Youth Radio Research Articles

STRATEGI MARKETING COMMUNICATION DALAM PROSES CLIENT SERVICE DI RADIO TRAX FM PALEMBANG DALAM MENINGKATKAN KERJASAMA

Broadcast radio is an aspect that originates from communication, and broadcast radio must develop in a way that is more than just satisfying and shaping public tastes because radio is a component of mass communication media that has reciprocal roles and relationships, but also plays a role in forming opinions and social governance. In the midst of tight competition for broadcast radio in getting clients, Radio Trax FM can take advantage of existing opportunities by using positioning as a youth radio or radio for young people aged 15 - 25 years (men and women). As a private broadcast radio in Indonesia, Trax FM radio has main competitors whose listener segmentation is the same. Radio stations have similar segmentation and positioning, so they are required to compete. Radio Trax Fm also carries out promotional activities such as Advertising, Sales Promotion, Direct Marketing, Interactive Marketing, Public Relations and Personal Sales, which are activities to attract client interest. This marketing strategy is one of the factors to determine the success or failure of a company. Based on the background thinking above, the author took the title "Marketing Communication Strategy in the Client Service Process at Trax Fm Radio Palembang To Increase Collaboration

Discursive valuing practices at the periphery: Javanese use on Indonesian youth radio in multilingual Solo

AbstractThis paper seeks to understand how languages are discursively identified and valued within a youth radio station in Solo, Indonesia. This study seeks to contribute to the body of knowledge on the dynamic relationship between the national language, Bahasa Indonesia, and the local language, Javanese, by utilizing a social value and centre-periphery lens to approach continuity and change in present-day Central Java. Valuing practices are observed by examining the situated use of linguistic features and norms of their use within specific social practice (radio programming). From June 2020 to July 2020, a total of 120 h of radio content was recorded for analysis. Analysis showed that valuing practices emerged in response to the use of linguistic features within different radio segments of the program. The formation of participatory frameworks in the periphery and the evaluative commentaries accompanying them contributed to the construction of norms for using these linguistic features. Our analysis shows how paying attention to evaluative practices can highlight how the value of sets of linguistic features emerge, circulate, and are transformed within the media practices in the periphery.

Community Youth Radio in Rural Ireland

This paper examines using media as a tool with which to engagement young people in in-formal education. It examines two approaches to youth radio and suggests pathways for future projects. The study took place at a community radio station in the West of Ireland, a geographically isolated rural region. The findings suggest that community radio can be a site of innovative, socially conscious media however this requires a strong product focus to audio texts.

Developing the imagination within funds of identity: insights from translocal youth radio

ABSTRACT This paperargues for the development of the imagination experientially, pedagogically, and theoretically within the funds of identity approach. Our discussion is based on findings from a year-long ethnographic study of a Transnational Youth Radio project. The analysis centers on the case of 13-year old Muhammad in the context of his school-based Barcelona radio program. We present two examples from his case that illuminate the potential and challenges of using funds of identity in highly diverse learning contexts, how the imagination is implicated in these processes, and how educators can guide the imagination to support the expansion of the learning experience. The first example describes an event in which the use of an identity artifact involving religious affiliation gave rise to intercultural tension and the foreclosure of dialogue, due to lack of guidance of the imagination related to perspective-taking. The second example focuses on a group art project, in which the cultural experience guiding the collective imagination resulted in positive identity performances, perspective-taking, and interdependence. To conclude, we propose directions for future inquiry and the design of learning environments that can guide the development of the imagination within the funds of identity framework.

استخدام المکفوفین لإذاعة الشباب والریاضه والإشباعات المتحققه منها

Study Objectives: The main objective is illustrated by the following question: What is the relationship between the use of youth radio and sports by blind adolescents and the satisfaction of their needs? Study Samples:- Sample Analytical Study: It is a deliberate of youth and sports radio programmes being followed up by blind teenagers, including my programme (simply living – the goal stadium). Field Study Sample: The researcher conducted the field study on a of 150 persons aged between 12-18 years, selected from the ranks of Taha Hussein School and the Society (Noor al-basera, Al-nour and Al- Amal for the eyes). Study tools and data collection method: A questionnaire and a content analysis form prepared by the researcher and applied by them to blind teens aged (12-18) years sample study. Type of study: This study is a descriptive study that seeks to monitor the phenomenon in question and to study it in depth with a view to reaching a recognized outcome, with the aim descriptive study to determine the characteristics of a phenomenon or a position that is precisely overcome, so a descriptive search describes what is being done by data collection Information about the phenomenon, its scheduling and tabulation, the interpretation of the results, and the extraction of generalizations and conclusions. This study focuses on knowing how the vulnerability of blind adolescents to youth radio and sports programmes meets their needs. Study results: The study reached the following conclusions: 1. The study has shown that there is a statistically significant difference between male and female average grades and the meeting of Youth and sports broadcasters. 2. The study confirmed that there are statistically significant differences between the average score of respondents and the fact that youth radio and sports meet their needs according to the socio-economic level (low-medium-high). 3. The study showed that there is a statistically significant correlation between the pursuit of youth radio and sports by respondents and their needs. 4. There is a statistically significant correlation between the reasons why respondents follow youth radio and sports and meet their needs. 5. The study confirmed a statistically significant correlation between the degree of confidence of respondents in the content of youth radio and Sports and the satisfaction of their needs.

“Teen Views of Sex:” Inter-animation of dialogues in a radio feature story produced by Mexican immigrant youth

This paper proposes an analysis of dialogical processes in the creation of a radio feature story titled “Teen Views of Sex,” co-produced by Mexican immigrant high school students in the context of a Youth Radio and Radio Arts program. After describing the socio-cultural and curricular context of the program, I apply Zittoun and Grossen’s (2013) semiotic approach to dialogicality to describe the kinds of dialogue that took place during the interviews and subsequent reflections upon the feature story and production process. The types of dialogue examined include: actual dialogue, distant dialogue, auto-dialogue, dialogue between situations, and dialogue with material objects, or non-human actants. I explore how the inter-animation of these forms of dialogue gave rise to dialogic tensions, which may have created openings for shifts in identity positioning and an enhanced sense of agency for the youth in their personal and public lives.

‘Getting our spirits out’, letting youth spirits and life worlds into the classroom through youth radio arts for transnational students

ABSTRACTThis paper analyses the cultural practices that were introduced in a radio improv class on the first day of Youth Radio Arts for immigrant students, and how these practices served as resources to mediate students’ understanding of, and realisation of ‘voice’ over time. The theory-method combines insights from interactional ethnography and postmodern approaches to multilingual language ecologies. The analysis focuses on speech body play, parody, and embodied expression as salient dimensions of interactions with the radio improv mentor that found echoes in student reflections at the end of the year regarding the purpose of the programme and the meanings of voice and communication. The analysis of interactions from the first day together with ethnographic records from across the year, revealed the importance of taking into account the subjective and affective dimension of language, embodied perceptions, and cultural memory in multilingual settings constituted by transnational students.

"You can't write in Kaapse Afrikaans in your question paper. . . .The terms must be right": Race- and class-infused language ideologies in educational places on the Cape Flats

Language is integral to educational processes because it forms the basis for classroom communication and the medium for knowledge transfer. However, language is imbued with race- and class-related ideologies: ideas about "proper" and "educated" uses of language. Language ideologies are shaped by the linguistic norms of powerful groups and are based on political rather than linguistic factors. In this paper, I explore how language ideologies operated in three educational sites on the Cape Flats. Multisite ethnography was used to research language ideologies in classrooms, amongst a hip-hop group, and at a youth radio show. Participants in the study spoke a variety of Afrikaans known as Kaapse Afrikaans, which differs from the standard Afrikaans inscribed in the school curriculum. The research showed that language ideologies were perpetuated through semiotic processes known as iconicity, recursiveness, and erasure. Through iconicity, Rosemary Gardens youths' language was inextricably linked to colouredness-a mixed race and language with low status attributed to both. Whereas standard Afrikaans was described as "pure, high, proper, and real," Kaapse Afrikaans was recursively depicted as "low, deficient and slang." These semiotic processes functioned to erase young people's use of language at schools, particularly repressing Kaapse Afrikaans in its written form. On certain occasions, the hip-hop group used language freely as they commented on their local environments. Powerful linguistic ideologies will continue to denigrate marginalised youth, even if radical teachers and hip-hop culture dismiss them. Educators should, therefore, both endorse the linguistic resources youth bring to classrooms and arm them with powerful forms of language and knowledge that hold power elsewhere.

5FM: youth radio in the digital age

Subject area The subject areas are marketing management and brand management. Study level/applicability The study is applicable to post-graduate brand management course and post-graduate marketing management course. Case overview In December 2015, Justine Cullinan, station manager of 5FM – a commercial, national music-radio station – reviewed the listenership and revenue figures for the year. When she took over as station manager in October 2014, 5FM had been through a three-year period of sharply declining listenership and revenue. Since then, by growing 5FM’s online community and adjusting the station’s overall strategy, the tide of decline had slowed. 5FM’s limited marketing budget prevented it from attracting listeners through traditional marketing avenues. Cullinan wondered how she could grow audiences and revenue and forge a new way for radio to benchmark success in a world where online communities were ever more important. Expected learning outcomes At the end of this case, students will understand the following concepts: brand awareness; brand promise; brand communication; and brand revitalisation strategies. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS: 8: Marketing

None But Ourselves Can Free Our Minds: Critical Computational Literacy as a Pedagogy of Resistance

ABSTRACTCritical computational literacy (CCL) is a new pedagogical and conceptual framework that combines the strengths of critical literacy and computational thinking. Through CCL, young people conceptualize, create, and disseminate digital projects that break silences, expose important truths, and challenge unjust systems, all the while building skills such as coding and design. This empirical study of CCL is based at Youth Radio, a nationally recognized multimedia production company in Oakland, California. Using embedded ethnographic methods, we focus on one collaborative project inside Youth Radio's Interactive department, where young people partnered with adult colleagues to produce a web-based interactive map of gentrification in a West Oakland neighborhood. Findings demonstrate a highly sophisticated knowledge production process where youth are simultaneously contending with content, message, audience, aesthetics, design, functionality, execution, and the long-term ramifications or “digital afterlife” of their work. Through learning environments organized around critical computational literacy, young people emerge as critical problem-solvers unified by the technical know-how and the critical consciousness necessary for them to leverage digital tools for social transformation.

'Youth amplified': using critical pedagogy to stimulate learning through dialogue at a youth radio show

In this paper I describe and analyse how critical pedagogy, an approach to teaching and learning that encourages students to reflect on their socio-political contexts, may stimulate critical consciousness and dialogue at a youth radio show. The participants, who attended four diverse Cape Town high schools and predominantly lived in poor townships, named the show Youth Amplified. Youth Amplified dialogues were catalysed by a range of materials, including documentary films, newspapers and academic articles, which participants engaged with prior to the show. Participants then generated questions, which contributed to the dialogues that took place live on air. Two central themes emerged from the radio shows. First, the values and discourses of elite schools were transported to Youth Amplified and presented as incontestable truths that often denigrated marginalised learners. Second, participants used ‘race’ as a marker of social difference to make sense of peers and South African society. I argue that critical pedagogy interventions also need to work with educators to reflect on inequalities and socio-political contexts, if such interventions are to be successful. The show illuminated that young South Africans want to speak about racialised and class-based forms of historical oppression, but that these kinds of discussions require skilled facilitation.

Too Many Grooves? Radio's Reconnection with Youth in the 2000s

In the mid-2000s, the radio landscape of all Australian mainland capital cities included a station in each of the national, community and commercial broadcasting sectors that either purported to service youth, or was widely recognised as doing so. Given competition for audiences and resources, power asymmetries and a lack of clear delineation between the sectors, tensions between operators have been a feature of this multi-sector youth radio landscape. This article examines a case in which competition for young listeners between the Nova FM commercial service and Perth youth community broadcaster Groove FM was pursued through the regulatory system. In addition to the demise of Groove, the conflict generated a broader challenge to public investment in youth radio that has contributed to the continuing absence of a youth community station from the Perth radio landscape, but has yet to be felt in other markets.

Review: A Pedagogy of Powerful Communication: Youth Radio and Radio Arts in the Multilingual Classroom

In this review of Dana Walker's 2014 book A Pedagogy of Powerful Communication: Youth Radio and Radio Arts in the Multilingual Classroom, Jillian Belanger recounts the project's four main aims of media production, community engagement, student confidence, and language development, and offers insight to what made Walker's work engaging English Learners with youth radio production a success, including recommendations for how her findings might be replicated in other environments.

Constituents of a hit parade: Questioning democracy and listener participation in P4 i P1’s Det elektriske barometer

Due to their historically inaccessible nature, public service broadcasters’ media archives have lent themselves primarily to internal refl ection while historical contextualisation of the cultural heritage in these archives has been broadcasters’ prerogative. In this study, digitised material from the Danish youth radio programme P4 i P1’s Det elektriske barometer forms the basis for an experiment into how access to digital archives can inform humanities scholarship. We argue that one important implication of the new digital archives is that they enable approaches independent of broadcasters’ own narratives since they off er the possibility for autonomous study of large quantities of material. The character of listener participation in Det elektriske barometer, which had the slogan ‘the listener-determined hit parade’, is approached from a micro-, meso-, and macro-level employing Carpentier’s concept of participation (2011b), to explore how diff erent approaches to digital archives can provide new answers to media’s self-presentation.

Youth in South Africa Bond with Radio

South Africa’s youth have found voices through radio as a result of liberalization laws enacted during the post-apartheid democratic period under Nelson Mandela. Today, youth communicate their concerns thanks to the dynamic duo with radio, a medium that penetrates the hinterland and is received in rural areas. To youth, radio is a companion they trust. They listen to radio programs that are produced and presented by children from the children’s perspective. Partnerships such as the Children’s Radio Foundation (CRF), United Nations Children Fund (UNICEF), United Nations Educational, Scientific and Cultural Organization (UNESCO), German-South African partnership, and government and local entities support youth radio through training and by providing necessary resources. Community and college radio stations, too, have been pivotal in embracing youth radio. Additionally, youth radio participates in simultaneous international live broadcasts with stations in Accra (Ghana), Nairobi (Kenya), and Chicago (United States). Youth radio success is further exemplified by 2009 and 2010 UNICEF Children’s Radio Broadcasting Award. The drama, “Shuga Radio,” leads in the category, while discussion groups express youth interests. Meanwhile, youth radio-motivated Kwaito music has won the minds of listeners.

Youth radio and colloquial Indonesian in urban Java

Few studies have explored colloquial Indonesian in the media outside of Jakarta. This article examines language policies at two youth radio stations in Malang, East Java, as well as the perceptions of these policies by targeted audiences. Results show that notions of the ‘authentic’ Indonesian speaker and the ‘appropriate’ use of Indonesian come to the fore in the design of Indonesian radio language. Radio station staff and audiences agree that it is neither authentic nor appropriate to speak Indonesian with a Javanese accent in radio broadcasts or in the community. Beyond this point, however, the two radio stations differ in what they consider to be authentic or appropriate in Indonesian radio broadcasts. These differences, I argue, hint at tensions between Jakartan and Javanese linguistic practices in the Malang community. However, audience members indicate they strategically manage these tensions through the authentic use of language in the appropriate context. Thus, I argue that rather than representing differing views of the authentic Indonesian speaker, the radio stations' approaches reflect the varied and fluid senses of self in post-Reform Indonesia.

Drop that Knowledge: Youth Radio Stories

Drop that Knowledge: Youth Radio Stories

To Brunswick and Beyond: A Geography of Creative and Social Participation for Marginalised Youth

To Brunswick and Beyond: A Geography of Creative and Social Participation for Marginalised Youth

When ‘literacy is a bennie’: researching contested literacies in bilingual youth radio

This paper presents findings from an innovative school-based youth radio project for Mexican immigrant students. We draw on ethnographic and discourse data collected over an academic year, including multiple data representations from video and audio recordings, radio production artefacts, interviews, and still images. We begin our discussion with a close analysis of a rich moment in the project brought-on by the collision of divergent and contested models of literacy. We then follow the thematic development of literacy across chains of events and contexts to understand how literacy was constructed and enacted in relation to language, identity, empowerment and voice. The findings suggest that although school–community linked collaborations can give rise to contradictions and disturbance, such collaborations have the potential to become productive learning contexts for disaffected and underachieving students and their teachers.

CHILDREN, CULTURE, AND IDENTITY ON SOUTH AFRICAN COMMUNITY RADIO

With the global rise of community radio, children and youth are increasingly participating in the production of radio programs. Youth radio is on the rise in the developing world, and international radio networks feature the voices of children, often focusing on disadvantaged groups such as children affected by war. Some examples include Radio Gune Yi in Senegal, a nationally aired program produced for and by children in villages and outlying areas of the country; street children in Haiti started Radyo Timoun, which broadcasts a mix of Haitian rap, news, interviews, commentary, and live music; the Butterflies Radio Project in India features 7- to 18-year-old street and working children who broadcast a 30 minute program featuring news, popular music, and interviews; in Peru, youth child rights reporters work with a network of local radio stations; and the Talking Drum Studio in Sierre Leone produces programs designed to encourage peace and reconciliation (The Communication Initiative, http://www.comminit.com). The increase in youth radio production initiatives is not reflected in academic studies. This article attempts to begin to fill this gap in the literature by advancing an understanding of youth media engagement in South Africa through a description and analysis of the Children’s Radio Education Workshop (CREW) project in Cape Town, South Africa. Further to describing what is essentially the only children’s radio training program in South Africa, this article attempts to expand the theoretical base of work on children and media production. The main research questions for the present study were thus: RQ1: What is the nature of CREW? RQ2: What role does CREW play in terms of youth identity formation? Entertainment and educational television programs are available in South Africa for children, and most radio stations carry children’s programming, usually storytelling and dramas. But, even with the postapartheid media policy liberalization, children’s participation is often still absent. Bush Radio is the only radio station that trains children in broadcasting, with a 6-hour on-air product, as part of their Children’s Radio Education Workshop (CREW). Assistant station manager, Adrian Louw 1 stated the goals of the project: Nobody wants children in the studios because they’re going to break the studios. We’ve had fewer breakages with the kids than with the adults in terms of headphones for example. We don’t want to turn them into DJs or even radio broadcasters. We simply want them to understand media. And whether it is through radio or eventually through TV or the Internet, we’ll give them the understanding of media and how media operates, that’s the aim of CREW essentially, not to make them broadcasters. It’s cute to have my kid on air. Yes it’s cute, but that’s not why they’re here. It’s to give them an understanding of media. And when they become lawyers, doctors or