News That Stayed News 1974 1984

"This book about America's romance with computer communication looks at the Internet, not as a harbinger of the future or the next big thing, but as an expression of the times. Streeter demonstrates that our ideas about what connected computers are for have been in constant flux since their invention. In the 1950s they were imagined as the means for fighting nucelar wars, in the 1960s as systems for bringing mathematical certainty to the messy complexity of social life, in the 1970s as countercultural playgrounds, in the 1980s as an icon for what's good about free markets, in the 1990s as a new frontier to be conquered, and, by the late 1990s, as the transcendence of markets in an anarchist open source utopia. The Net Effect teases out how culture has influenced the construction of the internet and how the structure of the internet has played a role in cultures of social and political thought." -- cover.

In the early 1960s, computers haunted the American popular imagination. Bleak tools of the cold war, they embodied the rigid organization and mechanical conformity that made the military-industrial complex possible. But by the 1990s—and the dawn of the Internet—computers started to represent a very different kind of world: a collaborative and digital utopia modeled on the communal ideals of the hippies who so vehemently rebelled against the cold war establishment in the first place. From Counterculture to Cyberculture is the first book to explore this extraordinary and ironic transformation. Fred Turner here traces the previously untold story of a highly influential group of San Francisco Bay–area entrepreneurs: Stewart Brand and the Whole Earth network. Between 1968 and 1998, via such familiar venues as the National Book Award–winning Whole Earth Catalog, the computer conferencing system known as WELL, and, ultimately, the launch of the wildly successful Wired magazine, Brand and his colleagues brokered a long-running collaboration between San Francisco flower power and the emerging technological hub of Silicon Valley. Thanks to their vision, counterculturalists and technologists alike joined together to reimagine computers as tools for personal liberation, the building of virtual and decidedly alternative communities, and the exploration of bold new social frontiers. Shedding new light on how our networked culture came to be, this fascinating book reminds us that the distance between the Grateful Dead and Google, between Ken Kesey and the computer itself, is not as great as we might think.

For many, it was more than a publication: it was a way of life. The Whole Earth Catalog billed itself as "Access to Tools, " and it grew from a Bay Area blip to a national phenomenon catering to hippies, do-it-yourselfers, and anyone interested in self-sufficiency independent of mainstream America (now known as "living off the grid"). In recovering the history of the Catalog's unique brand of environmentalism, historian Kirk recounts how Stewart Brand and the Point Foundation promoted a philosophy of pragmatic environmentalism that celebrated technological achievement, human ingenuity, and sustainable living. Kirk shows us that Whole Earth was more than a mere counterculture fad. At a time when many of these ideas were seen as heretical to a predominantly wilderness-based movement, it became a critical forum for environmental alternatives and a model for how complicated ecological ideas could be presented in a hopeful and even humorous way.--From publisher description.

In this innovative volume, Kristie S. Fleckenstein explores how the intersection of vision, rhetoric, and writing pedagogy in the classroom can help students become compassionate citizens who participate in the world as they become more critically aware of the world. Fleckenstein argues that all social action—behavior designed to increase human dignity, value, and quality of life—depends on a person’s repertoire of visual and rhetorical habits. To develop this repertoire in students, the author advocates the incorporation of visual habits—or ways of seeing—into a language-based pedagogical approach in the writing classroom. According to Fleckenstein, interweaving the visual and rhetorical in composition pedagogy enables students to more readily perceive the need for change, while arming them with the abilities and desire to enact it. The author addresses social action from the perspective of three visual habits: spectacle, which fosters disengagement; animation, or fusing body with meaning; and antinomy, which invites the invention of new realities. Fleckenstein then examines the ways in which particular visual habits interact with rhetorical habits and with classroom methods, resulting in the emergence of various forms of social action. To enhance the understanding of the concepts she discusses, the author represents the intertwining relationships of vision, rhetoric, and writing pedagogy graphically as what she calls symbiotic knots. In tracing the modes of social action privileged by a visual habit and a teacher’s pedagogical choices, Fleckenstein attends particularly to the experiences of students who have been traditionally barred from participation in the public sphere because of gender, race, or class. The book culminates in a call for visually and rhetorically robust writing pedagogies. In Vision, Rhetoric, and Social Action in the Composition Classroom, Fleckenstein combines classic methods of rhetorical teaching with fresh perspectives to provide a unique guide for initiating important improvements in teaching social action. The result is a remarkable volume that empowers teachers to best inspire students to take part in their world at that most crucial moment when they are discovering it.

When we want advice from others, we often casually speak of “getting some feedback.” But how many of us give a thought to what this phrase means? The idea of feedback actually dates to World War II, when the term was developed to describe the dynamics of self-regulating systems, which correct their actions by feeding their effects back into themselves. By the early 1970s, feedback had become the governing trope for a counterculture that was reoriented and reinvigorated by ecological thinking. The Culture of Feedback digs deep into a dazzling variety of left-of-center experiences and attitudes from this misunderstood period, bringing us a new look at the wild side of the 1970s. Belgrad shows us how ideas from systems theory were taken up by the counterculture and the environmental movement, eventually influencing a wide range of beliefs and behaviors, particularly related to the question of what is and is not intelligence. He tells the story of a generation of Americans who were struck by a newfound interest in—and respect for—plants, animals, indigenous populations, and the very sounds around them, threading his tapestry with cogent insights on environmentalism, feminism, systems theory, and psychedelics. The Culture of Feedback repaints the familiar image of the ’70s as a time of Me Generation malaise to reveal an era of revolutionary and hopeful social currents, driven by desires to radically improve—and feed back into—the systems that had come before.

What roles can and should governments play in communication policymaking? How are communication policies related to welfare politics? With the rapid globalization of commerce and culture and the increasing recognition of information as an economic resource, the grounds for defending the welfare state have shifted. Communication policy is now more widely understood as social policy. Communication, Citizenship, and Social Policy examines issues of communication technology, neoliberal economic policies, public service media, media access, social movements and political communication, the geography of communication, and global media development and policy, among others, and shows how progressive policymakers must use these bases to confront more directly the debates on contemporary welfare theory and politics.

This interdisciplinary collection provides a set of innovative and inventive approaches to the use of video as a research method. Building on the development of visual methods across the social sciences, it highlights a range of possibilities for making and working with video data. The collection showcases different video methods, including video diaries, video go-alongs, time-lapse video, mobile devices, multi-angle video recording, video ethnography, and ethnographic documentary. Each method is presented through a case study, showing how it can be used in practice. The authors offer pragmatic advice and discuss practical issues, including equipment, techniques and skills, analysis, and presentation. They also show how video methods can be used in a range of different contexts – at train stations, on bicycles, in schools, outdoors, and in museums – to investigate worlds that are visible, audible, tangible, and in motion. In doing so, they illuminate the theoretical possibilities that video methods offer for researching the body, identity, everyday life, affect, time, and space.