Preface The mass media was in a rapid, dizzying change in 1991 when I first wrote The Media of Mass Communication in an attempt to help college students make sense of it all. Since then, the change has accelerated exponentially. Indeed, newspapers were still a reigning medium back then. Facebook inventor Mark Zuckerberg was a second grader. By the day, it seems, the change is more rapid, more dizzying—and more exciting and fascinating. As an author, my task is greater than ever to make sense of it all.
Through The Media of Mass Communication and a growing network of colleagues who have adopted the book, my reach as a teacher has been extended far, far beyond the confines of my own classroom. There are editions in several countries, including Canada, China, and Indonesia. In all, The Media of Mass Communication has been published in 24 variations over the years, each revised specifically to keep students up-to-speed with ever-changing media dynamics. I am indebted deeply to professors and their students, who pepper me almost daily with their reactions to the book and with news and tidbits to keep the next edition current.
Most gratifying to me is the community that has grown up around The Media of Mass Communication. These are people, many of whom have become valued friends, whose thoughts have made the book an evolving and interactive project. In countless messages, professors have shared what works in their classes and how it might work elsewhere. Students write me the most, sometimes puzzled over something that deserves more clarity, sometimes with examples to illustrate a point. All of the comments, questions, and suggestions help add currency and effectiveness to every new edition.
New to This Edition Updated content on new trends in the Mass Communication fields, which will aid students in understanding the evolution of the Mass Communications and related disciplines.
New content on the impact of social media on Mass Communications, providing students with a greater understanding of how new technologies have influenced the field.
Increased focus on professions within the fields of Mass Communications, including advertising and marketing, enabling students to better explore career options
Updated case studies in each chapter, providing students with real-world examples about a range of dynamics within the discipline of Mass Communications.
Updated photographs and graphs, providing students with better visuals to enhance learning.
Updated writing style, increasing readability.
Educational technology is designed for the way today’s students read, think, and learn. When students are engaged deeply, they learn more effectively and perform better in their courses. This simple fact inspired the creation of REVEL: an immersive learning experience designed for the way today’s students read, think, and learn. Built in collaboration with educators and students nationwide, REVEL is the newest, fully digital way to deliver respected Pearson content.
REVEL enlivens course content with media interactives and assessments—integrated directly within the authors’ narrative—that provide opportunities for students to read about and practice course material in tandem. This immersive educational technology boosts student engagement, which leads to a better understanding of concepts and improved performance throughout the course.
Learn more about REVEL—http://www.pearsonhighered.com/revel
Available Instructor Resources The following instructor resources can be accessed in the left-hand navigation of Revel under “Resources” or by visiting http://www.pearsonhighered.com/irc:
Instructor Manual includes chapter summary, outline, discussion questions, and writing assignments to support the Media Counterpoints feature.
PowerPoint Presentation presents learning objectives, available line art, key talking points, and discussion notes for in-class lecture support. Fully ADA compliant.
Test Bank contains 1,000 questions including multiple choice, short answer, and essay.
MyTest Create custom quizzes and exams using the Test Bank questions. You can print these exams for in-class use. Visit: http://www.pearsonhighered.com/ mytest
Acknowledgments I am indebted to my students and colleagues at my academic home, Winona State University, who made contributions in ways beyond what they realize. I am indebted too to many students elsewhere who have written thoughtful suggestions that have shaped this edition. They include Niele Anderson, Grambling State University; Krislynn Barnhart, Green River Community College; Michelle Blackstone, Eckerd College; Mamie Bush, Winthrop University; Lashaunda Carruth, Forest Park Community College; Mike Costache, Pepperdine University; Scott DeWitt, University of Montana; John Dvorak, Bethany Lutheran College; Denise Fredrickson, Mesabi Range Community and Technical College; Judy Gaines, Austin Community College; James Grades, Michigan State University; Dion Hillman, Grambling State University; Rebecca Iserman, Saint Olaf University; Scott Wayne Joyner, Michigan State University; David Keys, Citrus College; Chad Larimer, Winona State University; Amy Lipko, Green River Community College; Christina Mendez, Citrus College; Nicholas Nabokov, University of Montana; Andrew Madsen, University of Central Florida; Scott Phipps, Green River Community College; Colleen Pierce, Green River Community College; June Siple, University of Montana; and Candace Webb, Oxnard College.
I am grateful to reviewers who provided guidance for this new edition of The Media of Mass Communication:
Patricia Cambridge, Ohio University
Michael Cavanagh, University of Illinois at Springfield
Thomas Gardner, Westfield State College
Nancy Jennings, University of Cincinnati
Eungjun Min, Rhode Island College
Lynn C. Owens, Peace College
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