{"id":6515,"date":"2024-01-09T13:25:03","date_gmt":"2024-01-09T11:25:03","guid":{"rendered":"https:\/\/becid.eu\/?p=6515"},"modified":"2024-01-10T03:24:43","modified_gmt":"2024-01-10T01:24:43","slug":"satura-veidotaju-saturu-analize-klases-telpa","status":"publish","type":"post","link":"https:\/\/becid.eu\/lv\/satura-veidotaju-saturu-analize-klases-telpa\/","title":{"rendered":"Satura veidot\u0101ju saturu anal\u012bze klases telp\u0101"},"content":{"rendered":"\n

Maria Murum\u0101-Mengela\u00a0
Tartu Universit\u0101tes asoci\u0113t\u0101 profesore mediju p\u0113tniec\u012bb\u0101
maria.murumaa@ut.ee\u00a0<\/p>\n\n\n

\n
\"\"<\/figure><\/div>\n\n\n

\u0160is m\u0101c\u012bbu resurss ir par iesp\u0113j\u0101m analiz\u0113t satura veidot\u0101ju saturu (piem\u0113ram, influencerus, mikroslavenu, tenden\u010du rad\u012bt\u0101jus, soci\u0101lo mediju zvaigznes vai k\u0101 vien v\u0113lamies tos nosaukt) klases telp\u0101 vai citos apst\u0101k\u013cos, kur var ilgsto\u0161i sarun\u0101ties ar jaunie\u0161iem.<\/p>\n\n\n\n

\u0160is dokuments sast\u0101v no trim da\u013c\u0101m:<\/strong> <\/p>\n\n\n\n

\u2013 Vispirms Skolot\u0101ju lap\u0101 <\/a>p\u0101rskatu sniedzo\u0161\u0101 raksta gar\u0101ka versija. 
\u2013 M\u0101c\u012bbu stundu un t\u0113mu pl\u0101ns par influenceriem.<\/em> 
\u2013 73 jaut\u0101jumi\/atzi\u0146as, kuras kop\u0101 ar video var analiz\u0113t padzi\u013cin\u0101ti. <\/p>\n\n\n\n

<\/div>\n\n\n\n

Vai un k\u0101 tenden\u010du noteic\u0113ji m\u016bs ietekm\u0113?<\/strong> 
Maria Murum\u0101-Mengela, Tartu Universit\u0101tes asoci\u0113t\u0101 profesore mediju p\u0113tniec\u012bb\u0101 <\/p>\n\n\n\n

\u201cTenden\u010du noteic\u0113js\u201d ir j\u0113dziens, ko b\u0113rni att\u012bst\u012bja v\u0101rdu izgudro\u0161anas sacens\u012bb\u0101s, kas norisin\u0101j\u0101s pirms p\u0101ris gadiem. \u0160is j\u0113dziens \u0161\u0137ita tik labs un pareizs, ka \u0101tri tika ieviests pla\u0161\u0101k\u0101 aprit\u0113. Tiesa, pa\u0161i tenden\u010du noteic\u0113ji \u0161o terminu \u012bpa\u0161i nelieto. T\u0101d\u0113\u013c paral\u0113li tiek lietoti t\u0101di j\u0113dzieni k\u0101 \u201csatura veidot\u0101js\u201d, \u201cinfluenceris\u201d<\/em> vai ar konkr\u0113t\u0101m tie\u0161saistes platform\u0101m saist\u012bti nosaukumi, piem\u0113ram, \u201cj\u016bt\u016bberis\u201d, \u201cinstagrameris\u201d, \u201ctiktokeris\u201d vai \u201cblogeris\u201d. Paties\u012bb\u0101 lietoto terminu ir v\u0113l vair\u0101k. Piem\u0113ram, ietekm\u0113t\u0101js, interneta zvaigzne, viedok\u013ca l\u012bderis, z\u012bmola v\u0113stnieks, soci\u0101lo mediju slaven\u012bba, trendseteris, mikro-slaven\u012bba utt. P\u0101rsvar\u0101 m\u0113s run\u0101sim par cilv\u0113ku, kur\u0161, veidojot saturu soci\u0101lo mediju platform\u0101s, ir sev ieguvis iev\u0113rojamu skaitu sekot\u0101ju un liel\u0101k\u0101 vai maz\u0101k\u0101 cilv\u0113ku lok\u0101 tiek uzskat\u012bts par sava veida viedok\u013ca l\u012bderi. Nedr\u012bkst aizmirst, ka saturs, kas tiek veidots un slava, kas tiek g\u016bta, var at\u0161\u0137irties. Da\u017ei cilv\u0113ki net\u012b\u0161\u0101m k\u013c\u016bst par interneta slaven\u012bb\u0101m (caur interneta m\u0113m\u0113m vai vir\u0101lu saturu), citi sistem\u0101tiski un profesion\u0101li str\u0101d\u0101 pret\u012b influencera <\/em>statusam, kam\u0113r v\u0113l citi galvenok\u0101rt rada saturu sev un atkl\u0101j, ka ar laiku ir ieguvu\u0161i daudzus ieinteres\u0113tus sekot\u0101jus.  <\/p>\n\n\n\n

Turkl\u0101t m\u0101rketing\u0101 tiek no\u0161\u0137irts ietekmes potenci\u0101lais apm\u0113rs. T\u0101d\u0113j\u0101di da\u017ek\u0101rt tiek lietots nano-, mikro-, makro- un mega-influenceru <\/em>iedal\u012bjums. Piem\u0113ram, nano-influenceris <\/em>ir slaima meistars Youtube <\/em>platform\u0101 ar nelielu, bet \u013coti loj\u0101lu sekot\u0101ju kopienu. Savuk\u0101rt mega-influenceru kategorij\u0101 ietilpst, piem\u0113ram, Karda\u0161janu \u0123imene un \u010c\u0101rlija D\u2018Amelio (Charli D’Amelio)<\/em>. Pat ies\u0101c\u0113jam ir skaidrs, ka \u0161o kategoriju sekot\u0101ju skaits ir atkar\u012bgs no konteksta. Tenden\u010du noteic\u0113js \u0136\u012bn\u0101 un Latvij\u0101 darbojas \u013coti at\u0161\u0137ir\u012bga apjoma lauk\u0101. Tom\u0113r m\u0101rketinga komunik\u0101cijas p\u0113t\u012bjumos ir pier\u0101d\u012bts ar\u012b fakts, ka tenden\u010du noteic\u0113ju ar maz\u0101ku sekot\u0101ju grupu ietekme uz savas auditorijas locek\u013ciem ir bie\u017ei sp\u0113c\u012bg\u0101ka nek\u0101 mega-zvaigzn\u0113m (De Veirman et al, 2017; Park et al, 2021). Lai izrais\u012btu liel\u0101kus soci\u0101lus pav\u0113rsienus un izmai\u0146as, jaun\u0101kie p\u0113t\u012bjumi iesaka koncentr\u0113ties uz t\u0101 saucamo \u201cperif\u0113riju\u201d un turienes mazajiem ietekm\u0113t\u0101jiem (Guilbeault & Centola, 2021). Cilv\u0113kiem pat\u012bk tenden\u010du noteic\u0113ji ar lielu sekot\u0101ju skaitu, tom\u0113r vi\u0146u viedoklis netiek v\u0113rt\u0113ts tik augstu, jo vi\u0146i vairs ne\u0161\u0137iet autentiski. Par to pla\u0161\u0101k nedaudz v\u0113l\u0101k. <\/p>\n\n\n\n

K\u0101da tom\u0113r vi\u0146iem var b\u016bt ietekme?<\/strong> <\/p>\n\n\n\n

\u0160aj\u0101 br\u012bd\u012b k\u0101ds skeptisk\u0101ks las\u012bt\u0101js nodom\u0101s: \u201cMhm!\u201d Nu gan ietekm\u0113t\u0101ji un viedok\u013ca l\u012bderi! T\u0101s ir t\u012br\u0101s mu\u013c\u0137\u012bbas. K\u0101da tur liel\u0101 ietekme?\u201d P\u0113d\u0113jos divdesmit gados daudzskaitl\u012bgi gan m\u016bsu, gan citu p\u0113t\u012bjumi (skat, piem., Abidin, 2018; Mesipuu, 2022; \u00d5unpuu 2019; Viru, 2019; Miil 2019; Lukk, 2019; Kaljuvee, 2015) ir p\u0101rliecino\u0161i pier\u0101d\u012bju\u0161i, ka diem\u017e\u0113l vai par laimi \u2013 ietekm\u0113 gan. \u0122imenes emu\u0101ram var b\u016bt vair\u0101k las\u012bt\u0101ju nek\u0101 re\u0123ion\u0101lam laikrakstam, tiktokerim var b\u016bt vair\u0101k sekot\u0101ju nek\u0101 ietekm\u012bg\u0101kajai zi\u0146u p\u0101rraidei, bet j\u016bt\u016bbera viedoklis var izr\u0101d\u012bties v\u0113rt\u012bg\u0101ks par svar\u012bga politi\u0137a uzskatiem. Tenden\u010du noteic\u0113ju ir daudz un tie ir da\u017e\u0101di. S\u0101kot no tiktoka zvaigznes  Iluzionista Ed\u017eus  <\/em>un, @dednahype  komiskajiem video Youtube <\/em>platform\u0101, l\u012bdz da\u017e\u0101das aktu\u0101l\u0101s inform\u0101cijas atspogu\u013co\u0161anai telev\u012bzijas \u017eurn\u0101listes Krist\u012bnes Garkl\u0101vas soci\u0101lajos t\u012bklos. Lai gan satura veidot\u0101ju tie\u0161o un t\u016bl\u012bt\u0113jo ietekmi ir sare\u017e\u0123\u012bti izm\u0113r\u012bt (skat., piem., Folkvord & de Bruijne, 2020), tom\u0113r var apgalvot, ka tenden\u010du veidot\u0101ji ietekm\u0113 cilv\u0113ku iepirk\u0161an\u0101s paradumus (piem\u0113ram, konkr\u0113tu pre\u010du izv\u0113l\u0113\u0161anos, jaut\u0101jumus saist\u012bb\u0101 ar dz\u012bvesstilu un pat\u0113ri\u0146a paradumiem), izv\u0113les attiec\u012bb\u0101 uz vesel\u012bbu (di\u0113tas, ide\u0101l\u0101s \u0137erme\u0146a formas, plastisk\u0101s oper\u0101cijas, attieksme pret vakcin\u0101ciju utt.), politisk\u0101s izv\u0113les (gan atbalstu konkr\u0113t\u0101m partij\u0101m un politi\u0137iem, gan pla\u0161\u0101kus uzskatus par dz\u012bves uztveri).  <\/p>\n\n\n\n

K\u0101 uzskat\u0101mu piem\u0113ru var min\u0113t influenceri Kati Vegmani, kas vietn\u0113 “Instagram” tirgoja noni sulu, kas, k\u0101 pati apgalvoja, “t\u0101 fantastiski str\u0101d\u0101 ar asinsriti, asinsvadiem, sirdi, izn\u012bcina v\u0113\u017ea \u0161\u016bnas; pat, ja ir jau v\u0113zis, vi\u0146a izn\u012bcina t\u0101 metast\u0101zes”. T\u0101pat vi\u0146a ieteica ikdien\u0101 lietot sodu, sajaucot to ar \u016bdeni un citronu. \u0160\u0101da terapija organism\u0101 likvid\u0113\u0161ot sk\u0101bo vidi, kas “sekm\u0113 gan v\u0113\u017ea, gan citu iekaisumu ra\u0161anos”. Visus \u0161os apgalvojumus atsp\u0113koja onkologs, gastroenterolo\u0123e un citi sertific\u0113ti speci\u0101listi. (Tobr\u012bd vi\u0146a sadarboj\u0101s ar konkr\u0113tu ra\u017eot\u0101ju un par ieteikumiem sa\u0146\u0113ma ar\u012b materi\u0101lu atl\u012bdz\u012bbu).  <\/p>\n\n\n\n

Tenden\u010du noteic\u0113ji pla\u0161\u0101k ietekm\u0113 soci\u0101lo realit\u0101ti, kult\u016bru un komunik\u0101ciju. Tie\u0161i t\u0101, (pusaugu) satura veidot\u0101ji sp\u0113c\u012bgi ietekm\u0113 to, ko m\u0113s uzskat\u0101m par norm\u0101lu un nenorm\u0101lu, kas ir iek\u0101rojams, kas ir peln\u012bjis nicino\u0161u attieksmi, k\u0101 savstarp\u0113ji komunic\u0113jam, kas ir b\u0101zes zin\u0101\u0161anas un pamatteksti. T\u0101p\u0113c, pat ja m\u0113s pa\u0161i influenceru <\/em>kult\u016bru augstu nev\u0113rt\u0113jam vai da\u017ereiz par to sm\u012bk\u0146\u0101jam (skat., piem\u0113ram, @influencersinthewild Instagram\u0101), nevar apgalvot, ka tas ir nenoz\u012bm\u012bgs zibsnis uz radara. To ir sapratu\u0161i ar\u012b pasaules sp\u0113ki. Piem\u0113ram, Krievijas kar\u0101 pret Ukrainu influenceri <\/em>ie\u0146em tik noz\u012bm\u012bgu lomu, ka ASV tiktokerus instru\u0113ja Baltais nams, t\u0101d\u0113j\u0101di v\u0113lreiz le\u0123itim\u0113jot \u0161\u012bs nozares dal\u012bbniekus. <\/p>\n\n\n\n

Vecas teorijas, jaunas par\u0101d\u012bbas<\/strong> <\/p>\n\n\n\n

Saska\u0146\u0101 ar mediju un komunik\u0101cijas p\u0113t\u012bjumiem \u0161\u012b ir \u013coti sena par\u0101d\u012bba. Jau 20.\u202fgadsimta 50.\u202fgados tika run\u0101ts par divpak\u0101pju komunik\u0101cijas pl\u016bsmu, kuras kodols \u012bsum\u0101 ir \u0161\u0101ds: v\u0113st\u012bjums ir efekt\u012bv\u0101ks, ja to nodod soci\u0101lajai grupai noz\u012bm\u012bgs cilv\u0113ks, ietekm\u0113t\u0101js. Piecdesmito gadu pasaul\u0113 t\u0101s galvenok\u0101rt bija fizisku kopienu centr\u0101l\u0101s personas (ciema vec\u0101kie, m\u0101c\u012bt\u0101ji u.\u202fc.). Savuk\u0101rt \u0161odien inform\u0101cijas starpnieki un viedok\u013cu veidot\u0101ji bie\u017ei vien ir tenden\u010du noteic\u0113ji, kuri darbojas soci\u0101lajos medijos.  <\/p>\n\n\n\n

Ja jau m\u0113s esam non\u0101ku\u0161i pie vecaj\u0101m, bet \u0161odien joproj\u0101m aktu\u0101laj\u0101m soci\u0101laj\u0101m teorij\u0101m, tad ir v\u0113rts piemin\u0113t 1956.\u202fgada parasoci\u0101lo attiec\u012bbu teoriju. Saska\u0146\u0101 ar to mediji var rad\u012bt il\u016bziju par savstarp\u0113ji eksist\u0113jo\u0161\u0101m attiec\u012bb\u0101m, kuras vienai pusei \u0161\u0137iet \u012bstas, bet paties\u012bb\u0101 t\u0101das nav. Par labu piem\u0113ru kalpo ziepju operu un realit\u0101tes \u0161ovu zvaigznes. To faniem un sekot\u0101jiem var rasties saj\u016bta, ka vi\u0146i it k\u0101 paz\u012bst ekr\u0101n\u0101 eso\u0161os cilv\u0113kus. Vi\u0146iem tiek dz\u012bvots l\u012bdzi glu\u017ei k\u0101 draugiem. \u201cKo t\u0101 Esmeralda \u0161odien atkal sav\u0101r\u012bs?\u201d vai \u201cNu, k\u0101 gan t\u0101 Seidija t\u0101 pateica?\u201d T\u0101 pati saj\u016bta liek mums skat\u012bties, vai j\u016bt\u016bberis vai blogeris, kuram m\u0113s sekojam, ir public\u0113jis kaut ko jaunu sav\u0101 soci\u0101lo mediju kan\u0101l\u0101. T\u0101 pati saj\u016bta liek mums interes\u0113ties par t\u012bkam\u0101 tiktokera vai instagramera aktivit\u0101t\u0113m un t\u0101m sekot ilg\u0101k\u0101 laik\u0101. Parasoci\u0101lo attiec\u012bbu gad\u012bjum\u0101 auditorijas locek\u013ciem izveidojas iluzora intimit\u0101tes izj\u016bta, kas bie\u017ei ir saist\u012bta ar uztic\u0113\u0161anos un identific\u0113\u0161anos.  <\/p>\n\n\n\n

Protams, t\u0101 d\u0113v\u0113t\u0101s \u201cvec\u0101s liel\u0101s teorijas\u201d ir daudz pla\u0161\u0101k izmantotas p\u0113t\u012bjumos, kas apl\u016bko jauno laiku satura vairot\u0101jus (padzi\u013cin\u0101tas intereses gad\u012bjum\u0101 skat. ar\u012b \u0112.\u202fGofmana (Goffman) <\/em>priek\u0161pl\u0101na un aizkuli\u0161u koncepcijas, influenceru <\/em>aktivit\u0101\u0161u anal\u012bze, izmantojot P.\u202fBurdj\u0113 (Bourdieu) <\/em>soci\u0101l\u0101 kapit\u0101la teoriju vai E.\u202fRod\u017eersa (Rogers) <\/em>inov\u0101ciju dif\u016bzijas mode\u013ca lietojumu \u0161\u012bs t\u0113mas sakar\u0101). <\/p>\n\n\n\n

K\u0101 vi\u0146i to dara?<\/strong> <\/p>\n\n\n\n

Zin\u0101tniece Kristala Abidina (Crystal Abidin)<\/em>, kura ilgsto\u0161i ir p\u0113t\u012bjusi interneta slaven\u012bbas un influencerus, izce\u013c \u010detras galven\u0101s \u012bpa\u0161\u012bbas vai pamatv\u0113rt\u012bbas, uz kur\u0101m ir balst\u012btas tenden\u010du noteic\u0113ja aktivit\u0101tes. Protams, v\u0113rt\u012bbas var savstarp\u0113ji p\u0101rkl\u0101ties un uzsvari nob\u012bd\u012bties. Ekskluzivit\u0101te. <\/strong>Satura veidot\u0101js saviem sekot\u0101jiem pied\u0101v\u0101 piek\u013cuvi tam, kas cit\u0101di nav pieejams \u201cparastajiem cilv\u0113kiem\u201d. Bie\u017ei vien tas noz\u012bm\u0113 ekonomisk\u0101 kapit\u0101la ekspon\u0113\u0161anu \u2013 d\u0101rgi priek\u0161meti, izsmalcin\u0101tas vietas, ekskluz\u012bvi pas\u0101kumi. Bie\u017ei \u0161\u012bs v\u0113rt\u012bbas tiek izceltas, piem\u0113ram, ce\u013cojumu emu\u0101ros, k\u0101 ar\u012b soci\u0101lo mediju satur\u0101, ko rada bag\u0101tu cilv\u0113ku b\u0113rni.  <\/p>\n\n\n\n

Unikalit\u0101te. <\/strong>Auditorija tiek galvenok\u0101rt piesaist\u012bta t\u0101d\u0113\u013c, ka satura veidot\u0101js ir patie\u0161\u0101m unik\u0101ls, augsta l\u012bme\u0146a eksperts. \u0160eit m\u0113s varam ietvert visus dejot\u0101jus, bundziniekus, m\u0101ksliniekus, amatniekus utt., kas darbojas soci\u0101lajos medijos un ir pozit\u012bv\u0101 noz\u012bm\u0113 vir\u0101li izplat\u012bju\u0161ies. Vi\u0146i prot kaut ko t\u0101du, ko m\u0113s \u201cparastie cilv\u0113ki\u201d neprotam. Piem\u0113ram, \u0161obr\u012bd starp b\u0113rniem \u013coti popul\u0101ri ir j\u016bt\u016bberi, kuri sp\u0113l\u0113 da\u017e\u0101das sp\u0113les un bie\u017ei vien dara to \u0101rk\u0101rt\u012bgi labi. Vi\u0146i ir velt\u012bju\u0161i t\u016bksto\u0161iem stundu, lai sasniegtu, piem\u0113ram, Minecraft <\/em>vai Sea of Thieves<\/em> eksperta l\u012bme\u0146a zin\u0101\u0161anas un tehnisko kapit\u0101lu. Eksotika. <\/strong>\u0160\u0101das soci\u0101lo mediju slavas gad\u012bjum\u0101 satura veidot\u0101js ir seko\u0161anas un intereses v\u0113rts, jo ir novirz\u012bjies no parast\u0101 un \u201cnorm\u0101l\u0101\u201d. \u0160eit var apkopot visus influencerus, kuri veido \u0161ok\u0113jo\u0161u saturu, satura veidot\u0101jus ar at\u0161\u0137ir\u012bgu fizisko izskatu, k\u0101 ar\u012b cilv\u0113kus, kuri prot kaut ko d\u012bvainu, p\u0101rsteidzo\u0161u vai neparastu. Mukbang <\/em>\u017eanra satura veidot\u0101ji (\u0113diena \u0113\u0161ana lielos apjomos) notur savu sekot\u0101ju uzman\u012bbu tie\u0161i caur \u0161o eksotisk\u0101s kult\u016bras kapit\u0101lu.  <\/p>\n\n\n\n

Tom\u0113r vispla\u0161\u0101k izplat\u012bt\u0101 ir dz\u012bvesstila <\/strong>kategorija. Dz\u012bvesstils noz\u012bm\u0113, ka ar satura veidot\u0101ju var identific\u0113ties. Vi\u0146\u0161(-a) ir t\u0101ds pats cilv\u0113ks k\u0101 es un st\u0101sta par savu dz\u012bvi atkl\u0101ti un autentiski. Sekot\u0101jam izveidojas pieder\u012bbas saj\u016bta, iesp\u0113ja identific\u0113ties un l\u012bdz ar to bie\u017ei ar\u012b kopienas izj\u016bta ar p\u0101r\u0113jiem auditorijas locek\u013ciem, galvenok\u0101rt apmainoties ar soci\u0101lo kapit\u0101lu. Tas noz\u012bm\u0113, ka satura veidot\u0101js sevi uzskata par \u201c\u012bstu\u201d cilv\u0113ku ar \u201c\u012bst\u0101m\u201d probl\u0113m\u0101m, nevis iestud\u0113t\u0101m situ\u0101cij\u0101m. Tom\u0113r nedr\u012bkst aizmirst, ka, veidojot soci\u0101lo mediju ierakstus, vienm\u0113r tiek iev\u0113rota noteikta uzst\u0101\u0161an\u0101s, p\u0101rdom\u0101t\u012bbas un performances pak\u0101pe. Par visiem ar to saist\u012btajiem tehniskajiem pa\u0146\u0113mieniem un strat\u0113\u0123ij\u0101m var pla\u0161\u0101k izlas\u012bt, piem\u0113ram, Zanes \u0160trombergas (2021) bakalaura darb\u0101 \u201cInfluenceru m\u0101rketinga ietekme uz z\u012bmola uztveri skaistumkop\u0161anas industrij\u0101\u201d vai Sab\u012bnes Purkalnes bakalaura darb\u0101 \u201cAkt\u012bvo Instagram lietot\u0101ju uztic\u0113\u0161an\u0101s Latvijas influenceriem un to rad\u012bt\u0101jam saturam\u201d <\/p>\n\n\n\n

Nelieku\u013co un run\u0101 ar mani! <\/strong> <\/p>\n\n\n\n

Neatkar\u012bgi no domin\u0113jo\u0161\u0101s pamatiez\u012bmes, m\u016bsdienu satura veidot\u0101jiem j\u0101b\u016bt autentiskiem <\/strong>un j\u0101veido dialogs<\/strong>. M\u0113s ielai\u017eam sav\u0101 galv\u0101 satura veidot\u0101ju, kuram m\u0113s uzticamies, kur\u0161 mums \u0161\u0137iet patiess taj\u0101, ko vi\u0146\u0161(-a) dara un saka. Run\u0101jot par autentiskumu un tuv\u012bbu, atbilde uz jaut\u0101jumu \u201cK\u0101p\u0113c tas str\u0101d\u0101?\u201d ir vienk\u0101r\u0161a. Man k\u0101 parastajam cilv\u0113kam ir viegl\u0101k uztic\u0113ties un identific\u0113ties ar kaimi\u0146u Mariju, nek\u0101 t\u0101lu Holivudas zvaigzni. Iesp\u0113jams, ka Marija c\u012bn\u0101s ar t\u0101d\u0101m pa\u0161\u0101m probl\u0113m\u0101m k\u0101 es. Vi\u0146u satrauc pieaugo\u0161\u0101s cenas, slikti laikapst\u0101k\u013ci atva\u013cin\u0101jum\u0101, soci\u0101lajos medijos vi\u0146a ska\u013ci dom\u0101, ko pagatavot no puspaci\u0146as l\u0113cu un citronu sulas koncentr\u0101ta, kas m\u0113t\u0101jas virtuves skap\u012b. Savuk\u0101rt vec\u0101s Holivudas zvaigzne dz\u012bvo dz\u012bvi, ar kuru man nav nek\u0101da sakara. T\u0101s v\u0101rdus ir r\u016bp\u012bgi piemekl\u0113jusi PR komanda, no sliktiem laikapst\u0101k\u013ciem var lidma\u0161\u012bn\u0101 aizb\u0113gt uz otru pasaules galu, \u0113dienu pagatavo priv\u0101tais pav\u0101rs, bet par v\u0113dera muskulat\u016bras optim\u0101lo izskatu r\u016bp\u0113jas priv\u0101tais treneris. T\u0101p\u0113c ar\u012b visas klasisk\u0101s t\u0101lu st\u0101vo\u0161\u0101s slaven\u012bbas ir pamaz\u0101m p\u0101rvirz\u012bju\u0161\u0101s uz soci\u0101lajiem medijiem, kur t\u0101s cen\u0161as pan\u0101kt jaunu aizraujo\u0161u un autentisku (mikro)slavu jeb kalibr\u0113tu amatierismu (Abidin, 2017). <\/p>\n\n\n\n

Va\u013csird\u012bba var izpausties da\u017e\u0101dos veidos \u2013 naivi materi\u0101listiski, \u017eanriski paredzami, filozofiski dzi\u013ci, mulsino\u0161i smiekl\u012bgi, kaisl\u012bgi ide\u0101listiski, jebk\u0101. Tom\u0113r, ja auditorija atko\u017e, ka tenden\u010du noteic\u0113js p\u0101rm\u0113r\u012bgi cen\u0161as, imit\u0113 k\u0101du citu, atk\u0101rto priek\u0161\u0101 uzrakst\u012btus m\u0101rketinga v\u0113st\u012bjumus, neiev\u0113ro savas pamatv\u0113rt\u012bbas vai kaut ko sl\u0113pj, tad satura veidot\u0101ju var apr\u012bt dusmu un izsmiekla vilnis, k\u0101 ar\u012b vi\u0146\u0161(-a) var zaud\u0113t uzman\u012bbas ekonomikas noz\u012bm\u012bg\u0101ko kapit\u0101lu \u2013 m\u016bsu acu un ausu uzman\u012bbu, k\u0101 ar\u012b pirkstgalus, kas klabina klaviat\u016bru.  <\/p>\n\n\n\n

No otras puses, mums nav oblig\u0101ti j\u0101pat\u012bk tie, kuriem m\u0113s dedz\u012bgi sekojam. Diezgan izplat\u012bta prakse ir naida skat\u012b\u0161an\u0101s (hate-watching<\/em>) (Murumaa-Mengel & Siibak, 2020), kad tenden\u010du noteic\u0113jam tiek sekots, lai pats sekot\u0101js justos lab\u0101ks vai v\u0113rt\u012bg\u0101ks. Zin\u0101tniski tiek no\u0161\u0137irts sal\u012bdzin\u0101jums \u201cuz aug\u0161u\u201d (lab\u0101ki, veiksm\u012bg\u0101ki, skaist\u0101ki cilv\u0113ki) un \u201cuz leju\u201d (tie, kurus uzskat\u0101m par slikt\u0101kiem, negl\u012bt\u0101kiem, dumj\u0101kiem utt.). K\u0101p\u0113c cilv\u0113ki dedz\u012bgi sekoja raid\u012bjumiem \u201cRandi\u0146\u0161 ar Kubasovu\u201d, \u201cThe B Team TikTok m\u0101ja\u201d, \u201cCaur \u0113rk\u0161\u0137iem uz…\u201d un citi. Mums ne vienm\u0113r j\u0101pat\u012bk \u0161\u012b \u017eanra varo\u0146i (las\u012bt\u0101js \u0161eit var izdom\u0101t \u0161\u012b br\u012b\u017ea aktu\u0101l\u0101k\u0101s soci\u0101lo mediju slaven\u012bbas), bet, dz\u012bvojot vi\u0146iem l\u012bdzi, m\u0113s varam atrast sevi, jo starp mums ir izveidojo\u0161\u0101s parasoci\u0101las attiec\u012bbas.  <\/p>\n\n\n\n

Parasoci\u0101l\u0101s attiec\u012bbas k\u013c\u016bst sp\u0113c\u012bg\u0101kas, ja tenden\u010du noteic\u0113js m\u016bs uzrun\u0101. Dialogs var izpausties k\u0101 sarunas tonis, intertekstu\u0101las atsauces, sadarb\u012bbu saturs, jaut\u0101jumu uzdo\u0161ana video beig\u0101s, \u0101tr\u0101s aptaujas, AMA (ask me anything <\/em>\u2013 pajaut\u0101 man jebko) \u017eanrs, koment\u0101ru nolas\u012b\u0161ana priek\u0161\u0101 un uzman\u012bbas piev\u0113r\u0161ana saviem sekot\u0101jiem. \u201cM\u0113s tiekam paman\u012bti!\u201d un \u201cVi\u0146\u0161 patie\u0161\u0101m grib zin\u0101t!\u201d ir noz\u012bm\u012bga saj\u016bta, kas m\u016bs piesaista soci\u0101lo mediju satura veidot\u0101jiem.  <\/p>\n\n\n\n

T\u0101tad n\u0101kamreiz, kad seko l\u012bdzi k\u0101da satura veidot\u0101ja un tenden\u010du noteic\u0113ja aktivit\u0101t\u0113m, klus\u012bt\u0113m uz pirkstiem vari saskait\u012bt, k\u0101dus pa\u0146\u0113mienus un ietekmes atpaz\u012bsti: apzin\u0101ta sekot\u0101ju skaita palielin\u0101\u0161ana\/ierobe\u017eo\u0161ana? V\u0113st\u012bjuma m\u0113r\u0137\u0113\u0161ana uz pla\u0161u vai perif\u0113ru sekot\u0101ju loku? Soci\u0101l\u0101 sal\u012bdzin\u0101juma iesp\u0113ja uz aug\u0161u vai uz leju? Centieni ietekm\u0113t pat\u0113ri\u0146a, vesel\u012bbas vai politisko uzved\u012bbu? Apmaks\u0101ts vai personisks? Ar k\u0101da veida kapit\u0101lu saist\u012bts? Vai potenci\u0101l\u0101 ietekme ir personiska vai sabiedriska? Vai pied\u0101v\u0101 iesp\u0113ju identific\u0113ties vai izsp\u0113l\u0113 ekskluzivit\u0101ti? Vai r\u0101da kaut ko \u0101rk\u0101rt\u0113ju vai eksotisku? Vai cen\u0161as veidot dialogu? Kas ir patiess, kas ir performat\u012bvs autentiskums? Kur visp\u0101r ir robe\u017ea? <\/p>\n\n\n\n

Izmantotie avoti <\/summary>\n

Abidin, C. (2018). Internet celebrity: Understanding fame online. <\/em>Emerald Group Publishing. <\/p>\n\n\n\n

Abidin, C. (2017). #familygoals: Family influencers, calibrated amateurism, and justifying young digital labor. Social Media+ Society, 3<\/em>(2). <\/p>\n\n\n\n

Folkvord, F., & de Bruijne, M. (2020). The effect of the promotion of vegetables by a social influencer on adolescents\u2019 subsequent vegetable intake: A pilot study. International Journal of Environmental Research and Public Health, 17<\/em>(7), 2243. <\/p>\n\n\n\n

Guilbeault, D., & Centola, D. (2021). Topological measures for identifying and predicting the spread of complex contagions. Nature Communications, 12<\/em>(1), 1-9. <\/p>\n\n\n\n

Horton, D. & Richard Wohl, R. (1956). Mass communication and para-social interaction: Observations on intimacy at a distance. Psychiatry, 19<\/em>(3), 215\u2013229. <\/p>\n\n\n\n

Kaljuvee, K. (2015). Eesti sotsiaalmeedia mikrokuulsuste kasutatavad t\u00e4helepanu p\u00e4lvimise strateegiad<\/em>. Bakalaureuset\u00f6\u00f6, juhendaja M. Murumaa-Mengel. Tartu \u00dclikool, \u00fchiskonnateaduste instituut. https:\/\/dspace.ut.ee\/bitstream\/handle\/10062\/46730\/kaljuvee_kristel_ba_2015.pdf?sequence=1&isAllowed=y<\/a> <\/p>\n\n\n\n

Katz, E. & Lazarsfeld, P. F. (1955). Personal influence: The part played by people in the flow of mass communications<\/em>. New York: The Free Press. <\/p>\n\n\n\n

Lukk, L.-J. (2019). Perekonnana avalikult internetis: (video)blogijate sisuloomepraktikad ja laste kaasamisega seonduvate eetiliste dilemmade m\u00f5testamine.<\/em> Bakalaureuset\u00f6\u00f6, juhendaja M. Murumaa-Mengel. Tartu \u00dclikool, \u00fchiskonnateaduste instituut. https:\/\/dspace.ut.ee\/bitstream\/handle\/10062\/64089\/lukk_liisa_johanna_ba_2019.pdf?sequence=1&isAllowed=y<\/a> <\/p>\n\n\n\n

Mesipuu, B. (2022) Suunamudijate turundustegevuse tajumine ja ostuk\u00e4itumisele suunamine \u2013 Eesti noorte arvamused ja kogemused<\/em>. Magistrit\u00f6\u00f6, juhendaja M. Sukk. Tartu \u00dclikool, \u00fchiskonnateaduste instituut. https:\/\/dspace.ut.ee\/bitstream\/handle\/10062\/82382\/mesipuu_brit_ma_2022.pdf?sequence=1&isAllowed=y<\/a> <\/p>\n\n\n\n

Miil, M. (2019). 9\u201313-aastaste Eesti noorte vaatamiseelistused YouTube\u2019is ja eetiliselt probleemse sisu t\u00f5lgendused.<\/em> Bakalaureuset\u00f6\u00f6, juhendaja M. Murumaa-Mengel. Tartu \u00dclikool, \u00fchiskonnateaduste instituut. https:\/\/dspace.ut.ee\/bitstream\/handle\/10062\/64090\/miil_marget_ba_2019.pdf?sequence=1&isAllowed=y<\/a> <\/p>\n\n\n\n

Murumaa-Mengel, M. & Siibak, A. (2020). From Fans to Followers to Anti-Fans: Young Online Audiences of Microcelebrities. In: M. Filimowicz & V. Tzankova (Ed.). Reimagning Communication: Meaning<\/em>. (228\u2212245). London: Routledge. <\/p>\n\n\n\n

Park, J., Lee, J. M., Xiong, V. Y., Septianto, F., & Seo, Y. (2021). David and Goliath: when and why micro-influencers are more persuasive than mega-influencers. Journal of Advertising, 50<\/em>(5), 584-602. <\/p>\n\n\n\n

Taal, A. (2021). Teooriast praktikasse: auditooriumi t\u00e4helepanu \u00e4ratava ja s\u00e4ilitava YouTube\u2019i sisu loomise strateegiate rakendamine<\/em>. Bakalaureuset\u00f6\u00f6, juhendaja M. Murumaa-Mengel. Tartu \u00dclikool, \u00fchiskonnateaduste instituut. https:\/\/dspace.ut.ee\/bitstream\/handle\/10062\/72414\/taal_anett_ba_2021.pdf?sequence=1&isAllowed=y<\/a> <\/p>\n\n\n\n

De Veirman, M., Cauberghe, V., & Hudders, L. (2017). Marketing through Instagram influencers: the impact of number of followers and product divergence on brand attitude. International Journal of Advertising, 36<\/em>(5), 798-828. <\/p>\n\n\n\n

Viru, K. (2019). Eesti teismeliste t\u00fcdrukute kommertskoost\u00f6\u00f6le orienteeritud t\u00e4helepanu p\u00fc\u00fcdmise strateegiad sotsiaalmeedias<\/em>. Bakalaureuset\u00f6\u00f6, juhendaja M. Murumaa-Mengel. Tartu \u00dclikool, \u00fchiskonnateaduste instituut. https:\/\/dspace.ut.ee\/bitstream\/handle\/10062\/64103\/viru_k2triin_ba_2019.pdf?sequence=1&isAllowed=y<\/a> <\/p>\n\n\n\n

\u00d5unpuu, P. (2019). M\u00f5juliidrite kaasamine reklaamikampaaniatesse: eetiliste probleemide kaardistamine siseringi uurijana<\/em>. Magistrit\u00f6\u00f6, juhendaja M. Murumaa-Mengel. Tartu \u00dclikool, \u00fchiskonnateaduste instituut. <\/p>\n\n\n\n

\nhttps:\/\/dspace.ut.ee\/bitstream\/handle\/10062\/64210\/6unpuu_piia_ma_2019.pdf?sequence=1&isAllowed=y\n<\/div><\/figure>\n\n\n\n

Loe t\u00e4ismahus: Paljas Porgand p\u00f5hjustab soovimatute beebide buumi? Laser<\/em>, 30. september, 2019. https:\/\/diktor.geenius.ee\/blogi\/laser\/20467\/<\/a> <\/p>\n\n\n\n

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Pal\u012bgmateri\u0101ls skolot\u0101jam\/darbam ar jaunatni: influenceru rad\u012bt\u0101 satura anal\u012bze  <\/strong><\/p>\n\n\n\n

Neatkar\u012bgi no t\u0101, vai skolot\u0101js un skol\u0113ni ir inform\u0113ti par p\u0113d\u0113j\u0101 laika popul\u0101r\u0101kajiem satura veidot\u0101jiem, \u0161\u012bs anal\u012bzes sh\u0113mas var izmantot kop\u0101 ar skol\u0113niem. Materi\u0101lu (influenceru <\/em>video) uz m\u0101c\u012bbu stundu var atnest skol\u0113ni. Anal\u012bzei j\u0101notiek kop\u0101 un skolot\u0101jam noteikti nav j\u0101pretend\u0113 uz gal\u0113j\u0101s paties\u012bbas sludin\u0101t\u0101ja un zin\u0101\u0161anu sniedz\u0113ja statusu.  <\/p>\n\n\n\n

T\u0101l\u0101k ir pl\u0101ns tam, k\u0101 tenden\u010du noteic\u0113ju (influenceru) t\u0113mu apl\u016bkot kop\u0101 ar skol\u0113niem vien\u0101 vai vair\u0101k\u0101s m\u0101c\u012bbu stund\u0101s. P\u0113c saviem ieskatiem vair\u0101kus punktus var izlaist, kombin\u0113t utt. <\/p>\n\n\n\n

    \n
  1. Ies\u0101kumam uz t\u0101feles, digit\u0101laj\u0101 domu kart\u0113, kop\u012bgot\u0101 dokument\u0101 <\/strong>vai cit\u0101 veid\u0101 kop\u0101 var pierakst\u012bts, par ko m\u0113s visp\u0101r run\u0101jam. K\u0101di v\u0113l v\u0101rdi latvie\u0161u un cit\u0101s valod\u0101s tiek lietoti, run\u0101jot par influenceriem? Kuri v\u0101rdi ir vispiem\u0113rot\u0101kie? K\u0101da ir skol\u0113nu attieksme pret terminu \u201cinfluenceris\u201d? Vai vi\u0146i zina, no kurienes \u0161is termins ir c\u0113lies? Vai min\u016btes laik\u0101 var atrast atbildi? (Inform\u0101cija, piem\u0113ram: https:\/\/www.lsm.lv\/raksts\/zinas\/latvija\/kas-ir-influenceris-un-ka-vins-pelna.a424283\/<\/a>)<\/li>\n\n\n\n
  2. Darbs grup\u0101s: ko skol\u0113ni uzskata par popul\u0101r\u0101kajiem vai slaven\u0101kajiem influenceriem <\/em>sav\u0101 vecuma grup\u0101?<\/strong> Svar\u012bgi piev\u0113rst uzman\u012bbu un kop\u0101 p\u0101rrun\u0101t, vai un k\u0101 at\u0161\u0137iras t\u0101das kategorijas k\u0101 \u201cm\u012b\u013c\u0101kais\u201d, \u201cpopul\u0101rs\u201d un \u201cslavens\u201d, jo t\u0101s ne vienm\u0113r ir ar vien\u0101du noz\u012bmi. Piem\u0113ram, tiek sekots noteiktiem cilv\u0113kiem, \u201cnaida skat\u012b\u0161an\u0101s\u201d vai \u201cnaida seko\u0161anas\u201d nol\u016bk\u0101. (Papildu las\u0101mviela: https:\/\/www.diena.lv\/raksts\/sestdiena\/tema\/influenceris–intelektualis–kada-starpiba-14260018<\/a>)<\/li>\n\n\n\n
  3. P\u0101rrun\u0101\u0161anai: k\u0101di ir bie\u017e\u0101k min\u0113tie piem\u0113ri? <\/strong>Uz t\u0101feles\/kop\u012bgot\u0101 elektroniskaj\u0101 dokument\u0101 pie jau min\u0113tajiem pierakst\u012bt +1. T\u0101d\u0113j\u0101di var noteikt bie\u017e\u0101k min\u0113tos satura veidot\u0101jus. Papildu diskusijai min\u0113t, k\u0101d\u0101s platform\u0101s konkr\u0113tie satura veidot\u0101ji darbojas. K\u0101 vi\u0146i k\u013cuva slaveni? Kur ir vi\u0146u \u201cpamatm\u0101jvieta\u201d?  <\/li>\n\n\n\n
  4. Darbs p\u0101ros: mekl\u0113 un sal\u012bdzini.<\/strong> Lai b\u0113rnus un jaunie\u0161us iepaz\u012bstin\u0101tu ar nesen\u0101kas v\u0113stures perspekt\u012bvu, kop\u0101 var apl\u016bkot Sab\u012bnes Purkalnes bakalaura darbu \u201cAkt\u012bvo Instagram lietot\u0101ju uztic\u0113\u0161an\u0101s Latvijas influenceriem un to rad\u012bt\u0101jam saturam\u201d (k\u0101 papildu uzdevumu var uzdot ar\u012b atrast \u0161o bakalaura darbu: https:\/\/dspace.rsu.lv\/jspui\/handle\/123456789\/1639<\/a>) un p\u0101rrun\u0101t, vai k\u0101ds no taj\u0101 min\u0113tajiem joproj\u0101m ir relevants un paz\u012bstams? Kur\u0161 visp\u0101r nav zin\u0101ms? K\u0101di var b\u016bt iemesli, k\u0101p\u0113c influenceris <\/em>vair\u0101k nav slavens? Ko tas var noz\u012bm\u0113t \u0161im influencerim (iesp\u0113jam\u0101s gar\u012bg\u0101s, finansi\u0101l\u0101s, profesion\u0101las u.\u202fc. probl\u0113mas). Cik gr\u016bts ir satura veidot\u0101ja darbs? (Papildu materi\u0101ls, kas atkl\u0101j \u0161\u012b darba tum\u0161o pusi: https:\/\/www.nytimes.com\/2021\/06\/08\/style\/creator-burnout-social-media.html)<\/li>\n\n\n\n
  5. \u013baujiet skol\u0113niem izv\u0113l\u0113ties vienu video, <\/strong>ko kop\u0101 noskat\u012bties. Dodiet priek\u0161roku gar\u0101kam audiovizu\u0101lam tekstam, t\u0101d\u0113j\u0101di ir vair\u0101k laika un nian\u0161u, ko paman\u012bt. K\u0101 priek\u0161nosac\u012bjumu var noteikt, ka video nedr\u012bkst satur\u0113t nelikum\u012bgas darb\u012bbas, kas b\u016btiski kait\u0113 sev\/citiem. Iesp\u0113jam\u0101 kop\u012bg\u0101 diskusija: K\u0101das t\u0101s ir? Ko influenceris <\/em>nedr\u012bkst dar\u012bt? Vai vi\u0146u darb\u012bbu regul\u0113 k\u0101ds likums vai \u0113tikas kodekss? Kop\u0101 var apl\u016bkot nor\u0101d\u012bjumus soci\u0101lo mediju rekl\u0101mdev\u0113jiem (https:\/\/influenceri.lv\/wp-content\/uploads\/2022\/04\/IETEKMETAJU-MARKETINGA-ETIKAS-KODEKSS.pdf<\/a>), Rekl\u0101mas likumu (https:\/\/likumi.lv\/ta\/id\/163-reklamas-likums<\/a>), Latvijas Republikas Satversmi . Vai m\u016bsdienu satura veidot\u0101ji iev\u0113ro \u0161\u012bs pras\u012bbas? <\/li>\n\n\n\n
  6. Kop\u0101 noskatieties izv\u0113l\u0113to video (vienu reizi).<\/strong> Pa p\u0101riem vai pa trim: ko b\u016btiski paman\u012bt konkr\u0113taj\u0101 video? Ja tev b\u016btu j\u0101sagatavo skat\u012b\u0161an\u0101s instrukcija savai mazajai m\u0101sai\/vect\u0113ti\u0146am\/citplan\u0113tietim, tad kam tu piev\u0113rstu uzman\u012bbu? Izveidojiet analiz\u0113jamo aspektu sarakstu. Skolot\u0101js var sniegt pirmos piem\u0113rus (skat. turpin\u0101jum\u0101 eso\u0161o garo sarakstu ar analiz\u0113jamajiem jaut\u0101jumiem). <\/li>\n\n\n\n
  7. Kop\u0101 analiz\u0113jiet izv\u0113l\u0113t\u0101 teksta da\u017e\u0101dos aspektus.<\/strong> Skol\u0113niem var sagatavot anal\u012bzes matrici, bet sarunu var veidot ar\u012b br\u012bv\u0101 form\u0101. Anal\u012bzes kopsavilkumu var veidot, izmantojot Canva <\/em>plak\u0101tu. Mediju ned\u0113\u013cas ietvaros tos var izdruk\u0101t! Attiec\u012bb\u0101 uz t\u0101l\u0101k eso\u0161ajiem jaut\u0101jumiem svar\u012bgi iepriek\u0161 paskaidrot, ka \u201cteksts\u201d var noz\u012bm\u0113t ne tikai rakstisku tekstu. Teksts var b\u016bt ar\u012b fotogr\u0101fijas, m\u016bzika, video utt. Tas viss mums st\u0101sta k\u0101du st\u0101stu. Lai to saprastu, mums vienk\u0101r\u0161i nepiecie\u0161amas noteiktas zin\u0101\u0161anas. Noteiktas zin\u0101\u0161anas var noz\u012bm\u0113t to, ka aptuveni 1600.\u202fgad\u0101 uzgleznotaj\u0101 Karavad\u017eo aug\u013cu groza glezn\u0101 tu proti saskat\u012bt simbolus un zini \u0161\u012b darba slepen\u0101s noz\u012bmes (ka sp\u0101re ir s\u0101tana un k\u0101rdin\u0101juma simbols utt.). Tie\u0161i t\u0101pat simbolus un sl\u0113ptas noz\u012bmes ir m\u016bsdienu satura veidot\u0101ju tekstos (slengs, redzamais un atpaz\u012bstamais statuss \u2013 pre\u010dz\u012bmes utt.). Lai kritiski las\u012btu mediju tekstu, cita starp\u0101 j\u0101mekl\u0113 atbildes uz da\u017e\u0101diem jaut\u0101jumiem gan par pa\u0161u tekstu, gan t\u0101 autoru un strukt\u016bru, k\u0101 ar\u012b par izmantotajiem avotiem vai tekst\u0101 sl\u0113ptaj\u0101m noz\u012bm\u0113m un nost\u0101j\u0101m. Piem\u0113ram, lasot tekstu kop\u0101, var\u0113tu analiz\u0113t noteiktas nianses. Skolot\u0101js var izv\u0113l\u0113ties k\u0101du no \u0161eit min\u0113tajiem jaut\u0101jumiem vai starp skol\u0113niem sadal\u012bt da\u017e\u0101dus aspektus, vai \u013caut skol\u0113niem pa\u0161iem izv\u0113l\u0113ties, ko vi\u0146i v\u0113las analiz\u0113t. Vajadz\u012bbas gad\u012bjum\u0101 jaut\u0101jumus iepriek\u0161 var grup\u0113t un struktur\u0113t.<\/li>\n<\/ol>\n\n\n
    \n
    \"\"<\/figure><\/div>\n\n\n
    <\/div>\n\n\n\n
      \n
    1. Kur\u0161 ir teksta veidot\u0101js?  <\/li>\n\n\n\n
    2. K\u0101ds ir vi\u0146a fons, sociodemogr\u0101fiskie r\u0101d\u012bt\u0101ji? <\/li>\n\n\n\n
    3. Kam vi\u0146\u0161\/vi\u0146a ir l\u012bdz\u012bgs, kam vi\u0146\u0161\/vi\u0146a nav l\u012bdz\u012bgs? <\/li>\n\n\n\n
    4. Cik liela sabiedr\u012bbas da\u013ca ir t\u0101da k\u0101 vi\u0146\u0161\/vi\u0146a? <\/li>\n\n\n\n
    5. Par ko \u0161is teksts st\u0101sta? K\u0101du (jaunu) inform\u0101ciju tas sniedz? <\/li>\n\n\n\n
    6. K\u0101das inform\u0101cijas tr\u016bkst? Kur ir inform\u0101cijas caurumi? Vai kaut kas ir t\u012b\u0161\u0101m noklus\u0113ts, izlaists?  <\/li>\n\n\n\n
    7. Kas\/kur\u0161 v\u0113l ir video redzams\/dzirdams\/las\u0101ms? <\/li>\n\n\n\n
    8. Vai tas atbalsta vai nost\u0101jas pret galveno varoni? <\/li>\n\n\n\n
    9. Ko \u0161is teksts par\u0101da?  <\/li>\n\n\n\n
    10. Ko \u0161aj\u0101 tekst\u0101 var dzird\u0113t? <\/li>\n\n\n\n
    11. K\u0101das ir v\u0101rdisk\u0101s da\u013cas? <\/li>\n\n\n\n
    12. K\u0101ds ir tehnisk\u0101 izpild\u012bjuma l\u012bmenis? Ar nodomu amatierisks\/profesion\u0101ls? K\u0101p\u0113c? <\/li>\n\n\n\n
    13. K\u0101di l\u012bdzek\u013ci ir nepiecie\u0161ami, lai rad\u012btu \u0161\u0101du saturu? <\/li>\n\n\n\n
    14. Vai tas ir autentisks saturs? K\u0101p\u0113c tu t\u0101 dom\u0101? <\/li>\n\n\n\n
    15. K\u0101 satura veidot\u0101js run\u0101 ar savu auditoriju? K\u0101dus izteicienus vi\u0146\u0161\/vi\u0146a izmanto? <\/li>\n\n\n\n
    16. Vai vi\u0146\u0161\/vi\u0146a atbild uz koment\u0101riem, kaut k\u0101d\u0101 veid\u0101 iesaist\u0101s dialog\u0101? Vai vi\u0146a\/vi\u0146as teksts ietver k\u0101du uzsaukumu (call to action<\/em>)? <\/li>\n\n\n\n
    17. Vai video satur k\u0101du konfliktu? Ar\/par ko? <\/li>\n\n\n\n
    18. K\u0101dus v\u0113l klasiskus zi\u0146u v\u0113rt\u012bbu krit\u0113rijus var atrast?  <\/li>\n\n\n\n
    19. K\u0101dam \u017eanram atbilst teksts? Vai to iesp\u0113jams konstat\u0113t? \u017danrs ir teksta veids ar skaidri atpaz\u012bstam\u0101m paz\u012bm\u0113m, piem\u0113ram, GRWM, Let\u2019s Play, haul, 73 questions<\/em> utt.  <\/li>\n\n\n\n
    20. Vai pamani k\u0101dus v\u0113rt\u0113jumus attiec\u012bb\u0101 uz video r\u0101d\u012bto\/tematiku? K\u0101 v\u0101rdu l\u012bmen\u012b saproti satura veidot\u0101ja attieksmi pret t\u0113mu\/varo\u0146iem? <\/li>\n\n\n\n
    21. K\u0101 tas ir saprotams vizu\u0101l\u0101 l\u012bmen\u012b? <\/li>\n\n\n\n
    22. K\u0101 tas ir saprotams ska\u0146as l\u012bmen\u012b? <\/li>\n\n\n\n
    23. K\u0101di v\u0101rdi tiek lietoti tekst\u0101 un k\u0101da ir to noz\u012bme? <\/li>\n\n\n\n
    24. Vai tekst\u0101 tiek lietotas metaforas? K\u0101p\u0113c teksta veidot\u0101js izv\u0113l\u0113j\u0101s \u0161o konkr\u0113to metaforu? <\/li>\n\n\n\n
    25. K\u0101 teksts cen\u0161as ietekm\u0113t auditorijas uzved\u012bbu? Vai t\u0101 var\u0113tu b\u016bt apzin\u0101ta r\u012bc\u012bba? K\u0101 teksts cen\u0161as ietekm\u0113t sabiedr\u012bbas viedokli?  <\/li>\n\n\n\n
    26. K\u0101 var ietekm\u0113t sabiedr\u012bbu?  <\/li>\n\n\n\n
    27. Vai t\u0101s ir apzin\u0101tas un t\u012b\u0161as izv\u0113les?  <\/li>\n\n\n\n
    28. Kas tiek pasniegta k\u0101 pag\u0101tne, tagadne un n\u0101kotne?  <\/li>\n\n\n\n
    29. K\u0101di fakti tiek pasniegti un, ja nepiecie\u0161ams, vai tie ir pier\u0101d\u012bti? <\/li>\n\n\n\n
    30. K\u0101di viedok\u013ci tiek pasniegti? K\u0101 viedok\u013ci tie ir? <\/li>\n\n\n\n
    31. K\u0101 tekst\u0101 pasniegt\u0101 inform\u0101cija ir saist\u012bta ar to, kas agr\u0101k ir bijis zin\u0101ms par apl\u016bkoto notikumu\/par\u0101d\u012bbu\/personu?  <\/li>\n\n\n\n
    32. Vai ir lietoti k\u0101di avoti? K\u0101di? Mutiski? Rakstiski? Elektroniski? <\/li>\n\n\n\n
    33. K\u0101d\u0101 platform\u0101 ir public\u0113ts \u0161is teksts?  <\/li>\n\n\n\n
    34. Ko \u0161aj\u0101 platform\u0101 var\/nevar dar\u012bt? <\/li>\n\n\n\n
    35. K\u0101das ir \u0161\u012bs platformas normas? Kas tiek un netiek dar\u012bts? Kas tiek v\u0113rt\u0113ts atzin\u012bgi un kas tiek nosod\u012bts? <\/li>\n\n\n\n
    36. Kam pieder \u0161\u012b platforma? K\u0101 taj\u0101 var peln\u012bt naudu? <\/li>\n\n\n\n
    37. K\u0101 interes\u0113s ir rad\u012bts \u0161is teksts? Kur\u0161 var\u0113tu g\u016bt labumu no \u0161\u012b teksta public\u0113\u0161anas? Vai tas ir nor\u0101d\u012bts? <\/li>\n\n\n\n
    38. Vai ikviens cilv\u0113ks var izprast \u0161\u012bs iesp\u0113jam\u0101s saist\u012bbas vai ir nepiecie\u0161amas noteiktas zin\u0101\u0161anas? <\/li>\n\n\n\n
    39. Vai \u0161is ir glob\u0101ls vai lok\u0101ls teksts?  <\/li>\n\n\n\n
    40. Kas ir m\u0113r\u0137auditorija? <\/li>\n\n\n\n
    41. K\u0101p\u0113c cilv\u0113ki seko \u0161im satura veidot\u0101jam? <\/li>\n\n\n\n
    42. Kuri noteikti neseko? Kam \u0161is teksts nav dom\u0101ts? <\/li>\n\n\n\n
    43. Kur satura veidot\u0101js uzzina, kur\u0161 vi\u0146am\/vi\u0146ai seko? Vai tas ir adekv\u0101ts p\u0101rskats? <\/li>\n\n\n\n
    44. Vai tas ir ori\u0123in\u0101ls teksts, tulkojums vai adapt\u0101cija? Vai video tiek izmantoti elementi no citu veidota satura?  <\/li>\n\n\n\n
    45. Cik liel\u0101 m\u0113r\u0101 \u0161eit j\u0101r\u0113\u0137in\u0101s ar autorties\u012bb\u0101m? <\/li>\n\n\n\n
    46. Vai verb\u0101lais teksts un (audio) vizu\u0101lais materi\u0101ls saskan, run\u0101 par vienu lietu? <\/li>\n\n\n\n
    47. Kas ir redzami att\u0113l\u0101? Vai vi\u0146\u0161\/vi\u0146a ir viens(-a)? Ar k\u0101du vai kaut ko? <\/li>\n\n\n\n
    48. Ko vi\u0146i dara? Vai vi\u0146i ir akt\u012bvi vai pas\u012bvi? <\/li>\n\n\n\n
    49. Kur\u0161 vai kas atrodas centr\u0101? Kas aiz\u0146em visvair\u0101k vietas? Kas atrodas priek\u0161pl\u0101n\u0101, kas \u2013 aizmugur\u0113?  <\/li>\n\n\n\n
    50. K\u0101 varo\u0146i ir izvietoti att\u0113l\u0101? Kur\u0161 atrodas augst\u0101k, kur\u0161 \u2013 zem\u0101k? Kur\u0161 ir pa kreisi, kur\u0161 \u2013 pa labi?  <\/li>\n\n\n\n
    51. Kur\u0161 \u0161\u0137iet liel\u0101ks, kur\u0161 \u2013 maz\u0101ks? <\/li>\n\n\n\n
    52. Uz kurieni cilv\u0113ki skat\u0101s? Uz s\u0101niem? Uz k\u0101du? Uz skat\u012bt\u0101ju? <\/li>\n\n\n\n
    53. K\u0101da ir apk\u0101rt\u0113j\u0101 vide? Vai video ir film\u0113ts iek\u0161\u0101 vai \u0101r\u0101? Priv\u0101t\u0101 vai publisk\u0101 telp\u0101? Dab\u0101 vai pils\u0113t\u0101? Vai tas ir visp\u0101r saprotams? <\/li>\n\n\n\n
    54. K\u0101da ir visp\u0101r\u0113j\u0101 video modalit\u0101te un nokr\u0101sa? Dr\u016bma vai priec\u012bga? Melnbalta vai kr\u0101saina? Vai video ir apstr\u0101d\u0101ts, vai nav apstr\u0101d\u0101ts? <\/li>\n\n\n\n
    55. Kur atrodas kamera? Augst\u0101k, zem\u0101k vai vien\u0101 l\u012bmen\u012b ar att\u0113l\u0101 redzamo cilv\u0113ku? <\/li>\n\n\n\n
    56. K\u0101di ir video s\u012bkt\u0113li jeb thumbnails<\/em>? K\u0101p\u0113c tie ir \u0161\u0101di? <\/li>\n\n\n\n
    57. K\u0101ds ir virsraksts? K\u0101p\u0113c tie\u0161i t\u0101ds? <\/li>\n\n\n\n
    58. Cik \u0101trs ir video temps? Kur ir veikta mont\u0101\u017ea? <\/li>\n\n\n\n
    59. Kuras da\u013cas ir pa\u0101trin\u0101tas, kuras ir pal\u0113nin\u0101tas? <\/li>\n\n\n\n
    60. K\u0101ds ir apgaismojums? Vai ir izmantotas apgaismojuma iek\u0101rtas? <\/li>\n\n\n\n
    61. Vai video ir nofilm\u0113jis attiec\u012bgais cilv\u0113ks vai ir bijusi nepiecie\u0161ama k\u0101da pal\u012bdz\u012bba? <\/li>\n\n\n\n
    62. K\u0101 b\u016btu skat\u012bties no malas \u0161\u0101da video veido\u0161anu? <\/li>\n\n\n\n
    63. K\u0101 bija j\u0101sagatavojas, lai \u0161\u0101ds video taptu? <\/li>\n\n\n\n
    64. K\u0101 tu dom\u0101, ar cik dub\u013ciem ir ierakst\u012btas da\u017e\u0101das video da\u013cas? Ja ar vair\u0101kiem dub\u013ciem, tad cik autentisks ir \u0161is saturs piektaj\u0101 dubl\u012b? <\/li>\n\n\n\n
    65. Vai k\u0101ds ir samaks\u0101jis vai sav\u0101d\u0101k atl\u012bdzin\u0101jis par k\u0101du da\u013cu? <\/li>\n\n\n\n
    66. Vai satura veidot\u0101js p\u0101rdod pa\u0161a rad\u012btus produktus? <\/li>\n\n\n\n
    67. Kas ir galven\u0101 m\u0113r\u0137auditorija? <\/li>\n\n\n\n
    68. Vai video tiek r\u0101d\u012bti b\u0113rni? K\u0101di \u0113tiski un juridiski apsv\u0113rumi var rasties? <\/li>\n\n\n\n
    69. Vai video ir redzamas cigaretes, elektronisk\u0101s cigaretes, alkohols, narkotikas? Vardarb\u012bba? Politiskas vai pasaules uzskatu priorit\u0101tes? Propaganda un viltus inform\u0101cija?  <\/li>\n\n\n\n
    70. K\u0101d\u0101 m\u0113r\u0101 influenceris <\/em>var visp\u0101r ietekm\u0113t to, ko vi\u0146a\/vi\u0146as sekot\u0101ji uzskata par for\u0161u, k\u0101du uzved\u012bbu atdarina? <\/li>\n\n\n\n
    71. Kam \u0161\u012b satura veidot\u0101ja rad\u012btais saturs var b\u016bt kait\u012bgs? <\/li>\n\n\n\n
    72. Vai vi\u0146u var saukt pie atbild\u012bbas? K\u0101? <\/li>\n\n\n\n
    73. K\u0101dus jaut\u0101jumus v\u0113l var\u0113tu uzdot par \u0161o tekstu? [jaut\u0101jumu sarakstu var vienm\u0113r papildin\u0101t] <\/li>\n<\/ol>\n\n\n\n
      <\/div>\n\n\n\n

      Tom\u0113r j\u0101uzsver, ka attiec\u012bb\u0101 uz mediju tekstiem m\u0113s nevaram run\u0101t par vienu un pareizu interpret\u0101cijas un izpratnes veidu, jo da\u017e\u0101di cilv\u0113ki var uztvert vienu tekstu \u013coti at\u0161\u0137ir\u012bgi. Vienlaikus ne vienm\u0113r teksta rad\u012bt\u0101js ir inform\u0113ts par sava teksta v\u0113rt\u0113jumiem un sl\u0113ptaj\u0101m noz\u012bm\u0113m, jo, piem\u0113ram, \u0101trais darba temps var likt izdar\u012bt izv\u0113les, kas vienk\u0101r\u0161i ir visizplat\u012bt\u0101k\u0101s.  <\/p>\n","protected":false},"excerpt":{"rendered":"

      Maria Murum\u0101-Mengela\u00a0Tartu Universit\u0101tes asoci\u0113t\u0101 profesore mediju p\u0113tniec\u012bb\u0101maria.murumaa@ut.ee\u00a0 \u0160is m\u0101c\u012bbu resurss ir par iesp\u0113j\u0101m analiz\u0113t satura veidot\u0101ju saturu (piem\u0113ram, influencerus, mikroslavenu, tenden\u010du rad\u012bt\u0101jus, soci\u0101lo mediju zvaigznes vai k\u0101 vien v\u0113lamies tos nosaukt) klases telp\u0101 vai citos apst\u0101k\u013cos, kur var ilgsto\u0161i sarun\u0101ties ar jaunie\u0161iem. \u0160is dokuments sast\u0101v no trim da\u013c\u0101m:  \u2013 Vispirms Skolot\u0101ju lap\u0101 p\u0101rskatu sniedzo\u0161\u0101 raksta […]<\/p>\n","protected":false},"author":3,"featured_media":6667,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-6515","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-lv"],"acf":[],"yoast_head":"\nSatura veidot\u0101ju saturu anal\u012bze klases telp\u0101 - 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