Rethinking Media Studies And The Digital Revolution

This book offers an important reconsideration of teaching, learning and research in media studies, and provides an overview of some of the key issues, controversies and debates in the field. It argues that, in spite of critical interventions from scholars working both within and outside of media studies, many academics have been slow to respond to the ongoing shifts and transformations in digital media in terms of curriculum design and course content. The book critically engages with and reassesses issues and debates in teaching and learning in the field of media studies in light of wide-scale shifts incurred by digital media, and asks “is media studies still relevant as a subject in its current form?” This book will be of interest to undergraduate and postgraduate students of media studies, media education, cultural studies and popular culture.

The essays in Rethinking Media Change center on a variety of media forms at moments of disruption and cultural transformation. The editors' introduction sketches an aesthetics of media transition—patterns of development and social dispersion that operate across eras, media forms, and cultures. The book includes case studies of such earlier media as the book, the phonograph, early cinema, and television. It also examines contemporary digital forms, exploring their promise and strangeness. A final section probes aspects of visual culture in such environments as the evolving museum, movie spectaculars, and "the virtual window." The contributors reject apocalyptic scenarios of media revolution, demonstrating instead that media transition is always a mix of tradition and innovation, an accretive process in which emerging and established systems interact, shift, and collude with one another.

Media Studies 2.0 offers an exploration of the digital revolution and its consequences for media and communication studies, arguing that the new era requires an upgraded discipline: a media studies 2.0. The book traces the history of mass-media and computing, exploring their merger at the end of the twenty-century and the material, ecological, cultural and personal elements of this digital transformation. It considers the history of media and communication studies, arguing that the academic discipline was a product of the analogue, broadcast-era, emerging in the early twentieth century as a response to the success of newspapers, radio and cinema and reflecting that era back in its organisation, themes and concepts. Digitalisation, however, takes us beyond this analogue era (media studies 1.0) into a new, post-broadcast era. Merrin argues that the digital-era demands an upgraded academic discipline: one reflecting the real media life of its students and teaching the key skills needed by the twenty-first century user. Media 2.0 demand a media studies 2.0 This original and critical overview of contemporary developments within media studies is ideal for general students of media and communication, as well as those specifically studying new and digital media.

This book reconsiders media studies from different philosophical and theoretical perspectives from around the world. It brings together diverse views and visions from thinkers such as Sr Aubrobindo, Jurgen Habermas, Paul Ricoeur, Pope Francis, and Satyajit Ray, among others. The authors focus on the issues of ethics, aesthetics, meditation, and communication in relation to media studies and explore the links between media and mindfulness. The volume includes case studies from India, United States, Switzerland, and Denmark and presents empirical works on new horizons of critical media studies in different fields such as American news media and creative media lab. A unique contribution, this book will be indispensable for students and researchers of journalism, communication studies, social media, behavioural sciences, sociology, philosophy, cultural studies, and development studies.

Leading scholars of media and public life grapple with how to make sense of major transformations rocking media and politics.

This academic analysis explores social media, specifically examining its influence on the cultural, political, and economic organization of our society and the role capitalism plays within its domain. In this examination of society and technology, author and educator Derek Hrynyshyn explores the ways in which social media shapes popular culture and how social power is expressed within it. He debunks the misperception of the medium as a social equalizer—a theory drawn from the fact that content is created by its users—and compares it to mass media, identifying the capitalist-driven mechanisms that drive both social media and mass media. The work captures his assessment that social media legitimizes the inequities among the social classes rather than challenging them. The book scrutinizes the difference between social media and mass media, the relationship between technologies and social change, and the role of popular culture in the structure of political and economic power. A careful look at social media networks such as Facebook, Twitter, and Google suggests that these tools are systems of surveillance, monitoring everyday activities for the benefit of advertisers and the networks themselves. Topics covered within the book's 10 detailed chapters include privacy online, freedom of expression, piracy, the digital divide, fragmentation, and social cohesion.

Discover the dramatic changes that are affecting all learners Web-based technology has opened up education around the world to the point where anyone can learn anything from anyone else at any time. To help educators and others understand what's possible, Curt Bonk employs his groundbreaking "WE-ALL-LEARN" model to outline ten key technology and learning trends, demonstrating how technology has transformed educational opportunities for learners of every age in every corner of the globe. The book is filled with inspiring stories of ordinary learners as well as interviews with technology and education leaders that reveal the power of this new way of learning. Captures the global nature of open education from those who are creating and using new learning technologies Includes a new Preface and Postscript with the latest updates A free companion web site provides additional stories and information Using the dynamic "WE-ALL-LEARN" model, learners, educators, executives, administrators, instructors, and parents can discover how to tap into the power of Web technology and unleash a world of information.

Information and communication technologies are said to be transforming urban life dramatically and bringing about rapid economic and cultural globalization. This book explores the many fascinating and urgent issues involved by relating advanced theoretical debates to practical matters of communication with cultural policy. It maps out a range of `optimistic′ and `pessimistic′ scenarios with special regard to various forms of inequality, particularly class, gender and geopolitical. Topics discussed include urban planning, virtual cities and actual cities, economic and political policy, and critical social analysis of current trends that are of momentous consequence. The book concludes that it is necessary to bring together a number of differently informing approaches, cultural, economic, political and technological, to make sense of a field of dynamic and contradictory forces.