In the Information Age, media is everywhere. This course will help you make sense of it all, providing insight into the structure of media firms, the nature of their products and how they make money. Is media biased? Is consolidation of media companies bad for consumers? This course will address those questions as well as how the government affects the structure of media through policies such as net neutrality, copyright, TV regulation, and spectrum allocation. This course will provide a general background on the research from economists on media and journalism. There will be a lot of economics and not too much math.

This kit provides the materials and background information needed to engage students in a dynamic and constructive process of learning how global media perspectives differ based on country of production, media source, target audience, and political and social context. There are five lessons representing important issues and media documents from: Africa (news and documentary film clips about the food crisis), Latin America (editorial cartoons about immigration), Europe (news and documentary film clips about Islam and cultural identity), India (magazine covers about India's rise in the global economy), and Southeast Asia (websites concerning Islamic majorities and minorities).

A comic scene representing two New York city political factions, the Whigs and the radical Democrats (or "Loco Focos"), as scuffling newsboys. The scene takes place before the half-built Customs House, where several newsboys and a black chimney sweep are gathered watching a scrap involving a ragged youth selling "loco foco" matches and another newsboy. The match-seller raises his fist and threatens, "Oh! you d---d Whiggy." The latter, striking him, "I'll loco poke you." On the left three of the newsboys hold Democratic newspapers the "New York Evening Post" and the "New Era," and a copy of radical reformer Frances ("Fanny") Wright's lectures. One says, with a sidelong glance at the unfortunate match-seller, "I told him he had better not fight." The chimney sweep taunts them, "Does Fanny know you're out?" On the right, a second group of newsboys, holding copies of Whig journals, the "Transcript, Morning Courier and New York Enquirer, Gazette," and the "Evening Star," cheer on the winning fighter.|Printed & publd. by H.R. Robinson, 52 Cortlandt, 11 1/2 Wall, & 38 Chatham St. N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 46.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1836-21.

A pro-Jackson commentary on the confrontation between the United States and France over reparations due the U.S. under the Treaty of 1831 (See "Spirit of the Times" no. 1836-4). The situation reached crisis intensity in 1836 when France refused payment pending an apology for remarks purportedly offensive to that nation in a Jackson speech the previous December. The print was deposited for copyright on January 25, ten days after Jackson's Special Message to Congress, wherein he suggested preparation for hostilities in the event that payment was not forthcoming. The cartoon spoofs the bellicose climate generated in part by American and French presses before spoliation payments were begun in May, and to the rivalry between New York newspapers the "Morning Courier and New York Enquirer," the "Sun," and the "Herald." The print is based on a fable by Jean de la Fontaine ("Fables de la Fontaine" Livre XII, Fable 4), about two she-goats who confront each other on a plank high above a river. Each is too proud to make way for the other, and hence both end up falling into the river. Similarly, two goats with the heads of French king Louis Philippe (left) and Andrew Jackson (right) meet on a plank bridging a channel. The Jackson goat says "By the 8th of January I shall not go back." Louis Philippe responds "Nor I by the 3d day of July." (January 8 is the anniversary of Jackson's famous victory at the Battle of New Orleans.) Below them John Bull waves his hat and says, "Go it my Harties fifty to one on Brother Jonathan, Some one will profit by this. I don't say who!" On the left the Gallic cock stands on a bale with the words "La raison du plus fort est toujours la meilleure" (loosely translated: "Might makes right"). He crows that "Orleans has been his [Jackson's] rise, Orleans will be his Fall," alluding to Jackson's famous victory at the Battle of New Orleans, and the French royal family, the house of Orleans. On the right is an American eagle with thunderbolts in his talons. In the lower half of the print editors of three French journals, "La Quotidienne, Le Constitutionel" and "Les Debats," shout taunts like "Go on! Go on! Vive la gloire!!" and "Might makes Right" across a small body of water at American editor James Watson Webb, on the right. Webb sits on a bale of saltpetre cheering Jackson and waving a "Bennett Bludgeon" club. The saltpetre symbolizes Webb's aggressive stance on enforcement of the spoliation claims; the bludgeon his well-publicized beating of James Gordon Bennett, editor of the rival New York "Herald," in January 1836. From Webb's pocket a boy surreptitiously removes a copy of Jackson's "Special Message" saying "The "Sun" shines for all," perhaps a reference to the New York "Sun's "non-partisan editorial policy.|Entered . . . 1836 N.Y.; added by hand in ink: "By Jos. Mouls."|Sold at 36 Maiden Lane 3d. Story.|Title appears as it is written on the item.|Weitenkampf, p. 42.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1836-3.

This textbook is an introduction to journalism, in the African and South African context, written for digital natives. The textbook is unique in the sense that students and the lecturer wrote it together, it is therefore a resource that focuses on learning through the eyes of students in Africa and the things they would like to learn to become journalists. The writers are Andre Gouws, lecturer in journalism at North-West University in Potchefstroom, South Africa, and his first-year and second-year students from 2021.

The purpose of this open textbook is to provide a general introduction to journalism in the 21st century to both journalism students and anyone who, perhaps unknowingly, create their own types of journalism. These new types of journalists include bloggers, entrepreneurial journalists, social media users, newsletter writers, and YouTube and TikTok creators, among others. In the digital era, journalism skills are valuable skills to anyone who creates or distributes news or information. Journalism skills include an understanding of news, the context of the media, legal and ethical issues around creating and distributing all types of content, and practical skills. This textbook contains ideas to help prospective independent journalists with journalistic entrepreneurship. Scholars agree that journalism can be defined very broadly today. It is no longer something that only trained journalists do. Knowing and understanding journalism will help everyone to tell better stories; to perhaps earn an independent income; and, importantly, to do it an ethical and compassionate way.

This collection uses primary sources to explore Ida B. Wells and anti-lynching activism. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Earl Ubell is a pioneer among science and health writers in America. After a long, distinguished career at The New York Herald Tribune from 1943 to 1966, he went on to work at both CBS and NBC News. Prominent in the emerging scientific writing community in the 1950s and early 1960s, he was a recipient of the Lasker Medical Journalism Award 1957. Milton Stanley Livingston was a leading physicist in the field of magnetic resonance accelerators. Working first with professor Ernest O. Lawrence at the University of California, Livingston was instrumental in the development of the Berkeley cyclotron. Moving to Cornell in 1938, Livingston was part of the core group who established nuclear physics as a field of study. Choosing to stay with the Cornell cyclotron rather than follow colleagues onto the Manhattan Project, Livingston was involved in the production of radioisotopes for medical purposes. At the time of this interview, Livingston was director of the Cambridge Electron Accelerator, a joint project of Harvard University and MIT.In this program segment Louis Lyons quizzes Earl Ubell about the lack of public knowledge and the perception of the nuclear bomb, while pressing Professor Livingston to explain exactly what nuclear fallout is, and the danger it presents.

International journalism is crucial to our understanding of the world beyond our own borders. This book is designed to explain key theories and concepts that allow us to understand the general practice of journalism around the world, and to illustrate some of the challenges that arise from practicing journalism in those contexts. It begins by providing a theoretical foundation that helps us understand why international journalism matters and the key forces that shape what it looks like; highlights some of the key challenges to bearing witness to developments, sourcing information, and simply doing 'the job' of journalism; and describes important similarities and differences in how journalism is imagined and performed in different regions of the world.

What is the role of Journalism in ensuring justice in society? In what ways has the Universal Declaration of Human Rights been violated in the world and our community? How do individuals and groups uphold the Universal Declaration of Human Rights in the world and our community?

This 15-day unit focuses on the fragility of the Universal Declaration of Human Rights and our responsibility to uphold the document. It looks at the role of the media in defining our universe of obligation and highlights the importance of underreported news stories.

In their analysis of journalism, justice and the Universal Declaration of Human Rights, students will use Pulitzer Center texts and materials to identify human rights violations in underreported global and local news. Students will analyze how individuals and groups uphold the Universal Declaration of Human Rights in the world and our community. In the culminating project for this unit, students will take civic action to address an underreported violation of the Universal Declaration of Human Rights within their community using the LAUNCH design thinking model.

Launch! Advertising and Promotion in Real Time is the first free, open source text for advertising and marketing classes. A new alternative to introductory texts that can cost into three figures and provide information that is extraneous or outdated, Launch! offers a basic text at no cost to students. Instead, we generate revenue through individually priced materials such as discretionary hard copies of the text (for those of you who still like to mark up your book the old-fashioned way), study guides, podcasts and streaming interviews (à la iTunes), user-generated content, advertising sales, and corporate sponsorship. There’s something else that’s really unique and cool about Launch! Welcome to the first advertising textbook written in partnership with a real-life advertising agency. It’s fine to talk about ad campaigns from the past, but we’d rather hear about one from the horse’s mouth—while it’s still happening. We’re going to teach you about the ad biz the way you’ll learn it if you choose to make it your career (and we hope you do). None of that shiny, happy, “talking heads” stuff; we’re going to take the gloves off and show you how a campaign works (and sometimes doesn’t) from the vantage point of the people who have to do it every day. Prepare to Launch!

This kit analyzes Newsweek coverage of the Vietnam War, Gulf War and the War in Afghanistan. Students will learn core information about the wars in Vietnam, the Persian Gulf, and Afghanistan, how media influences public opinion of current events, and how to ask key media literacy questions and identify bias in the news.

This kit covers stereotyping of Arab people, the Arab/Israeli conflict, the war in Iraq and militant Muslim movements. Students will learn core information and vocabulary about the historical and contemporary Middle East issues that challenge stereotypical, simplistic and uninformed thinking, and political and ethical issues involving the role of media in constructing knowledge, evaluating historical truths, and objectivity and subjectivity in journalism.

This kit explores how sustainability within the Finger Lakes region of New York has been presented in the media with a particular focus on issues related to food, water and agriculture. Each of the seven lessons integrates media literacy and critical thinking with key knowledge and concepts related to sustainability. This kit is a companion to the nineteen-lesson collection, Media Constructions of Sustainability: Food, Water and Agriculture.

This kit explores how sustainability has been presented in the media with a particular focus on issues related to food, water and agriculture. Each of the 19 lessons integrates media literacy and critical thinking into lessons about different aspect of sustainability. Constant themes throughout the kit include social justice, climate change, energy, economics and unintended consequences.

Media, Society, Culture, and You is an approachable introductory Mass Communication text that covers major mass communication terms and concepts including "digital culture." It discusses various media platforms and how they are evolving as Information and Communication Technologies change.

This book has been peer-reviewed by 6 subject experts and is now available for adoption or adaptation. If you plan to adopt or adapt this open textbook, please let us know by filling out our adoption form (https://docs.google.com/forms/d/e/1FAIpQLSdIj_Te3hiuJL7cKaofhhUHuDz3_hlVXg6Wg1IPcDZoH2pRrg/viewform?usp=sf_link).

You can view the book's Review Statement (https://press.rebus.community/mscy/back-matter/review-statement/) for more information about reviewers and the review process. An Accessibility Assessment (https://press.rebus.community/mscy/back-matter/accessibility-assessment/) for this is book has also been prepared to see how this book meets accessibility standards.

Media Studies 101 is the open educational resource for media studies studies in New Zealand, Australia, and Pacifica. We have constructed this text so it can be read in a number of ways. You may wish to follow the structured order of 'chapters' like you would in a traditional printed textbook. Each section builds on and refers back to previous sections to build up your knowledge and skills. Alternatively, you may want to go straight to the section you are interested in -- links will help guide you back to definitions and key ideas if you need to refresh your knowledge or understand a new concept.

TED Studies, created in collaboration with Wiley, are curated video collections – supplemented by rich educational materials – for students, educators and self-guided learners. In Covering World News, media executives, journalists and authors explore how our ability to understand and participate in a global society is helped or hindered by Western media coverage of world events. As technology and a tough economy change the way mainstream media companies do business, will international news be an albatross or an asset?

New York governor Horatio Seymour's famous "My Friends" speech, delivered from the steps of New York's City Hall during the draft riots, was widely misrepresented in the press. On the basis of reports such as this, Seymour was viewed as a disloyal "Copperhead" agitator. The riots, which took place between July 11 and 16, 1863, broke out as a result of the Enrollment Act, which was highly discriminatory to the lower classes. (On this see "Wanted a Substitute," no. 1863-13). Although not an enthusiast of President Lincoln's war policies, Seymour actually rushed to the scene of the riots and tried to restore order. Here Seymour stands on the City Hall steps, addressing a motley crowd of armed rioters, most of them Irish. In the foreground one rioter holds the head of a black man in a noose, while three other black men hang from a tree in the background. (In reality, the rioters sacked and looted a Negro orphan asylum and hanged black men from lampposts.) Behind Seymour stand three men, including (left to right) a fool (no doubt a newspaper editor) wearing a cap labeled "Express," former mayor Fernando Wood (whose top hat fails to conceal a pair of devil's horns), and a man resembling Tammany boss Peter B. Sweeny, with a hat tagged "4-11-44." Below the scene is the dialogue: A Friendly Voice: "Governor, we want you to stay here." Horatio Seymour: "I am going to stay here, MíŰy Friends'" Second Rioter: "Faith and the Governor will stay with us." Horatio Seymour: "I am your fíŰriend;" and the fíŰriend' of your families." Third Rioter: "Arrah, Jemmy, and who said he cared about the DíŰirty Nagurs'?" Fourth Rioter: "How about the draft Saymere?" Governor: "I have ordered the president to stop the draft!" Chorus: "Be jabes, he's a 'broth of a boy." Weitenkampf, probably correctly, attributes the drawing for the print to Henry L. Stephens. It may have been published in connection with the New York "Tribune," whose building is prominent in the background. The "Tribune's" editor, Horace Greeley, was among Seymour's most vocal critics. |Probably drawn by Henry L. Stephens, New York.|Title appears as it is written on the item.|Weitenkampf, p. 138.|Purchase; Caroline and Erwin Swann Memorial Fund.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1863-12.

This guide walks you through the Checkology virtual classroom for grades 6-12 from the News Literacy Project. Students can move at their own pace through a wide variety of lessons that mostly focus on journalism and news literacy, but also cover misinformation, conspiracy theories, and other relevant topics.The lessons include videos of journalists and other experts, plus visually engaging interactive activities.

Students learn how newspapers got started, what components are necessary for creating a good newspaper, and what is included in the basic structure of a news article.  They will examine historical newspapers from several eras and then compare them to today's newspapers.  Students will then take on the role of a journalist and write a news article about a hot topic or current event.