Strategic media framing and attributive agenda

  • Pastukhov A
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Abstract

The focus of the analysis lies on the deconstruction of media messages in mass media discourse. The justification of approaches to promote the strategic media framing explains the implementation potential of media texts through linguo-cognitive, genre and contextual analysis. In order to identify patterns of media and attributive agenda the mechanisms of media framing are actively involved in the construction of a media text, while the establishment of a media frame is ment as a reflection of the reality in the minds of the recipient audience. The construction of media frames is also associated with cognitive-evaluative and affective coordinates in the reception and interpretation of events, situations, scenarios, value relations, etc. The theoretical significance of the studied issues lies in the essential understanding of the media framing and its socio-political and economic features, as well as its role in the agenda setting based on the reflection of modern media texts in the Russian quality press (Nezavisimaya Gazeta). Appealing to the theory of attributive agenda setting, this allows to get close to a comprehensive idea of the editorial and publication policy. The attributive agendas in diverse media resources are not coincided by thematic stories that can be quite indicative by understanding the fact, how particular media resource is loyal to the authorities, how it reflects the specifics of the editorial policy and its thematic specialization. So the formation of attributive agendas is a higher level of interpretation of reality that arises in the common media agenda (agenda setting). In general, the intentional structuring of information and the reception of the reality, as well as the study of interaction mechanisms as a behavioral matrix, fit well into the modern media practice of communicative actions of individual actors and social groups

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APA

Pastukhov, A. G. (2023). Strategic media framing and attributive agenda. Vestnik of Samara University. History, Pedagogics, Philology, 28(4), 115–129. https://doi.org/10.18287/2542-0445-2022-28-4-115-129

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