Mcquail's Mass Communication Theory
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Instructional Communication 8 the Emergence of a Field
Instructional Communication 8 The Emergence of a Field Scott A. Myers ince its inception, the field of instructional communication has Senjoyed a healthy existence. Unlike its related subareas of communi- cation education and developmental communication (Friedrich, 1989), instructional communication is considered to be a unique area of study rooted in the tripartite field of research conducted among educational psychology, pedagogy, and communication studies scholars (Mottet & Beebe, 2006). This tripartite field focuses on the learner (i.e., how students learn affectively, behaviorally, and cognitively), the instructor (i.e., the skills and strategies necessary for effective instruction), and the meaning exchanged in the verbal, nonverbal, and mediated messages between and among instructors and students. As such, the study of instructional com- munication centers on the study of the communicative factors in the teaching-learning process that occur across grade levels (e.g., K–12, post- secondary), instructional settings (e.g., the classroom, the organization), and subject matter (Friedrich, 1989; Staton, 1989). Although some debate exists as to the events that precipitated the emer- gence of instructional communication as a field of study (Rubin & Feezel, 1986; Sprague, 1992), McCroskey and McCroskey (2006) posited that the establishment of instructional communication as a legitimate area of scholarship originated in 1972, when the governing board of the Inter- national Communication Association created the Instructional Communi- cation Division. The purpose of the Division was to “focus attention on the role of communication in all teaching and training contexts, not just the teaching of communication” (p. 35), and provided instructional communication researchers with the opportunity to showcase their scholarship at the Association’s annual convention and to publish their research in Communication Yearbook, a yearly periodical sponsored by the Association. -
Confronting the Challenges of Participatory Culture: Media Education for the 21St Century
An occasional paper on digital media and learning Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton Ravi Purushotma Alice J. Robison Margaret Weigel Building the new field of digital media and learning The MacArthur Foundation launched its five-year, $50 million digital media and learning initiative in 2006 to help determine how digital technologies are changing the way young people learn, play, socialize, and participate in civic life.Answers are critical to developing educational and other social institutions that can meet the needs of this and future generations. The initiative is both marshaling what it is already known about the field and seeding innovation for continued growth. For more information, visit www.digitallearning.macfound.org.To engage in conversations about these projects and the field of digital learning, visit the Spotlight blog at spotlight.macfound.org. About the MacArthur Foundation The John D. and Catherine T. MacArthur Foundation is a private, independent grantmaking institution dedicated to helping groups and individuals foster lasting improvement in the human condition.With assets of $5.5 billion, the Foundation makes grants totaling approximately $200 million annually. For more information or to sign up for MacArthur’s monthly electronic newsletter, visit www.macfound.org. The MacArthur Foundation 140 South Dearborn Street, Suite 1200 Chicago, Illinois 60603 Tel.(312) 726-8000 www.digitallearning.macfound.org An occasional paper on digital media and learning Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton Ravi Purushotma Alice J. -
Communication & Implementation for Social Change
Communication & Implementation for Social Change: Mobilizing knowledge across geographic and academic borders Krystle van Hoof Communication for Development One-year master 15 Credits Spring/2016 Supervisor: Helen Hambly Odame ABSTRACT In many academic disciplines, there are promising discoveries and valuable information, which have the potential to improve lives but have not been transferred to or taken up in ‘real world’ practice. There are multiple, complex reasons for this divide between theory and practice—sometimes referred to as the ‘know-do’ gap— and there are a number of disciplines and research fields that have grown out of the perceived need to close these gaps. In the field of health, Knowledge Translation (KT) and its related research field, Implementation Science (IS) aim to shorten the time between discovery and implementation to save and improve lives. In the field of humanitarian development, the discipline of Communication for Development (ComDev) arose from a belief that communication methods could help close the perceived gap in development between high- and low-income societies. While Implementation Science and Communication for Development share some historical roots and key characteristics and IS is being increasingly applied in development contexts, there has been limited knowledge exchange between these fields. The aim of this paper is to provide an overview of the characteristics of IS and ComDev, analyze some key similarities and differences between them and discuss how knowledge from each could help inform the other to more effectively achieve their common goals. Keywords: Communication for development and social change, Diffusion of Innovations, Implementation Science, Knowledge Translation 1 TABLE OF CONTENTS 1. -
Redalyc.SOCIOLOGY of INNOVATION: SOCIAL
AD-minister ISSN: 1692-0279 [email protected] Universidad EAFIT Colombia YOUSEFIKHAH, SARA SOCIOLOGY OF INNOVATION: SOCIAL CONSTRUCTION OF TECHNOLOGY PERSPECTIVE AD-minister, núm. 30, enero-junio, 2017, pp. 31-43 Universidad EAFIT Medellín, Colombia Available in: http://www.redalyc.org/articulo.oa?id=322349942004 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative 31 AD -MINISTER AD-minister Nº. 30 january-june 2017 pp. 31 - 43 · ISSN 1692-0279 · eISSN 2256-4322 SOCIOLOGY OF INNOVATION: SOCIAL CONSTRUCTION OF TECHNOLOGY PERSPECTIVE SOCIOLOGÍA DE LA INNOVACIÓN: CONSTRUCCIÓN SOCIAL DE LA PERSPECTIVA TECNOLÓGICA SARA YOUSEFIKHAH ABSTRACT SARA YOUSEFIKHAH This theoretical paper describes the effect of social action on technological artifacts and explores how innovation may flourish or be diminished in society. Using the Social Construction of Technology JEL: M, O (SCOT) perspective, three main elements namely, flexibility of interpretation, relevant social groups and technological frame are described and their impact on innovation is discussed. The paper proposes that Received: 5-09-2016 in developing societies, flexibility is hardly pressed by technological frames and concrete social norms Modified: 23-11-2016 do not allow the alternative designs and the useage of artifacts. This paper proposes that innovation Accepted: 22-12-2016 might flourish in a society if technological frame change, and entrepreneurship become technological frames that can change the fixed meaning of artifacts and create a path for alternative designs and interpretations. -
Communication, Culture and Community: Towards a Cultural Analysis of Community Media
The Qualitative Report Volume 7 Number 3 Article 6 9-1-2002 Communication, Culture and Community: Towards A Cultural Analysis of Community Media Kevin Howley DePauw University, [email protected] Follow this and additional works at: https://nsuworks.nova.edu/tqr Part of the Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, and the Social Statistics Commons Recommended APA Citation Howley, K. (2002). Communication, Culture and Community: Towards A Cultural Analysis of Community Media. The Qualitative Report, 7(3), 1-24. https://doi.org/10.46743/2160-3715/2002.1975 This Article is brought to you for free and open access by the The Qualitative Report at NSUWorks. It has been accepted for inclusion in The Qualitative Report by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Communication, Culture and Community: Towards A Cultural Analysis of Community Media Abstract This paper promotes a research agenda committed to a sustained, multiperspectival cultural analysis of community-based media. In doing so, the essay takes up two interrelated arguments. First, it is suggested that community media represent a conspicuous blind spot in cultural approaches to communication studies: a situation that is at odds with the hallmarks of cultural studies scholarship, especially its affirmation of popular forms ofesistance r and its celebration of and keen appreciation for local cultural production. Second, the author maintains that as a site of intense struggle over cultural production, distribution, and consumption within and through communication and information technologies, community media demand the rigorous, interdisciplinary approaches and interventionist strategies associated with the finest traditions of cultural studies scholarship. -
HISTORYOF COMMUNICATION in MALAYSIA (1940-2008) Sevia Mahdaliza Khairil Amree Zainol
1 HISTORYOF COMMUNICATION IN MALAYSIA (1940-2008) Sevia Mahdaliza Khairil Amree Zainol 1.1 INTRODUCTION The Second World War was, in some ways, one of the lowest points in Malaysia's history. Japanese forces landed on the north- east border of Malaya on 8 December 194 1 and, in one month, succeeded in establishing their control of both Peninsula Malaya and Sabah and Sarawak. On 15 March 1942, Singapore surrendered. Singapore was renamed Shonan and became the centre of a regional administrative headquarters that incorporated the Straits Settlements, and the Federated Malay States and Sumatra. Much like the British who had installed residents in the Malay ruling houses fifty years earlier, the Japanese appointed local governors to each state. The only difference was that this time, it was the Sultans who were placed in the positions of advisors. The Unfederated Malay States, Perlis, Kedah, Kelantan and Terengganu found themselves back under the sovereignty of Thailand in 1942, when Thailand declared war on Britain and the USA. Most large scale economic activities grounded to a halt during the period of the War. The production of tin which was already falling before the War stopped almost completely. People turned their occupation away from the cultivation of commercial crops, concentrating instead on planting rice and vegetables to ensure they did not go hungry. [1] 2 Wireless Communication Technology in Malaysia 1.2 HISTORY BEGAN For the telecommunication industry, all activity not specifically related to the war effort came to a stand still. A young telegraph operator identified only as E.R. joined what was then the Post and Telecoms Department in 1941. -
Coms 200 | History of Communication Syllabus
COMS 200 | HISTORY OF COMMUNICATION SYLLABUS Department of Art History and Communication Studies, McGill University Instructors: Farah Atoui & Liza Tom Wednesdays and Fridays 4:05 - 5:25PM EST Winter 2021 Land acknowledgment: McGill University is situated on the traditional territory of the Kanien’kehà:ka, a place which has long served as a site of meeting and exchange amongst nations. We recognize and respect the Kanien’kehà:ka as the traditional custodians of the lands and waters on which we meet today. Contact Details Instructor: Instructor: Teaching Assistant: Farah Atoui (she/her/hers) Liza Tom (she/her/hers) Ann Brody [email protected] [email protected] [email protected] Office hours: Office hours: Office hours: Monday 2-3pm Thursday 10-11am TBC COURSE DESCRIPTION This course is a critical overview of the sociopolitical histories of modern communication technologies that shaped the 19th and 20th centuries. The focus is on the conditions that produced these modern tools of communication as well as on their social and political ramifications. The course examines an array of technologies, media forms and institutions—from railway and telegraph networks, to early film, photography, radio and the museum—through a postcolonial lens, and maintains a comparative approach to communication that reads against the idea of Western modernity and technological progress. By focusing on the relation between culture and power, the course aims to shed light on the role played by these technologies and media in re/producing and expanding (colonial) power relations, structures, and ideologies, as well as on their emancipatory potential for various historical contexts. -
The Socialization of Investment, from Keynes to Minsky and Beyond
Working Paper No. 822 The Socialization of Investment, from Keynes to Minsky and Beyond by Riccardo Bellofiore* University of Bergamo December 2014 * [email protected] This paper was prepared for the project “Financing Innovation: An Application of a Keynes-Schumpeter- Minsky Synthesis,” funded in part by the Institute for New Economic Thinking, INET grant no. IN012-00036, administered through the Levy Economics Institute of Bard College. Co-principal investigators: Mariana Mazzucato (Science Policy Research Unit, University of Sussex) and L. Randall Wray (Levy Institute). The author thanks INET and the Levy Institute for support of this research. The Levy Economics Institute Working Paper Collection presents research in progress by Levy Institute scholars and conference participants. The purpose of the series is to disseminate ideas to and elicit comments from academics and professionals. Levy Economics Institute of Bard College, founded in 1986, is a nonprofit, nonpartisan, independently funded research organization devoted to public service. Through scholarship and economic research it generates viable, effective public policy responses to important economic problems that profoundly affect the quality of life in the United States and abroad. Levy Economics Institute P.O. Box 5000 Annandale-on-Hudson, NY 12504-5000 http://www.levyinstitute.org Copyright © Levy Economics Institute 2014 All rights reserved ISSN 1547-366X Abstract An understanding of, and an intervention into, the present capitalist reality requires that we put together the insights of Karl Marx on labor, as well as those of Hyman Minsky on finance. The best way to do this is within a longer-term perspective, looking at the different stages through which capitalism evolves. -
Genesis of the Media Concept
Genesis of the Media Concept John Guillory The medium through which works of art continue to influence later ages is always different from the one in which they affect their own age. —WALTER BENJAMIN1 1. Mimesis and Medium The word media hints at a rich philological history extending back to the Latin medius, best exemplified in the familiar narrative topos of clas- sical epic: in medias res. Yet the path by which this ancient word for “mid- dle” came to serve as the collective noun for our most advanced communication technologies is difficult to trace. The philological record informs us that the substantive noun medium was rarely connected with matters of communication before the later nineteenth century. The explo- sive currency of this word in the communicative environment of moder- nity has relegated the genesis of the media concept to a puzzling obscurity. This essay is an attempt to give an account of this genesis within the longer history of reflection on communication. It is not my purpose, then, to enter into current debates in media theory but to describe the philosophical preconditions of media discourse. I argue that the concept of a medium of communication was absent but wanted for the several centuries prior to its appearance, a lacuna in the philosophical tradition that exerted a distinctive pressure, as if from the future, on early efforts to theorize communication. These early efforts necessarily built on the discourse of the arts, a concept that included not only “fine” arts such as poetry and music but also the ancient arts of rhetoric, logic, and dialec- tic. -
Socialization of Risks Without Socialization of Risks
RESEARCH INSTITUTE POLITICAL ECONOMY Socialization of Risks without Socialization of Investment: The Minsky Paradox and the Structural Contradiction of Big Government Capitalism Minqi Li September 2009 Gordon Hall 418 North Pleasant Street Amherst, MA 01002 Phone: 413.545.6355 Fax: 413.577.0261 [email protected] www.peri.umass.edu WORKINGPAPER SERIES Number 205 Socialization of Risks without Socialization of Investment: The Minsky Paradox and the Structural Contradiction of Big Government Capitalism Dr. Minqi Li, Assistant Professor Department of Economics, University of Utah Salt Lake City, Utah E-mail: [email protected] Webpage: www.econ.utah.edu/~mli September 2009 Abstract A big government sector is indispensable for the normal operations of modern capitalist economy. However, the very success of the big government institutions encourages private investors to engage in excessive risk-taking activities, leading to growing financial fragility and frequent financial crises. The crises necessitate government interventions, forcing the government to run large deficits during recessions. These deficits, however, are not offset by surpluses during expansions. As a result, there is a tendency for the government debt to rise in relation to GDP. The government debt-GDP ratios cannot keep rising indefinitely. Beyond certain point, the debt-GDP ratio could be so high that the government’s ability to intervene with and stabilize the economy would be severely undermined. This may be characterized as the structural contradiction of big government capitalism. JEL Codes E12; E30; E60; H60 1 The current economic crisis has generated renewed interest in the works of Hyman Minsky (Papadimitriou and Wray 2008). -
Social Scientific Theories for Media and Communication JMC:6210:0001/ 019:231:001 Spring 2014
Social Scientific Theories for Media and Communication JMC:6210:0001/ 019:231:001 Spring 2014 Professor: Sujatha Sosale Room: E254 AJB Office: W331 AJB Time: M 11:30-2:15 Phone: 319-335-0663 Office hours: Wed. 11:30 – 2:30 E-mail: [email protected] and by appointment Course description and objectives This course explores the ways in which media impact society and how individuals relate to the media by examining social scientific-based theories that relate to media effects, learning, and public opinion. Discussion includes the elements necessary for theory development from a social science perspective, plus historical and current contexts for understanding the major theories of the field. The objectives of this course are: • To learn and critique a variety of social science-based theories • To review mass communication literature in terms of its theoretical relevance • To study the process of theory building Textbook: Bryant, J. & Oliver M.B. (2009). Media Effects: Advances in Theory and Research. 3rd Ed. New York: Routledge. [Available at the University Bookstore] Additional readings will be posted on the course ICON. Teaching Policies & Resources — CLAS Syllabus Insert (instructor additions in this font) Administrative Home The College of Liberal Arts and Sciences is the administrative home of this course and governs matters such as the add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have different policies. Questions may be addressed to 120 Schaeffer Hall, or see the CLAS Academic Policies Handbook at http://clas.uiowa.edu/students/handbook. Electronic Communication University policy specifies that students are responsible for all official correspondences sent to their University of Iowa e-mail address (@uiowa.edu). -
Labour Process Theory: an Evaluation and Extension
© ephemera 2005 articles ISSN 1473-2866 e phemera www.ephemeraweb.org theory & politics in organization volume 5(1): 5-25 Marxian Critiques of Thompson’s (1990) ‘core’ Labour Process Theory: An Evaluation and Extension Stephen J. Jaros abstract During the 1990s and into the 2000s, a substantial body of Labour Process Theory (LPT) research emerged around a ‘core’ concept of LPT initially outlined by Thompson (1990) and reiterated by Thompson and Smith (2001). While this research programme has yielded detailed case studies that shed light on labour process dynamics in a variety of workplaces, industries and governmental sectors, it has been a target of criticism by analysts of both postmodernist and traditional-Marxian persuasions, who argue that core LPT is theoretically flawed and politically inert (O’Doherty and Willmott, 2001; Tinker, 2002). This paper evaluates the Marxian critiques that challenge elements of LPT’s conceptual core, and then leverages the evaluations to outline some future directions for LPT research. These include proposals for addressing the ‘value’ problem, the political problem, and the global political-economy problem in LPT research. In conclusion, a revised core for LPT is recommended so as to enhance the framework’s ability to address work-related issues in contemporary global capitalism. Introduction: Core LPT and its Critics In an effort to bring together disparate strands of research influenced by Braverman’s (1974) analysis of the labour process under monopoly capitalism, Thompson (1990) outlined four elements that he believed constituted a proper, and coherent, ‘core’ for Labour Process Theory (LPT). During the 1990s and into the early 2000s, researchers influenced by this core LPT concept developed an emphasis on describing how capital- labour dynamics unfold in a variety of specific workplaces and disparate labour processes (e.g., Smith, Knights, and Willmott, 1991; Jermier, Knights, and Nord, 1994; Warhurst and Thompson, 1998).