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University of Minnesota Libraries Publishing edition, This edition adapted from a Intersection of American Media and Culture 4. The Evolution of. introduction to mass communication media literacy and culture 7th edition pdf media and culture mass communication in a digital age chapter. Download full-text PDF Media Ethics: Cases and Moral Reasoning, Eighth Edition Communication, culture, and representation

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The eighth edition of Media and Culture confronts head-on the realities of how and sometimes entmedia/upload/pdf. dangerous stunts, and television . affecting the mass media and our culture today. .. The eighth edition of Media and Culture confronts head-on the realities of entmedia/upload/pdf. The ninth edition of Media and Culture confronts the digital realities of how we .. For the eighth edition: Frank A. Aycock, Appalachian State University; Carrie.

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In their effort to reclaim viewers who watch clips of their shows on YouTube, media competitors also formed unlikely video distribution alliances in As the Seattle Times reported in March 23, p. A study by the Pew Research Center http: Two-thirds of online harassment occurs on social networking sites or apps. Interestingly, more than half of victims ignored their most recent incident. Discuss the consequences of the digital divide both within the United States and between rich and poor nations.

Explain the strategies of some Third World countries for getting ahead in the digital age as well as the wider infrastructural challenges they face. Examine the impact the Internet has had on freedom of expression in the world. As it has done with other technology, Apple helped popularize the use of wireless networking, or Wi-Fi.

It is also trying to support sustainable community networks throughout the world by developing and disseminating open-source Wi-Fi software.

Media Literacy and the Critical Process: Services like My Yahoo! Users visiting their personalized My Yahoo!

The downside of personalization, however, is that it requires users to fill out a detailed questionnaire that can take up to a half hour to complete. The questionnaires, users are told, serve to fine-tune their personal pages, but they also work as market surveys for companies like Yahoo!

By , there was mounting public, congressional, and regulatory concern over online privacy and the extreme data-collection practices of the four major search companies: Microsoft, and Ask.

Amid FCC and consumer concerns, the four largest search engine companies responded with a gesture of self-regulation, announcing they would tighten their privacy policies as follows: Make all data on search queries anonymous after eighteen months.

Make all data on search queries anonymous after thirteen months. Almost all companies promise not to sell their consumer data, but what they do not mention is that they sometimes rent such information. Robert Ellis Smith, who publishes the Privacy Journal, says users should consider e-mail as a postcard rather than a letter because it can be intercepted and read by virtually anyone along its path over the Internet.

Describe the information technologies that your grandparents used at work. Describe the information technologies that your great-grandparents used at work. Contrast the pros and cons of these eras in terms of the devices used and the quantity and quality of information received. Any print media are fine. They should choose a twenty-four-hour period that will not undermine other courses, work, or activities. Let them know that they will need to avoid any places where electronic media are present possibly including areas of the cafeteria, common lounges, gym, etc.

They will also probably need to negotiate with others to turn off electronic media when they are around e. This exercise can also be adapted to follow the critical process: Describe the role of hacktivism in our society. Should we think of hacktivism as new form of peaceful protest?

What are the pros and cons of the strategy of Anonymous to combat global terrorism? Do you support these efforts? Why or why not? Microsoft tried to download Google in , but Google rejected the offer.

This site managed to capture its own market share within a few months of release thanks to a large advertising effort by its parent company. Have students speculate on what such an acquisition would have meant for Microsoft, for Google, and, most importantly, for users.

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Which products would we have, and which would we not have? How might such an arrangement have been of even greater benefit to consumers? In what ways would the imagined consolidation have undermined progress in digital media?

Interview a sample of people about their online privacy. In what ways has their privacy been violated through their Internet use? Do they regularly have to divulge personal information to gain access to certain Web sites? Do they enter contests, play games, download files, or register on sites that require them to enter their e-mail address or disclose specific interests?

What types of Web sites try to gather the most personal information from them? Have they noticed Internet advertising that targets their personal tastes? Do they contend with increasing amounts of spam e-mail? What is their biggest complaint about being online?

Does it have anything to do with privacy?

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What sorts of patterns emerge from your interviews? Is online privacy consistently violated in particular ways? Are there certain strategies for maintaining privacy on the Internet? Do these work pretty well? Do the interviewees generally seem to be concerned or unconcerned about their online privacy? Have your questions made them consider their online privacy for the first time?

What do these patterns mean? Are current marketing practices merely inconvenient, or is there something more insidious going on? Do Internet privacy invasions undercut the usefulness of the medium? What should be the standards of privacy for the Internet?

How should they be enforced? Learn about and take action against privacy infringements. Visit the Center for Democracy and Technology www.

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Share your knowledge with your peers. It is easy to get students talking about the Internet; it is a site of heavy use and lots of opinions. Generating discussion: When do you use it? Do you have problems with spamming? Has e- mail changed your phone or interpersonal communication habits? When do you feel obligated to respond to someone? When is it a burden? When is it a convenience?

What sort of e-mail etiquette are you aware of, especially when addressing your instructors? Group activities: The Internet has such a broad impact that it may be useful to narrow the focus by splitting students into groups and assigning each group a category of issues to discuss. Ask them to think about the ways in which the Internet has affected these areas and its potential for generating new developments in the future.

Then have each group report back to the class and generate discussion from there. Internet voting in the future: Who would be the audiences here attention to social class? Discuss the Internet as a space for alternative political groups. Ask about hate groups campaigning: Is it fair or not? How to regulate campaigning: Should the government step in? If so, when or where? Also consider the Internet on a global level.

What does the Internet do for consumers information provider? What industries can students think of that have been impacted retail, services, travel and how? Discuss the ability to work from home. How does the Internet help or hurt academia in terms of research capabilities and plagiarism?

What is the place of the Internet in the classroom e. What do students like or dislike about it? Also discuss anticheating initiatives such as Turnitin and iThenticate. Consider the idea of self-care and self-diagnosis over the Internet. What about medical consulting online with doctors or ordering prescription drugs? What role does the Internet play in self-research on alternative treatments, medical conditions particularly useful for anything with a social stigma, e.

Investigate WebMD: Interpersonal this subject dovetails with the e-mail question above: Are virtual relationships or communities somehow less real or legitimate in our society?

Internet dating and personal ads: How have they changed social interaction? Get students thinking about the physical qualities of communication, such as voice and nonverbal communication or body language. Has the Internet made us all homebodies? This question should probably be saved for last, as people often like to talk about this element the most. The paper they produce is due in sections, which correspond with the steps in the Critical Process.

Read industry trade sources to get a sense of the main issues affecting the cable industry. Look at the Web sites of industry trade associations and professional societies. Links to Web sites of some industry trade sources are given in the Classroom Media Sources below. Take notes on topics that have multiple stories or mentions in the current year. What recent issues or developments in the industry have received a lot of recent attention, discussion, or commentary in industry sources?

Only focus on information from the current year—and only from trade sources.

Write a one-page synopsis of the information you found about current topics in the industry. Cite your sources properly. Look for one development or pattern that has received significant attention on trade sites and from trade journalists in the current year.

Choose one specific trend, and write one or two pages with details about the information you found about that trend. Continue to track news about your topic as the semester progresses. Cite sources properly. What does the trend mean for the state of the industry? Is it evolving? What does it tell you about media in general at the current time? What might it say about our culture or our society? Can your information help us interpret the role of the industry in our lives?

Write up your interpretation in a five-page paper. The first page should be a synopsis of the trend, with proper citations. You might not have to provide information from your sources for the next four pages because this section is your interpretation of the trend.

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Save any ideas you have about whether the trend is "good" or "bad" for the Evaluation step of the Critical Process.

Is the trend "good" or "bad? What do you think might happen in the future?

Are there any actions you can take related to your trend and the industry? Possibilities include posting your views on social media, creating a petition, contacting people in the industry to see what they think of your interpretation and evaluation, or going to an industry event if any are held nearby.

This step need not be required if students are not motivated to take action. This exercise works well if each step of the Critical Process is due two weeks after the prior step is due. Limiting students to only trade sources and only information from the current year helps keep them on track. Your institution's librarians should be able to provide students with information on how to access industry trade sources.

The Net , 1: Net Neutrality , 2: In this video, experts discuss net neutrality and privatization of the Internet. User-Generated Content , 3: Editors, producers, and advertisers—David Gale, Jeff Goodby, Robin Sloan, and Matt York—discuss the variety of user-generated content and how it can contribute to the democratization of media. Behind the Web , 50 minutes. Weaving the Web: New York: HarperBusiness, Misunderstanding the Internet.

Second edition. Routledge, Duggan, Maeve. Goldsmith, Jack L. Who Controls the Internet?: Illusions of a Borderless World. Oxford University Press, Spreadable Media: Creating Value and Meaning in a Networked Culture. New York University Press, Participatory Culture in a Networked Era: Malden, MA: Polity Press, Kalathil, Shanthi, and Taylor C.

Open Networks, Closed Regimes: The Impact of the Internet on Authoritarian Rule.

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Washington, DC: Carnegie Endowment for International Peace, Negroponte, Nicholas. Gender and sexuality Feminisms. Women at the cinema. Reading romance. Watching Dallas. Queer theory. The ideology of racism: its historical emergence. Anti-racism and cultural studies. Postmodernism The postmodern condition.

Postmodernism in the s. Jean Baudrillard. Fredric Jameson. Postmodern pop music. Postmodern television. Postmodernism and the pluralism of value. The global postmodern. Convergence culture. Further reading The Materiality of Popular Culture. Materiality as Actor. Meaning and Materiality. Materiality without Meaning. Material Objects in Different Cultures.

Futher reading. The politics of the popular The cultural field. The economic field. Post-Marxist cultural studies: hegemony revisited. The ideology of mass culture. He has published widely in cultural studies, including twelve books.