Digital Text Research Articles

Factors Influencing Digital Text Creation Skills in Dance-Related Higher Education

This study investigates the factors influencing digital text creation skills among dance students in higher education. The COVID-19 pandemic highlighted the importance of digitalization in dance education, a field traditionally less impacted by technology. Despite the increased use of digital tools and AI, improvements in writing and text creation skills are not automatic. This research aims to identify the underlying causes of low-quality written work among dance students, hypothesizing that factors such as vocational art education background, the demands of elite dance training, the fast-paced nature of digital culture, and the uncritical use of technology contribute to poor writing performance. An online questionnaire was administered to 170 graduate students, revealing challenges in time management, understanding thesis requirements, and the need for basic word processing and reference management skills. The findings suggest that integrating writing skill development into theoretical courses and providing targeted support can enhance students' academic writing abilities. The study underscores the need for a comprehensive educational development plan to address these issues.

Working memory capacity as a predictor of text idea recall in multitasking L2 digital reading

BackgroundDigital reading in a second language is a cognitively demanding task constrained, among other factors, by individuals’ working memory resources. Additionally, listening to music whilst reading might overload working memory. However, previous studies found mixed results regarding the effects of music in reading comprehension.ObjectiveThis study investigates the effects of working memory capacity on English as a second language digital reading comprehension in a multitasking setting. More specifically, it examines how working memory capacity influences the ability to recall text ideas (main ideas, secondary ideas, and details) after reading a digital text in a second language and simultaneously listening to music.MethodThe between-subject design study was conducted with sixty-five participants aged 19–62 years (M = 28.87; SD = 8.20) divided into two groups of Brazilian Portuguese-English proficient bilinguals, one reading while listening to lyrical music and the other reading while listening to non-lyrical music. Participants’ working memory capacity was assessed using a Self-Applicable version of the Reading Span Test, and their reading comprehension of a second language digital text was assessed with a free-written recall. Participants also rated their proficiency in their L2.ResultsFindings suggest that individuals with higher working memory capacity are better at recalling secondary ideas and details, while no effect was observed in the recall of main ideas. Additionally, no difference between groups (lyrical vs non-lyrical) was observed. An exploratory complementary analysis indicates that readers who recall secondary ideas tend to better recall main ideas, so higher working memory capacity seems to enable the recall of secondary ideas in addition to main ideas.ConclusionThis study contributes to understanding cognitive resource allocation in second language digital reading and the potential effects of multitasking on reading comprehension.

The research‐to‐practice gap in teaching reading with digital texts: Results from a survey of US elementary teachers

BackgroundThe COVID‐19 pandemic accelerated the adoption of digital texts for reading instruction, and research identities both potential advantages and drawbacks for using digital texts for reading instruction.MethodsThis paper presents the results of a quantitative survey of a representative sample of US elementary‐grade teachers (n = 468) describing how they used digital texts for reading instruction during the 2020–2021 school year. Survey development included a literature review, pilot testing (n = 38), cognitive interviews (n = 8) and expert review.ResultsResults indicated that 99.6% of respondents used digital texts for reading instruction, most frequently levelled texts (90.9% using them at least once a week), decodable texts (85.2%), informational texts (84.7%) and passages for fluency practice (82.5%). Read‐aloud mode was the most frequently used text feature regardless of the text type or literacy goals. Teachers used digital texts mainly as substitutes for print texts, and few received training (28.8%) or resources (17.1%) to support using digital texts.ConclusionsThe findings indicate a misalignment between the research evidence on the affordances of digital texts for reading instruction and how these tools are used in classrooms. They highlight the need for future research and professional development to support teachers' Technological Pedagogical and Content Knowledge (TPACK) and classroom use of digital texts.

Predicting Anabolic Androgenic Steroid Doping among Specialized Health Care Patients with Elastic Net Regression Reveals Potential Laboratory Variables for “Patient Biological Passport”

BackgroundRecent years have brought significant development in athlete doping use detection with the implementation of the Athlete Biological Passport (ABP). The aim of this study was to explore if similar methods could also be used to detect non-medical use of anabolic androgenic steroids (AAS) among clinical patients. For this purpose, six elastic net regression models were trained in a sample of Finnish specialized health care male patients (N = 2918; no doping = 1911, AAS doping = 1007), using different approaches to longitudinal laboratory measurements as predictive variables. The laboratory data was retrieved from the Hospital District of Helsinki and Uusimaa (HUS) data lake, and doping use status was defined by patient disclosure, recorded in digital medical record free texts. Length of observation time (e.g., time between the first and last laboratory measurement) was used as weight. Model performance was tested with holdout cross-validation.ResultsAll the tested models showed promising discriminative ability. The best fit was achieved by using the existence of out-of-reference range measurements of 31 laboratory parameters as predictors of AAS doping, with test data area under the receiver operating characteristic curve (AUC) of 0.757 (95% CI 0.725–0.789).ConclusionsThe findings of this preliminary study suggest that AAS doping could be detected in clinical context using real-life longitudinal laboratory data. Further model development is encouraged, with added dimensions regarding the use of different AAS substances, length of doping use, and other background data that may further increase the diagnostic accuracy of these models.

THE ROLE OF DIGITAL AUTHENTIC TEXTS IN COMMUNICATIVE LANGUAGE TEACHING (CLT)

This article investigates the impact of digital authentic texts on Communicative Language Teaching (CLT) through a survey of language educators. With the increasing integration of technology in education, the role of authentic digital materials in language instruction has gained prominence. The study reveals that teachers recognize the advantages of incorporating digital authentic texts into CLT, citing heightened student engagement and motivation. These texts offer a conduit for exposing learners to diverse linguistic nuances and cultural contexts, aligning with the communicative competence emphasised in CLT. However, challenges emerged, including difficulties in finding suitable materials, concerns about authenticity, and obstacles related to technology access and proficiency. These findings underline the necessity for ongoing professional development to equip educators with the skills to effectively select and integrate digital authentic texts. Moreover, the study highlights the broader trend of technology integration in language education, emphasising the need for educators to stay abreast of advancements. Overall, the positive impact of digital authentic texts on CLT is evident, providing opportunities for real-world language exposure. Nevertheless, addressing the identified challenges is imperative to fully harness the potential of these materials. As language education evolves in the digital age, continued exploration, collaboration, and professional development will be essential for maximising the benefits of integrating technology and authentic materials into CLT practices. The discussion emphasises the need for a curated database of digital authentic texts and underscores the role of digital authentic texts in enhancing communicative competence in language education.

AI-textuality: Expanding intertextuality to theorize human-AI interaction with generative artificial intelligence

Abstract This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper presents a model to theorize the intertextual nature of AI-generated texts in educational settings. The model frames human-AI interaction as an interplay between humans’ experiences in a material space and GenAI’s computational processing in a digital space. Drawing on data from a high school classroom, the model illustrates how students engaged with GenAI to discuss key ideas in the lesson. It highlights how students’ engagement with AI-generated texts was shaped by their textualization of experiences, the intertextual probability of GenAI’s responses, and the joint construction of knowledge between students and GenAI. Through the illustration, the paper argues that AI-textuality has the potential to revise and expand traditional understandings of intertextuality to incorporate our interactions with GenAI in the digital age.

Synergizing the scaffolds from teacher and digital text tool for progressive inquiry

ABSTRACT This study examined how teachers worked with a digital text tool (VidyaMap) to support students’ progressive inquiry and learning. Participants in this study included three experienced biology teachers (Alex, Bella, Chloe) and their eighth-grade students. We examined two sessions related to teachers’ support of students’ small group inquiry with VidyaMap. Our analytic focus of teacher support is on teacher-student interaction while teachers visit small groups. We found that Alex supported the most progressive inquiry among students, followed by Bella and Chloe. Finer grained analysis of discourse showed that Alex achieved this by complementing the epistemic role of the digital text tool, specifically, his follow-up questions had worked synergistically with the new information provided by VidyaMap to support students’ progressive inquiry. This synergy seemed to have supported better epistemic practices among students than simply reinforcing the affordances of VidyaMap as shown in Bella and Chloe’s classroom. Alex’s students also demonstrated greater learning gains. These findings highlight the importance of teachers complementing the epistemic role of digital scaffolds for promoting students’ epistemic practices and learning.

The missing story of GenAI summarisers: a critical research agenda

ABSTRACT Generative AI (GenAI) summarisers, tools that provide concise summaries of digital texts, are increasingly marketed to higher education students as time-saving aids for engaging with complex academic materials. As their prevalence grows, so does their potential impact on students’ reading practices and learning outcomes. Through an exploratory literature review, we demonstrate a significant gap in scholarly discussion and empirical research examining the extent and effects of AI summariser use among students. We explore the marketed promises of AI summarisers, hypothesise about their likely use cases, and consider concerns surrounding their impact on students’ engagement with academic texts. Our analysis is grounded in contemporary higher education literature on digital reading practices, scaffolded learning, and the development of critical thinking skills. This paper informs policy and practice by proposing a critical research agenda that addresses key questions about the prevalence, impact, and implications of GenAI summarisers in higher education. By stimulating scholarly discussion on this emerging technology, we aim to provide a foundation for evidence-based recommendations on the responsible integration of AI summarisers in academic settings, relevant to an international audience of educators, researchers, and policymakers in higher education.

Extensive reading of digital science resources and the potential for incidental learning of vocabulary useful to language learners in secondary school

Abstract Extensive reading (ER) appears to be a promising pedagogy for general literacy. Building on prior research, this corpus study examined extensive reading (ER) of digital science resources (DSR) and the potential for incidental learning of general and specialized vocabulary enclosed in general, academic, and specialized lists developed for second language (L2) learners considering specific time intervals (one day, 30 days, 90 days, 180, etc.) and reading speed (150 and 200 wpm). The results reveal that after a year of reading DSR at a rate of 6,000 words per day, learners encounter, on average, almost 91%, 85%, and 82% of the word families in the examined lists, occurring at least 12, 20, and 25 times and after 342 days of reading 8,000 words per day, learners encounter, on average, about 93%, 89%, and 85% of the target words occurring at least 12, 20, and 25 times. Noteworthy is that extensive reading for even 30 days for at least 40 minutes a day at a speed of 150–200 wpm has the potential to produce substantial vocabulary gains of general and specialized vocabulary items in the examined lists, on average, between 28.40% (25 repetitions at 150 wpm) to 48.11% (12 repetitions at 200 wpm). Looking at word families in the Academic Word List (AWL), the results suggest that extensive reading of digital science texts for 180 days at 150 wpm (reading 6000 words per day for 40 minutes) provides similar or greater opportunities for incidental vocabulary learning to occur compared with fiction for young adults and online news.

Language Expressive Means and Axiological Strategies in Media Texts on the issues of Donald Trump's Trade Wars between the US and China

The modern comparative paradigm includes a multidimensional and comprehensive study of significant phenomena of structural, functional and linguo-pragmatic order of the world's languages. The phenomenon of military-political discourse and US-China trade wars in two languages is being analyzed in the article. The research subject is language expressive means in media texts on the issues of Donald Trump's US-China trade war in 2025 with a functional approach (in media and military-political discourse). The US-China trade war continues to be the focus of global news, with Chinese and American media scrutinizing its implications for the global economy. With the recent increase in tariffs from the US to the rest of the world, the situation is becoming increasingly tense. Donald Trump, the leader of the American nation, as a publicly speaking politician in the current geopolitical environment, must endeavor to effectively use the expressive possibilities of language in order to convince the audience of the correctness of his course, ideas and create a positive image of his personality. The study of Donald Trump's language functioning and discursive practices in political rhetoric is the most urgent direction of modern fundamental and applied linguistics. The aim of the article is to study the linguistic means of expression in Donald Trump's speeches during the US-China trade war of 2025, as well as the phenomenology of linguo-axiology of US-China political-military discourse. The main content is concentrated around analyzing the concepts of ‘linguistic means of expression’, ‘linguo-axiology’, ‘Donald Trump's political rhetoric’, and ‘trade wars’ precisely from a linguistic point of view. The digital media text acts as a unit of analysis in the study of contemporary Chinese-language and English-language (digital) media. This study examines such authoritative sources as 《环球网》,《搜狐》,The South China Morning Post, The New York Times, Fox News, The Washington Post, CNN, USA Today, The Guardian, The Wall Street Journal Guardian, and others. The choice of these digital media resources is conditioned by the fact that they cover a wide range of news agenda of international and domestic political character, which affect both geopolitical and social and economic agendas. It seems that such thematic diversity of material will allow us to comprehensively study the issues of China-US trade wars and linguistic means of expression in Donald Trump's political rhetoric.

Multimodal Digital Storytelling as Literacy Learning and Moral Cultivation Practices for University EFL Students

This study examines how first-year English majors in a Chinese university engage with a theme-based multimodal digital storytelling (DST) project with the assistance of computers or helpful digital devices, their perceptions of the process, and its impact on their literacy skills and moral development. The study also explores how individual and collaborative traits emerge in students’ digital literacy practices and whether these contribute to their moral construction or reconstruction. This study explores the potential of digital storytelling to support moral development and improve literacy skills among English as a Foreign Language (EFL) students. By applying the concept of transmediation, the study examines how students transfer meanings across different semiotic modes—images, video, audio, and text—through creative and critical engagement. The study found that students positively participated in creating digital stories by promoting critical thinking and decision-making abilities. These English majors’ print-based literacy skills, including reading, speaking, writing, translation, and digital literacy proficiency, such as composing multimodal digital texts, all improved. Students’ social responsibility and commitment to building a harmonious shared future have also been inspired. Future research could investigate EFL learners’ decision-making, identity construction or reconstruction, as well as peer assessment processes and outcomes, during their digital story creation or modification processes.

The Lingopragmatic Role of Punctuation Marks in Digital Advertising: A Comparative Case Study in Belarus, Egypt, and the UK

Our task is to investigate the linguistic use of punctuation marks in digital advertising texts throughout three different cultures: Belarus, Egypt, and the UK. Our objectives are not only to understand the linguistic role of punctuation marks and their impact on message clarity but also to identify cultural differences in punctuation usage and to determine the practical implications for advertisers and marketers.

Strengthening Multimodal Literacy through Digital Literary Text Learning: Enhancing Students’ Achievement in the Age of Disruption

The rapid advancement of digital technology necessitates a transformative approach to literary education that extends beyond verbal literacy to embrace multimodal competencies (visual, auditory, interactive). This study aims to analyze the potential of digital literary texts as a medium for enhancing multimodal literacy amidst the challenges of the disruptive era, while identifying the enabling and constraining factors in its implementation within Indonesian educational contexts. Employing a descriptive qualitative approach, data were collected through case studies of literature instruction in three urban-based senior high schools, participatory observation of digital platforms (interactive e-books, literary webtoons, and short-story podcasts), and in-depth interviews with teachers and students. The analysis utilized Kress & van Leeuwen’s multimodal literacy theory and Paul Gilster’s digital pedagogy framework. Findings reveal that integrating multimodal elements—such as animated illustrations in poetry, hyperlinks in interactive narratives, and dramatic audio effects—significantly enhances students’ critical deconstruction of textual meanings and fosters learning motivation. However, disparities in digital infrastructure access and teachers’ limited technological proficiency emerge as primary barriers. The study recommends training programs for teachers in designing digital literature lessons using accessible tools (e.g., Canva, Book Creator) and fostering school-community partnerships with digital literacy initiatives. This research contributes to developing disruption-responsive literacy strategies and enriches Indonesian literary heritage through digital adaptation.

Ecclesiastical Communication with Families During the COVID-19 Pandemic: A Comparative Study of Two German and Two Swedish Websites

Abstract This article examines the impact of the COVID-19 pandemic (2020–2022) on Religious Education in Germany and Sweden, focusing on online instructional materials offered by four Protestant denominations. Using Hellspong’s comparative analysis framework, it assesses the language, content, and social tone of these materials. The study compares the denominations’ responses to the pandemic and finds that they all acknowledge its challenges and offer coping strategies for Religious Education. They primarily adhere to ‘denominational exclusivity’ and rarely include links to other denominations. Additionally, the study explores the potential lessons for future pandemics with ongoing lockdowns. These instructional texts serve as platforms to address suffering, offer hope, and provide support to families and parents engaged in home-schooling, demonstrating the value of instructional digital texts during crises like pandemics.

Features of the Process of Learning to Read in Chinese using Digital Means

Learning to read in Chinese is a complex and multi-step process that requires a deep understanding of the specifics of writing based on the hieroglyphic system. Through the use of modern educational technologies, wide opportunities are offered to improve this process through digital means. The purpose of the article is to analyze the features of the process of learning to read in Chinese using digital means. The author examines the influence of modern technologies on the perception of hieroglyphic writing and the formation of reading skills among students studying Chinese. The research methodology is based on a systematic analysis of scientific papers on the topic, a comparison of traditional and digital approaches to teaching reading, as well as on the study of practical examples of the use of digital tools in the educational process. Special attention is paid to the cognitive and communicative aspects of using digital texts and programs for the development of reading competencies. It is concluded that digital developments have a significant impact on the process of learning to read in Chinese, contributing to improved perception and memorization of hieroglyphs, as well as providing opportunities for individualization of the educational process. However, in order to achieve the best results, it is necessary to take into account the peculiarities of perception of electronic texts, integrate traditional methods with digital tools. The novelty lies in the author’s recommendations on modeling the process of learning to read in Chinese using digital tools. Within the framework of the model proposed in the article, the following supporting elements are highlighted: gamification, audiovisual support, and real-time feedback. The recommended model is a comprehensive, adaptive, technologically advanced approach that can be implemented using modern digital educational platforms. The article will be useful for teachers of the Chinese language, methodologists developing programs for learning foreign languages, researchers in the field of pedagogy and cognitive sciences, as well as students interested in modern technologies in the educational field.

Digital Teaching Material Poetry Texts To Improve Middle School Students' Poetry Writing Skills

Aim. This research aims to address the issues faced by students who experience a decline in learning ability and motivation and the limited availability of easily accessible learning materials outside the classroom. Methods. The research method used is research and development. This research is based on a study of the need for teaching materials for students in the Indonesian language subject at the junior high school level in the Indramayu Regency. Based on the background and objectives of the research, this study aims to provide an overview of the use of digital learning materials in students' creative writing process. The research and development method used in this research is based on the ADDIE steps. Result. The development design is grouped into five development procedures, which include the analysis stage, design stage, development stage, implementation stage, and evaluation stage. Data collection used interview and observation guidelines, questionnaires for subject matter experts, questionnaires for media and graphics experts, and student response questionnaires. Conclusion. The description of this research suggests that digital teaching materials can facilitate students' creative processes. Implementation. Students can also find alternative problem-solving methods and develop an openness to various experiences with a very high level of flexibility and tolerance towards uncertainty. Making students also have satisfaction with what they do and an attitude of appreciating the work of others.

Political Themes and Narratives in Videogame Cybertexts: Procedural Media Rhetoric in the Loop of Educational Practices

Introduction. General political education and a set of basic political science competences are important both for the formation of political culture of a particular person and for the balanced development of the state and strengthening of civil society. Video-game political simulators, acting as carriers and media-translators of multimodal political information, can become a legitimate participant of educational and political science discourse. Materials and Methods. The work is based on the theoretical basis of cybertextual-procedural interpretation of video games, funded by the concepts of E. Aarseth and I. Bogost. The multimodal-semiotic optics of video games is based on the synthesis of J. Havreljak and V. Toch's concepts. The teaching and learning (practical) part of the research is conceptually based on the Digital Game-Based Learning methodology of M. Prensky. Results. In the modus operandi of considering the language of video games and their media rhetorical techniques, the spectrum of dominant semiotic structures used to translate political content in video game cybertexts was explicated. The core of the political semiosphere consists of a bimodal sign structure consisting of iconic (visual-graphic and textual-letter) and procedural signs. The latter create a fundamentally new, interactive-action modality of information and communication interaction with a digital media text. The experimental part of the study confirmed the effectiveness of the DGBL methodology in studying political science topics and stories. The overwhelming majority of respondents (85%) noted the expediency of educational use of thematically profiled video game cybertexts. The final works demonstrated students' deep understanding of the dynamics and internal logic of political processes, as well as their connection with other spheres of social life. Qualitative testing showed a high (80%) mastery of thematically relevant issues and stories from the general political science course. At the same time, about 30% of students noted difficulties in mastering game interfaces and procedural mechanics of video games. KEYWORDS Conclusion. When integrating video-game cybertexts into the educational process, it is necessary to provide high-quality methodological and consulting support, as well as to have a technical (hardware and software) base and to take into account the factor of significant time expenditures required to master video games. Accordingly, it is recommended to use video-game political simulators within the framework of elective classes in political sciences. When using the DGBL methodology in the current political science teaching process, it is necessary to apply a modular approach, clearly limiting (chronologically and thematically) the work with video-game cybertexts.

Automated Digital Safety Planning Interventions for Young Adults: Qualitative Study Using Online Co-design Methods.

Young adults in the United States are experiencing accelerating rates of suicidal thoughts and behaviors but have the lowest rates of formal mental health care. Digital suicide prevention interventions have the potential to increase access to suicide prevention care by circumventing attitudinal and structural barriers that prevent access to formal mental health care. These tools should be designed in collaboration with young adults who have lived experience of suicide-related thoughts and behaviors to optimize acceptability and use. This study aims to identify the needs, preferences, and features for an automated SMS text messaging-based safety planning service to support the self-management of suicide-related thoughts and behaviors among young adults. We enrolled 30 young adults (age 18-24 years) with recent suicide-related thoughts and behaviors to participate in asynchronous remote focus groups via an online private forum. Participants responded to researcher-posted prompts and were encouraged to reply to fellow participants-creating a threaded digital conversation. Researcher-posted prompts centered on participants' experiences with suicide-related thought and behavior-related coping, safety planning, and technologies for suicide-related thought and behavior self-management. Focus group transcripts were analyzed using thematic analysis to extract key needs, preferences, and feature considerations for an automated SMS text messaging-based safety planning tool. Young adult participants indicated that an automated digital SMS text message-based safety planning intervention must meet their needs in 2 ways. First, by empowering them to manage their symptoms on their own and support acquiring and using effective coping skills. Second, by leveraging young adults' existing social connections. Young adult participants also shared 3 key technological needs of an automated intervention: (1) transparency about how the intervention functions, the kinds of actions it does and does not take, the limits of confidentiality, and the role of human oversight within the program; (2) strong privacy practices-data security around how content within the intervention and how private data created by the intervention would be maintained and used was extremely important to young adult participants given the sensitive nature of suicide-related data; and (3) usability, convenience, and accessibility were particularly important to participants-this includes having an approachable and engaging message tone, customizable message delivery options (eg, length, number, content focus), and straightforward menu navigation. Young adult participants also highlighted specific features that could support core coping skill acquisition (eg, self-tracking, coping skill idea generation, reminders). Engaging young adults in the design process of a digital suicide prevention tool revealed critical considerations that must be addressed if the tool is to effectively expand access to evidence-based care to reach young people at risk for suicide-related thoughts and behaviors. Specifically, automated digital safety planning interventions must support building skillfulness to cope effectively with suicidal crises, deepening interpersonal connections, system transparency, and data privacy.

K pasa bro? Code mixing and multimodal elements in WhatsApp communication in vulnerable and non-vulnerable contexts

This study investigates differences and similarities in the use of English words and multimodal elements in the digital texts of students from vulnerable and non-vulnerable contexts. In addition, differences in the use of textisms between males and females are analysed. For this purpose, a case study was carried out that compared the writing of students in schools areas with social transformation needs (ASTNs) and in schools in areas without social transformation needs (ANSTNs). The sample consisted of 126 students in the third and fourth year of compulsory secondary education, aged 14, 15 and 16. The results show a differentiated behaviour in both contexts. Furthermore, it is observed that, in line with previous literature, females use more textisms in general, as well as lexical-semantic items, although this conclusion is only validated for ANSTNs. These findings reaffirm the need not to generalise adolescents' digital writing, but to consider their specific context, as there are large differences depending on the background.

Migration on digital news platforms: Using large-scale digital text analysis and time-series to estimate the effects of socioeconomic data on migration content

Abstract The way digital news platforms represent migration issues can significantly impact intergroup relations and policymaking. A recurring question in the debate on the role of news platforms is whether they merely transmit information on migration, or actively hype specific issues. Drawing on a comprehensive set of socioeconomic statistics on migrants in Denmark, and employing a longitudinal automated content analysis of migration news content, we utilize time-series analysis to understand how four distinct categories of threat (security, economic, cultural, and generalized) relate to socioeconomic data on terror attacks, migrant crime levels, economic performance, and demographic trends. The results reveal a direct effect of terror attacks, economic performance, and demographic trends on migration news. We discuss the implications of socioeconomic and demographic developments as factors in digital media content to understand the role of media and substantiate contemporary debates.