Mass Communication: Living in a Media World

1116 Pages·2013·18.9 MB·English

THE QUESTION:
In a world of information overload, how do students
become savvy, self-aware consumers of media?
THE ANSWER:
Instill proven media literacy principles and really
show students how to:
filter through the fluff
indentify sources of bias
distill and critically assess all media
effectively navigate a media world
Ralph Hanson believes that armed with media literacy principles,
students have the tools and critical thinking skills they need to be smart
consumers of the media. Through 15 chapters, Hanson delivers
comprehensive yet compact coverage, incisive analysis, and fun,
conversational writing. While he delves into critical theory, and will take a
critical stance on the media, he does not believe the media are something to
be feared or demonized. Rather the media are an essential part of the way
we live.
The Truths
Students are encouraged to think about what the media are, who controls the media, how media
content is selected, why the media behave the way they do, and how society and the media interact
with each other. Every time a truth is referenced, it’s highlighted in yellow.
Vignettes and Objectives
Each chapter kicks off with a compelling story about a figure or people at the center of a newsworthy
event—the perfect way to hook students and exemplify chapter themes. Objectives call out key
topics to encourage close, focused reading.
Chapter Timelines
Key events in the development of mass communication are placed within the context of other major
historical dates.
Test Your Media Literacy
These boxes have one important goal in mind: cultivate critical media consumers. Students read
about current research, interviews, data, or an event, and then answer questions that elicit real
analysis: who is the source? What is he/she saying? What evidence is there? What do you think about
the topic?
Test Your Visual Media Literacy
This new set of boxes showcase images from various media—sometimes controversial—to seek
instinctive reactions from students before providing context and questions that encourage critical
assessment of how we see and interpret images, and what more may be behind them.
Questioning the Media
These critical thinking questions, in the margin of every main section of the text, provide useful stop-
and-think moments, addressing current media issues and encouraging students to consider how we
use and consume media.
Global Media Coverage
The new global media icon, shown next to major headings in the text, cues readers to upcoming
global media content.
Marginal Glossary
Handy definitions at the foot of the page allow students to easily reference key terms.
Chapter Summaries
A brief recap of important points assists students in reviewing major
themes, events, and concepts.
Key Terms List and Concept Review
An easy way to review and study, these lists provide page references.
Living Interactively
At no extra cost to students, they can access an interactive ebook version of the text when they buy a
new print copy. Through a series of icons students link to multimedia content—including audio,
video, articles (including CQ Researcher reports), reference material, and data—right where it
matters most: on the page where a topic is discussed. Students take a deeper dive and explore a
concept while reading. Students will have access to study tools such as highlighting, bookmarking,
and note-taking. It’s an enhanced, enriching, and interactive learning experience.
Assessment and Instructor Grade Book
Within the interactive ebook, students can take chapter quizzes to make sure they’ve mastered
material. For each “Test Your Media Literacy” and “Test Your Visual Media Literacy” box, students
can answer a set of critical thinking questions. Both quiz results and students’ open-ended answers
feed a grade book so instructors can easily track participation and comprehension.
Living with Social Media
In addition to keeping his book fresh and current with frequent postings, Ralph Hanson ties his blog
content to chapters so that videos, commentary, and articles are effectively framed with media
literacy principles in mind. Check out a post or two, and Hanson’s “Living in a Media World” blog
(http://ralphehanson.com) will become your go-to resource for insightful and entertaining examples
and cases relevant to the intro mass comm course—a great way to kick off a lecture or an in-class
discussion.
Follow the author on Twitter (http://twitter.com/@ralphehanson) for daily links to media news.
Check out Ralph’s Tumblr (http://ralphehanson.tumblr.com) for a trove of video clips that work
well as a pre-class feature, along with photos and other images he’s found online or created himself.
The book’s Facebook page lets you share materials and find links to what Ralph’s been posting on
the blog and on Tumblr.
Living on the Web
masscomm.cqpress.com
An open-access companion website gives students the tools they need to
prepare for class, discussion, and exams:
Chapter summaries with objectives and review questions.
eFlashcards reinforce understanding of key terms and concepts.
Self-grading quizzes allow students to test their mastery of chapter
material.
Activities and critical-thinking exercises like those found in the
“Test Your Media Literacy” boxes.
Living (Happily) with Instructor’s Resources
Instructors can access a wealth of materials to get ready for lecture and class discussion. Go to the
student website, click on “Instructor’s Resources” to register, and start downloading materials.

Test bank that includes more than 800 multiple-choice, true/false, fill-
in-the-blank, short-answer, and essay questions written by the author.
Available with Respondus (compatible with course management
systems).
PowerPoint lecture slides focus on key concepts for each chapter.
Instructor’s Resource Manual, contains lecture starters tied to the
chapters, additional exercises, suggestions for using the Seven Truths
in class, homework ideas (along with suggestions for grading them!),
teaching outlines, and more.
Blackboard cartridge available so all resources are easily uplodaed
into a course management system.