatima su se izolovale ključne karike diskurzivne matrice čijim ana-
lizama se došlo do zaključka da se EU najčešće prezentuje pozitivno ili neutralno, dok je
BiH nejčešće predstavljena u negativnom kontekstu.
Ključne reči: analiza sadržaja; Bosna i Hercegovina; dnevnik; EU; novinarstvo; TV;
2012.
UVODNA RAZMATRANJA
Iako je početak evropskih integracija za sve bivše zemlje Jugoslavije počeo davno,
pređeni put Bosne i Hercegovine i blizina cilja ostalih zemalja u okruženju danas je na
različitoj udaljenosti. Nakon Slovenije i Hrvatske, ostale članice nekadašnje Jugoslavije još
uvijek nisu ostvarile krajnji cilj – punopravno članstvo u Evropskoj uniji. Ukoliko se želja
za članstvom uzme kao politički i državni cilj svake od preostalih zemalja, ubrzanje faza
pregovora ovisi prije svega od trenutnog stanja u zemljama, političke volje, ali u završnici
i želje naroda jedne države da nanovo postane dio jednog većeg savezništva. Kako bi se
„želja naroda“ podigla na viši nivo, tj. tas vage prevagnuo ka članstvu u Evropskoj uniji, po-
trebno je stalno informisanje stanovništva, kako kroz razne brošure, plakate, javne nastupe
i sastanake na lokalnom nivou (mjesne jedinice), tako i korištenjem tradicionalnih i novih
masovnih medija.
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Ipak, ni ove smjernice nisu dovoljne, već se u njih moraju uvrstiti i „tri nivoa proizvodn-
je teksta vijesti (struktura, produkcija i proces razumijevanja)“ (Sheyholislami 2001: 3) te
što potpunije razmumijevanje Van Dijkovih daljih opažanja, gdje isti autor navodi da su
„superstrukturne šeme vijesti strukturisane prema specifičnim narativnim mustrama koje se
sastoje od: sižea (naslov i uvodni paragraf), priče (situacije sastavljene od epizoda i pozadi-
ne) i posljedica (završnih komentara i zaključaka)“ (Sheyholislami 2001: 4). Znajući da se
naratologija „fokusira na narativu ili pripovijedanju unutar teksta sa naglaskom na značenja
koja mogu biti stvorena kroz svoju strukturu ili izborom riječi“ (Macnamara 2005: 15), cilj
rada je bio da se cjelokupnom analizom što sveobuhvatnije sagledaju izdvojeni TV prilozi i
odgovori na ključno pitanje: Kako prilozi bh. javnih TV emitera unutar projekta „Reportaže
o EU“ portretišu BiH i EU?
119 vzs.ba
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
EU) i indirektnog portretisanja BiH kroz prizmu Evropske unije (bh. zvaničnici i zvaničnice
te građani i građanke koji/e žive u BiH i nekim od članica EU) te nuđenja rješenja za ubrzani
napredak, prije svega održavaju projektiranu sliku BiH i EU u bh. medijskom okviru.
Za potrebe realizacije projekta „Reportaže o EU“, korištena su sva tri javna servisa
(BHT, RTRS i FTV – radio i TV pokrivenost), tiražno najjači dnevni listovi (Blic, Oslo-
bođenje, Dnevni list i Nezavisne novine) te nekoliko najposjećenijih internet portala u BiH
(depo.ba, frontal.ba i bljesak.info). Projekt se sastojao od napisa za internet i štampu, radio-
paketa i TV priloga. Zbog velike razlike u prirodi medija, za potrebe ovog rada analizirani su
isključivo televizijski prilozi emitovani na sva tri javna servisa od početka marta do polovine
juna 2012. godine. Uzorak je sadržao 51 prilog, i to po 17 priloga sa svake televizije. Broj
priloga na svakom servisu bio je drugačiji, ali je za potrebe ovog istraživanja odabran jednak
broj priloga po svakoj televiziji ˗˗ prvih 17 emitovanih priloga.
Drugi dio istraživanja oslanjao se na klasičnu analizu sadržaja time uključujući analizu
svih aspekata televizijskih priloga sa akcentom na tekst priloga (čitan u ofu), korelacije iz-
među teksta u ofu i slike, montažu i upotrebu izjava. Na ovaj način se pokušao identifikovati
vodeći narativ i prepoznati ključne reprezentacije EU i BiH.
Prije prelaska na rezultate istraživanja, važno je naglasiti nekoliko stavki koje direkt-
no utiču na razumijevanje cjelokupnog koncepta rada: a) iako je projekt određen kao skup
reportaža, prilikom analize je uočeno da definisanje istih kao pripadnica ovog žanra nije
zapravo u potpunosti moguće (strukturalno-žarnovski nedostaci, konstrukcija narativa); b)
u obzir nisu uzimane najava i položaj priloga u sklopu dnevnika jer proizvodnja priloga nije
uključivala i najave te u većini slučajeva teme priloga nisu bile aktuelne na nivou dnevnih
novosti; c) državljani i državljanke BiH koji su otišli da žive u EU su posmatrani kao građani
EU jer su uvijek prikazani kao uspješno integrisani članovi neke od država članica EU.
REZULTATI I OPAŽANJA
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su na dvije televizije (FTV i BHT) prednost imali prilozi u trajanju između 120 i 150 sekundi
(8 i 14 priloga), dok je RTRS imao znatno više priloga dužih od 150 sekundi (11 naspram
po jedan na ostale dvije). Ovaj podatak može da sugeriše na mogućnost boljeg iskorišta-
vanja narativa u vremenski obimnijim prilozima. Kada je riječ o rubrikama, na FTV-u su
najviše bile zastupljene teme iz ekonomije i infrastrukture sa po 4 priloga (Problemi u vezi s
izgradnjom Koridora VC; Digitalizacija u BiH; EU podrška za integrativni proces BiH; Tr-
govinski odnosi sa zemljama u regiji), dok su na RTRS-u (7) i BHT-u (5) prednjačili prilozi
o zakonima, zakonodavstvu i Ustavu (Slučaj Sejdić i Finci; Zakon o popisu stanovništva;
Zakoni protiv korupcije i njihova primjena). Kultura i zdravlje su teme koje su u potpunosti
bile ignorisane, dok su politika i međudržavna saradnja bile sljedeće na začelju, s jednim
prilogom, i to sa po jednim na BHT-u i RTRS-u. Naposlijetku, kad je riječ o geografskom op-
segu, primjetno je da postoji konsenzus na sva tri javna servisa, tako da je BiH bila primarna
sa 15 (FTV), 13 (RTRS) i 9 (BHT) priloga, dok niti jedan prilog nije bio namijenjen jednom
od entiteta ili distriktu Brčko.
EU se isto tako unutar istih priloga, metaforično posmatrajući, često prikazuje kao: a)
„vrli novi svijet“ ili čak „Šangri-la“ (naročito u prilozima o zakonima i obrazovanju); b)
autoritet (u prilozima koji se bave pitanjima Ustava, izmjena zakona, trgovinskih saradnji sa
zemljama regije i razvoja infrastrukture); c) „pametni bankomat“ u temama o korištenju IPA
fondova i uopšte sufinansiranju razvojnih projekata u BiH. Jedini izuzetak, u kojem je EU
portretisana sa sumnjom, jeste prilog koji se bavi finansijskom krizom u evrozoni, gdje se
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ista predstavlja kao ekonomski nestabilno i neizvjesno tlo. Međutim, ovdje se evrozona ipak
ne izjednačava sa EU, tako da je portretisanje EU samo indirektno.
Kada je riječ o naraciji, u većem broju priloga ona se odvija na sljedeći način: u početku
se uočava problem u BiH, potom se portretiše stanje i daje procjena EU, praćena sa po-
vremenim primjerom iz EU ili zemalja iz regije (ovdje su uključene i povremene lične
priče tj. priče „običnih ljudi“), da bi se prilog zaključio identifikovanjem EU kao rješenja
te podsjetnikom na stanje u BiH unutar resora kojim se prilog bavi. U sadržaju priloga
se potreba za evrointegracijama pojačava i: a) izjavama predstavnika/ica EU (najčešće
snimani/e u hodnicima, prolazima i na nepoznatim lokacijama) te izjavama bh. političara i
„običnih ljudi“ poput „moramo ići naprijed“ ili „nama mladima je to budućnost“; b) stalnim
podsjećanjem novinara na „potrebu za promjenama“, prilagođavanjem, kretanju ka EU te
opisom trenutnog stanja u BiH. Pored toga, posmatrajući zasebno ikoničke elemente priloga
(često prikazivanje zastave EU, zgrada u Briselu i zgrade vlade u Sarajevu te dokumenata
kako se listaju ili pregledaju na monitoru računara) te njihovu kombinaciju kroz montažu,
osigurava se veća propusnost teksta koji se čita u ofu. Ovim pristupom se uvodi doslovna
nadopuna teksta priloga snimcima uz njihovo često ponavljanje. Drugim riječima, prednosti
koje pruža televizija (nadopuna i izmjena značenja pomoću zvuka, simbola i pokretne slike
uz montažu) nisu iskorištene, što se prije svega mora tumačiti kao pozitivna praksa pri čijoj
se upotrebi gubi na mogućnostima sa kojima televizija raspolaže, ali u isto vrijeme i dobija
praktikujući odgovorniji pristup u izvještavanju unutar projekta koji naglasak stavlja na in-
formisanje i obrazovanje.
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ZAVRŠNA RAZMATRANJA
LITERATURA
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DODATAK 01 - TABELE
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Tabela 04 – Reprezentacija EU
Reprezentacija EU FTV RTRS BHT
pozitivna 7 3 3
negativna 0 2 1
neutralna 3 6 7
ne postoji 7 6 6
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
EU, BiH mora ispuniti obaveze u području rada i zapošljavanja koje je preuzela, a kao uzor
joj upravo može poslužiti njemački model (Tržište rada u BiH).
RTRS ‒ sporazum između BiH i EU neće moći stupiti na snagu dok se ne riješi slučaj
Sejdić i Finci; cilj BiH je dobijanje kandidatskog statusa (Stupanje na snagu SPP-a: Sejdić-
Finci); digitalni jaz između BiH i okolnih zemalja je sve dublji; potrebno da se izvrši da ne
bi došlo do društvene karantizacije (Sloboda medija: digitalizacija); privremeno finansiranje
ne dozvoljava realizovanje aktuelnih projekata koje podržava EU, a može doći i do zastoja
aktivnosti koje su potrebne za proces pristupanja (Fiskalna politika BiH); sve će to ovisi-
ti o statusu Bosne u samoj EU u evropskom viznom režimu, ali će određena odluka biti
na našem Ministarstvu vanjskih poslova; infrastruktura na prelazima je loša, što otežava
graničnu kontrolu (Bilateralni odnosi Hrvatske i BiH i ekonomski odnosi); BiH je jedina
zemlja u Evropi koja nema podatke o broju stanovnika; oprema namijenjena statističkim
zavodima finansirana iz fondova EU; Evropska komisija ukazuje da je popis potreban i zbog
kvalitetnog pregovaranja o budućem članstvu, pomoći i pristupa fondovima (Stupanje na
snagu SSP-a: popis stanovništva BiH i predstojeća implementacija); efikasno provođenje
sporazuma o stabilizaciji i priključivanju znači slobodno kretanje roba i tržišnu ekonomiju,
efikasne institucije bez korupcije, razvoj demokratije, poštovanje ljudskih prava i nezavis-
ne medije, preduslov je za podnošenje zahtjeva za članstvo dobijanje statusa kandidata i
početak pregovora (rečenica se završava naljepnicom I ja BIH u Evropu) (Koje su prednosti
SPP-a za BiH i njene građane?).
FTV ‒ bez obzira na odlazak nakon studiranja, Nizozemci su čvrsto odlučili ulagati u
studente, očito im je manje bitno svoje ili neke druge zemlje EU; dosegnuti do prestižnih
EU stipendija i sveučilišta, studentima BiH je još uvijek pravi podvig (Sistem edukacije);
hoćemo u EU, jednoglasni su bh. političari. U praksi to drugačije izgleda; ipak, pred nama
je puno posla; uskladiti dokumente sa evropskim; ...i u startu izrečena poruka – BiH mora
govoriti jednim glasom prema Evropi (Dan Evrope); za razliku od zemalja EU, u BiH je
mnoštvo birokratskih i drugih barijera; … iako smo još daleko od standarda razvijenog svi-
jeta (Potpisan memorandum o razumijevanju između EU i Vijeća ministara); BiH, zemlja sa
mnogo potencijala i isto toliko prepreka; izjava EU stručnjaka: „BiH mora uspostaviti jedin-
stven ekonomski prostor... ona mora definisati srednjoročne planove ekonomske politike.“
(EU podrška za BiH integrativni proces); popis će značiti strana ulaganja, zapošljavanje,
podršku EU; dvije decenije tapkamo u mjestu (Popis stanovništva u BiH i EU); BiH krši i
privremeni trgovinski sporazum; EU želi da vidi kredibilan napor (Stupanje na snagu SAA);
uz podršku Češke u narednom periodu plasman bh. proizvoda biće omogućen i na zahtjevno
tržište EU; samo za ovu godinu, EU je predvidila 100 miliona eura pomoći BiH; na nama je
da li ćemo riješiti unutrašnje nesuglasice ili će nam potreban novac ostati nedostupan (BiH
tržište za proizvode iz EU).
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Ognjen Radović
SUMMARY
The task of this paper was to deconstruct TV stories that were a part of project „Reports
on the European Union”, which was put together by all three public service in BiH (BHT,
FTV and RTRS - radio and TV coverage) from March until mid-June of 2012. The sample
contained 51 reportages, at 17 reportages from each television. Number of contributions on
each public service was different, but for the purposes of this research, an equal number of
reportages (first 17 reportages) for each braodcaster was selected.
Keeping in mind the goal of this project (informing citizens of BiH about European
integration, the European Union and the current situation in BiH) the task was to produce the
overall comprehensive analysis of selected TV reportages and to obtain an answer to the qu-
estion: In which manner did the reportages made by selected public TV broadcasters within
the project „Reports on EU” portrayed the EU and Bosnia and Herzegovina. In order to find
the answer, paper included compressed quantitative content analysis and critical discourse
analysis. The results contained isolated key links of used discursive matrix which helped in
concluding that the EU is often presented in positive or neutral way, while BiH was most
often presented in a negative context.
Key words: Bosnia and Hercegovina (BiH); content analysis; EU; journalism; news
program; TV; 2012
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SUMMARY
In this paper we have analyzed the ways in which Serbian daily newspapers use the
features of digitization in advertising on their websites. The main goal is to find out whether
these media exploit all the possibilities at their disposal, or not. Also, we will determine
which of the following elements are dominant in ads – the text, sound or image – and the
extent to which they are combined with each other. In order to get to our conclusions, we
will focus on main characteristics of online media – digitization, multimedia and hypertext,
i.e. their presence in advertising. Another thing that needs examination is interactivity of ads
themselves or, in other words, if they influence website visitors to act, or not. The analyzed
corpus includes ads on websites of five daily newspapers, four of which are national, and
one is provincial: Blic, Press, Kurir, Večernje novosti and Dnevnik. Also, a short summary of
online advertising history will be provided. According to this timeline, it will be determined
if domestic newspaper websites in question are up to date with current worldwide trends in
advertising and their ongoing development and multiplication.
Key words: digitization, advertising, online media, internet, newspaper websites, Ser-
bia, ads.
INTRODUCTION
When the Internet was developed, it was obvious that it would present great opportunities
for marketers. Companies realized that the Internet differs greatly from other media because
the Internet allows a two-way flow of information, while television or print media allow
only one-way communication (Burrow 2012:435), and because of that digital advertising it
is simply an extension of the traditional media broadcast model (Dickey, Lewis 2011:14). If
advertising is a form of communication paid for by individuals or companies, with the aim
of influencing people to think or act in a particular way or providing information (Green
2012:6), the Internet was supposed to provide business with an inexpensive way to reach
millions of prospective customers. The aim of most ads is to persuade us to buy goods or ser-
vices offered by the advertiser and the Internet offers unique features that may enhance the
persuasive effects of advertising by allowing information to be presented in a multimodal
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format that takes advantage of animation and instantly playing audio and video. A business
could place an advertisement in hundreds of places on the Web. Consumers would see it as
they browsed, and it would cost much less than a comparable newspaper or magazine ad.
With that promise, many companies switched some of their advertising budget from more
traditional media to the Internet because they can benefit from the multi-sensory interaction
of sight, sound and motion. (Burrow 2012:227; Appiah, Elias 2012:162).
The focus of this paper is going to be put on internet advertising, the expanding and all-
present phenomenon, and to be even more precise, advertising on the websites of five daily
newspapers from Serbia120.
Internet advertisers use a variety of advertising formats: web sites, banner ads, rich
media formats, blogs, podcasts, social networks, advertising via behavioral targeting and
the two largest forms of online advertising – e-mail and search engine advertising (Shimp
2008:396). Accordingly, search engine advertising is a very frequent format on web pages
we have researched, but realizing that our goal was to note and grade every single ad on
these websites, we became aware that Google AdSense and eTarget have enormous databa-
ses containing thousands of ads, all of which are far from what we consider a “truly digital”
advertisement. Taking into account that not only would it be nearly impossible to count all
of them, because one can never be sure that the number is final, but even if that was the case,
it would seriously disrupt our specimen, making the results misleading. That is the reason
why we have decided not to research it. Except that category, only two formats by T. Shimp
correspond with our corpus, which are news portals, and we will not get into specifics of all
other online ads.
BANNER
Let us go back to 20th century and see what internet advertising looked like in its be-
ginning. One of the first forms of advertisements that emerged online was the banner. In the
beginning, banners appeared pretty simple, as did the entire web, and they were complemen-
tary to pictures in a newspaper (Nelson, Katz 2012:317) – a still photograph of low graphical
quality, with a short copy addressing the visitor. They were nothing more than static graphic
images (Kozlen 2006:2). It did not take long before web developers figured out that this new
virtual platform could be exploited on a much more creative and effective level and the GIF
banner was born. For years it has been an irreplaceable medium for delivering the actual ad
message to consumers. To put it plainly, in the late nineties, the GIF banner was the king.
And it ultimately changed the course of advertising forever (Powell 2012:14)
The analyzed corpus includes ads on websites of five daily newspapers, four of which are national,
120
and one is provincial: Blic, Press, Kurir, Večernje novosti and Dnevnik. The research was done during
the last week of August 2012, and we found a total of 91 advertisements, most of which were located
on Blic’s website.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
What this new technology did was make still pictures move and change (Gay, Char-
lesworth, Esen 2007: 400) and by doing that, draw the visitor’s attention to the banner
making the ad more successful. But even this new form of banner had its limitations, and
when we say limitations we literally mean that. GIF banner had a maximum size of 12 KB
and 256 colors. This might not mean much to you if you are not a programmer, but what it
actually means is that you could fit only a couple of words with a simple background and
very limited movement (Powell 2012:14).
In the late 1990’s, even more advanced technology was invented by a firm called Ma-
cromedia - the flash animation. Several years later, in 2005, it was acquired by a software
company Adobe. Even to this date, Flash animated banners are among the most common
type of ads, simply because they get the job done, but apparently that is not enough anymore.
With a growing number of internet users who access the web via mobile devices such
as cell phones and tablets, flash animations are slowly but certainly becoming history and
the reason is rather simple – flash developers did not put enough effort into creating suitable
software for mobile users. One of the first indicators of this was the Apple’s device iPhone
which did not, still does not and will not support flash. Instead they turned to HTML5, the
simplest tool with the lowest cost that meets all their needs. Ads, whether animation or vi-
deo, can be played by HTML5 using the tags canvas and video, which, in theory, means that
ads could be created for the web without plug-ins (like Flash), which is the simplest way.
HTML5 ads are not just animated banners (GIF) or static, but totally interactive pages
including advanced functions such as games, quizzes, simulations etc. The trans-platform
capability enables HTML5 ads to be compatible with a PC, mobile, tablet as long as the
browser supports HTML5. It saves on the cost of development.
Under this category Terrence Shimp put several formats of internet ads, all of which
are more complex than banners – pop-ups, interstitials, superstitials and video ads (Shimp
2008:396). They allow interaction and special effects by using advanced technology in inter-
net ads (Belch, Belch 2003:487) and in that way the novelty element of rich media has been
widely used to attract the attention of advertising overloaded consumers because for some
advertisers the static or animated banner cannot create the results they wish from an adver-
tising campaign (Gay, Charlesworth, Esen 2007: 401). Internet advertisers, like advertisers
in all other media, have to fight through the clutter to find ways to attract the online user’s
attraction. Bigger ads, ads popping up, ads that offer sound, animation and movement are
just some of the ways that have been devised to attract and hold the Internet user’s attention
(Shimp 2005:454).
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
POP-UPS
Pop-up is a type of window that appears over the loading page making it visible imme-
diately and by doing that it is interrupting the visitor. The Internet Advertising Bureau has
established standards for the size, appearance, and use of Internet advertising methods. They
recommend that users should be exposed to only one pop-up for each visit to a web site.
Many users have found this to be intrusive121 and web developers have incorporated a “pop-
up blocking” technology into their web browsers. Nevertheless, pop-up blockers are not
entirely reliable, so that every once in a while a pop-up ad will come your way. Also, this
software against pop-ups has a tendency of treating important page content as an advertise-
ment, thus, blocking it and making the user unable to see it.
A variation on the pop-up window is the pop-under advertisement, which opens a new
browser window hidden under the active window. Pop-unders do not interrupt the user
immediately and are not seen until the active window is closed, which makes it more diffi-
cult to determine which web site opened them.
INTERSTITIALS
Interstitials are ads that appear on your screen while you are waiting for a site’s content
to download. Some advertisers believe that interstitials are irritating and more of a nuisance
than a benefit (Belch, Belch 2003:498). So, we can conclude that both pop-up ads and in-
terstitials are obtrusive, but in different ways, and the difference between these two formats
is that the latter ones do not interrupt the user’s interactive experience because they tend
to run while the user waits for a page to download. Users, however, have less control over
interstitials because there is no exit or close option to stop an interstitial which is common
among pop-ups. In other words, with interstitials, users have to wait until the entire ad has
run, and its duration can vary depending on wishes and needs of the advertiser, but it usually
does not last more than 15 seconds.
Interstitials, beside pop-ups, and pop-unders, are the most controversial format of In-
ternet advertising. Interstitials are perceived to be intrusive because they put audiences in
a forced-exposure mode. In traditional media, television commercials are an example of
forced exposure because they normally interrupt an audience’s viewing process within or
between television programs. On the other hand, newspapers ads are considered voluntary
exposure because readers may or may not look at them whenever reading a newspaper. The
Internet has the capacity to display ads in both voluntary and forced-exposure modes (Li,
Leckemby 2007: 213-214).
more than 2,000 UK web users confirmed that the majority (70%) found the pop-up ads intrusive (Gay,
Charlesworth, Esen 2007:400). A survey conducted by PlanetFeedback.com indicated that about 60%
of all internet users are more annoyed by pop-ups than spam e-mail (Neff 2003).
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SUPERSTITIALS
VIDEO ADS
Video ads are the most advanced in technological sense and one of the most efficient
online advertising formats. It is similar to a television commercial and some companies use
the exact same videos on TV and Internet, only the ones online have slightly lower picture
and sound quality. The Internet Advertising Bureau recommends that advertising videos
should be limited to 30 seconds, and users should be able to control both video and audio
(Burrow 2012:228). A video ad has a huge potential for developing in the future because it
can engage viewers.
Perhaps one of the most basic ways to think about how individuals process advertise-
ments in an interactive environment is to distinguish between aspects of the Internet that
are consumer-controlled and those that are advertiser-controlled. Traditionally speaking,
advertisers have controlled which ads consumers see, when and how. Of course, consumers
always have the option of not paying attention to, becoming involved with or ignoring the
ad. In the case of the Internet, however, the control has switched (for the most part) from
the advertiser to the consumer (Rodgers, Thorson 2000). We have decided to use this
last sentence as hypothesis for the first part of our research, i.e. we wanted to determine
whether the advertisements on the websites of Serbian newspapers are interactive and to
what extent. We measured interactivity on several levels and came to a conclusion that very
few ads allow users to adjust the content to their personal preferences. Now before we get
into details, let us just point out one of the differences between online ads and the ones in
newspapers.
The internet versions take up a lot less space even though the picture and font are appro-
ximately the same size as the ones on paper. The way they do that is by running in slides,
where, for example, the first slide contains a logo of the company, the second one informs
us about the current discount, the third offers a photograph of a happy consumer using the
product, while the last one is inviting to click and buy online or visit the store. The number
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
of these slides is not constant or limited and it depends on the requirements of the advertiser.
Besides the fact that they occupy small space on the screen, which is crucial for the pricing
expenses, ads running in slides are excellent attention getters comparing to still banners.
Now that being said, we can return our focus to advertisement interactivity in digital sense,
that is if a user can change or influence in any way the appearance of ads. We mentioned
how certain banners are programmed to run in cycles, one slide after another, and our results
confirm that majority of them actually do. By doing that they are justifying the role of atten-
tion getters, but the question remains – is that enough? Let us take, for example, a banner
that contains seven slides, each of which is displayed for five seconds. If a visitor is to miss
important information, he/she would have to wait until the entire cycle is over in order to
see it again. Right now you are probably thinking: – 35 seconds, it is not that long – and
you would probably be right, but just imagine how easier it would be if all you had to do, in
order to see the previous slide, is to click on an arrow within the banner. That is exactly the
kind of ad control we had in mind when we talked about interactive environment. Less than
eight percent of all ads we came across allowed this simple, yet time saving operation, which
shows how these advertisements are not user friendly.
This inability of user participation is even more obvious in the example of ad repetition
where 60% of all advertisements were repeating themselves, but less than four percent of
those repetitions could be controlled by the user. Basically, what that means is that if you
missed the ad for some reason, there is a little chance you are going to see it again without
reloading the entire page. Also, if you find the ad annoying and want to stop it, you are
highly unlikely to have that option, which is contradictory to the idea of Internet being
customizable and interactive.
As we have previously mentioned, one of the aspects of this research is sound, or lack
thereof. As an important component of multimedia, sound is surprisingly left out of vast
majority of advertisements we came across. Almost 95% of them had no sound whatsoever,
where the remaining five had a mixture of music and human voice. Even though this might
look as a small percentage at first, if we think about it, it does not come as a surprise. Imagine
the situation where all banners and rich media ads on a webpage had integrated sound in
them. Seems pretty chaotic and suddenly pop-ups do not seem that intrusive, do they? Be
that as it may, it is our belief that consumers should be allowed to listen to the ad message if
they choose to. A simple button saying “Sound On/Off” gets the job done. However, we are
aware that there is always a question of cost, because the more complex the advertisement is,
the more expensive it gets. But that is not the only reason why many advertisers decide not
to integrate sound into their ads. The real issue is file size. We have already mentioned how
animated GIF banners had a size limitation of 12 KB. Nowadays there is no size limitation,
but the rule remains the same – the smaller the ad, the better. Every web page has content and
the more complex it gets, its size increases accordingly and it takes more time for a browser
to download the page. Internet pages we have analyzed are not constructed as a single file,
but rather as a number of elements such as news texts, photographs, banners etc, each of
which has a certain size and position. What this means is that advertisers could not afford to
build expensive and large (in size, not dimensions) ads which take more time to load than a
plain text, because readers might scroll down the page and miss them. Considering the costs
of making and placing ads on websites, this is too big a risk for advertisers, and that might
be one of the reasons for simplifying them..
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Before we go to the next point, let us shortly return to banners. In the beginnings of onli-
ne advertising, one of the main functions of banners was to achieve high click-through rates
(CTR). What this means it that an Internet user, upon clicking a banner ad, is directed to the
advertiser’s web site. Online users pay attention and solicit information from only a small
percentage of all the Internet banner ads to which they are exposed. Exposure is necessary
for, but not equivalent to attention, and what is important is to distinguish the difference
between the two. Exposure merely indicates that the consumer has had a chance to see an
advertisement. Although the mere exposure to a banner ad can have some value in enhancing
brand awareness, low CTRs reduce the effectiveness of banner ads (Shimp 2008:398).
During the last decade, web developers came up with new software which enables users
to receive additional information about a product without clicking the ads. The way they do
that is by hovering a mouse cursor over an ad, thus changing its appearance according to the
advertiser’s needs.
Little over 90 percent of ads we analyzed did not have this option (chart 1.1), and the ones
that did, only changed visual content within the same dimensions. There was however one
advertisement which also grew in size, covering an additional part of browsing screen. This
technology is pretty convenient and effective, because if users move their mouse cursor over
it even by accident, it will automatically enlarge and draw their attention to it. That being
the case, it is unclear why there were not more advertisements such as this one. The price
of making these ads is higher, but it is our belief that it is worth the money if it makes your
product and company stand out in the crowd.
The next part of this research is concerning hypertext as another aspect of digitization. At
this stage we wanted to research and determine whether the advertisements on the websites
of Serbian newspapers are linked to any other internet pages and to what extent (chart 1.2).
Exactly 85% of all ads were linked to another website, while 12% were redirecting users
to the same page where the ad was placed or another page within the same website. That
was mainly the case with those publishers who have separate print issues, other than just
daily newspapers (TV guide, Hunter magazine, Ad pages, etc). The remaining 3% were
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not linked, but the main reason for that is the fact that they had nothing to be linked to.
These banners were advertising telephone hotlines, which do not have websites of their own,
therefore no links were necessary. Hypertext as an aspect of digitization which seems to be
the most common one when our relevant websites are concerned, which does not come as a
surprise because advertisers want to bring consumers to their own website, and the way they
do that is by linking them with ads placed on other, more visited websites.
In the final part of our paper we will reveal which ad formats appeared most frequently.
Out of total of 91 ads, as many as 82 were banners, whereas superstitials, video and skin ads
added up to a total of 9. Both superstitial ads, as their definition says, popped up in a separate
window and allowed users an option to close it, thus making them less invasive. Another
important fact is that each one of these superstitials appeared only once a day, and if you
wanted to see it again, you would either have to load the page using a different browser or
a different IP address. The sole purpose of this “restriction” was to make it as less intrusive
as possible, because no one wants advertisements popping up on every page they visit (Gay,
Charlesworth, Esen 2007:401).
You might have noticed a new term, a skin ad, which emerged when hardware develo-
pers started making widescreen monitors with 16:9 aspect ratio, rather than 4:3 which is
an older model. While monitors became 33% wider, many website owners decided not to
change their appearance thus leaving empty space on the left and right. Suddenly, there was
an idea how that space could be used for advertising, and it turned out to be quite successful.
The video site Heavy.com says skins are one of the most effective forms of online ads, with
CTRs averaging 1.68%, compared with the fraction of a percentage seen on most banner ads
(Amigot 2012). We came across four different skin ads three of which were located on Blic’s
website, while one appeared on pressonline.com. What is rather interesting about this format
is that no matter how “long” the page is vertically, when you scroll your mouse up or down,
a skin ad will remain where it is, while the page content in the center of your screen moves
according to your instructions. This technology which makes skin ads practically unavoida-
ble, unlike regular banners which are locked to a particular part of a page, is the main reason
why they tend to get higher CTRs. This format is also referred to as a wallpaper ad.
CONCLUSION
One of the things we found surprising is the lack of interstitials, but some of the reasons
for that might be because advertisers did not want to annoy their consumers, or maybe the
owners of websites would not allow that kind of “cyber harassment” of their visitors. In
theory, interstitials are made to fill in the gap between loading two web pages, but in reality,
things are not that simple, especially nowadays. We are all witnessing how internet and web
technologies are developing at an astonishing pace and it is the same with the download
speed of our internet connection. Days when we had to spend tens of seconds waiting for
a page to load are long gone, and today they become visible to us in a blink of an eye. We
believe that full length interstitials, lasting 15 to 30 seconds are a part of history, and the only
way this format is ever going to last is to become significantly shorter.
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The lack of pop ups does not come as such a surprise considering how majority of in-
ternet users find them annoying, and is no wonder why advertisers do not want to them to
be annoyed by their brand. However, what is quite peculiar is the lack of pop-unders which
are way less intrusive, but do the job, because when people are done surfing and close their
browser windows, there is always another one left open which drags all the attention.
Considering how there was only 5 percent of rich media ads we can say with certainty
that web sites of Serbian newspapers are not exploiting all the possibilities of digitization at
their disposal. Not that we are saying how there should be more ads interrupting your every
move online, but since there is a technical possibility for users to control every aspect of
online advertisements, it is our opinion that the ones promoting their products and brands
should allow their customers to have choices over advertising content they are exposed to.
This claim becomes even more obvious when we take into account the fact that all rich
media advertisements were located on the Blic’s website, while others only had banners or
skin ads.
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Belief
Digitalne
Narrative
medijske
Genres
tehnologije
/ Жанрови
i društveno-obrazovne
предања / Жанрыpromene
преданий
2
Vuk Kešelj
Milica Tešić
SAŽETAK
U ovom radu smo analizirali na koji način internet sajtovi dnevnih novina u Srbiji koriste
mogućnosti digitalizacije u reklamiranju. Cilj ovog rada jeste provera da li internet sajtovi
koriste sve mogućnosti digitalizacije koje im stoje na raspolaganju. Takođe utvrdićemo koji
elementi tih poruka su dominantni – tekst, zvuk ili slika, i u kojoj meri se oni međusobno
kombinuju. Ono što če biti u glavnom fokusu ovog rada jesu karakteristike onlajn medi-
ja – digitalnost, multimedijalnost, hipertekstualnost, tj. zastupljenost ovih elemenata u
reklamiranju. Osvrnućemo se i na interaktivnost samih reklama, odnosno da li one pozi-
vaju posetioce na akciju ili samo nude informacije o predmetu reklamiranja. Kao korpus
istraživanja koristili smo elektronska izdanja sledećih pet dnevnih listova: Blic, Kurir,
Večernje novosti, Press i Dnevnik. Takođe, predstavićemo kako je izgledalo oglašavanje na
internetu u prošlosti, i kako izgleda danas i na osnovu toga ćemo utvrditi da li su reklame na
analiziranim domaćim sajtovima savremene i u kojoj meri prate svetske trendove i njihov
svakodnevni umnožavanje.
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Digitalne medijske tehnologije i društveno-obrazovne promene 2
Štampa i prelom:
Štamparija FELJTON, Novi Sad
Stražilovska 17, Tel: 021/6622-867, 424-527
Tiraž:
500
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