The potential of texts to create ideological meaning - Essay Example

The potential of texts to create ideological meaning Introduction When having to evaluate the role of texts related to a particular subject emphasis has to be given not only on the effectiveness of the texts in explaining the specific subject but also on the potential of the texts to create one or more ideological meanings. The use of texts for creating ideological meanings is explored in this paper. Reference is made, as an example, to two texts that refer to media: the study of Assaad and Gomez (2011) that focuses on the involvement of social networks in marketing and the study of Rashid et al. (2013) that explains the role of mobile phones in the development of social networking. The above studies have been chosen as they meet the criteria of intertextuality, a concept which is analyzed in current study. In addition, these studies are related to different media, i.e. social networks and mobile phones. The various aspects of the above media are identified and analyzed especially in regard to their value for creating ideological meanings. It is proved that the existence of an intertextual nexus, as this term is explained below, can increase the potential of texts to create ideological meanings. Still, the level at which each text is offered for the establishment of intertextual links is differentiated according to the text’s structure, the subject to which the text refers but also to the ability of the text’s creator to develop such task, i.e. to establish intertextual links for supporting one or more parts of the text. Intertextuality – key characteristics Different methods are used by experts for promoting intertextuality as part of a text: the ‘construction of intertextual links’ (Hynd 2013, p.222) is the most popular method of such kind. In fact, this method is extensively used every time that meanings need to be added in a specific text. At this point, the following question would appear? How intertextuality could be defined? According to Hynd (2013) intertextuality could be described as ‘the interaction of texts’ (Hynd 2013, p.219). It is further explained that through such interaction ‘meanings are established’ (Hynd 2013, p.219). Moreover, through the effort of experts to interpret these meanings knowledge is exchanged, a fact that significantly promotes the learning process (Hynd 2013). For Kristeva, the creator of the above term, intertextuality could be defined as ‘a permutation of texts’ (Makaryk 1993, p.568). From a similar point of view, Demetrious (2013) has noted that intertextuality shows a key characteristic of texts: the use in each text of pieces of other texts either directly, i.e. in the form of quotations, or indirectly. In other words, the key role of intertextuality is to help the person who analyzes a text to identify and to understand ‘the structural differences of the text from other texts that were published in different social and historical environments’ (Makaryk 1993, p.568). However, the actual role of intertextuality seems to be broader, referring not only to the structure but also to the meanings of texts (Shuart-Faris and Bloome 2004). Lauer and Pender, K. (2004) explain that intertextuality reflects the ‘interdependence of texts’ (Lauer and Pender 2004, p.10), i.e. the fact that there is no text which is fully independent from other texts published in regard to the same subject. Also, it seems that intertextuality can have two dimensions/ aspects: a) it can refer to the pieces of text that have ‘been incorporated in another text, i.e. the quotations’ (Lauer and Pender 2004, p.10) and b) the assumptions included in the text in regard to ‘the text’s readers, the key subject of the text and the text’s social and cultural context’ (Lauer and Pender 2004, p.10). The above two aspects of intertextuality are critical for understanding the role of intertextuality in creating meanings. Also these aspects indicate the tasks that should be incorporated in intertextual analysis, as a process focusing on the evaluation of specific texts. On the other hand, the potential of intertextuality to support the creation of meaning seems to be depended on a critical requirement: the person who works on a text’s intertextual links needs ‘to emphasize on the similarities between this text and other texts and not on their differences’ (Bulman 2007, p.27). Otherwise, intertextuality could have no value in creating a meaning, especially if the differences of the texts compared would be more than their similarities (Bulman 2007). However, intertextual analysis would not be complete if it would not include a reference to the differences of the chosen texts (Bulman 2007). At the same time, in the context of such analysis reference should be made to unique meanings, as promoted through the chosen texts, and to the overall ideological framework on which these texts are based (Bulman 2007). It should be noted that the use of a text in the creation of ideological meanings is not depended on the text’s structure or size; this means that a text can create such meaning even if it is quite short or if its structure is unclear to the reader. For example, short pieces of text used in advertising can create ideological meaning (Benyahia et al. 2013). Moreover, Benyahia et al. (2013) supported that ideological meanings can be identified even in ‘signs, as parts of advertising’ (Benyahia et al. 2013, p.78). Intertextuality in practice – analysis of two texts How the chosen texts are related to intertextuality According to the issues discussed above intertextuality reflects specific characteristics of a text: the use, by the creator of the text, of other texts directly, i.e. by adding quotations, or indirectly, i.e. by adding in his text meanings and information that have been already included in other texts. Both the texts chosen refer to other texts, directly and indirectly. In this context, both texts are based on intertextuality, as the concept was described analytically in previous section. In this study, intertextuality, as related to the chosen texts, will be examined in all its aspects. At a first level, both the study of Assaad and Gomez (2011) and that of Rashid et al. (2013), refer to other studies, both in the form of quotations and indirectly. For this reason, no doubt can exist in regard to the alignment of these texts with the rules of intertextuality related to the use of other texts for creating meaning. At the next level, emphasis will be given on the potential of the texts to create ideological meaning through their historical, social and cultural context. How the particular texts contribute in the creation of ideological meanings through their historical, social and cultural context? The study of Assaad and Gomez (2011) The historical context of the specific study covers the period from 2004 to 2011. The specific view is based on the review of the date of publication of the resources/ papers on which the study of Assaad and Gomez has been based. In other words, the historical context of the specific study can be characterized as of average size at the level that the period covered is not extensive. On the other hand, the issue discussed is critical today. This fact highly increases the study’s value. Indeed, by reviewing a popular issue, such as the social networking, the study is expected to attract the interest of many readers. Also, the references used in the above study cover a series of years, from 2004 to 2011. This means that the particular study is able to show the historical development of the issue discussed. As a result, the historical context of the study would support the creation of ideological meaning in two ways: a) information related to the aspects of the subject in different periods of time is included b) the specific pieces of information would be accessed by many readers since the specific subject is quite popular; these readers could perceive the various aspects of the subject, as changed through the years, differently, a fact that would lead to the creation of unique meanings in regard to the specific subject. The social context of the study of Assaad and Gomez (2011) could also support the creation of ideological meaning. As already noted above, social networking is a popular technological and social trend. Every day millions of people worldwide visit social networking sites for various purposes, such as for business, in the context of educational projects or for leisure. Assaad and Gomez (2011) analyze the relationship between social networking and marketing. By reviewing the study of Assaad and Gomez (2011) readers could be informed on the various technologies available in social networking, including those technologies that can be used for marketing purposes. This means that consumers and entrepreneurs could use the above study for increasing their knowledge on social networking: for the former, the study would be a means for becoming aware of the risks and opportunities of social networking as a tool for purchasing products/ services. For the latter, i.e. for entrepreneurs, the above study would be helpful in increasing the market share of their business. In other words, the social context of the above study would create ideological meaning in the following way: by explaining the role and the risks of social networking, as a social trend, and by presenting the technology on which social networks are based. It should be also noted that social networking refers to people in different social classes, meaning that the social context of the study can be quite expanded addressing the needs of millions of people worldwide. In terms of its cultural context the study of Assaad and Gomez (2011) is also quite powerful in creating ideological meaning. Indeed, in the above study reference is made to the different aspects of social networking, as part of modern culture: a) as a tool for creating a Community, meaning the online Community, b) as a tool for communicating and c) as a tool for accessing critical information (Assaad and Gomez 2011, p.16). In addition, the above study explains the potential use of Social Networking in another field: in business. From this point of view, the study of Assaad and Gomez (2011) also contributes in the expansion of social networking’s cultural value: social networking can be also effective in business transactions, an area where the presence of social networking was almost non-existent in the past (Neti 2011). Under these terms it could be supported that the study of Assaad and Gomez (2011) expand existing knowledge in regard to the characteristics of social networking as part of modern culture; thus, the cultural context of the particular study significantly contributes in the creation of ideological meaning in regard to the position of social networking in modern culture. The study of Rashid et al. (2013) The specific study shows the trends of using social networking sites through mobile phones, as this trend has become a key social phenomenon today. The specific study is based on literature published from 1990 up to 2012. Therefore, the value of the study in showing the historical trends of using social networking sites is quite high. From this point of view, the historical context of the study is used in creating ideological meaning at the level that information is provided for the historical development of the issue discussed while the period covered is important. At the same time, as in the previous text, the issue discussed in this study is quite relevant to modern style of life: the technology of mobile phones today has been developed at such level that these devices can support all online activities, including the access to social networking sites. Thus, the historical context of the specific study is important in creating ideological meaning at the level that an important technological development, i.e. the use of mobile phones in social networking, is explained both through secondary and through primary research. The study of Rashid et al. (2013) refers to the use of mobile phones as tools for accessing social networking sites but emphasis is given to the above practice as developed especially by students. Indeed, social networking through mobile phones is a trend mostly related to young people (Cabral 2011). The study of Rashid et al. (2013) has been based on the use of a survey among the students of three universities. In this way, the above study shows clearly the perceptions of young people on mobile phones, as related to various functions and, especially, to social networking. It is at this point that the social context of the above study contributes in the creation of ideological meaning: apart from the literature related to the issue discussed the specific study also shows the practical aspects of the use of mobile phones in social networking. As of the cultural context of the above study, this also contributes in the creation of ideological meaning. The above view is based on a series of facts: initially, mobile phones have been introduced just for serving the communication needs of their users (Aldhafferi et al. 2013). However, gradually the involvement of these devices in daily human activities has been expanded, a fact that led to concerns on the implications of this phenomenon for privacy (Aldhafferi et al. 2013). Today, mobile phones have become the most common tool for accessing social networking sites (Hampton et al. 2011). Indeed, most of these sites’ members are likely to access their account through their mobile phone rather than through a computer (Aldhafferi et al. 2013). The specific trend is verified through the empirical findings of the survey developed by Rashid et al. (2013), as these findings are presented and analyzed in the above study. Thus the study of Rashid et al. (2013) helps to the expansion of knowledge in regard to the use of mobile phones in social networking; indeed, the perceptions of students as reflected in the survey conducted by Rashid et al. (2013) offer important clarifications in regard to the specific practice, i.e. the use of mobile phones in social networking. Moreover, the information provided through the secondary research developed by Rashid et al. (2013) in regard to the issue under discussion cannot be ignored. For this reason it would be supported that the study of Rashid et al. (2013) highly contributes in the creation of ideological meanings related to social networking sites and mobile phones. Conclusion The potential of texts to create ideological meaning are not standardized. This phenomenon is explained by the following fact: the creator of each text is likely to employ different methods in creating meaning. These methods have been presented above and have been evaluated by using specific examples. It has been revealed that intertextuality, as based on different techniques, is a key requirement for the creation of meaning in texts. However, it is possible for intertextuality to be promoted through different approaches while the effectiveness of these approaches in each text can vary: for example, in other texts literature may be sufficient in creating ideological meaning while in other texts meaning is created mostly by referring to the practical implications of the issue discussed, i.e. by primary research, an approach used in the study of Rashid et al. (2013). In any case, the creation of ideological meaning is not limited in terms of time or of text’s size but it is rather affected by the potential of the text creator to employ the appropriate material for supporting his views. References Aldhafferi, N., Watson, C. and Sajeev, A. (2013) “PERSONAL INFORMATION PRIVACY SETTINGS OF ONLINE SOCIAL NETWORKS AND THEIR SUITABILITY FOR MOBILE INTERNET DEVICES.” International Journal of Security, Privacy and Trust Management (IJSPTM) Vol 2, No 2, pp.1-17. Available at http://arxiv.org/ftp/arxiv/papers/1305/1305.2770.pdf Assaad, W. and Gomez, J. (2011) “Social Network in Marketing (Social Media Marketing) – Opportunities and Risks.” International Journal of Managing Public Sector Information and Communication Technologies (IJMPICT) Vol 2, No 1, pp.13-22. Available at http://airccse.org/journal/mpict/papers/0911ijmpict02.pdf Benyahia, S., Gardner, A., Rayner, P. and Wall, P. (2013) Media Studies: The Essential Resource. London: Routledge. Bulman, G. (2007) Staging Words, Performing Worlds: Intertextuality and Nation in Contemporary Latin American Theater. Cranbury: Bucknell University Press. Cabral, J. (2011) “Is Generation Y Addicted to Social Media?” The Elon Journal of Undergraduate Research in Communications Vol 2, No 1, pp.5-14. Available at https://www.elon.edu/docs/e-web/academics/communications/research/vol2no1/01Cabral.pdf Demetrious, K. (2013) Public Relations, Activism, and Social Change: Speaking Up. London: Routledge. Hampton, K., Sessions, L. and Her, E. (2011) “Core Networks, Social Isolation and New Media – How Internet and Mobile Phone use is related to network size and diversity.” Information, Communication & Society Vol 14, No 1, pp.130-155. Available at http://www.mysocialnetwork.net/downloads/offprint/Core%20Networks%20and%20New%20Media%20iCS.pdf Hynd, C. (2013) Learning From Text Across Conceptual Domains. London: Routledge. Lauer, J. and Pender, K. (2004) Invention in Rhetoric and Composition. West Lafayette: Parlor Press LLC. Makaryk, I. (1993) Encyclopedia of Contemporary Literary Theory: Approaches, Scholars, Terms. Toronto: University of Toronto Press. Neti, S. (2011) “Social Media and Its role in marketing.” International Journal of Enterprise Computing and Business Systems Vol 1, Issue 2, pp.1-16. Available at http://www.ijecbs.com/July2011/13.pdf Rashid, K., Ullah, R. and Iqbal, M. (2013) “Social Networking Sites and Mobile Phones.” Interdisciplinary Journal of Contemporary Research in Business Vol 4, No 9, pp.345-355. Available at http://journal-archieves27.webs.com/345-355.pdf Shuart-Faris, N. and Bloome, D. (2004) Uses of Intertextuality in Classroom and Educational Research. Charlotte: IAP. Read More