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Analyzing Media Messages is a primer for learning the technique of systematic, quantitative analysis of communication content. Rich with examples of recent and classic applications, it provides solutions to problems encountered in conducting content analysis, and it is written so that students can readily understand and apply the techniques. This thoroughly revised third edition includes current and engaging examples for today’s students, in addition to a number of historically important cases. It emphasizes communication of visual imagery and studies of advertising content. Resources on the book’s companion website provide additional materials for students and instructors, including existing protocols, web links, and a bibliography of content analysis methods articles. This volume is intended for use as a primary text for content analysis coursework, or as a supplemental text in research methods courses. It is also an indispensable reference for researchers in mass media fields, political science, and other social and behavioral sciences.
About the Author
Daniel Riffe is Richard Cole Eminent Professor in Journalism and Mass Communication at UNC-Chapel Hill and editor of Journalism & Mass Communication Quarterly. His research examines mass communication and environmental risk, political communication, and research methodology. Before joining UNC-Chapel Hill, he was Presidential Research Scholar in the Social and Behavioral Sciences at Ohio University. Stephen Lacy is a professor in the Michigan State University School of Journalism, where he has worked since 1985. He has co-edited two other books and served as co-editor of the Journal of Media Economics. Frederick G. Fico has been a faculty member in the Michigan State University School of Journalism since 1982. He is a specialist in content analysis, and his research specialty is news coverage of conflict, including elections, and how reporters use sources, particularly women and minorities. His research explores the implications of empirical findings for the values of fairness, balance and diversity in reporting.
People make media, media takes up two-thirds of our waking hours, media impacts our lives; it is critical to understand how the media work and why, to grasp the global nature of communication, and to assess media messages to attain media literacy.The Media of Mass Communication, 11eteaches students to understand how the media work and why. The material engages students as both consumers and creators of mass media. Students explore the latest media economic, technological, cultural and political shifts all in historical context. They engage with the coverage of ongoing transformations in mass media as analysts, examining the various ways in which media impacts the world as they hone their media literacy skills. Praised for its dynamic writing style, The Media of Mass Communication, 11e helps students see why the media are in such a tumultuous transition and provides tools for understanding the reshaping of the entire media industry. *Personalize Learning-MyCommunicationLab for Mass Communication delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals. With tools such as MediaShare (our video upload and commenting tool), MyOutline, and self-assessments in MyPersonalityProfile, MyCommunicationLab works with students and instructors to personalize the learning experience and make it more effective. *Improve Skill Development and Application- Pedagogical tools including Study Preview; Chapter Wrap-Up, Review Questions; lists of key concepts, terms and people; and Media Sources help students understand central concepts and prepare for the course. Additional activities on MyCommunicationLab.com emphasize skill-building and applications. *Engage Students- Introductory vignettes at the beginning of each chapter provide evocative stories that illustrate important issues about the mass media and provide colorful descriptions about people who contributed significantly to the mass media. “Media People” boxes profile key figures in media industries. New “Media Counterpoints” boxes explore two sides of an issue, presenting the key arguments on controversial topics and providing critical thinking questions designed to help students determine their own positions on each issue. *Explore Examples of contemporary communication-New “Media Tomorrow” boxesaddress the impact of new technologies on media as well as the public’s changing media consumption patterns. Topics range from eyetracking tablet users’ media access to the growth of digital publications and governmental online access policies. *Emphasize Learning Outcomes-“Media Timelines” cast key development in the mass media in a graphic chronology and place media milestones in the larger social context. To help students establish a greater framework for understanding how issues such as culture, democracy, economy, and audience fragmentation in the media, interact with each media industry differently and relate to media literacy, each chapter concludes with a highly visual “Thematic Summary.” *Understand Theory and Research – Students also can access Pearson’s MySearchLab where they can get extensive help on the research process as well as access four databases of credible and reliable source material (for details, please see www.mysearchlab.com ). MySearchLab also contains an AutoCite feature that assists students in the creation of a Works Cited document (using APA, MLA, or Chicago formats), as well as Pearson’s SourceCheck, which encourages students to accurately document and cite their sources. *Support Instructors- A strong supplements package along with activities and assessments in MyCommunicationLab for Mass Communication. ClassPrep, located within MyCommunicationLab, contains videos, lectures, classroom activities, audio clips, and more.
Today, undergraduate students are more familiar with others cultures than ever before because of the media, Internet, local diversity, and their own travels abroad. As such, traditional intercultural communication textbooks which focus solely on the ‘differences’ approach aren’t truly effective for today’s students, or for this area’s growth. By including a social constructionist approach – which explores how culture is constructed and produced in the moments in which it is experienced – “Inter/Cultural Communication: Representation and Construction of Culture in Everyday Interaction” provides today’s undergraduate students with a fuller understanding of how culture and communication affect and effect each other. “Inter/Cultural Communication” improves upon current textbooks in four significant ways: provides a differences approach and a social constructionist approach; explores the consequences of cultural moments on immediate communication and on larger scale social issues; is descriptive, not prescriptive, of how culture is communicated; and, introduces intercultural topics, rather than interpersonal topics, to undergraduate students.
About the Author
Anastacia Kurylo (Ph.D., Rutgers University) is Assistant Professor of Communication Arts at Marymount Manhattan College in New York City. She teaches courses in Interpersonal Communication, Advanced Interpersonal Communication Theory, Gender and Communication, Organizational Communication, Principles and Theories of Communication, Public Speaking, Intercultural Communication, Stereotypes and Communication. In her twelve years of teaching she has taught at numerous colleges including Borough of Manhattan Community College, Marymount Manhattan College, New York University, Pace University, Rutgers University, and St. John’s University. Her research interests include the examination of stereotypes communicated in interpersonal, intercultural, and organizational contexts and the implications of these for stereotype maintenance. She also studies pedagogy and mentorship as well as emotion and culture. She has published five teaching activities, four book chapters, a recent interdisciplinary article on stereotypes published in Qualitative Research in Psychology, and her blog TheCommunicatedStereotype.com. She is currently writing The Communicated Stereotype: From Media to Everyday Talk to be published with Lexington Press. She is a former President of the New Jersey Communication Association and serves as a reviewer or Editorial board member for several journals and associations. She enjoys spending time with her family, creating mosaics, eating in cafes, and working on research with her students.
COMMUNICATION MOSAICS: AN INTRODUCTION TO THE FIELD OF COMMUNICATION, 8E draws from the most up-to-date research, theories, and technological information to provide both an overview of the field and practical applications you can immediately use to improve your personal, professional, and public communication skills. Extremely student friendly, the text combines the author’s signature first-person narrative style with popular student commentaries. It introduces the basic processes and skills central to all communication contexts and then explains how these aspects of communication are applied in specific contexts such as interpersonal and public speaking. New coverage in Chapter 13 walks you step-by-step through the process of planning and preparing a public speech. As you progress through the text, each chapter ends with a case study enabling you to put what you learn into practice.
About the Author
Julia Wood joined the faculty at the University of North Carolina at Chapel Hill when she was 24. During her 37 years on the faculty, she taught classes and conducted research on personal relationships as well as gender, communication, and culture. She was named the Lineberger Distinguished Professor of Humanities and the Caroline H. and Thomas S. Royster Distinguished Professor of Graduate Education. In addition to publishing 25 books and 100 articles and book chapters, she has presented more than 100 papers at professional conferences and campuses around the country. Her accolades include 14 awards honoring her teaching and 16 awards recognizing her scholarship. She received her B.A. from North Carolina State University, her M.A. from the University of North Carolina at Chapel Hill, and her Ph.D. from The Pennsylvania State University.