Book Review – Refiguring Mass Communication: A History


Refiguring Mass Communication: A History. Peter Simonson. Champaign, IL: University of Illinois Press “History of Communications” series, 2010. 261 pp.

This is a rhetorical and historical study into what the term “mass communication” has meant since (and even well before) the term first appeared nearly a century ago.

A member of the University of Colorado communication faculty who began his academic work in religious studies and then turned to intellectual history, Peter Simonson organizes his argument around narrative accounts of five key figures and their own communicative worlds—three of them predating the modern conceptions of mass communication. Indeed, he redefines the very concept by using these significant but overlooked rhetorical episodes in its history. As he puts it in the introduction, his is a study of changes in “mass communication as a social concept, a rhetorical utterance, and a heterogeneous family of social forms.”  [Read more...]

Book Review – Refiguring Mass Communication: A History

Refiguring Mass Communication: A History. Peter Simonson (2010). Urbana, IL: University of Illinois Press. pp. 261.

Journalism teachers are naturally intrigued by the relationship between periods in history, which logically follows the evolution of economics, technology, and sociological developments. What author Peter Simonson does in his Refiguring Mass Communication: A History suggests that not only do these relationships transcend those traditional avenues, but he also reclaims the strength, potential, and promise of both the practical and aesthetic purposes of mass communication.

And he does it by telling great stories and showing connections between them.

[Read more...]

The iPhone as a Reporting Tool

From Lauren Rabaino on MediaBistro, April 15 - Increasingly, iPhones are becoming a credible, convenient and reliable tool for journalists –both amateur and professional– to use in the field. Mobile reporting was even the topic of a UC Berkeley Graduate School of Journalism course taught by Jeremy Rue to help journalists learn how to get the most out of reporting from a mobile device.

Will Sullivan at the Reynolds Journalism Institute at the University of Missouri also put together an incredible guide which outlines the various hardware and applications every journalist should have — definitely a recommended read.

But that’s not what I’m writing about here. Aside from the must-have apps, these are some practical tips and tricks — the dirty, simple basics for day-to-day reporting — that can help you get the most out of your iPhone as a reporting tool. Read the article

50 Most Successful Digital Companies in the U.S.

PaidContent has compiled  a list of the 50 most successful digital companies in the United States. You can view the full list here. The list is based of off digital sales, and by admission of PaidContent, some  intelligent guesswork when data wasn’t available. Their definition of a digital company was a company that makes money directly from sales of online content or online advertising.

Check out their list and let us know if you agree with it. Read More

Spotlight on: Journalist’s Resource Website

The Journalist’s Resource website is a project by the Carnegie-Knight Initiative on the Future of Journalism Education. The site describes itself as:

 

Journalist’s Resource is designed to promote knowledge-based reporting. The site provides access to scholarly reports and papers on a wide range of topics. Journalist’s Resource provides the user with a brief Overview of each study, Teaching Notes and links to other relevant material.

They have an instructor’s guide section on the site that helps educators use the site, with information on how the information is organized, how it can be used and also a list of journalistic problems.

You can view the site here >>

Freelancers Needed More Than Ever – How Schools Can Prepare Them

   

“Journalism as a whole — and media as a whole — are moving to a growing reliance on freelancers.” That quote came from Rob Steiner, director of the journalism lab at the University of Toronto’s Munk School of Global Affairs, earlier this month on “The Agenda” (a Canadian public affairs show).

Steiner says that  journalism employers – and media in general – are looking to knowledgeable freelancers for content as opposed to full-time general assignment reporters. He mentions that colleges and universities need to recognize the idea of the entrepreneurial journalist and the fact that students graduating from J-schools will need to market themselves in their specific area of expertise.

Do you agree with Steiner that J-schools need to change how they’re preparing future journalists? Do you think there is even a shift at all towards more freelance reporting?

 

 

 

 

HDTV and its implications for mass communications

By Todd Chambers, Texas Tech University | Media Management and Economics

Wow. Have you heard the news? Television is making a comeback! From viewers spending more time in front of their new HDTVs (Stelter, 2010) to double-digit increases in spot television advertising revenues (Elliott, 2010), it appears that the good ole’ days are back. Despite these positive indicators for an important cog in the media wheel, significant challenges remain for an industry struggling to stay relevant to younger media consumers. It’s within these challenges where new theoretical and applied research studies can inform the next generation of media management and economics teachers and scholars.

In addition to the implications of policy and regulatory issues, the adoption of digital television by the industry and the consumer has provided numerous opportunities to think through some of the research opportunities in management and economics. Just on the consumption side, media managers are constantly trying to justify ‘new’ strategies for new ‘revenue streams’ from an active audience that is using multiple media concurrently. From applied studies related to managing multiple media platforms to theoretical studies about competition in local television markets, the digital era provides unique prospects for scholarship. [Read more...]

Bringing back the written word: 24 hours on the iPad

By Robert Gutsche Jr. and David Schwartz

It seemed impossible.

How could we go 24 hours without touching our laptops? Could we use our smart phones only for making and answering calls? Could we really live off of an iPad for all we do?

Those were the goals, anyway – to see how much we could do over 24 hours without any other device. Just the iPad.

So, for two days last week, the two of us, both journalism educators, avid news-users and news men, attempted to use Apple’s iPad for all of our electronic communications needs.

It worked – kind of.

These, then, are the major points from our iPad experience, and our thoughts on what it could do for journalism and journalism education. [Read more...]

The Future of Communication: Theory and Methodology?

By Dietram A. Scheufele, University of Wisconsin-Madison

Communication as a discipline has come to a crossroads. The “mass” in mass communication has morphed into different publics that generate, exchange, and use content in ways that were unimaginable just a decade ago. And these changes in how content is produced and communicated are paralleled by much more far-reaching shifts in how some cohorts in society interpret traditional notions of privacy, objectivity, and source credibility. And so far, our discipline has not done a very good job at offering answers to what have become increasingly pressing questions in various societal debates. How do social media change how we interact with one another? How does information get disseminated in a fragmented multi-channel media environment? And what does the future of (mass) communication look like?

The tricky part, of course, is that many of the answers to these questions transcend the boundaries of our discipline. This is particularly challenging for a young field, such as communication, that continues to struggle with its identity and its desire to compete on an even playing field with much larger disciplines, such as psychology and political science. And if we are not careful, we may follow these disciplines down some dead ends. A good example is the debate surrounding Republican Senator Tom Coburn’s proposal in October 2009 to prohibit the National Science Foundation from “wasting any federal research funding on political science projects.” Coburn, of course, used the label “political science” but targeted social science much more broadly. And his comments rekindled an old debate among political scientists about incremental disciplinary research versus big questions. Cornell’s Peter Katzenstein summarized this intra-disciplinary dilemma best: “Graduate students discussing their field … often speak in terms of ‘an interesting puzzle,’ a small intellectual conundrum… that tests the ingenuity of the solver, rather than the large, sloppy and unmanageable problems that occur in real life.” [Read more...]

Technology, Text and Talk

By Jim Benjamin, Director of the Graduate Studies in Communication, University of Toledo

The recent explosion of interest in social networking technology brings to light new dimensions of the spoken vs. written communication debate that occasionally emerges. Twitter uses written text, Facebook uses text and graphic images, “chat rooms” in on-line courses use text, and the “old” technologies of books and e-mails use written communication. Lecture captures, teleconferences, radio, television, and the “old” technologies of lectures, conversations, discussions, and telephones use oral communication.

The debate is ancient. Plato’s Phaedrus argued that the discovery of writing “will create forgetfulness in the learners’ souls, because they will not use their memories; they will trust to the external written characters and not remember of themselves. The specific which you have discovered is an aid not to memory, but to reminiscence, and you give your disciples not truth, but only the semblance of truth; they will be hearers of many things and will have learned nothing; they will appear to be omniscient and will generally know nothing; they will be tiresome company, having the show of wisdom without the reality.”

We know, of course, that speaking and writing are not mutually exclusive, that the existence of one does not preclude the existence of the other. You can as easily write the words for a speech as you can speak the written words aloud. We also know that the arts of writing and speaking are both valuable skills communicators must develop. As a journalism educator you need to write out your lesson plans and instructions for activities and scripts for programs, but as a journalism educator you must also speak in class, talk with your students individually, and transform the script into an oral performance. [Read more...]