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Understanding Media and Culture: An Introduction to Mass Communication

(32 reviews)

ISBN 13: 9781946135261

Publisher: University of Minnesota Libraries Publishing

Language: English

Formats Available

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Learn more about reviews.

Reviewed by Jenny Dean, Associate Professor, Texas Wesleyan University on 2/27/24

This book is pretty comprehensive, but it is getting old in the media world where things are changing at a great pace. The basic text is good, but needs supplementary materials to truly keep pace with technology today. read more

Comprehensiveness rating: 3 see less

Content Accuracy rating: 3

I am sure the book was accurate when it was published, but the world keeps changing, and it isn't as current as it needs to be. But, it still isn't bad for a free book to access.

Relevance/Longevity rating: 3

Once again, same issue. The book is almost seven years old and hasn't been updated. The issue is that the examples and illustrations are getting to be a bit dated. I suspect that there aren't any updates of this book planned, which is unfortunate. If updated, this would be a fantastic read for students.

Clarity rating: 5

It is simple to read and is easily accessible. It meets the needs of a young college student.

Consistency rating: 5

Yes, the textbook is internally consistent in terms of terminology and framework.

Modularity rating: 5

It is well-subdivided and easy to access. Good use of subheadlines. It is a smooth read, and easy to find information through headers, subheads, headlines, and blocks of type.

Organization/Structure/Flow rating: 5

Everything is presented in a clear and concise manner.

Interface rating: 5

This textbook comes in a wide variety of formats and can be accessed by almost everyone through one method or another. It was super easy to access.

Grammatical Errors rating: 5

The text is clean and clear of errors.

Cultural Relevance rating: 3

I don't think this book is as inclusive as the typical book written today. This is simply because times have changed, and the need for inclusive and culturally sensitive books has escalated exponentially from the time this book was written. It needs more culturally relevant examples. I wouldn't say that anything in the book is culturally insensitive or offensive, but it isn't as diversified as it needs to be.

This is an excellent book for an introduction to mass communication or an introduction to media and society course. It covers all the basics that I would expect to cover. It just needs some updating which can be done through supplementary materials.

Reviewed by Ryan Stoldt, Assistant Professor, Drake University on 12/15/22

Comprehensiveness rating: 4 see less

Understanding Media and Culture: An Introduction to Mass Communication thoughtfully walks readers through popular media and connects these media to questions about culture as a way of life. The book undoubtedly is comprehensive in its scope of American media but largely fails to consider how media and culture relate in more global settings. The book occasionally references conversations about global media, such as the differences between globalization and cultural imperialism approaches, but is limited in its engagement. As media have become more transnational their reach and scope (due to technological access, business models, and more), the American focus makes the text feel limited in its ability to explain the relationship between media and culture more broadly.

Content Accuracy rating: 5

The text is accurate although it has limited engagement in some of the topics it explores. As such, this would be a good introductory text but would need to be paired with additional resources to dive into many topics in the book with both accuracy and nuance.

Many of the sections of the book are relevant, as the book often contextualizes media through a historical lens. However, the more current sections of the book (such as the section on the Internet and social media) have become outdated quickly. These, once again, would be useful starting places for classroom conversation about the topic but would need to be paired with more current readings to hold a deeper conversation about social media and society today.

Some terms could be further explained, but the text is overall well written and easy to understand.

Consistency rating: 4

The book pulls from multiple approaches to researching and discussing media and culture. The introductory chapter draws more heavily from critical media studies in its conceptualizations of the relationship between media and culture. The media effects chapters draw more heavily from more social scientific approaches to studying media. The author does a nice job weaving these approaches into a consistent conversation about media, but different approaches to studying media could be more forwardly discussed within the text.

The author has made the text extremely easy to use modularly. Chapters are self-contained, and readers could easily select sections of the book to read without losing clarity.

The book employs consistent organization across the subjects discussed. Each chapter follows a similar organizational structure as well.

Interface rating: 4

Because the text is so modular, the text does not flow easily when read on the publisher's website. Yet, downloading the text also raises some issues because of strange formatting around images.

I have not seen any grammatical errors.

As stated previously, the book is extremely biased in its international representation, primarily promoting Americans' engagements with media. The book could go further in being more representative of different American cultures, but it is far from culturally insensitive.

Understanding Media and Culture would be an extremely useful introductory text for a class focusing on American media and society. A more global perspective would require significant engagement with other texts, however.

Reviewed by David Fontenot, Assistant Professor, Metropolitan State University of Denver on 11/15/22

The text comprehensively covers forms of media used for mass communication and includes issues towards emerging forms of mass communication. read more

Comprehensiveness rating: 5 see less

The text comprehensively covers forms of media used for mass communication and includes issues towards emerging forms of mass communication.

Content Accuracy rating: 4

In some places there is nuance missing, where I feel brief elaboration would yield significantly clearer comprehension without bias or misleading associations about media's influence on behavior.

Relevance/Longevity rating: 5

Still relevant and up-to-date with a valuable emphasis on issues related to internet mass media.

Very readable, with little jargon. Definitions are presented clearly and used in subsequent discussions.

Internal consistency is strong within the chapters.

Modularity rating: 4

The majority of chapters can be taken independently, with only a few larger structural pieces that lay the foundation for other sections.

The book takes an historical approach to media, which lends itself to a logical progression of topics. I might suggest, however, that for most students the material that is most accessible to their daily lives comes last with such an approach.

Interface rating: 3

The downloaded file has some very awkward spots where images seem clipped or on separate pages than the content that reference them. I only viewed this textbook in the online downloaded PDF format.

Grammatical Errors rating: 4

No grammatical errors have jumped out at me in sections read so far.

There are quite a few opportunities to include discissions of media and culture that don't seem so anglo-centric but they are passed up.

I am using this textbook as the basis for an interdisciplinary class on media and the criminal justice system, and in that regard I think it will serve very well for an introductory level textbook. It provides a concrete set of core ideas that I can build off of by creating tailored content to my students' needs.

Reviewed by Elizabeth Johnson-Young, Assistant Professor, University of Mary Washington on 7/1/22

Appropriately comprehensive. Having some more up-to-date citations, particularly in the media effects theories criticisms section (with some more explanations) would be beneficial--perhaps supplementing with some ways these have been updated would... read more

Overall, content is clear and accurate.

Relevance/Longevity rating: 4

Mass media may always need updating, but this is appropriate and up-to-date.

Clarity rating: 4

Is an accessible text in terms of clarity and provides necessary definitions throughout in order to provide the reader with an understanding of the terminologies.

Text introduces terms and frameworks and uses them consistently throughout.

Small, easy to read blocks of text--could easily be used in a variety of courses and be reorganized for a particular course.

Organization/Structure/Flow rating: 4

Topics presented clearly and in an order that makes sense.

Easy to read through and images clear and displaying readily. It would help if there was a way to move forward without having to click on the table of contents, particularly in the online format.

No errors that stick out.

While appropriately comprehensive for an intro text, more examples and/or acknowledgment of who has been left out and those impacts could be helpful in the social values or culture discussions.

Overall, this is a great text and one that could be used in full for a course or in sections to supplement other communication/media studies courses!

Reviewed by David Baird, Professor of Communication, Anderson University on 4/18/22

I don’t know if any intro textbook can cover “all areas and ideas,” but this text was adequate to the task—basically on par with any other textbook in this space. I didn’t see a glossary in the chapters or an index at the back of the book. On the... read more

When the text was published, it would have been considered “accurate.” The content was competently conceptualized, well written and reflective of the standard approach to this kind of material. I didn’t notice any egregious errors of content aside from the fact that the book was published some years ago is no longer very current.

The primary weakness of the book is that it was published more than a decade ago and hasn’t been updated for a while. The text is relevant to the focus of the course itself, but the examples and illustrations are dated. For example, the book uses a graphic from the presidential election of 2008 in a treatment of politics, and “Who Wants to be a Millionaire?” is an example of current television programming.

I conducted a text search that tabulated the number of references to the following years, and these were the results: 2010: 588 2011: 49 2012: 8 2013: 4 2014: 0 2015: 2 2016: 0 2017: 0 2018: 1 2019: 1 2020: 0 2021: 1 2022: 1

The references to the more-recent years tended to crop up in forward-looking statements such as this one: “With e-book sales expected to triple by 2015, it’s hard to say what such a quickly growing industry will look like in the future.”

The second part of the question referred to the implementation of updates. I doubt that any updates are planned.

The text is well written and meets the usual standards for editorial quality.

The framework and "voice" are internally consistent.

The chapter structure provides the most obvious division of the text into accessible units. Each chapter also has well-defined subsections. Here’s an example from one chapter, with page numbers removed:

Chapter 13: Economics of Mass Media

Economics of Mass Media Characteristics of Media Industries The Internet’s Effects on Media Economies Digital Divide in a Global Economy Information Economy Globalization of Media Cultural Imperialism

This aspect of the text makes sense and is largely consistent with similar textbooks in this area.

The text is available in these formats: online, ebook, ODF, PDF and XML. I downloaded the PDF for purposes of my review. The formatting was clean and easy to work with. I didn’t notice any problems that made access challenging.

I can’t say with certainty that a grammatical error or typo can’t be found in the textbook, but as I noted above, the writing is strong. I’ve seen much worse.

Cultural Relevance rating: 4

The text seems to be around a dozen years old now, so it doesn’t include discussion of some of the high-profile perspectives that have surfaced in more recent years related to race, ethnicity, sexuality, etc. However, the book does discuss examples of media issues “inclusive of races, ethnicities, and backgrounds,” and this material is presented with sensitivity and respect.

This is a reasonably good resource for basic, intro-level definitions and explanations of some of the major concepts, issues and theories in the “Mass Communication” or “Media and Society” course, including:

• functions of the media • gatekeeping • media literacy • media effects • propaganda • agenda setting • uses and gratifications

The textbook also offers the standard chapters on the various media—books, newspapers, magazines, radio, television, etc. These chapters contextualize the various media with standard accounts of their historical development. My feeling is that much of the historical background presented in this book is more or less interchangeable with the material in newer textbooks.

However, the media industries have changed dramatically since the textbook was written, so all of the last decade’s innovations, developments and controversies are entirely missing. Of course, even a “new” textbook is going to be somewhat dated upon publication because of the book’s production timeline and the way that things change so quickly in the media industries—but a book published in 2021 or 2022 would be far more up-to-date than the book under review here.

The bottom line for me is that if one of an instructor’s highest priorities is to provide a free or low-cost textbook for students, this book could work with respect to the historical material—but it would have to be supplemented with carefully selected material from other sources such as trade publications, industry blogs and news organizations.

Reviewed by Kevin Curran, Clinical Assistant Professor, Loyola Marymount University on 3/21/22

This is one of the most comprehensive media studies books I’ve read. It attacks each media platform separately and with sufficient depth. That is followed by economics, ethics, government/law, and future predictions. Takeaways attend of each... read more

Takeaways attend of each section will aid comprehension. Exercises at end of sections could be jumping off point for discussions or assignments. Chapters end with review and critical thinking connections plus career guidance.

The Chapter 2 rundown on both sides of media theories and summary of research methods was well-done.

Everything about this tome is good, except for its dating.

The book is well-researched and provides valuable, although often dated, information. The author used a variety of sources, effective illustrations, and applicable examples to support the points in the book.

It can be very hard to keep up with constant changes in the mass media industry. This book was reissued in 2016, but it has not been revised since the original copyright in 2010. The dated references start on page 2 when it speaks of Ringling Brothers and Barnum & Bailey as existing, when that circus ceased in 2017. The medium-by-medium exploration is well done, although the passage of time affects the end of each chapter.

Adoption of the book as-is will mean developing an update lesson for each chapter. For example, while smartphones are mentioned, they had not achieved saturation status at the time this volume was published.

The points are presented clearly. References with hyperlinks are available at the end of each section for those who still have questions or want more information. However, it is possible that because of the age of the book, some of those links may no longer be available.

The media chapters each follow a similar pattern in writing and order.

This will break up easily. The first chapter gives a good taste of what is to come. The book provides a comprehensive look at the history and influence of each medium individually. The last group of chapters necessarily contains many flashbacks to the medium sections.

It follows a logical pattern from the introduction to the individual medium chapters to the “big picture” chapters. That does require signposting between the two sets of chapters that some might find frustrating.

Interface rating: 2

The book is a standard PDF with links. The scan could have been better, as there is a lot of white space and illustrations are inconsistently sized. Users hoping for lots of interactivity are going to be disappointed.

The book is well edited. It is hard to find errors in writing mechanics.

The authors took a broad view of the mass media world. The music chapter was very well done.

Reviewed by Lisa Bradshaw, Affiliate Faculty, Metropolitan State University of Denver on 11/26/21

This textbook, downloaded as a 695-page PDF, contains 16 chapters and covers a variety of media formats, how they evolved, and how they are created and used, as well as issues related to media impact on society and culture. It is quite comprehensive in its coverage of media for the time of its writing (copyright year 2016, “adapted from a work originally produced in 2010”).

Content seems accurate for its time, but as technology and media have evolved, it omits current references and examples that did not exist when it was written. There does not seem to be bias and a wide variety of cultural references are used.

As mentioned previously, this textbook’s copyright year was 2016, and it was adapted from a 2010 work. It’s not clear how much of the content was updated between 2010 and 2016, but based on the dates in citations and references, the last update appears to have been in 2011. Even if it had been updated for the year 2016, much of the information is still out-of-date.

There is really no way to write a textbook about media that would not be at least partially out of date in a short time. This text’s background and history of the evolution of the various media forms it covers is still accurate, but there is much about the media landscape that has changed since 2010–2016.

Due to the textbook’s age, references to media platforms and formats such as MySpace, Napster, and CDs seem outdated for today’s media market. The textbook refers to previous political figures, and its omission of more recent ones (who were not on the political landscape at the time of writing) makes it seem out-of-date. To adapt it for modern times, these references need to be updated with fresh examples.

The writing level is relatively high. A spot check of the readability level of several passages of text returned scores of difficult to read, and reading level 11-12 grade to college level. The author does a good job of explaining technical terminology and how different media work. If adapting the text for students with a lower level of reading, some of the terminology might need to be revised or explained more thoroughly.

The text is consistent in its chapter structure and writing style. The order of topics makes sense in that chapters are mostly structured by media type, with beginning and end sections to introduce each respective media type in general, and conclude with a look to the future.

If adapting and keeping the same structure (intro to media in general, coverage of different media types in their own chapters, and main issues related to media), this 695-page textbook could be condensed by eliminating some of the detail in each chapter. There are a number of self-referential sentences that might need to be removed. If adapting the text to a more specific subject, the instructor would need to go through the text and pick out specific points relevant to that subject.

Each chapter introduces the respective media type and concludes with a summary that reflects on the future of that type and how it might evolve further. The chapters overall follow the same structure for consistency: overview, history, the media in popular culture, current trends, and potential influence of new technologies, with end-of-chapter Key Takeaways, Exercises, Assessment, Critical Thinking Questions, Career Connection, and References.

The text is well written and logically structured and sequenced. Despite its length, it’s easy to find information, as it’s ordered by chapters that address each media type and major issues related to media, and each chapter has a parallel structure with the others, all following mostly the same pattern.

I did not notice grammatical errors. The text is clearly and accurately written, and appears to have been thoroughly copyedited and proofread.

Cultural Relevance rating: 5

I did not notice cultural insensitivity in the text. A wide variety of cultural references are used. Examples from around the world and from many different cultures are included, including discussions of digital divide and inequity issues related to media access in disadvantaged populations.

Reviewed by Adria Goldman, Assistant Professor of Communication, University of Mary Washington on 7/11/21

The text nicely breaks down different forms of mass communication. The text provides some historical background and discussion of theory to provide context for discussing mass media, which is all useful in helping students understand media and communication. There is not much discussion about the cultural significance of media. If using the text in a course, supplemental readings on the significance of culture and diversity, the importance of media representation, and media influence on an individual level (ex: impact on identity), would be especially helpful for a course exploring media and culture. The text does not feature a glossary or index, however the bolding of key concepts throughout the text is helpful in defining key terms.

The content is error-free. More discussion on culture would provide a more accurate account of mass communication and its significance.

The subject is very relevant and the book features topics important for a discussion on mass communication. As mentioned in other parts of this review, there is not much diversity featured throughout the text, which can impact the relevancy of the material to audiences and impacts the relevancy of the content in discussions on mass media and society. Updates would be straightforward to implement.

The text is clear and easy to follow.

The text is consistent in its use of terms and its framework. Since the book title mentions a focus on culture, an interesting add-on would be to have each section (on a specific type of mass communication) feature a discussion of culture and its significance.

The text's modularity is useful. It looks like it would be easy for students to follow and for instructors to re-structure in order to fit their course design.

The information follows a logical order, beginning with a discussion on the significance of mass communication and then going into each type.

No issues with interface noted.

No glaring grammatical issues noted.

Cultural Relevance rating: 2

There is not much focus on the significance of culture. More discussion on the role of race, class, sex, gender, religion and other elements of identity would be helpful in exploring mass communication--past, present, and potential for the future. The text could also use an update in images and examples to include diverse representation and to further communicate the role of culture, diversity, and representation in communication and mass media.

The book provides an understanding of mass communication that would be easy for undergraduate college students to follow. The optional activities would also spark interesting discussion and give students the opportunity to apply concepts. Students using the text would benefit from (1) more discussion on culture's significance in media and communication and (2) more diversity in the images and examples used.

Reviewed by Brandon Galm, Instructor in English/Speech, Cloud County Community College on 5/4/21

One of the strong suits of this particular resource is its comprehensiveness, with topics ranging from specific mass comm mediums to the intersections/impacts of media on culture, politics, and ethics. There's enough here to easily cover a full... read more

The content is well-sourced throughout with a list of references at the end of each chapter. The hyperlinks on the references page all seem functional still. Hyperlinks within the chapters themselves--either sending the reader to the reference list or to the articles themselves--would be helpful.

As of this review writing, some of the content is relatively up-to-date. However, with a quickly changing landscape in mass communications and media, certain chapters are becoming out-of-date more quickly than others. The information discussed is more current than most of the information cited. The structure of the book lends itself to easy updating as technologies and culture shift, but whether or not those updates will take place seems unclear with the most recent edition being 5 years old at this point.

All information is presented in a way that is very clear with explanations and examples when further clarification is needed.

For a book covering as many different topics as it does, the overall structure and framework of this textbook is great. Chapter formats stay consistent with clearly stated Objectives at the start and Key Takeaways at the end. Visual examples are provided throughout, and each chapter also includes various questions for students to respond to.

Chapters are broken down into smaller sub-chapters, each with their own sub-headings hyperlinked in the Table of Contents. Each sub-chapter also includes the above-mentioned Objects, Key Takeaways, and questions for students. Chapters and/or sub-chapters could easily be assigned in an order that fits any syllabus schedule and are in no way required to be read in order from Chapter 1 to Chapter 16.

I would like to have seen the book laid out a bit differently, but this is a minor concern because of the overall flexibility of assigning the chapters. The book starts with broad discussions about media and culture, then shifts into specific forms of media (books, games, tv, etc.), then returns to more broad implications of media and culture. Personally, I'd like to see all of those chapters grouped together--with all of the media and culture chapters in one section, and all of the specific forms chapters in another. Again, this is a minor issue because of the overall flexibility of the book.

As mentioned above, hyperlinks--including in the Table of Contents and references--are all functional. I would have liked to have hyperlinks for the references in the text itself, either as a part of the citation or with a hyperlinked superscript number, rather than just in the references page. All images are easily readable and the text itself is easy to read overall.

No grammatical errors that immediately jumped out. Overall seems clear and well-written.

The text provides lots of examples, though most do come from US media. The sections dealing with the intersections between media and culture are similarly US-centric.

Overall, a solid introductory textbook that covers a wide range of topics relevant to mass communications, media, and culture. The text is bordering on out-of-date at this point, but could easily be updated on a chapter-by-chapter basis should the publisher/author wish to do so.

Reviewed by Dong Han, Associate Professor, Southern Illinois University Carbondale on 3/30/21

It covers all important areas and topics regarding media, culture, and society. Different media forms and technologies from printing media to social media all have their own chapters, and academic inquiries like media effects, media economics, and media and government also receive due attention. This textbook will meet the expectation of students of all backgrounds while introducing them to theoretical concerns of the research community. Its chapter layout is properly balanced between comprehensiveness and clarity.

Its content is accurate and unbiased. The textbook is written with ample research support to ensure accuracy and credibility. References at the end of each chapter allow readers to track sources of information and to locate further readings.

It is up-to-date in that the major cultural and media issues it identifies remain highly relevant in today’s world. However, since it was first produced in 2010, some more recent occurrences are not part of the discussion. This is not meant to be a criticism but a reminder that an instructor may want to supplement with more recent materials.

It is written with clear, straight-forward language well-suited an introductory textbook. The chapter layout, as mentioned earlier, is easy to access.

The book is consistent in terms of terminologies and its historical approach to media growth and transformation.

Each chapter is divided in sections, and sections in turn have various reading modules with different themes. For undergraduates taking an introductory course, this textbook will work well.

The topics are presented in an easy-to-access fashion. The textbook starts with a general overview of media and culture and a persistent scholarly concern with the media: media effects. Then it moves through different media in alignment with the chronological order of their appearance in history. The last few chapters focus on important but non-technology-specific topics including advertising and media regulations. For an introductory textbook, it is very accessible to the general student body.

The textbook does not have significant interface issues. Images, charts, and figures all fit well with the text.

There are no grammatical errors.

The textbook has a number of examples of minority cultures and ethnicities. It does not, however, have ample discussions on media and culture phenomena outside of the US, except those that have had significant impact on American culture (e.g., Beatlemania).

All considered, this is a very good textbook to be used in an introductory course. It is comprehensive, easy-to-read, and can help prepare students for future in-depth discussions on media, culture, and society.

Reviewed by Elizabeth Johnson-Young, Assistant Professor, University of Mary Washington on 7/6/20

Comprehensive text regarding mass communication, culture, and effects. The historical perspectives are helpful for understanding, particularly as it goes on to focus in on convergence throughout the text. A more complete glossary or index would be helpful for terms for an introduction text, but key terms are highlighted and defined throughout. Extra examples would help throughout, particularly with theories and research methods.

Accurate, up to date information on history, concepts, and theories.

The information focuses on important historical moments, theories, cultural impacts, and moves to the present with ideas and examples that will likely remain relevant for quite some time.

Clear, easy to read text that would benefit introductory students of mass comm.

Introduces terms and concepts and then utilizes them throughout.

The separation of the larger text into smaller sections is incredibly helpful and makes reading and assignments of readings easy, leading also to the ability to separate into sections that would be appropriate for any course organization.

Organization is logical and easy to follow. Importantly, because of the modularity, it would also be easy to re-organize for one's course.

Navigation works, images clear and detailed.

No glaring grammatical errors.

The examples and images demonstrate diversity in race and also provides examples outside of the United States, which is important. There is some diversity in terms of gender and sexual diversity, more of which would be beneficial and various sections would be appropriate for that inclusion.

This is an excellent and comprehensive text for intro students that includes important historical moments and thorough coverage of main concepts and theories in the field, with a diverse set of moments and examples.

Reviewed by Emily Werschay, Communication Studies Instructor, Minnesota State University System on 10/22/19

Overall, this textbook is quite comprehensive in covering various channels of media, particularly from a historical perspective, and would work well for an introductory course. It features the same focused areas of content that are in my current publisher textbook and incorporates elements of culture as well. It does not provide a glossary or index, which would be helpful, but key terms are in bold.

The text contains accurate research with clearly-cited references that give credibility to the content.

The historical content is well-crafted. The text provides a clear and informative introduction to the history of media and does well with the rise of newspapers, television, and movies. You will not, however, find a reference more recent than 2010, which means any advancements in media and technology in the past decade are not covered. An instructor using this text would have to supplement content on current types of media such as streaming television and music services and the current debate of social media shifting toward news publishing in terms of content delivery. While the text includes culture and political climate of the past, much would need to be supplemented for the last ten years.

The text is professional and well-written. It is well-suited to a college reading level.

The chapter format, writing style, and overall presentation of information are consistent throughout the text. I appreciate the defined learning outcomes and key takeaways pulled out in each chapter.

The text is divided into clear chapters focusing on one medium at a time, much like other publisher texts for mass communication. For example, books, newspapers, magazines, music, radio, movies, and television each get their own chapter. Each chapter begins with clearly defined learning outcomes, and features key takeaways, exercises, assessments, and critical thinking questions at the end, as well as a section on career connections.

The topics are presented in chronological order from the history of mass communication, through the various mediums, and finally to the future of mass communication (though most will find the content particularly about recent and current trends will need to be supplemented as it is outdated).

I didn't find any problems with the interface as it is a standard text that can be viewed as a PDF, but an index would really help navigation. I will say that it's not particularly user-friendly, so I may try integrating the online format chapter-by-chapter into D2L so that I can break it up by modules and add links to make it more interactive with supplemental resources.

Professional, well-written text with no errors.

I don't believe readers will find any of the text culturally insensitive or offensive. The text is focused on U.S. media, however, so some supplemental content may be needed.

This textbook is very comprehensive and will work well for an introductory course. It covers the same focus areas as my publisher text, so I feel comfortable switching to this textbook for my Introduction to Mass Communication course with the awareness that it does not cover the past decade. I will need to provide supplemental information to update examples and cover current topics, but that is generally accepted in this particular field as it is continually changing with advancements in technology.

Reviewed by Bill Bettler, Professor, Hanover College on 3/8/19

This text is comprehensive on several levels. Theoretically, this text echoes the framework employed by Pavlik and McIntosh, which displays sensitivity to convergence. However, this text understands convergence on multiple levels, not just the three employed by P and M. This text is well-researched, with ample citations on a whole host of media topics. Each chapter has multiple ways that it tests the reader, with "Key Takeaways," "Learning Objectives," etc. And finally, the text features chapters on the history and development of key historical media, as well as key emerging media.

Some students find Pavlik and McIntosh a bit too transparent in their Marxist assumptions. While this text certainly introduces Marx-based theories about media, it seems to do a better job of contextualizing them among several other competing perspectives.

Some of the popular culture texts felt a bit dated--for example, opening the "Music" chapter (Chapter 6) with an extended case study about Colbie Caillat. Unfortunately, this is the nature of mass media studies--as soon as books come into print, they are out of date. But I have a hard time imagining my mass communication students being inspired and engaged by a Colbie Caillat case study. I'm not sure what the alternative is; but it seemed worth mentioning. Other examples are much more effective and successful. The historical examples from different types of media are well-chosen, thoroughly explained, and insightful. Also, this text discusses emerging media more successfully than any other texts I have used.

The style of this text is straightforward and scholarly. It seems to strike an effective balance between accessibility and specialized language. For example, key concepts such as "gatekeeper" and "agenda setting theory" are introduced early and applied in several places throughout the text.

Like Pavlik and McIntosh, this text uses the concept of "convergence" to explain several key phenomena in mass communication. Unlike P and M, this text understands "convergence" on more than three levels. Like P and M, this concept becomes the "glue" that holds the various topics and levels of analysis together. As mentioned before, this text is especially effective in that it introduces foundational concepts early on and applies them consistently across succeeding chapters.

On one hand, this text rates highly in "modularity," because I could imagine myself breaking its chapters apart and re-arranging them in a different order than they are presented here. This is in no way meant as a criticism. I routinely have to assign chapters in more conventional texts in a different order. The fact that the technology involved in delivering this text makes it easier to re-arrange is one of its best selling points. The reason I scored this as a "4" is because some of the chapters are quite dense, in terms of volume (not in terms of difficulty). Therefore, I could see students perhaps losing focus to some degree. I might combat this by making further breakdowns and re-arrangements within chapters. This is not a fatal flaw--but it does seem like a practical challenge of using this text.

As mentioned above, some of the chapters are quite dense, in terms of volume. Chapter One is such a chapter, for example. I could easily see Chapter One comprising two or three chapters in another textbook. Consequently, there is a likelihood that students would need some guidance as they read such a dense chapter; and they would likely benefit from cutting the chapter down into smaller, more easily digestible samples. On the other hand, the Key Takeaways, and Learning Objectives, will counteract this tendency for students to be overwhelmed or confused. They are quite helpful, as are the summarizing sections at the ends of each chapter.

I did not encounter any problems with interface. In fact, the illustrations, figures, charts, photographs, etc. are a real strength of this text. They are better than any other text I have seen at creating "symbolic worlds" from different forms of media.

The writing style is professional and free of errors.

This is a genuine concern for mass media texts. Media content is a direct reflection of culture, and today's culture is characterized by a high level of divisiveness. I did not detect any examples or samples that were outwardly offensive or especially controversial. But, perhaps, there is a slight bias toward "the status quo" in the case studies and examples--meaning that many (but certainly not all) of them seem to be "Anglo," Caucasian artists. Looking at the "Music" chapter, for example, some popular culture critics (and students) might lament that Taylor Swift is an exemplar. While this choice is undeniable in terms of the popularity of her recordings and concerts, some might hope for examples that represent stylistic originality, genre-transcending, and progressive ideas (Bruno Mars, Kendrick Lamar, Jay-Z, Beyoncé, Lady Gaga, etc.).

I have been using the same text for seven years (Pavlik and McIntosh). I have decided to adopt Understanding Media and Culture: An Introduction to Mass Communication. It is simply more thorough in its sweep of history and contextualization of culture, more multi-layered in its theoretical perspectives, and more rich in its examples and insights. This books is recommendable not just as an open source text, but as it compares to any conventional text. Students will benefit greatly from reading this text.

Reviewed by Hsin-Yen Yang, Associate Professor, Fort Hays State University on 11/29/18

Understanding Media and Culture: an Introduction to Mass Communication covers all the important topics in mass communication and media history. It also provides case studies, Key Takeaways, Exercises, End-of-Chapter Assessment, Critical Thinking Questions, and Career Connections in every chapter. Although this book does not provide a glossary, the comprehensiveness of the book still makes it a great textbook choice.

While the information was accurate and the discussions on key issues were supported by good references, it was odd to see the questionable formatting and quality of the first reference on page 3: Barnum, P. T.” Answers.com, http://www.answers.com/topic/p-t-barnum. --> First of all, Answers.com is not considered as a credible source by many scholars and the other half of the quotation marks was missing.

The major weakness of this book is the fact that many of the references were outdated. For example, on page 479, the statistics in the section, "Information Access Like Never Before," the cited reports were from 2002 and 2004. When discussing topics such as Net Neutrality, digital service providers, new policies and technologies, the urgency for updated information becomes evident. However, as the author correctly pointed out: "Although different forms of mass media rise and fall in popularity, it is worth noting that despite significant cultural and technological changes, none of the media discussed throughout this text has fallen out of use completely."

The writing in this book is very clear and easy to understand. The colored images, figures and tables should be very helpful in terms of student comprehension and engagement.

The framework and terminology are consistent throughout the book.

Each chapter can be assigned to students as a stand-along reading, and can be used to realign with other subunits should an instructor decide to compile reading within this book or from different sources.

Each chapter follows similar flow/ format: the history, evolution, economics, case studies and social impact of a mass medium, followed by Key Takeaways, Exercises, End-of-Chapter Assessment, Critical Thinking Questions, Career Connections and References. It was easy to navigate the topics and sections in this book.

I downloaded the book as a PDF and had no problem to search or navigate within the file. The book can also be viewed online or in a Kindle reader.

I spotted a few minor formatting or punctuation issues such as the missing quotation marks stated earlier, but no glaring errors as far as I know.

While it mainly focuses on American media and culture, this book contains statistics and cases from many countries (e.g. Figure 11.7), provides many critical thinking exercises and is sensitive towards diverse cultures and backgrounds.

Overall, this is a high-quality textbook and it contains almost all the key issues in today's media studies in spite of the somewhat outdated data and statistics. The strengths of this book are: Excellent historical examples, critical analysis and reflections, clearly defined key issues and in-depth discussions. Even when using the most recent edition of textbooks, I always research for updates and recent cases. This open resource textbook makes an outstanding alternative to those high-priced textbooks.

Reviewed by Hayden Coombs, Assistant Professor, Southern Utah University on 8/2/18

Perhaps the best quality of this text, Understanding Media and Culture is a very comprehensive textbook. I have used this text in my Mass Media & Communication course for two years now. Each chapter focuses on a different type of medium, starting with the earliest books and working its way up to the latest technological advancements in mass media. Other beneficial topics include: Media & Culture, Media Effects, Economics of Mass Media, Media Ethics, Media and Government, and the Future of Mass Media. These topics provide a solid base for a 100 or 200-level introductory communication course. They also were written in a way that each chapter provided sufficient material for a week's worth of discussion.

This book was written in a very unbiased manner. It is completely factual, and not much room is left for subjective interpretation. The discussion questions allowed multiple themes and schools of thought to be explored by the students. Because this book is intended for an introductory course, the information is fairly basic and widely-accepted.

My biggest issue with this title was that the latter chapters were not written with the same quality as the first ten or so chapters. However, that was the thought I had after the first semester I used this text. Since then, multiple updates have been written and the entire text is now written in the same high-quality throughout. Because this title is being constantly updated by its authors and publishers, the text is never obsolete.

Terminology is clearly defined, and students have little trouble finding definitions in the glossary. Because this text is written for an introductory course, there are not many intense or confusing concepts for students to understand.

Consistency rating: 3

As previously mentioned, the biggest struggle I've had with this text is the fact that the latter third was not written to the same quality of the first ten chapters. However, this issue seems to have been remedied in the latest edition of this text.

The modularity was the biggest selling point for me with this text. Our semester runs 15 weeks, the same number of chapters in this text. I was able to easily focus our classroom discussions and assignments on the chapter theme each week. The text also provides plenty of material for two or three discussions.

Organization/Structure/Flow rating: 3

The text starts by introducing some basic concepts like culture and effects. From there, it focuses on ten different types of media (books, newspaper, radio, television, etc.). The concluding three chapters go back to concepts such ethics and the future of mass media. While not a major issue, there was a major difference in the tone of the two types of chapters.

This text is available in .pdf, kindle, .epub, and .mobi formats, as well as in browser. While nothing fancy or groundbreaking in terms of usability, it is simple and all of my students were able to download the format that best suited their individual needs.

The text contained no grammatical errors that I noticed in the latest edition, a tremendous improvement from the first semester I used this text.

I did not find the content to be culturally insensitive or offensive in any way. It used a variety of examples from the world's history, but I found none of them to be inherently offensive. The subject matter and the fact that this is an introductory text probably assist with the cultural relevance because it is easy to understand, but the themes rarely get into "deep" discussion.

This is a fantastic text. Comparing it to other texts for my COMM 2200 Mass Media & Society text, this textbook was not only easier for my students to understand, but it was written and compiled in a way that made teaching the material enjoyable and easy. I have recommended this book to the other instructors of this course because it allows our students to save money without sacrificing anything in terms of content or learning.

Reviewed by Heather Lubay, Adjunct Faculty, Portland Community College on 8/2/18

Overall the book is comprehensive, covering everything from books to radio to electronic media & social media. Each topic has a descent amount of information on both the history and evolution, as well as where we are today (though, as tends to be the nature of the industry, the “today” piece gets outdated quickly. However, the text covers the topics that most other texts of this subject cover as well. I would have liked to have seen just a bit more depth and analysis, instead of the broad, surface-level coverage.

The text is fairly accurate, though, with the rapid rate of change, it’s difficult to be accurate shortly after publication. Using sites such as MySpace as an example, or only looking at movies put out through about 2007, impacts the accuracy as society has changed and moved on. Students in 2018 are given more of a historical perspective from when they were kids more so than having a representation of what media means in today’s world.

Relevance/Longevity rating: 2

This is a hard one because the historical information stands the test of time, but many of the examples fall short for today’s students. The Social Media chapter still references MySpace and Friendster as current platforms and only goes as far as FaceBook & Twitter. The author makes it a point to clarify when the book what published, which helps, but, again, it’ll be hard for a current student to see past that when they’ve grown up with the platform being discussed as “new” and have moved on.

The book is fairly fast-paced and easy enough to follow for lower level or beginner students. Examples are easy to follow and the key takeaway boxes and exercises help further basic understanding.

The chapters are fairly consistent, covering the basic history, evolution, and influence/impact.

The text can easily be used as formatted, or broken up into sections and moved around.

The organization is fairly straightforward. Earlier forms of mass communication are covered first, moving on to newer forms. Once students have a basic understanding of each form, they can then move on to topics like ethics, government, and economics, which need that basic understanding to fully grasp the larger concepts.

The book is easy to navigate with had no issues viewing the photos or charts.

The book is well written and free of any gratuitous errors.

The book does a good job of focusing on US media and society. It uses pretty typical examples, though it could incorporate more relevant examples to today’s students. Some case studies reference minority groups, but it would have been nice to see even more examples featuring minority groups. Also, Using YouTube as a “new” viewing outlet and discussing “The war between satellite and cable television” and DirectTV versus Dish makes the cultural relevance more towards older generations than younger ones.

Overall the book does a great job with the history of mass communication and society. It would work for any lower level course. However, the examples are fairly out of date and the instructor would have to present more recent and relevant examples in class.

Reviewed by Randy (Rachel) Kovacs, Adjunct Associate Professor, City University of New York on 6/19/18

I like the way that the author has broadened the scope of the book to incorporate so many aspects of culture, society, politics and economics that some people would be inclined to distinguish from the mass media, when in reality, all these aspects of contemporary life are intertwined with and influenced by media messages. It provides an historical retrospective but also shows how convergence and constantly-evolving technologies have driven the way consumers use the media and the way producers will use those technologies to rivet the attention (and influence the purchasing choices) of today’s consumers. The text incorporates the most salient areas of media’s evolution and influence.

The book appears to be objective and adopts a critical but non-partisan perspective. It presents data, including media laws and policies, accurately, and the cases it cites are well documented. The author provides sufficient references to support the facts he states and the conclusions he draws. Caveat--The media landscape and technologies are constantly evolving, so the book is accurate for its time of publication but needs to be updated to include new developments.

The way that the author integrates the historical perspective with current roles of social media in is a clear indication of its relevance. The dates may change, as may the celebrities, industrialists, spokespersons, and there may be geopolitical and cultural shifts, but the author’s explanation of theories/principles and the cases selected show how mass media power and influence are here to stay. The author advances the salient issues at each juncture and contextualizes so they we can relate them to current events. The book could be updated but is still has relevance/longevity.

The book is written in a language that is accessible to the layman/beginning student of mass media. The cases that are boxed, and key takeaways at the end of each chapter further distill what is already explicated. There are many concrete facts but a minimum of jargon and any terms used are adequately explained.

The framework and the terminology are consistent. There is also a consistent structure in terms of the visual layout and breakdown of each chapter’s sections, which makes the material far more accessible to students. It’s reassuring in a way, because students know where to go in each chapter for clarification of terms and restatement of the major media developments or areas of impact.

The book’s content is broken down within chapters into (pardon the expression) digestible chunks. The way each subsection is organized makes sense. The major sections where media, developments, policies, etc., are first introduced are illustrated by boxed portions and then reiterated clearly at the end of the chapter with small, chunked takeaways and questions that challenge the students to ponder issues more deeply. The modules are distinguished by color, typset, size of font, etc. which is aesthetically appealing.

The organization makes sense and the topics segue smoothly from one area of media focus to another. Also, the way the book opens with an overview of mass media and cultural is a good starting point from which to document specific historical eras in the development of communication and to transition from one era of communication to another within a context of technology, politics, industry and other variables.

: The text does not have any interface issues, as it is easy to navigate, all illustrations, charts, and other visuals are clear and distortion-free. All features of the book are legible and all display features are legible and functional.

The book is grammatically accurate and error-free.

The book represents a range of cultural groups in a sensitive and bias-free way. Its discussions of media with regard to both dominant cultures and various minority cultures is respectful, bias-free, and non-stereotypical. It is culturally relevant and inclusive.

For many years, I have used a textbook that I have regarded as very high quality and comprehensive, but as it has become increasingly expensive and out of reach financially for many of my students, I find it hard to justify asking my struggling students to add another financial burden to them. Why should I when they can use this OER textbook? I am seriously considering using Understanding Media and Culture in future semesters and recommending it to my colleagues.

Reviewed by Stacie Mariette, Mass Communication instructor, Anoka-Ramsey Community College on 5/21/18

This OER is very comprehensive. I used it for an online course as a PDF textbook. While this discipline evolves faster than any other communication area I teach, this book remains solidly grounded in a wide variety of resources and foundational... read more

As I use it more often, I find myself wanting to update it only for examples regarding the evolution in technology/platforms and the societal/cultural changes that result – not to change the historical content of what is already there.

I haven't come across any factual errors at all.

The examples in this book are often dated. This is my one very mild criticism of this text and only reflects the nature of the information. As we grow into new media and adapt as a society to those delivery methods, it's only natural. I actually use updating the examples in the textbook as an assignment for students.

Some closer to up-to-date examples that I have added into my teaching of the course and to the materials are:

"Fake news" and social media's role in spreading it, especially in terms of Facebook and the last election

Data mining and algorithm practices

"Listening" devices and digital assistants, like Siri and Alexa

The subculture of podcasts

Business models – both for artists and consumers – of streaming services across all media

The chapter on convergence is short and could be a text all on its own. Information relating to this topic is sprinkled throughout the book, but the concept itself is so important to analyze that I like to think about it on its own. This is an area I will beef up in future semesters for my own students.

Streaming services and online journalism overall are two areas that I have noted to update and reference in nearly every chapter.

The short segments and snippets of information are very helpful and clear for students. It's all very digestible and the vocabulary is at just the right level.

The discussion questions and further reading/information are placed in logical places in each chapter. And this consistency helps the reader understand their prompts and what to do next – and additionally the important topics to take away.

I love how this text can be reordered very easily. Since it's so comprehensive, I actually omit a couple of the chapters (radio and magazines) to take the info at a slower pace and have never struggled with remixing other chapters.

In fact, I plan to blend Chapters 11 and 16 (Social Media and New Technology) for my upcoming semesters and have no doubt the text and materials will allow for this.

I like how the chapters primarily focus on one medium at a time. From there, the structure of evolution, technological advancements, social/cultural implications and then a look at trends and emerging controversies helps to build to exciting and relevant discussions and for students to have the backdrop to bring their own insights.

The interface is reliable and easy-to-use. I deliver it as a PDF within my online classroom software. I have never had issues with students downloading and reading on multiple devices – or even printing and referencing – based on their preferences.

This book is very concise and grammatically crisp. It's clear that the authors of the version I am using valued precision in their language and it helps students to see this resource as high-quality!

Cultural and societal relevance are important in this discipline and it's purposely covered in each and every chapter. However, as I mentioned earlier, the examples are outdated in many cases. So I layer this into class discussions and supplement with further readings and assignments. Some of the topics I add are: Representation in entertainment media, like TV and film, for example how the #MeToo movement gained ground based on the film industry Ways that online gaming culture is permissive of the communication of –isms, like sexism and racism Ways that social media and screen time are impacting attention spans, interpersonal relationships/communication and child development How citizen-sourced video and reporting differs from that of trained journalists and how important the differences are The section on media effects is helpful and thorough. I always include a key assignment on this topic. It's also an area I plan to emphasize even more in the future – particularly the idea of tastemaking and gatekeeping. There are many crossovers to many examples that are more up-to-date than the version of the text I have been using.

I love this book and it is on-par with many others I have reviewed for my Introduction to Mass Communication class.

Reviewed by Stacy Fitzpatrick, Professor, North Hennepin Community College on 5/21/18

The presentation of the historical context of media evolution in the US is clear and reasonably detailed, providing a good foundation for an introductory level course. As other reviewers have mentioned, this text was published in 2010 and is out of date in multiple areas, particularly with respect to media laws and regulation, social media, and newer developments of technology (e.g. preference for streaming television, technological and social advancements in gaming). Beyond needing updates to reflect newer advancements in media, this text would benefit from more attention to global media structures, including how they vary across political systems and how they impact how citizens use media to communicate. Additionally, an index and glossary would be helpful for navigation.

I am basing this on the fact that this was published in 2010. Considering the publication date, the factual content for that particular time frame is presented accurately, clearly cited, and reasonably unbiased. There is perhaps an unintended gender bias in the presentation of some content (e.g. Sister Rosetta Tharpe is absent in the music section, as is Nina Simone), though this could be a result of a broader, societal gender bias. Images, charts, and graphs are used well and clearly explained.

The historical content is fine, but the text is almost 9 years out of date and there is a great deal of content that needs to be updated. Making the necessary updates may take some time since the content is tightly written and there are reflections of the date of publication throughout the examples used, images presented, and media discussed. Using this text in class would require the instructor to provide supplemental content on newer advancements in media.

This text is appropriate for a freshman/sophomore level course and reads well. Important terms are defined and each section includes an overview to set a context and clearly defined learning objectives.

The language, terminology, and organization of the text is consistent throughout. This makes moving between chapters easy since they follow a similar format.

With a few exceptions (chapters 1 and 2), the text lends itself well to using different sections at different points. Where there are self-references, there is typically a hyperlink to the section referenced. This is useful for those reading the text online, but less useful if printed sections of text were used.

Chapters 1 and 2 clearly present a structure that the following chapters follow. The only chapter that seems to really break that flow is Chapter 16, but that is more a result of the text being so out of date than a significant change in structure.

I found the online reading format the easiest to navigate. The Word and PDF versions are somewhat more awkward to navigate without using a search keyboard function.

There were a couple minor typos, but no significant grammatical errors that might impact comprehension. The readability assessment (via MS Word) indicated a reading grade level of 13.1, which is consistent with lower division college coursework.

There is a heavy focus on US media, which is acknowledged early on in the text. More integration of content related to global media would strengthen the text. There should be more examples that integrate multiple forms of diversity, such as gender, ability, age, sexuality, race, and ethnicity. Additionally, without an update, younger students may not understand some of the references. For example, younger students in 2018 don’t know Napster as a file-sharing site since it has rebranded to become a streaming site more similar to Spotify.

It would be great to see an update in the content of this text for 2018 that also incorporates broader perspectives of multiple identities and global perspectives. As is, I would use sections of the text and supplement that content with more current examples and issues. Balancing the cost of textbooks in this field with the quality and recency of the content is an ongoing challenge.

Reviewed by Craig Freeman, Director, Oklahoma State University on 5/21/18

The book covers all of the topics you would expect in an inter/ survey course. read more

The book covers all of the topics you would expect in an inter/ survey course.

The book does a good job of accurately surveying mass communications. Good job sourcing information.

The most recent citations are from 2010. That's just too far in the past for a rapidly changing subject like mass communication.

The book is clear and easy to read. Well written.

The book is internally consistent, with recurring sections.

The book does a good job breaking the information down into smaller reading sections.

The book follows the standard structure and flow for introductory texts in mass communication.

The interface is fine. It's a big book. Would appreciate active links to help skip chapters.

No grammatical errors.

I would appreciate a little more diversity in the examples used.

Really wish the authors would update this a bit. It does a great job with the history. Needs updating on the modern issues.

Reviewed by Kateryna Komarova, Visiting Instructor, University of South Florida on 3/27/18

Comprehensiveness rating: 2 see less

The title Understanding Media and Culture: An Introduction to Mass Communication suggests that we are looking at a comprehensive introductory text. In my opinion, this book is the most valuable to GE courses and entry level courses across Mass Communication disciplines, as it does excellent job in covering the fundamentals of mass communication. The textbook is heavy on history, which is a great thing.

I found the content to be accurate and, to my knowledge, error-free.

In comparison with other introductory texts, the content is generally up-to date with current trends. Yet, the distribution of attention towards various forms of media tends to be slightly disproportional. For instance, print magazines alone (essentially, one of many forms of print media that’s experiencing a stable continuous decline) receive as much attention as all forms of social media altogether. As a communications practitioner and an instructor, I was pleased to see information on the merge of paid media and social media (content partnerships and native advertising being the prime examples, albeit these particular terms were not used by the author). On the other hand, some aspects of current media landscape (such as the role of mobile apps, for instance) could be explored further.

The text is written in simple, easy-to-understand language and would be appropriate to non-native speakers.

I find this text to be consistent in terms of terminology.

The book is organized in rather non-trivial fashion, without a unified approach to chapter categorization. Yet, I found this approach refreshing. I loved that the author suggests specific learning outcomes for each section (example: "Distinguish between mass communication and mass media"), key takeaways, and practical exercises. The question bank provided as part of this textbook is a treasure box! It’s a great resource that allows me to have more fun in the classroom by asking interesting questions that wake up the students and generate some amazing answers. The chapters are designed to be used selectively, in no particular order. Big plus.

The content is presented in chronological pattern: from past to future. Other than that, I did not trace much consistency in the material. For instance, Media and Culture is followed by Media Effects, after which the author switches to reviewing various forms of media (Radio, Magazines, Newspapers, etc.). The chapters to follow are Economics of Mass Media and Ethics of Mass Media. I find to be an advantage, as the subsections may be used selectively, and the order may be easily redesigned.

I read the textbook online via the Open Library portal http://open.lib.umn.edu/mediaandculture/chapter/1-2-intersection-of-american-media-and-culture/ . I found the navigation to be very easy. Good interface.

I did not spot any grammatical errors.

I found the content USA-centric. For this reason, it may have limited application to global courses (such as Global Citizens Project courses offered at USF). The majority of case studies are drawn from the United States; much attention is paid to the history of mass media in the USA and current U.S. legislation safeguarding privacy. In today’s increasingly globalized culture and economy, a broader outlook on media and culture may be expected. More international references would enhance the points made by the author. It is important for students to understand that major trends in mass communication, such as convergence of the media, are not unique to the United States. Similarly, increasing media literacy should be positioned as a global, rather than national, priority.

It is a great introductory text that provides a current overview of various forms of media and highlights the role of mass communication in society.

Reviewed by Joel Gershon, Adjunct Professor, American University on 2/1/18

The book should be the perfect fit for my course Understanding Media, as it indeed covers all of the subject matter of the course. The problem is that it is not up to date and therefore detracts from the complete picture that each one of these topics delves into. For example, the music section poses the question: How do the various MP3 players differ? It refers to Spin as a magazine (it ceased its print operations in 2012). Or in the section on television, there is a question about the war between satellite and cable television. I think the winner of that is neither, as streaming a la carte is what people are talking about in 2017 as the direction TV is going in.

This criticism, of course, is obvious and easy. It's actually an exhaustive book that does contain a wealth of useful information, although no glossary or index – glaring omissions. Unfortunately, it suffers from not being up to 2017, when we are living in an up-to-the-second world. Especially in a field like media studies, it makes this book unusable in its entirety. The chapter ethics and economics aren't as badly out of date.

It is accurate for the time it was written in, but in today's world, much of this doesn't hold up. Just one example, there is the claim that Reader's Digest has the third highest circulation of all magazine, which is no longer the case in 2017. It is not in good shape. Even the references to "President Obama," obviously show that it was written a different era with a very different landscape for the media world. Still, the great majority of it appears to be represented fairly, albeit in an outmoded way. It's just that the trends and latest innovations in 2010 won't even make sense to a college freshman whose frame of reference likely came about three years after

Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.

Obviously, this is a major weak link of the textbook. I've already commented on this, but I think any time the textbook is referring to MySpace or Friendster in a way that suggests that they are viable social media sites, it makes itself into a caricature of an outdated guide.

No real problem here. The book is fully clear, well-written and to the point. The problem is that the point was made in 2010. That said, there is no glossary or index.

Again, this book is solid as a foundational textbook to get students the basic information regarding the history and meaningful cultural highlights of different forms of media. From radio to media and democracy, the lessons are thorough and contain useful and important information. It's just that some of this information is outdated.

The book is quite easy to read, the organization is fine and reads like any typical textbook. I will say that there have been advancements made, and that this book should be more interactive and multi-media if it wants to keep up with the Joneses.

It's fine in this regard. The writing itself is great and it's broken up nicely. Very readable and I wish it was up to date because it's a solid textbook.

This is fine for 2010, but there is no interactivity or video or things to let us know that we are in 2017.It's basic and fine, but nothing stands out are particularly innovative.

Written well. No issue here at all.

Again, this is the fatal flaw of the book. It's just not going to be persuasive if it doesn't manage to maintain the sensibilities of someone in 2017. Between politics and technology there have been extreme shifts in the media in the past few years and a book like this would need to be updated monthly to stay relevant. It could work as a historical document to see how people thought in 2010, but not really as a relevant book today.

Reviewed by Suzi Steffen, Instructor, Linn-Benton Community College on 6/20/17

This text is rather comprehensive, at least for the time it was published. It covers pretty much any topic one might want to cover in a Media and Society or introductory media and communications class, though for those interested in topic areas like journalism, advertising, and public relations, this textbook is much more about the history of those areas than how they are surviving and functioning today (and that's fine with me; I can update with information that's more recent). There is no index (at least in this form), and there is no glossary, but terms are well-defined within each chapter and within pull-out boxes as well. It would be incumbent upon the professor and students to keep some kind of glossary or wiki, which is not a bad idea for a media history/media and society class in any case.

Often in a textbook for media and society or media history, one can see the author's world view shining through - is capitalism too much for media? Should media creators take an "unbiased" view of the world? How is a medium influenced by the way it is funded? The book has a solid conversational tone and is authoritative on its history, but I might prefer a little more analysis of media ownership and consolidation. As for accuracy, yes, the facts seem quite accurate to the best of my knowledge, and the text is written (and edited) by someone with a journalist's view of language - it's useful, it's best done well, and occasionally it lends itself to some essayistic moments.

I'm not sure there's a way to write a book like this that can keep it relevant past the month in which it was written, much less seven years later. Many of the examples the author uses to illustrate music, social media, books, newspapers (some of which don't exist anymore), magazines (ditto), etc., are simply no longer relevant. It *is* interesting to read about what the author thought was relevant at the time, and what the author thought would last, but this kind of book needs almost constant updating during this time of constant media churn and reinvention. I am giving it a 3, but really it's more like a 2.5 as any instructor would need constantly to find new examples that students will understand.

The book is accessible and lucid, absolutely. As with any history of a large discipline, the book contains a fair amount of jargon that is relevant to each portion of the subject matter covered, and the book is good about not only giving context and giving definitions but also setting aside boxed or special areas for examples that reinforce what it's talking about. The key takeaways at the end of each chapter, added to the exercises that are meant to help the students understand what's important in the dense historical detail and context of each chapter, are helpful as well.

This book is wonderfully consistent with terminology and the framework it employs to discuss media across a wide range of areas. From the beginning of each chapter, where an introduction lays out the plan of the chapter, to the end of each chapter - where a box of "key takeaways" explains what students should have learned - the book keeps a tone of very slightly amused detachment, mixed with earnest passion for certain topics, throughout, which is utterly consistent with how media people actually live their lives.

The text is definitely modular. It's written in a way that could easily be read in various chunks as the instructor or professor wishes to assign it. Blocks of text are broken up with images, a few charts, and a few stories that are boxed and that illustrate examples of topics within the chapters.

I think it's hard to know how to organize a media history/media and society textbook. Do you start with the printed word? But then, what about radio? Should radio come closer to magazines or closer to movies and TV? In that case, where do audiobooks and podcasts go? So, even as any instructor would grapple with these sorts of questions, the book is laid out in a way that made sense to the author - and that can be ripped apart and reassigned by each instructor. There's no need to read economics at the end of the course; perhaps, despite the fact that it's at the end of the book, it should come at the front end of the course - and because it's modular enough for flexibility, that's not a problem.

I read the textbook on my desktop Kindle and on my phone. It's not super with the images or charts, and the boxed questions and exercises at the end are especially hard to take. This interface could use a little attention, at least in the Kindle applications area. It's not impossible; it just needs some work.

No errors that I saw, though a textbook without at least a few grammatical errors is a miracle.

It's hard to say whether it's culturally insensitive or offensive because, well, I'm a white woman. I note that it talks about U.S. media's places (different for advertising, PR, newspapers, etc.) in the Civil Rights Movement and to a certain extent it discusses the ways that major media have been controlled or run by men, by white men, by straight white men. But I don't think the text addresses any of these things in the depth or with the clarity of thought that one would like to see in 2017. (Yes, it's a 2010 text.) In gaming, in Twitter discussions, in talking about newspapers or online media, the book is simply behind the times, and that makes it culturally problematic if not insensitive.

I am reluctant to adopt this book with students who really need more recent examples to make sense of how things are going now, today, in 2017, though it's also relevant for them to learn the history of how we got here (if anyone can really understand that at this point). I'd love to use a newer edition if one comes out. I might use or adapt parts of it along with other readings for my media and society class in 2018, but I'll be cautious about that.

Reviewed by Shearon Roberts, Assistant Professor of Mass Communication, Xavier University of Louisiana on 6/20/17

The textbook hits the standard areas for a typical Introduction to Mass Communication course: evolution of media industries, media and society, media effects and theories, media law and ethics, the digital age, and global media. It is comprehensive in its case studies and historical events that are typically taught for an Introduction to Mass Communication course. The text is current as there is a chapter on the Internet and Social Media and several chapters look at the digital revolution as it impacts media industries. There is no glossary or index, however. Instructors will have to rely on chapter sections for lesson planning.

From Gutenberg to Apple and Google, the book provides content that is accurate on the development of media. The author thoroughly cites case studies and provides questions for critical thinking about issues affecting media industry trends and on the impact of the media on the public. Statistics, data and trends are appropriately cited for reference check on accuracy of estimates.

Case studies and citations stop at 2010. However, the author makes projections for media trends up to 2020. Since media industries are most vulnerable to yearly change, the information in the book holds for now, although the positions of some of the digital media players have changed since the book has come out. However, the author is careful to clarify dates for events that were transformative for media industry changes, at the point in which these events occurred, even if changes have occurred since the book was published in 2010. Within another 5 years, the book is likely to need some updates to digital age developments.

The language used is accessible for a first year student taking an Introduction to Mass Communication course. The theory, ethics and law chapters are broken down for a 1000-2000 level course. The case studies and critical thinking boxes are useful in helping to break down and apply a wealth of information in the text for students to conceptualize the importance of historical events and their social or cultural impacts.

The author is clear on defining media industries, digital convergence and common theories in mass communication.

Instructors can easily use the text as is, or piece together sections on history, digitization and media and society from several chapters, depending on the instructor’s preference.

The text follows the standard logic for media introduction courses moving students through print, to audio, to film to broadcasting and to the digital age. The author wisely weaves in the impact of new media in each of these phases of evolution so the student does not have to wait until the end of the text to see the impacts of the changes of the industry, as they understand media to be today.

While the interface is simple, all graphics and text boxes, as well as assignments are designed similarly throughout the text and easy to locate as an e-text for student work.

Sentences throughout the text are concisely written and the text appears thoroughly proofed.

It was important for me to see examples of race, gender and global dimensions of the media represented as case studies, assignments and critical thinking in the book. From using The Birth of a Nation and its outcry from the NAACP in the film chapter to the rice of BET, or the understanding stereotyping of African Americans in TV, this book has relevant examples that relate to minority students or for a Historically Black University. I did however see no mention of the black press, or the work of alternative media in introduction narratives left out of the mainstream media. However, most introductory media textbooks, also leave this out. If this is an interest area for diverse students, unfortunately instructors are left to source that information themselves. But the most prominent case studies for diverse groups can be found in this text.

It was surprising to discover such an open-textbook as the cost of Intro to Mass Communication textbooks are typically over $100 and students only use this textbook once. This is a valuable resource. I hope the author would consider updating in a few years for recent developments and important case studies such as the #BlackLivesMatter movement and President Donald Trump's election for an examination of media literacy.

Reviewed by Gwyneth Mellinger, Professor and Director, School of Media Arts & Design, James Madison University on 6/20/17

The book covers all of the subject areas typically touched on in a media and society survey course; however, the discussions within chapters would benefit greatly from more examples and, in some cases, greater detail in explanation. I often thought the content was pretty thin. This was particularly so in Chapter 2, where the treatment of effects theories and media studies controversies required much more supporting discussion to be relevant to undergraduates. The greatest weakness in the text, and the specific reason I would not adopt it for my own course, is that the book's engagement of social and digital media is, for the most part, woefully out of date and separated into discrete chapter segments, rather than synthesized into discussions directly. A text on media and society assigned in 2017 cannot be comprehensive if it does not engage media in a way that makes sense to the students who are reading it. There is no index or glossary.

Content Accuracy rating: 2

There is no bias in the text and historical detail appeared to be represented accurately. Again, I question whether a book written in 2010, which lacks full context for the subject matter, can accurately reflect media and society for students in 2017. For example, in 4.6, online journalism is represented as blogs and online newspapers. That is an accuracy issue for today's students.

Relevance/Longevity rating: 1

The book is out of date. Examples and context stop at 2010, and many cultural references will not resonate with current students, which is the point of examples and cultural context. The Beatlemania example early in the book and the references to 2009 in the opening paragraphs advertise the lack of currency. Significantly, the book cannot be easily updated in its current form because its approach and perspective are also out of date. By failing to integrate social media and the Internet into the central narrative, the book emphasizes legacy media in a way that is no longer relevant.

The book is clearly written, though additional examples and context would be helpful in places.

The narrative is consistent in terminology and framework.

The modularity of the text would allow use of sections of the text at different points in a course.

The content in Chapter 11 on evolution of the Internet and the impact of social media belongs near the beginning, not the end, of the text. In addition, the impact of media economics on content is downplayed by sequestering this discussion in Chapter 13. Each chapter on legacy media ends with a section on the impact of new technology on that medium. These sections feel tacked on.

There were no interface issues. That said, the book lacked the visual engagement used by many media and society texts to capture and maintain the interest of today's students.

The text is clean. Of note, the text correctly uses "media" as a plural noun. There was, however, this awkward subheading at 1.2: "What Does Media Do?"

The text is not culturally insensitive. It acknowledges cultural imperialism and the digital divides as issues. There are examples of media content that would be deemed inclusive. That is not to say, however, that today's students would find the examples culturally relevant. The book is written from their grandparents' perspective.

Without irony, the unknown author of the text includes in a media literacy checklist and discussion (1.8) the advice that students should scrutinize the identity and credentials of authors. This same section warns against anonymous online sources. This is a conceptual problem with this particular online text. It's not clear why the author wants to distance her/himself from the project, but it creates a question of credibility.

Reviewed by Elizabeth England-Kennedy, Assistant Professor, Rhode Island College on 4/11/17

The book is extremely comprehensive. Not only does it include all forms of mass media, but it intelligently and thoughtfully addresses critical concepts such as ethics and culture. Photojournalism (especially the work of muckrakers such as Jacob Riis) is not included, and investigative reporting is too briefly addressed, although including advocacy journalism was a sound choice. There is no index or glossary. The lack of a glossary is surprising since key words are already highlighted in text.

The text is accurate and information is fairly represented and free of personal bias. No errors were found.

This is the most concerning characteristic of the book: The information has long-term relevance and is written in a highly readable way that will enhance its longevity. However, the examples tend to be temporally but often not generationally up-to-date and positioned for longevity. For example, beginning the book with an example that is this far removed from today's undergraduates' world may lessen their interest in reading further, as opposed to beginning with more focus on Beatlemania and then moving to an example of an artist/group more accessible to their generation. Additional examples used later in the book are drawn from recent time frames, but may not be commonly accessed. This is the only aspect of the book that would make me hesitate to adopt it.

The text is written in lucid prose that is accessible to introductory readers, though individuals whose first language is not English could have some difficulty reading independently. However, with minimal pre-reading guidance (e.g., introducing concepts that will be included in an upcoming reading assignment, instruction on how to use the Learning Objectives and Key Takeaways to best effect), these readers should also be able to understand and effectively use the text. Context is given for jargon/technical terminology, and definitions are generally clear.

The text is consistent in format, terminology, framework, and tone.

Modularity rating: 1

The book is clearly divided into relatively short subsections that are logically sequenced. Longer sections tend to be broken up by images, all of which are relevant examples of concepts being discussed in the section. The Learning Objectives, Key Takeaways, End-of-Chapter Assessments, and Critical Thinking Questions sections for each module are useful for guiding student reading and could be easily adapted into learning exercises and assessments such as discussions, quizzes, exams, and writing assignments. The Career Connection section at the end of chapters is innovative, and could be especially useful for students considering majors in communications-related fields. Chapters and sub-sections could be used independently in reading packets or rearranged without their being weakened, making it a more flexible resource or textbook.

The organization is clear. Sections are clearly labeled and of approximately the same length. Titles of chapters and subsections are logical and clear. Topics are logical laid out: An overview of foundational concepts in the first two chapters frames the remaining chapters effectively. The remaining chapters are organized in a historically-logical order. This structure is well-designed to helps readers better understand how an increase in the number and forms of media channels impacts audiences and media effects. Chapters are also internally well-organized and could be used separately as desired.

There are no interface difficulties. Pictures are clear and free of distortion. Navigation is clear and easy to use. Because the sections are short, reader interest should be maintained despite the low level of images included. Multiple platforms can be used.

The text contains no grammatical errors. A nice touch by the author is to clarify and model the correct grammatical usage of "medium" vs "media."

No cultural insensitivity or offensiveness was found. The author acknowledges that the book is focused on US media and includes culturally diverse examples. Topics such as cultural imperialism are addressed specifically. Related topics such as cultural appropriation and marginalization are referenced, although these specific terms are not necessarily used (e.g., the latter is addressed in the chapter on music as an outcome of the oligopoly in music without using the term "marginalization"). This could have been taken further; for example, the section on "Issues and Trends in Film" does not address concerns about "whitewashing" or lack of diversity in Hollywood movies and the section on Independent films does not address movies that countered these trends (e.g., the work of Spike Lee and Robert Rodriguez). However, the book lays the groundwork necessary for a discussion of such concepts in class or for use of supplemental materials that build on this text.

The book could be used as a stand-alone for an introductory class. Sections could be used in more advanced classes as supplemental readings or in reading packets.

Reviewed by Kevin Smith, Instructor, Chemeketa Community College on 2/15/17

This text is comprehensive in its coverage of all major media platforms and key general concepts related to mass media. There are times (e.g. Chapter 2: Media Effects) when some concepts are defined vaguely, but this is not indicative of the book as a whole. There is no glossary nor index, but most terms are defined well in the context of each chapter. The review sections at the end of each chapter would also help students organize and recall relevant information as they study. There is little that I feel is missing from this textbook that would be appropriate for an introductory mass media course.

A neutral, objective tone is struck throughout, with no apparent errors or gaps in coverage of major media and concepts. To the best of my knowledge, I believe this text to be free of errors, although it needs to be updated.

While this text is outstanding in its coverage and clarity, it is now seven years out-of-date and needs to be updated. A text on mass media should reflect the most recent changes in technology and economic and political contexts.

This text appears to be written for college freshmen and sophomores. Perhaps even upper-level high school students could successfully grasp its content. Most jargon particular to the discipline is defined and illustrated thoroughly.

The text is rigorous throughout, with even weight given to all concepts. There are occasional overlaps between chapters in coverage of terms (e.g. media bias), but nothing that seems sloppy or out-of-place. The historical overview of media technologies blends seamlessly with the beginning and later chapters on media studies concepts.

The structure of the book lends itself exceptionally well to divisibility, while demonstrating the ability to maintain its own internal coherence. The text seems designed for a semester-long course, so those looking to use it for quarters or with students whose expected reading loads might be lighter will find it easy to pull only what they need from it without sacrificing clarity.

The book's content is designed expertly, with introductory chapters leading into a chronological overview of the history of media technologies (books to social media). The text concludes by expanding its scope to cover more general concepts (e.g.media ethics) that scaffold on previously discussed ideas. This framework would greatly aid students in comprehending central ideas in media studies as they relate to specific technologies and historical periods.

I did not notice any problems in this area, although a cover might be helpful in identifying the text.

I noticed some minor typos, but nothing that reflects poorly on the high level of discourse and mechanical aspects of the text.

The text employs examples that would be helpful to students as they seek to understand mass media in diverse settings. There was no inappropriate content noted. The text is respectful and inclusive in this sense.

The end of chapter summaries, takeaways, exercises and critical thinking questions are outstanding and would serve any instructor well in designing a course with relevant activities tied directly to the text, while also pointing to other sources in contemporary mass media. The book is an invaluable resource that deserves the attention of a group of scholars who can update its content in order that it be more relevant to students.

Reviewed by Amy Rawson, Professor, Century College on 2/8/17

Interestingly, this textbook was more comprehensive than I originally expected. The text covered all of the major areas to be expected in a mass communication textbook: Media, Books, Newspapers, Magazines, Radio, Movies, TV, Games, Internet & Social Media, Advertising & PR, Economics, Ethics, Media & Government and the Future of Mass Media. However, I am giving 4 stars because there is no index or glossary which I deem especially important for a mass communication textbook.

The textbook is accurate. I also like the chapter on the future of mass media. The textbook seems to be error-free and unbiased. Each chapter section includes a few learning objectives and a few "key takeaways." There are also exercise questions at the end of each chapter section. The examples in the exercise questions are dated. It would be nice to have more current examples. However, I would prefer questions about the chapter at the end of the entire chapter or at the end of each section in addition to the objectives, takeaways and exercises. Thus, I am giving 4 stars for outdated examples.

I agree with another reviewer that the examples are a bit dated (which quickly happens in a mass communication textbook). This affects the credibility of the overall text. For example, in Chapter 16.1 Changes in Media Over the Last Century the example box titled "Pay-for-it Content: Will it Work?" is from 2009! This is 2017.

The textbook is written in clear and easily understood language. It is accessible and comprehensible. It would be nice to have a glossary for students for the mass communication jargon.

The text seems to be consistent with terminology and framework. However, the textbook seems dated overall and new terminology and frameworks could be added to make it more relevant and interesting for students.

The modularity of the textbook is good. It is easily and readily divisible into smaller reading sections that can be assigned different points within the course. I like the division of the chapters into subsections.

The organization/structure/flow of the textbook is good. However, I agree with another reviewer that the textbook is too lengthy. In my opinion, 647 pages is too long. Although I have used other textbooks of similar length, there are many more vivid visuals for students and more timely information and examples.

The text is free of significant interface issues that may confuse or distract the reader.

The text contains no grammatical errors.

The textbook examples for cultural relevance could be more current.

Thank you for this opportunity. I like the idea of an open textbook and would be interested in doing more reviews in the future.

Reviewed by Tom Grier, Professor, Winona State University on 8/21/16

The book is comprehensive, covering the study of media and its intersection with culture, through an in-depth look at each of the major mediums, then content considerations, economics and ethics issues related to the mass media. read more

This text seems accurate. I didn't find glaring errors of fact in my reading. Though, as I will mention later in my review, many of the examples used in the text are now several years outdated, when more recent examples or case studies would be more relatable to a youthful college audience.

This is one area where I find some difficulty with the book -- as is the case with every text of this type. The world of media is ever-changing and fast-changing. The historical information about the invention, early adoption, and improvements to the mediums of mass communication (books, newspapers, radio, television, etc.) are fine. A few of the examples and case studies used to describe events related to the media feel outdated. This is most apparent in Chapters 1 and 2 on Media and Culture and Media Effects. Examples from 2010 and 2011, are not relative to college freshmen in 2016 who were in middle-school and probably not paying attention when these things happened. Therefore, the longevity of this text is limited, unless it is updated-revised at least every third year.

The author's writing style is informative and engaging. While the writing is clear and understandable, the chapters often get too deep and try to cover anything and everything in a particular content area-- or sub-chapter, when a couple statements and one case study would suffice.

I found the chapter formatting, writing style and narrative flow to be consistent from chapter to chapter.

Here, the text shines. First, it is broken into chapters that are easily identifiable and segment the content nicely. Within each chapter are several sub-chapters that allow readers to read and absorb material in smaller chunks. This will be helpful to the learning styles of younger people today.

For the most part, I agree with the author's organization and flow. My only thought, and it's just an opinion, is: Chapter 2 on Media Effects should be moved to Chapter 14, so it comes after the major media categories and then the economics of the media, and just before the ethics and law of media. To be fair, most mass media textbooks follow this same organization. When I teach the class, I always move the "effects" chapter to later in the semester, after I've discussed the media types, their history and development.

A second thought, I'd hold the footnoted source credits to the end of each chapter, or preferably to the end of the book. The sometimes very long list of footnoted sources between each sub-chapter stops the flow for readers that may wish to read a full chapter.

I downloaded the PDF version, and read that. I found the interface cumbersome. I wish paragraphs were indented. I wish it was easier to navigate from chapter to chapter or topic to topic without scrolling, scrolling, scrolling. I wish there was an easy way to get to a Table of Contents with one click, and then from there click topic-anchored reference points to skip to specific information sought.

I wish it had an index that had anchor links. I realize this would be a large undertaking to create and connect the links. But that would make searching and finding specific information easy and fast. If I was a college student studying for a chapter quiz or exam on the foundations of radio, I might like to scoot to the Index and click on Radio-Invention, or on Marconi and be led instantly to that content within the text.

And, probably an easy fix, I wish it was more evenly spaced. In my opinion, there should consistently be two spaces between sub-headed sections or sub-chapters. In most places in this text, a new, bolded subhead appears on the very next line under its preceding paragraph. This looks jammed and messy.

I have no problem with the grammar. It's clear, easy to follow, and written to be accessible to a college audience. I used the Gunning Fog Index to test several paragraphs throughout the text and found some of the writing aimed at an audience with 10-11 years of formal education, and in a few cases more than 15 years of education. The average of my selected readings came out at 12-13 years of education -- perfectly appropriate for a freshmen-level college course.

Other than my hope for some more recent case studies and examples, I find the text to be culturally relevant. A few of the examples mention MySpace, Napster and Kazaa as internet entities with which the audience should be familiar. In reality, today's college freshmen know almost nothing of these three internet terms. In my current Media and Society class, less than ten percent of the class had ever had a MySpace account. They had heard of MySpace, but really knew nothing. No one in the class knew about Napster or Kazaa first-hand... perhaps had heard of them in another class.

This text feels too long. This is a difficult thing. The author includes everything he feels needs to be discussed in each chapter. But it's too much for a college freshman-level class. Example: The chapter on Music is more than 50 pages long. While I agree college students should be able to read this much each week for a class, I'm confident they will not read this much. I believe the text could be condensed quite a bit while maintaining the content necessary to make it meaningful at the freshman level. It's a complete text, and would make a nice reference tool -- with better indexing and searching links within the body -- but it won't work at an entry level to the study of media. At my university, the "Media and Society" class is a 100-level course, used as a general education class that can fulfill a categorical credit-need for all students, not just Mass Communication majors. And we consider the class a "feeder" to the major, introducing students to the study of media and hopefully igniting an interest in students to consider a career in media, and therefore declare a Mass Communication major. This book, with its depth, might be more appropriate in an upper-vision media studies course.

Reviewed by Nick Marx, Assistant Professor, Colorado State University on 1/7/16

The text is a broad and comprehensive overview of all relevant forms of media today. Although this is a common organizational approach for survey textbooks of media, this particular volume utilizes it in a particularly clear and cogent manner. Instructors approaching media and culture from a mass comm/journalism standpoint are much likelier to find this text useful than are instructors who approach media and culture from a perspective emphasizing critical/cultural studies, historical poetics, and/or aesthetics.

Content is accurate and strikes appropriately diplomatic tones where contentious issues might arise that concern social and cultural power.

The text is quite relevant for the most part, but by the very nature of its subject matter will undoubtedly require updates every few years. Framing the intro of the "Future of Mass Media" chapter with a specific device--the iPad--rather than the set of cultural protocols such devices foster, for example, might prove to be one area where instructors redirect conversations after the next new device inevitably cycles through.

The text is lucid and easy to follow. The book is ideal for introductory-level courses, but is likely too survey-oriented for courses beyond that level.

The text is consistent in structure, tone, and subject matter.

Here the book really excels at guiding students through a programmatic approach to studying media. Each section of history/description is followed by useful discussion prompts and activities, easily lending itself to course adoption.

The book flows logically. Some medium-specific chapters might arguably be collapsed into others, but their separation provides instructors with a good range of options for organizing lesson plans as they wish rather than having to proceed sequentially.

The text is a cleanly organized PDF, but is quite cumbersome to navigate internally. At 700+ pages, there's no table of contents and little in the PDF that allows for quick and easy browsing without intense scrolling. I'd recommend a hyperlinked TOC and some mechanism that affords instructors/students the freedom to teach/read in a modular, not linear, fashion.

The book is very clean and free of any obvious errors.

The book appropriately qualifies and focuses on the US media context, drawing on a good diversity of examples throughout.

Reviewed by Robert Kerr, Professor, University of Oklahoma on 1/12/15

This book devotes almost 800 pages to achieving an impressive level of comprehensiveness, considering the vast subject material upon which it focuses. Moving from Gutenberg’s 15th-century invention of the movable type printing press, through the beginning of the contemporary media age launched by the introduction of the telegraph in the mid 19th century, on into the explosive era opened with the beginnings of wireless communication, and ultimately into the revolution of Internet communication that by 2008 meant that U.S. households were consuming 3.6 zettabytes of information annually, the equivalent of a seven-foot-foot tall stack of books that covered the entire nation and represented a 350 percent increase from just three decades previously. This book manages to cover that remarkable series of media developments, and actually a good bit more, while keeping it all in broader context and without getting bogged down in the tedium of too much minutia from any one topic area.

This reviewer came across no errors of fact nor any pattern of bias in presentation.

The author of any text on this subject is faced with the challenge of achieving up-to-date content on a subject that explodes with new developments faster than any static text could ever stay fully up to date on for long. This text addresses that challenge by focusing on presenting a fully, dynamic framework that is so fully developed that it provides readers with a quite useful and enduring framework for considering crucial issues of media and culture in a manner that should give it a considerable shelf life. That framework is designed to help readers understand not only today’s media landscape but to consider what may be ahead for that landscape in terms of the future of media and culture.

The text breaks down relevant concepts and terminology with lucid, accessible prose so that even readers at the most introductory level should be able to always understand the discussion. Throughout the text, it very clearly helps readers think about each concept and related elements very clearly and in context that illuminates their significance.

This book’s use of terminology and framework is remarkably consistent. The author clearly has an instinctive, unified understanding of the essential dynamics driving the media world as it has evolved, exists today, and is unfolding going forward, and consistently discusses all topics in a context that never loses connection with that broad, fluid picture.

Chapters are organized into small modules, short subsections that by and large can stand alone and could be reorganized as an instructor might find more useful for the purposes of particular courses. Each chapter and each subsection includes highly useful learning objectives, key takeaways, and exercises, links to source materials and end-of-chapter assessments.

The book begins with a thorough overview that takes the reader quickly through a multifaceted assessment of the relationship between media and culture. With that foundation established, it moves into discussion of what is understood about the complex subject of media effects. Then it moves into narrower topics within the broader view considered so far, moving on to discussions of books, newspapers, magazines, music, radio, movies, and television, and then on to more recent developments such as electronic games, the Internet and social media. Then it steps back again to consider broader media influences such as advertising/PR, the role of economics in shaping the nature of mass media, ethical considerations, and government influence, before concluding with a substantial discussion of the future of mass media. The final chapter very effectively brings together the many strands of discussion from preceding chapters and synergizes them with a forward looking discussion of what the media future may hold. A table of contents within the book pdf itself would be helpful, as would content outlines at the beginning of each chapter. However, each chapter does contain very good breakdown highlights of each subsection’s learning objectives, key takeaways, and exercises, as well as extensive links to source materials and end-of-chapter assessments.

There do not seem to be any interface problems. The book is easy to navigate and the images/charts are displayed clearly, without distortion. Display features are presented quite distinctly and effectively throughout and should present readers with not distractions or confusion. The layout is somewhat visually plain, compared to many websites and even many traditional textbooks with more graphically elaborate designs, but the simple layout is easy to negotiate. The number of images/charts is not abundant, but is sufficient.

Grammar is used correctly throughout -- including use of the term “media” as a plural noun, which even too many academics have begun to use incorrectly as a singular term. It even includes an explanation of why it is incorrect to make that term singular, despite its popular usage in such manner. The text is very well written throughout, lively and to the point, with an easy flow that should enable readers to move through it almost effortlessly.

Over the course of this 761-page book, the reader is taken through an extensive range of discussion examples that span a multitude of races, ethnicities, and backgrounds. This reviewer did not detect any instances of cultural insensitivity or offensiveness.

This book is written well enough to be of general interest as a stand-alone read, apart from the context of its use as a textbook.

Reviewed by Doug Trouten, Professor, University of Northwestern - St. Paul on 7/15/14

The text covers all of the major forms of media and significant related topics (advertising, media economics, ethics, etc.). While the text lacks a dedicated chapter for journalism, this topic is covered at length in some of the other chapters. No... read more

Content is accurate and free of glaring errors. Although written in a personal, conversational tone, the text avoids obvious personal bias.

The content is up-to-date, including discussion of social media and references to recent works of media criticism. The rapid development of new media makes it likely that some of the material in this (or any) book will quickly seem dated, but the most time-sensitive material is confined to a few chapters, which should facilitate future updates.

The book is written in clear, easy-to-understand language that should appeal to today's college-age reader.

The text shows good consistency, introducing key ideas early and using them to facilitate understanding of material covered in subsequent chapters.

The chapters are clearly divided into subsections, each with clearly stated learning objectives, key takeaways and learning exercises. Most subsections could stand on their own, and chapters focusing on specific forms of mass media could easily be rearranged or skipped if desired.

The topics are presented in a logical fashion. After introducing basic ideas about media and culture and media effects, the text moves to discussion of various forms of media in chronological orders, and ends with chapters on various mass media applications and issues, such as advertising, public relations, ethics and government regulation.

The text is a basic PDF, with fixed line breaks that limit display options. Most URLs are live links. Footnote numbers and references to chapter sections look like links but are not, which may confuse some readers. A format better-suited for e-readers would be welcome.

The text strives to be culturally neutral, and should not offend any particular group of readers. The text clearly focuses on the U.S. media context, and acknowledges this limitation early on.

This is an impressively comprehensive overview of mass communication, written in a clear and engaging manner. Discussion questions and exercises are helpful resources for classroom use. A glossary, index and more flexible e-format would make this text even more useful. This text is a welcome addition to the field, and will serve students and teachers well.

Chapter 1: Media and Culture
Chapter 2: Media Effects
Chapter 3: Books
Chapter 4: Newspapers
Chapter 5: Magazines
Chapter 6: Music
Chapter 7: Radio
Chapter 8: Movies
Chapter 9: Television
Chapter 10: Electronic Games and Entertainment
Chapter 11: The Internet and Social Media
Chapter 12: Advertising and Public Relations
Chapter 14: Ethics of Mass Media
Chapter 15: Media and Government
Chapter 16: The Future of Mass Media

Ancillary Material

University of Minnesota Libraries Publishing

About the Book

According to the author, the world did not need another introductory text in mass communication. But the world did need another kind of introductory text in mass communication, and that is how Understanding Media and Culture: An Introduction to Mass Communication was birthed.

The only question was: What would be the purpose of another introductory mass communication text?

Understanding Media and Culture: An Introduction to Mass Communication was written to squarely emphasize media technology. The author believes that an introduction to mass communication text should be a compelling, historical narrative sketching the *ongoing evolution* of media technology and how that technology shapes and is shaped by culture — and that is what he set out to deliver with his new textbook.

Today's students are immersed in media technology. They live in a world of cell phones, smart phones, video games, iPods, laptops, Facebook, Twitter, FourSquare, and more. They fully expect that new technology will be developed tomorrow. Yet students often lack an historical perspective on media technology. They lack knowledge of the social, political and economic forces that shape media technology. This is not knowledge for knowledge's sake. It is knowledge that can help them understand, comprehend, appreciate, anticipate, shape and control media technology.

With this focus, Understanding Media and Culture becomes an appropriate title. Indeed, the title has particular significance. Marshall McLuhan's Understanding Media is a key text in media studies. Written in the 1960s, Understanding Media was the subject of intense debates that continue to this day. Its central message was that the technology of media — not their content — was their most important feature. In a typically pithy phrase, McLuhan said, "The medium is the message." The title, Understanding Media and Culture: An Introduction to Mass Communication , situates the introductory text in a large, engrossing theoretical conversation.

The goal is to adopt a textbook that will support and complement your teaching of this course. Understanding Media and Culture: An Introduction to Mass Communication will support an engaging and interesting course experience for students that will not only show them the powerful social, political and economic forces will affect the future of media technology, but will challenge students to do their part in shaping that future.

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Understanding Mass Media and Mass Communication

Writing Essays
Writing Research Papers
English Grammar
M.A., Anthropology, University of Iowa
B.Ed., Illinois State University

Mass media refers to the technologies used as channels for a small group of people to communicate with a larger number of people. The concept was first addressed during the Progressive Era of the 1920s, as a response to new opportunities for elites to reach large audiences via the mass media of the time: newspapers , radio, and film. Indeed, the three forms of traditional mass media today are still the same: print (newspapers, books, magazines) , broadcast (television, radio ), and cinema (movies and documentaries).

But in the 1920s, mass media referred not just to the number of people such communication reached, but rather to the uniform consumption and anonymity of the audiences. Uniformity and anonymity are characteristics which no longer fit the way people seek out, consume, and manipulate information into their daily lives. Those new media are called "alternative media" or "mass self-communication."

Key Takeaways: Mass Media

Mass media as an idea was created in the 1920s.
There are three major forms of traditional mass media: print, broadcast, and cinema. New forms are being created constantly.
The internet has changed the nature of mass media by creating consumers who control and even create media of their own, and producers who can more easily track consumer responses.
Being a smart consumer of media means exposing yourself to a variety of points of view, so that you can become more adept at recognizing subtle and not subtle forms of propaganda and bias .

Mass Communication

Mass media are the transport forms of mass communication, which can be defined as the dissemination of messages widely, rapidly, and continuously to large and diverse audiences in an attempt to influence them in some way.

Five distinct stages of mass communication exist, according to American communication scholars Melvin DeFleur and Everette Dennis:

Professional communicators create various types of "messages" for presentation to individuals.
The messages are disseminated in a "quick and continuous" manner through some form of mechanical media.
The messages are received by a vast and diverse audience.
The audience interprets these messages and gives them meaning.
The audience is influenced or changed in some manner.

There are six widely acknowledged intended effects for mass media. The two best known are commercial advertising and political campaigns. Public service announcements have been developed to influence people on health issues such as smoking cessation or HIV testing. Mass media has been used (by the Nazi party in Germany in the 1920s, for example) to indoctrinate people in terms of government ideology. And mass media use sporting events such as the World Series, the World Cup Soccer, Wimbledon, and the Super Bowl, to act as a ritual event that users participate in.

Measuring the Effects of Mass Media

Research on the impacts of mass media began in the 1920s and 1930s, with the rise of muckraking journalism—elites became concerned about the effects of investigative reporting in magazines such as McClure's on political decision-making. Mass media became a prominent focus of study in the 1950s after television became widely available, and academic departments dedicated to communication studies were created. These early studies investigated the cognitive, emotional, attitudinal, and behavioral effects of media on both children and adults; in the 1990s, researchers began to use those earlier studies to draw up theories concerning the use of media today.

In the 1970s theorists such as Marshall McLuhan and Irving J. Rein warned that media critics needed to watch how media affects people. Today, this remains a key concern; much attention has been paid, for example, to the impact on the 2016 election of false messaging distributed on social media. But the myriad forms of mass communication available today have also encouraged some researchers to begin to investigate "what people do with media."

The Move to Mass Self-Communication

Traditional mass media are "push technologies:" that is to say, producers create the objects and distribute them (push it) to consumers who are largely anonymous to the producer. The only input consumers have in traditional mass media is to decide whether to consume it—if they should buy the book or go to the movie: undoubtedly those decisions have always been significant to what got published or aired.

However, in the 1980s, consumers began to transition to "pull technology:" while the content may still be created by (elite) producers, users are now free to select what they wish to consume. Further, users can now repackage and create new content (such as mashups on YouTube or reviews on personal blog sites). The users are often explicitly identified in the process, and their choices may have immediate, if not necessarily conscious, impact on what information and advertising they are presented with going forward.

With the widespread availability of the internet and the development of social media, communication consumption has a decidedly personal character, which the Spanish sociologist Manuel Castells calls mass self-communication. Mass self-communication means that the content is still created by the producers, and the distribution is made available to a large number of people, those who choose to read or consume the information. Today, users pick and choose media content to suit their needs, whether those needs were the intent of the producers or not.

Computer-Mediated Communication

The study of mass media is a fast-moving target. People have studied computer-mediated communication since the technology first became available in the 1970s. Early studies focused on teleconferencing, and how interactions between large groups of strangers differ from interactions with known partners. Other studies were concerned with whether communication methods lacking nonverbal cues could influence the meaning and quality of social interactions. Today, people have access to both text-based and visual information, so those studies are no longer useful.

The immense growth in social applications since the start of Web 2.0 (also known as Participatory or Social Web) has made huge changes. Information is now distributed in many directions and methods, and audiences can vary from one person to many thousands. In addition, everyone with an internet connection can be a content creator and media source.

Blurring the Lines Between Producers and Consumers

Mass self-communication can potentially reach a global audience, but it is self-generated in content, self-directed in its mission, and typically focuses on self-related information. Sociologist Alvin Toffler created the now-obsolete term of "prosumers" to describe users who are almost simultaneously consumers and producers—for example, reading and commenting on online content, or reading and replying to Twitter posts. The increases in the number of transactions that now occur between consumer and producer create what some have called an "expression effect."

Interactions also now cross-media streams, such as "Social TV," where people use hashtags while watching a sports game or a television program in order to simultaneously read and converse with hundreds of other viewers on social media.

Politics and the Media

One focus of mass communication research has been on the role that media plays in the democratic process. On the one hand, media provides a way for predominantly rational voters to obtain information about their political choices. That likely introduces some systematic biases, in that not every voter is interested in social media, and politicians may choose to work on the wrong issues and perhaps pander to an active set of users who may not be in their constituencies. But by and large, the fact that voters can learn about candidates independently is predominantly positive.

On the other hand, media can be leveraged for propaganda, which exploits cognitive errors that people are prone to make. By using the techniques of agenda-setting, priming, and framing, the producers of media can manipulate voters to act against their own best interests.

Propaganda Techniques in Mass Media

Some types of propaganda that have been recognized in mass media include:

Agenda-Setting: Aggressive media coverage of an issue can make people believe an insignificant issue is important. Similarly, media coverage may underplay an important issue.
Priming : People evaluate politicians based on the issues covered in the press.
Framing : How an issue is characterized in news reports can influence how it is understood by the receivers; involves the selective inclusion or omission of facts ("bias").
DeFleur, Melvin L., and Everette E. Dennis. "Understanding Mass Communication." (Fifth Edition, 1991). Houghton Mifflin: New York.
Donnerstein, Edward. "Mass Media, General View." Encyclopedia of Violence, Peace, & Conflict (Second Edition). Ed. Kurtz, Lester. Oxford: Academic Press, 2008. 1184-92. Print.
Gershon, Ilana. " Language and the Newness of Media. " Annual Review of Anthropology 46.1 (2017): 15-31. Print.
Pennington, Robert. "Mass Media Content as Cultural Theory." The Social Science Journal 49.1 (2012): 98-107. Print.
Pinto, Sebastián, Pablo Balenzuela, and Claudio O. Dorso. " Setting the Agenda: Different Strategies of a Mass Media in a Model of Cultural Dissemination. " Physica A: Statistical Mechanics and its Applications 458 (2016): 378-90. Print.
Rosenberry, J., Vicker, L. A. (2017). "Applied Mass Communication Theory." New York: Routledge.
Strömberg, David. " Media and Politics. " Annual Review of Economics 7.1 (2015): 173-205. Print.
Valkenburg, Patti M., Jochen Peter, and Joseph B. Walther. " Media Effects: Theory and Research. " Annual Review of Psychology 67.1 (2016): 315-38. Print.
What Does Medium Mean in the Communication Process?
What Is Uses and Gratifications Theory? Definition and Examples
Sociological Definition of Popular Culture
Cultivation Theory
The Sociology of the Internet and Digital Sociology
What Is a Communications Major? Courses, Jobs, Salaries
How Social Media Has Changed Politics
Reading Comprehension: A Brief History of Social Media
Public Opinion Definition and Examples
Media, Medium, and Mediums: How to Choose the Right Word
The Study of Cultural Artifacts via Content Analysis
Parasocial Relationships: Definition, Examples, and Key Studies
What Is a Message in Communication?
3 Ways to Market Your Private School
What Is Disinformation? Definition and Examples
The Most Important Inventions of the 21st Century

12.1 The Media as a Political Institution: Why Does It Matter?

Learning outcomes.

By the end of this section, you will be able to:

Explain the importance of a free press both in the United States and abroad.
Describe how the media acts as a watchdog and give examples.
Understand and define how political information is mediated.

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. —The 1st Amendment to the United States Constitution

The press is the only profession explicitly protected in the United States Constitution. Many attribute this protection to James Madison and his writings in the Federalist Papers , but the idea of a free press stretches back to well before Madison wrote out his ideas on what constitutes a perfect democracy. The origins of the free press in the United States can be traced back to Cato’s letters , a collection of essays written in the 1720s by two British writers, John Trenchard and Thomas Gordon . Using the pseudonym Cato, they published their articles in the British press, criticizing the British monarchy for its corruption and tyrannical practices. Decades later, American colonists felt the effects of these letters during their own struggles against the Crown, 1 and in 1776, Virginia became the first state to formally adopt a constitutional provision to protect press freedom. 2 Why is the idea of protecting the press so embedded in the United States’ concept of government, and why is this concept so important? Do other nations protect the media to the same extent, or even more? The next section will examine these questions.

The Fourth Estate and Freedom of the Press

The importance of a free press can be boiled down to a sentence from esteemed University of Illinois at Chicago lecturer Doris Graber ’s seminal work Mass Media and American Politics : “The mass media . . . serve as powerful guardians of political norms because the American people believe that a free press should keep them informed about the wrongdoings of government.” 3 Another common way of defining the media’s role is to say that it acts as the fourth estate , or the unofficial fourth branch of government that checks the others. The term fourth estate is credited to Scottish writer Thomas Carlyle , who wrote, “Burke said there were Three Estates in Parliament; but, in the Reporter’s Gallery yonder, there sat a Fourth Estate more important far than they all.” 4 In other words, people look to the media—the fourth estate—to keep the government in check. The role of the media must be protected if it is to carry out that task.

Throughout US history, the media has fulfilled this role as intended. In the late 1960s, Rand Corporation analyst Daniel Ellsberg provided classified documents to the New York Times and the Washington Post proving that the government was concealing protracted military involvement in the Vietnam War. The New York Times withstood government pressure and a Supreme Court case to go on to publish a series of articles now known as the Pentagon Papers , which revealed the extent to which the American public had been lied to about the country’s progress in that war. The Watergate scandal is perhaps the most famous example of press freedom and the role of the press as watchdog (another term for the fourth estate ). In this instance, a government informant known as Deep Throat fed Washington Post reporters Bob Woodward and Carl Bernstein confidential information about then president Richard Nixon’s corrupt campaign practices. An ensuing series of investigative pieces by the two journalists revealed multiple abuses of power in Nixon’s reelection campaign, and their reporting ultimately led to the indictment of multiple presidential aides and the eventual resignation of the president himself.

In this video clip, investigative journalists Bob Woodward and Carl Bernstein, editor Barry Sussman, and former executive editor Ben Bradlee recall how, when they worked for the Washington Post in 1972, they broke the story of the Watergate scandal, a story that started with an investigation of a break-in at a Washington, DC, hotel and led to a constitutional crisis, the resignation of President Richard Nixon, and almost 50 criminal convictions.

In the case of the Pentagon Papers, the Supreme Court ruled 6–3 that the president’s argument—that prior restraint 5 was necessary in order to protect national security—was not enough “to abrogate the fundamental law embodied in the First Amendment ,” 6 and this is the most important First Amendment case because it addresses the sweeping right of the press and press protections in the 20th century. Watergate showed how a protected press is free to serve one of its main purposes, which is to reveal government misconduct. New Yorker staff writer Richard Harris wrote at the time that, “The press was potentially Mr. Nixon’s enemy—far more than the courts or Congress, because only the press could dig out and tell the story (whatever help reporters might get from the courts or Congress) in a way that would arouse the people to demand an accounting.” 7

Watchdogs do not have to be journalistic behemoths like the New York Times or the Washington Post. In the United Kingdom, a small, independent newspaper called the Rochdale Alternative Paper revealed decades-long abuse allegations against Liberal Party MP 8 Cyril Smith . The exposé in the paper, which had a circulation of 8,000 at its highest, 9 eventually led to both a police and an independent government investigation into a child abuse ring that involved several high-level government officials, including MP Peter Morrison, the private secretary to then prime minister Margaret Thatcher . 10 Another way to understand the watchdog function of the press is through the term muckraker , referring to reform-minded investigative journalists during the Progressive Era in the United States (late 1800s to early 1900s) who exposed the wrongdoings of industry leaders. One famous example of a muckraker was Upton Sinclair , who wrote the novel The Jungle based on the corrupt and inhumane practices in American meatpacking companies at the turn of the 20th century. The publication of The Jungle led to governmental action on food safety. In his 1919 work The Brass Check , Sinclair exposed the journalism industry’s penchant for yellow journalism , or journalism that relies on catchy titles and human interest stories to drive sales over well-researched articles or pieces on civic affairs. Sinclair was not afraid to take on media titans such as William Randolph Hearst , who owned the nation’s largest chain of newspapers at the time.

Watchdogs and muckrakers act as a check on government action and corruption. They play an important part in exercising the role of a free press as a cornerstone of a functioning democracy. As Yale University professor and member of the Council on Foreign Relations Timothy Snyder writes, “If nothing is true, then no one can criticize power, because there is no basis upon which to do so.” 11 The media allows the public to understand what is happening in government in order to hold elected officials accountable. Or, perhaps more simply put, “A free press is important because it is the freedom upon which all of our other freedoms are contingent.” 12

How free is the press? The answer is not black and white, as evidenced by the 2021 World Press Freedom Index . Published every year by Reporters Without Borders , the Freedom Index measures freedom in 180 countries “based on an evaluation of pluralism, independence of the media, quality of legislative framework and safety of journalists in each country and region.” 13 The map in Figure 12.3 below shows that the press is freer in some countries (in pink and purple on the map) than in others (in blue and green).

According to the index and as reflected in the map, Norway, Finland, Sweden, and Denmark have the freest presses in the world. Notably, Norway tries to discourage media concentration in order to ensure a variety of outlets, something that will be discussed in later parts of this chapter. The 2021 index ranked the United States 44th, after South Africa (32nd), Botswana (38th), and South Korea (42nd).

George Mason University professor Sam Lebovic explains that two main factors, the rise of concentration in ownership and increased state secrecy, are responsible for the inadequacy of press freedom in the United States, which is an ongoing and serious problem. 14 The modern US media faces unprecedented struggles against declining viewership and revenues, which work to limit the number of outlets and decrease the number of working journalists. At the same time, legislation such as the Patriot Act , passed after the September 11, 2001, terrorist attacks, has made it more difficult for the press to verify state information because of increasing pressure on sources not to cooperate and prosecution of journalists who do ascertain information. In addition, the Trump administration further hampered press freedoms through the prosecution of news sources, public statements that discredited journalists, and encouragement of foreign leaders to take steps to restrict their own media. 15 The future of press freedom in America, while still unstable due to media concentration and surveillance laws such as the Patriot Act, may show some signs of improvement; in a speech on Press Freedom Day in 2021, President Joe Biden decried the imprisonment of 274 reporters worldwide, criticized the lack of local media outlets, and said that the United States “recognize[s] the integral role a free press plays in building prosperous, resilient, and free societies.” 16 Despite these laudatory comments about a free press, however, it is clear the United States faces challenges in protecting journalists’ ability to fulfill their roles.

A study of the United States and Latin America provides an example of how this idea of the importance of a free press is shared across cultures. In the study, journalists representing both cultures shared a common definition of a free press as one that functions without government pressure and to promote social and economic development. 17 This study considered whether or not a free press is related to increased economic development, a question that to date has not been conclusively answered. While the notion that political freedoms (such as freedom of the press) should naturally encourage economic growth and increased standards of living is a common one, current research has not found conclusive evidence either supporting or refuting the claim. 18

There is more of a consensus on the benefits of a free press when it comes to preventing corruption. Studies of press freedom around the world, conducted by scholars in England, Argentina, and Australia, confirm this theory. 19 In this way, the watchdog role that the press plays is based on democratic ideals and has real-world effects for the public.

The Mediated Nature of Political Information

The political information most people receive is mediated information . What does this mean? Unless they work directly in government, most citizen’s understanding of politics comes completely from the media, whether via television news, podcasts, or social media feeds. The media may be a gatekeeper, but it is also a storyteller. As such, it is important to realize that what people see in the media is actually a manufactured view of the political world. Journalists and others who create the news follow routines and are influenced by institutional values that manifest themselves in media content. As Columbia University professor Herbert Gans writes in his study of the American media, “The news does not limit itself to reality judgments; it also contains values, or preference statements. This in turn makes it possible to suggest that there is, underlying the news, a picture of nation and society as it ought to be.” 20 Gans acknowledges that professional journalists try to be objective, yet the news does in fact make judgments and value statements. For example, crime news alerts viewers to the idea that there are undesirable actors within society and that criminals should be punished. Judgments and value statements such as these are different from political bias; while some news outlets are overtly liberal or conservative, Gans’s study shows that the media produces stories with cultural values that people may not detect because they are so used to seeing stories presented this way. For example, according to Gans, ethnocentrism and altruistic democracy are two of the key enduring values in the news. Ethnocentrism in the news refers to the idea that the American media values the United States above all other nations. This manifests most obviously in war coverage, where the press rarely questions American involvement—and to do so would be unpatriotic. In a similar vein, Gans explains that the American news media emphasize an altruistic democracy , the ideal held up by the media that politics should be based on public service and for the public interest. 21 In these ways, the news makes statements about what is right and what is wrong and presents political news through these lenses.

Journalists also share other professional values as to what makes a “good” news story, such as proximity, negativity, scope (how big is the story?), timeliness, and unexpectedness (novelty). 22 Because journalists share these professional values, there is a certain homogeneous quality to the news, otherwise known as pack journalism . This means that people receive the same type of news story repeatedly, though this has been changing since the advent of online news, a topic that will be discussed later in the chapter. Journalists’ common ideas about what should be in the news and why color their coverage and presentation of the news—and, as a result, the public’s perception of politics.

It is important here to note that the concept of news values differs across countries—what is newsworthy in the United States may not be in other nations—and the role of the media differs as well. A study on the news in Japan found that strong cultural forces and local needs drive how news is produced and delivered. 23 Other scholars have found that Western news organizations highlight human interest stories, while Arabic news focuses more on social responsibility and Islamic values. 24 University of Leicester Professor Vincent Campbell echoes the sentiment that news organizations in different countries are fueled by different values and that this influences what stories their audiences see. In authoritarian countries, journalists focus less on performing the watchdog role and more on promoting state activities. 25 This is the case in countries such as North Korea and China, where the state government runs the media.

Related to the idea that the media in large part decides what is a good news story is the concept of the media’s gatekeeping role and its agenda-setting powers. In other words, according to agenda-setting theory , the media decides both what to ignore or filter out and what to show the public. As University of Texas professor Maxwell McCombs and University of North Carolina professor Donald Shaw write, “In choosing and displaying news, editors, newsroom staff, and broadcasters play an important part in shaping political reality. Readers learn not only about a given issue, but also how much importance to attach to that issue from the amount of information in a news story and its position.” 26 Whether it is a producer who selects the topics for the evening news or an algorithm that creates a social media news feed, people know what is “news” by what is fed to them, they know what is important based on how often it gets airtime, and they understand that there are lead stories and stories that don’t matter very much. The public doesn’t make these decisions; professionals within the news industry make them for the public. (Later parts of this chapter will discuss how this power dynamic has changed thanks to social media and how, in many ways, it is no longer media professionals who select what the public sees.)

If the media decides which stories to present, it also has a hand in deciding how stories are presented. According to framing theory , the way the media frames political information can affect people’s understanding of it. University of Illinois professor David Tewksbury and University of Wisconsin professor Dietram A. Scheufele explain:

“Artists know that the frame placed around a painting can affect how viewers interpret and react to the painting itself. . . . Journalists—often subconsciously—engage in essentially the same process when they decide how to describe the political world. They choose images and words that have the power to influence how audiences interpret and evaluate issues and policies.” 27

For example, a study on gubernatorial races found that female candidates were more likely to be framed in terms of personal characteristics than their male counterparts, who were more likely to be framed in terms of their positions on policy issues. 28 In a separate study, researchers found that one common way the Dutch national media framed news on the European Union (EU) was in terms of assigning responsibility for social problems to the government. This study suggests that the Dutch media’s presentation of political news reflects the public expectation that the government will provide social welfare programs. 29 By highlighting certain aspects of a story and ignoring others, frames can affect people’s judgments and opinions on policy issues, and just as with agenda setting, elected officials fight to make sure they are framed in the correct light.

The public, and individual viewers, should know that while the media is a critical tool that aids people’s political decision-making, it is guided by professional values that dictate the content. Individuals’ views on politics can sometimes be out of their control, but they can work to assemble a better picture of the world by turning to a variety of media outlets and becoming aware of what goes into story selection. While internal pressures (such as professional norms) or external forces (such as authoritarian governments) can influence how the media portrays information, ownership can also affect what the public sees. The next section will examine the different types of media—and, perhaps more importantly, who owns them and how this affects their role in the political world.

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Topic 1 - Ownership & Control of the Media

In a nutshell

The ownership of the mass media is concentrated in the hands of a few large companies, that have the ability to control what people have access to. It has been argued that the media have an ideological role to spread the dominant hegemonic ideology of the ruling class, which encourages individuals to accept the inequality of society, according to Marxists. However, pluralists argue media content is not driven by a dominant ideology, but instead is driven by consumer interest.

Topic 2 - GLOBALISATION AND POPULAR CULTURE

Globalisation has led to the increasing interconnectedness of societies across the globe, who now have access to the same media products. This has created a global village, in which time and space barriers have collapsed in human communication, making it instantaneous. Globalisation is largely linked to the increase of popular culture, which is referred to as passive and unchallenging entertainment, designed for the masses. However, it has been argued that globalisation has led to the imperialisation of Western culture on non-Western cultures.

Topic 3 - SELECTION & PRESENTATION OF THE NEWS

News is manufactured based on news values, which are a specific set of criteria which makes a story ‘newsworthy’ enough to be published. In most cases, these news values reflect the desire to make profit by encouraging ratings, hits and circulation of stories. In addition to this, the selection and presentation of news is based on agenda-setting and norm-setting, both which reflect the interests of the media conglomerates.

Topic 4 - MEDIA REPRESENTATIONS

In media content, young people, women, homosexuals, black people and disabled people are generally represented in a negative way. Young people and black people are seen as deviants that disrupt societal order, while women are portrayed merely as sexual objects, which refers to the idea of the male gaze outlined by Mulvey. Homosexuals, especially gay men, are underrepresented in the media because media owners do not want to risk ‘offending’ their audience or advertisers. Disabled people are typically shown as an outsider group that has little relevance in society. In comparison, white, upper-class and heterosexual men are over-represented in the media, this is mainly because they reflect the owners of the large media corporations.

topic 5 - the rELATIOnship of the media, content, presentation and audiences

Some sociologists suggest that consumers are passive when using and interpreting the media. For instance, the hypodermic syringe model suggests the media have the ability to inject media texts into the veins of audiences. However, some sociologists believe consumers are passive when using and interpreting the media because they have freedom and choice in what they want to consume, and can reject messages they do not agree with. Neo-Marxists reflect upon the encoding and decoding of media texts, and suggest that the dominant hegemonic viewpoint is accepted by most audiences. The relationship with the media also explores the uses and gratifications model, which implies people use the media for a variety of interests and needs.

topic 6 - the New Media

The new media refers to digital, screen-based technology used for the consumption and distribution of the new digitised media content. These include tablets, smartphones, digital TV, electronic E-books etc. Cultural optimists/neophiliacs take an optimistic view on the new media, suggesting it has had positive impacts on society such as increased social life, greater democracy and so on. However, cultural pessimists oppose this view in suggesting the new media has had negative effects on society in the way it has undermined human relationships and connections, as well as increased surveillance and control of the consumer.

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Political Philosophy
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Political Values, Beliefs, and Ideologies
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Article contents

The mass media and the policy process.

Annelise Russell , Annelise Russell Department of Government, University of Texas at Austin
Maraam Dwidar Maraam Dwidar Department of Government, University of Texas at Austin
and Bryan D. Jones Bryan D. Jones Department of Government, University of Texas at Austin
https://doi.org/10.1093/acrefore/9780190228637.013.240
Published online: 31 August 2016

Scholars across politics and communication have wrangled with questions aimed at better understanding issue salience and attention. For media scholars, they found that mass attention across issues was a function the news media’s power to set the nation’s agenda by focusing attention on a few key public issues. Policy scholars often ignored the media’s role in their effort to understand how and why issues make it onto a limited political agenda. What we have is two disparate definitions describing, on the one hand, media effects on individuals’ issue priorities, and on the other, how the dynamics of attention perpetuate across the political system. We are left with two notions of agenda setting developed independently of one another to describe media and political systems that are anything but independent of one another.

The collective effects of the media on our formal institutions and the mass public are ripe for further, collaborative research. Communications scholars have long understood the agenda setting potential of the news media, but have neglected to extend that understanding beyond its effects on mass public. The link between public opinion and policy is “awesome” and scholarship would benefit from exploring the implications for policy, media, and public opinion.

Both policy and communication studies would benefit from a broadened perspective of media influence. Political communication should consider the role of the mass media beyond just the formation of public opinion. The media as an institution is not effectively captured in a linear model of information signaling because the public agenda cannot be complete without an understanding of the policymaking agenda and the role of political elites. And policy scholars can no longer describe policy process without considering the media as a source of disproportionate allocation of attention and information. The positive and negative feedback cycles that spark or stabilize the political system are intimately connected to policy frames and signals produced by the media.

public policy
public opinion
agenda setting

By 1981 , the field of political communication had matured enough to warrant comprehensive treatment in a handbook (Nimmo & Sanders, 1981 ). The authors characterized the field as experiencing “a healthy, thriving, and burgeoning state” (p. 18). One is struck by the much broader set of topics captured by the 1981 handbook compared to this compilation, and the lack of emphasis on the mass media as communication systems in the earlier volume. But the 1981 volume was far more diffuse and suggestive of possible research directions compared to the coherent summaries of strong bodies of research that characterize the present volume. Today, the research is far more extensive; for example, the 1981 handbook included a single article, by Max McCombs, on the media and public opinion, whereas today there is a whole set of papers describing media effects on the public as well as a separate section on the effects of political campaigns. A similar contrast applies to the media-public policy nexus; the 1981 volume featured a single entry (by Cobb and Elder), while this collection includes five articles with a policy focus.

Cobb and Elder ( 1971 , pp. 408–414) centered a major part of their discussion on policy subsystems, distinguishing between communication essential to subsystem maintenance and incremental policymaking and that associated with major mobilizations and policy changes—those associated with the idea of agenda-setting (or agenda-building, as they termed it) so ably set out by Cobb and Elder elsewhere ( 1983 ). This dual role of the media in the policy process remains just as critical today.

Yet to date we have little research that addresses these systemic components of the relations between public policy and political communication, even given the emphasis that the topic receives in this volume. In this article, we explore this divergence, from each side of the divide, and point to potential unifying ideas for the future.

Although scholars of political science and communication have long studied agenda setting dynamics by exploring patterns in attention, there has been a distinct lack of connections between studies of the media and studies of public policy processes (Wolfe, Jones, & Baumgartner, 2013 ). In particular, “agenda setting” remains more or less a homonym between the two disciplines rather than a research topic with a common theoretical base.

Political scientists have studied agenda setting in the political system by exploring the formation and accessibility of the political agenda, as well as the causes of policy change and stability, often absent of a discussion of the media. Within political science, the public policy field’s examinations of the media provide a radically different perspective from that of communication scholars. Policy scholars posit that media attention—similar to policy attention—is episodic, providing high levels of attention to some issues, but ignoring most. Furthermore, studies indicate that the media is a major player in the policy cycle, inserting positive feedback (increased levels of coverage) and negative feedback (low levels of coverage, or no coverage) into the system, potentially corresponding with changes in the intensity of policymaking activity. This perspective argues in favor of pursuing studies of the relationship between the media and the policy process by focusing on exchanges of information between the two bodies, an information processing approach.

Communication scholars have generally focused on the impact of media coverage on the public agenda, that is, what the mass public believes, feels, and attends to. Scholars in this tradition have studied public opinion formation, evaluation, and engagement. They report finding that the media influences the national (public) agenda through its tendency to focus attention on a few key issues and thus determine the issues, and direction of the issues, that the public cares about (McCombs & Shaw, 1972 ). Scholars of political communication extend this inquiry to examine the extent to which the media’s agenda-setting capacity drives public attitudes, evaluations concerning the political system, and decision-making within the political process. This research focuses on the quantity and content of media coverage on public perceptions of television advertising in campaigns, candidate evaluations, vote choice, political engagement, and more, finding that the media is a key player in deciding what, and sometimes how, the public thinks about political issues and whether or not one will engage in the political process (Entman, 1989 ; Iyengar & Kinder, 1987 ; McCombs, 2004 ).

The independent tracks of these two approaches to agenda setting has led to the development of two disparate bodies of work and two separate definitions of agenda setting, distinct but relevant to one another. The communications literature on agenda setting has traditionally centered on the role of the media in setting the issue priorities of individuals and the mass public, while the policy field has focused on the dynamics of media issue attention and policymaking in the political system.

In this article, we argue in favor of integrating these two bodies of work that, for too long, have talked past one another. We argue that both policy and communication studies can benefit from a broadened, integrative approach toward studying media agenda setting. In doing so, we will begin by providing an overview of the literatures supporting both agenda setting perspectives, highlighting the dividing factors. Next, we will discuss the expanding body of work that has begun to integrate the two approaches to agenda setting in the media. Finally, we will propose four recommendations designed to aid policy and communication scholars in pursuing integrative approaches. These are our recommendations:

First and foremost, political communication scholars should consider the role of the media beyond its purported role as a linear driver of public opinion or policy. The news media’s effects arguably cannot be effectively modeled by linear relationships linking media effects, public opinion, and political activity. The public agenda cannot be comprehensively understood without a thorough understanding of the policymaking agenda and the role of political elites. Communication scholarship has previously neglected to extend the agenda setting capacity of the news media past its causal effect on the mass public—thus, we propose extending studies of the implications of media and public opinion to policymaking and the policy process.

Policy scholars studying policy change and attention allocation should address the role of the media as an institutional actor—often assumed in media studies—in the political system and assess the media as a key actor in the policy process.

The study of the relationship between the media and policy process would benefit from the use of an information processing perspective, characterized by exchanges of information uncovering policy problems, disseminating information, and potentially driving episodic policy change. A consideration of the media as a source of information supply—drawn from recent policy studies—can provide valuable insight for understanding feedback cycles and changes in attention across studies of both elite and mass politics.

Finally, a comparative or cross-national approach to studying media and the policy agenda has broad benefits. The symbiotic relationship between the media and the policy agenda is not a uniquely American experience, and the need for an integration of policy studies and political communication is not a uniquely American problem. A number of comparative policy scholars have begun to examine the relationship between the media, policy issue salience, public opinion, and governmental activity, finding significant relationships (Green-Pedersen & Stubager, 2010 ; Vliegenthart & Walgrave, 2008 , 2010 ). Future research efforts should not only continue addressing the links between media and the policy agenda, but should do so comprehensively, and comparatively.

The road to a more integrative approach to agenda setting is not clear nor void of hurdles and pitfalls, but we argue that it is worth exploring, as the potential for a greater understanding of the media within both mass publics and elite institutions is crucial. By combining communication and policy studies, we may be able to approach studies of the media from a more complex approach that explores the cyclical and dynamic nature of mass media influence.

Origins of Policy Agenda Setting

The policy tradition of agenda setting began in the mid-20th century as a rebuke of pluralist models that either ignored the accessibility of the political agenda or assumed a broad scope of influence for the agenda. E. E. Schattschneider ( 1960 ) highlighted the limited accessibility of political agendas, particularly in the context of conflict and power struggles. Schattschneider argued that the outcomes of political conflict are highly dependent on the scope of the surrounding conflict, which is determined, in part, by the number of the political players and the amount of competition involved ( 1960 ). Peter Bachrach and Morton S. Baratz ( 1962 ) critiqued the standard conceptions of power in the social sciences, arguing that there are two faces of power, one concerning the exercise of power, and one concerning the influences used to limit the scope of conflict or prevent conflict from occurring entirely ( 1962 ). Roger Cobb and Charles Elder ( 1971 ) highlight the difference between the systemic, public agenda (comprised of issues of high salience for the general public) and the institutional agenda (comprised of issues of high salience for government institutions), and propelled scholars to focus on how the agenda is formed. They proposed three steps to agenda formation: issue creation, issue expansion, and agenda entrance. In the first step, an issue is created as a result of activism by an initiator, in tandem with focusing events that provide the issue with staying power. The issue expands as it garners resources, attention, and mobilizes supporters—all serving to expand the scope of the conflict. Once the issue has expanded to garner high levels of awareness and interest from the mass public, it enters the agenda. Cobb and Elder further support this argument by detailing dimensions of issues that are fundamental to placement on the agenda, including specificity, social significance, temporal relevance, complexity, and historical precedence ( 1972 ). As we noted above, Cobb and Elder were the first policy scholars to recognize a key role for the media in the policy process. They depicted a dual role in the policy process for the media—subsystem reinforcement and major mobilizations.

Providing a foundation for the study of policymaking in a limited agenda space, Michael D. Cohen, James G. March, and Johan P. Olsen laid out a study of organizations and organizational problem solving (Cohen, March, & Olsen, 1972 ). They developed the now well-known “garbage can model of organizational choice,” in which organizations are characterized by a collection of decision-makers, problems, solutions, and opportunities, which flow in and out of the organization’s attention span. The theory posits that decision makers are constantly searching for opportunities to utilize pre-scripted solutions, issues are searching for opportunities to cause them to rise to the forefront, while solutions are searching for issues to address (Cohen, March, & Olsen, 1972 ). In this model, the authors argued that the pairing of problems and solutions in the garbage can occurs mainly due to chance (Cohen, March, & Olsen, 1972 ).

John Kingdon ( 1984 ) extended the Cohen, March, and Olsen ( 1972 ) study of organizational decision making to policymaking and the policy agenda, defining the policy agenda as a list of problems which government officials, and those associated with government, are paying attention” (Kingdon, 1984 ). Kingdon ( 1984 ) argued that policy change occurs as a function of attention and the simultaneous coupling of problems and solutions, and suggested a number of processes by which issues arise on the policy agenda. In particular, he introduced the concept of a “policy window,” a window of opportunity for policymaking that opens when a new problem (or problem definition) arises. In this window, a new solution to a problem may be developed (or a previously concocted solution recycled), and policy change is implemented (Kingdon, 1984 ). Kingdon envisioned a relatively limited role for the mass media in the policy process, which may have been a side consequence of his reliance on intensive interviews with highly placed policymakers who are more prone to attribute policy making to the goals and motives of individual decision makers than properties of the policy context including media attention.

Micro-Foundations and Macro-Effects in Agenda-Setting in Policy Studies

Key to all modern work on agenda setting is the notion of collective attention, based on Herbert Simon’s classic concept of bounded rationality as applied to the policy making process (Baumgartner & Jones, 1993 ; Jones, 2001 ). Simon originally proposed bounded rationality as a criticism of rational choice models of decision making and argued instead that decisions makers are bound by limited cognitive architectures and unknown factors that impact the decision-making process.

With bounded rationality as a micro-foundation for understanding the causes of policy change and stability, recent studies of policy agenda setting have focused on the roles of attention, information, and feedback in the policy cycle. This work began by introducing the concept of punctuated equilibrium to the social sciences, the notion that policymaking activity is characterized by long stretches of stasis and incremental change, followed by punctuations in policy change, and expands to control for the role of attention in problem prioritization processes in government (Baumgartner & Jones, 1993 ). Applying punctuated equilibrium theory to a policy context, Baumgartner and Jones illustrate that incremental, or stable, policy change is reinforced by a lack of government attention to an issue, while large-scale policy change is associated with heightened government attention to an issue ( 1993 ). They also attribute episodic policy change to shifts in framing, venues, and levels of mobilization surrounding the issue (Baumgartner & Jones, 1993 , Baumgartner & de Boef, 2008 ). In their study of major US laws passed between 1947 and 1998 , Baumgartner and Jones investigated the informational bases of decision-making, specifically exploring how policymakers interpret, manage, and respond to information ( 2005 ). They showed that major policy change is significantly related to how policymakers—and the political system as a whole—process information ( 2005 ). In an extension of this argument, Baumgartner and Jones ( 2015 ) further explored the role of information and information search processes in government, finding that limited information search processes lead to declines in policymaking, while extensive information search processes are closely related to surges in policymaking activity (Baumgartner & Jones, 2015 ).

The media has only recently been integrated into agenda setting studies as a major source of information, and as an integral institution in the political system. Writing in 2006 , Bartholomew Sparrow noted that policy scholars typically fail to consider the potential role of the media. He went on to propose an agenda for research, suggesting that scholars should consider the media’s role as a public diplomat, its patterns of interpreting, normalizing, and disseminating political information, potential disconnects between political issues as presented by the media and as understood by the public, and how the media is able to maintain its impact (relationships with lobbying groups, key legislators, FCC, and the judiciary), both inside and outside of the United States. Sparrow’s contribution was to highlight a gap in the literature that continues to persist—scholars have been slow to consider the role of uncertainties facing the media in the policy process, and until recently, few had explored the role of the media as a wide-reaching political institution (Van Aelst & Walgrave, 2016 ).

In one of these studies incorporating the news media into the policy process, Michelle Wolfe ( 2012 ) examines the relationship between media attention and the speed of policymaking. Wolfe characterizes the media as a “gatekeeper to arguments and interests,” capable of conditioning the speed of policymaking. She argues that the time it takes a bill—once introduced—to become a law increases as media coverage associated with the debate surrounding the bill reaches higher levels. Her findings indicated that increased media coverage slows down the speed of policymaking, as it causes new information, participants, and problem definitions to enter the debate, allowing for counter-mobilization by a bill’s opponents. The dynamic nature of media effects on feedback cycles is further explored in a study of front-page articles in the New York Times from 1996 to 2006 , where Amber Boydstun ( 2013 ) examines the process by which policy issues make it onto the media agenda, uncovering long-standing patterns in coverage. She finds that, by and large, most policy issues receive little to no media coverage, while a few issues receive explosive levels of coverage. She attributes this to positive feedback effects within the media, in which coverage begets coverage, rather than being prompted directly by the scope and duration of the underlying event. This type of work, exploring the role of feedback into the policy system, is necessary to further understand and fully appreciate the media’s role in the policy process.

Origins of Media Agenda Setting

Studies of the media agenda can be traced back to Walter Lippman’s ( 1922 ) observation that the news media filter reality and provide the “pictures in our minds” concerning the course of public affairs and current events. While, for much of the 20th century, communications scholars operated under a “limited effects” media model, arguing in favor of the media’s inability to affect public perceptions, scholars soon came to realize that the priorities of the news media strongly shaped those of the mass public. This literature argues not only that the media influences public opinion, but also that the media also has the capacity to influence the direction of public opinion.

In their seminal study of media agenda setting, McCombs and Shaw ( 1972 ) compared the level of issue-related newspaper coverage in Chapel Hill, North Carolina with public responses to Gallup’s question about the most important problem facing the country. In effect, McCombs and Shaw explored the early stages of opinion formation and information acquisition, finding that the public’s perception of the most important problem facing the country closely reflected the patterns of issue coverage in newspapers. This finding launched media agenda setting research and many subsequent studies have confirmed the hypothesis that the media has the capacity to set the public agenda (Funkhouser, 1973 ; Shaw & McCombs, 1977 ; Weaver, Graber, McCombs, & Eyal, 1981 ; Winter & Eyal, 1981 ). Furthermore, comparative scholars of the media have found similar effects across the world (McCombs, 2004 ).

This work on agenda setting effects has been organized into studies of agenda setting, priming, and framing. Here, the literature posits that media emphases of issues and objects drive the topics that the public thinks about (Wu & Coleman, 2009 ). Complimentary agenda-setting studies focus on the attributes of issues or how they are framed in the media (Ghanem, 1997 ; McCombs, 2004 ). This work highlights the media’s ability to draw attention to certain characteristics of issues in the news—the focus is not on what the news media emphasize, but how they describe their issues of emphasis, thus focusing public attention on certain attributes or frames (Coleman & Banning, 2006 ; Ghanem, 1996 ; McCombs, Lopez-Escobar, & Llamas, 2000 ). Furthermore, this line of work argues that the tone of an issue is just as important as the amount of coverage that an issue receives (Coleman & Banning, 2006 ).

Stemming from this extensive documentation of the media’s agenda setting effects, scholars of political communication have explored the effects of framing and priming by studying if, how, and why media agenda setting can drive public attitudes and engagement in the policy process. Studies of campaigns, candidate evaluations, vote choice, and political engagement find that media framing and priming are key players in deciding what, and how, the public thinks about political issues, as well as key drivers of public engagement in the political process (Entman, 1989 ; Iyengar & Kinder, 1987 ; McCombs, 2004 ). In an analysis of national television news, Shanto Iyengar and Donald Kinder ( 1987 ) find that issues in the news are weighed more strongly when the public evaluates their political leaders. In this way, television news coverage has a strong effect on public opinion, without changing underlying attitudes (Iyengar & Kinder, 1987 ). In a later update of this study, the authors find that the issues that receive the most attention in national television news become the most important issues to viewers, while those issues that do not receive attention in national television news are not of the highest importance to viewers (Iyengar & Kinder, 1987 ). Similarly, Robert Entman ( 1989 ) examined political messages in newspapers, finding a significant relationship between the content of these messages and the political attitudes of readers. While these studies have clearly established a link between the media and the public agenda, and have suggested that issue salience—as driven by media framing and priming—may affect vote choice, they have often lacked a clear reference to how these mechanisms drive change in the policy process. Thus, we may argue that the implications of the media’s direct and indirect impacts on the political process have yet to be fully integrated into agenda setting studies.

Integrative Approaches to Agenda Setting

While the political communication literature has extensively explored public agenda formation in the context of political messages, evaluations, and behavior, much of this literature has stopped short of linking these findings to the broader policy process. Before delving into our recommendations for further integrative work, it important to overview current and past scholarship that has probed the links between media and the policy system.

Bryan Jones and Michelle Wolfe ( 2010 ) study the media’s patterns of receiving and prioritizing information, extending the scholarship from discussions of public agenda setting. Jones and Wolfe’s work provides support for an indexing hypothesis of the relationship between the news media and politicians: this hypothesis argues that debates in the formal political system set the agenda for debates in the media (Jones & Wolfe, 2010 ).

Frank Baumgartner and Suzanna De Boef ( 2008 ) and Amber Boydstun ( 2013 ) connect the media’s tendency to frame issues from a particular perspective with changes in policy over time. They demonstrate that media framing of the death penalty has a substantial impact on changes in capital punishment policy over time. Along the same lines, Rose and Baumgartner ( 2013 ) examine the impact of framing the poor on federal funding of social programs, finding significant links between shifting frames of the poor and federal social welfare spending. Eric Jenner ( 2012 ) deviates from the standard analyses of news articles to examine the influence of news photographs, focusing on media coverage of environmental news. Jenner argues that photogrpahic attention to environmental issues in the media influences issue salience for the mass public and elite actors. He examines public opinion polls, environmental news stories in The New York Times , and environmental news photographs in Time magazine. He finds that news photographs—unlike news articles—have a significant impact on congressional committee attention, but have little impact on public opinion (Jenner, 2012 ).

Integrative approaches to agenda setting also extend to comparative spheres: Soroka and Lim’s ( 2003 ) study of media coverage, public opinion, and foreign policy across the United States and the United Kingdom highlighted a strong correlation between foreign affairs issue salience in the media, and in the public mind. Following the previous literature’s suggestion that governments react to issue salience, Soroka and Lim posit that issue salience may drive defense spending in the United States and United Kingdom, since changes in spending may be a reaction to foreign affairs issue salience. Peter Van Aelst and Stefaan Walgrave ( 2011 ) survey Members of Parliament in Belgium, Netherlands, Sweden, and Denmark, questioning them on their perceptions of the media’s power as an agenda setter in the political system. Their findings indicate that the majority of MPs consider the media to play a very important—if not the most important—role as an agenda setter in their political systems.

These studies suggest that the media has an unquestionable impact on the policymaking process. But, importantly, policymakers try to influence the media as well. Lance Bennett ( 1990 ) developed the indexing hypothesis, positing that journalistic norms constrain news coverage by indexing coverage to what policymakers are saying about an issue being covered. While the thesis has been controversial, the thesis was groundbreaking in its attention to government’s effect on media, hence reversing the standard direction of causation of media influence on policymakers, and integrated journalistic norms into the process. Fifteen years later, Bennett, Lawrence, and Livingston ( 2006 ) re-examined the thesis to try to see when the media might develop alternate narratives based on other sources.

Moving Forward: Bridging the Media and Policy Divide

Media as an institution within the policy process.

Building on recent approaches that have begun to integrate media and policy studies, we argue that researchers must consider the role of the media as a political institution in studies of the political system, public opinion and policy process. Political institutions have norms that shape daily interactions with the policy process, and media outlets are one of many policy actors whose routines and organization lead to a regular presence in the political system. The media’s organizational process is characterized by institutional incentives, such as attending to elite actor and consumer demands (Boydstun, 2013 ). Just as daily subsystem interactions may affect the policy process, so too do the daily decisions that occur within the newsroom. Media scholars have often studied the role of newsroom interactions and institutional norms on the production of news and its impact on citizens, but these institutional patterns have lasting effects for the policy process that remain largely unknown. Meanwhile, the media is increasingly recognized as an integral part of the feedback systems that characterize the policy process (Boydstun, 2013 ; Wolfe, 2012 ), but meso- and micro-level studies of the effects of journalistic norms and practices require additional attention. For instance, is the shift toward a more professionalized media and the responding growth of communications staff within Congress a critical factor in the types of issues that make it onto the policy agenda? Or do they impact the nature of those issues, as in the speed, timing, and context surrounding proposed measures? Shifts in digital media—a 24-hour news cycle, the Internet, blogs, and social media—have all changed the way politicians interact with the media and the public, but what does this shift mean for the policy process? A closer link between the routines of journalists and their role as a political institution must be integrated with studies of elite policy actors and their relationship to the policy process as a whole.

Media as a Mechanism for Disproportionate Information

Even more important than understanding the media as a formal institution within the policy process, we should begin to understand the effects of media actors’ interaction within that process. The media serves as part of a complex information-processing system that influences the public policy process throughout (Jones & Wolfe, 2010 ). Scholars have argued that the political preferences of journalists, economic pressures, and industry standards are major factors in the process of determining the quantity and content of news coverage. Since the quantity and content of news coverage have significant implications for the public policy process, these factors deserve extensive study when considering the role of the media as a potential disseminator of disproportionate information.

Despite standards of unbiased reporting, the political attitudes of journalists and editorial decision makers may be a major source of bias affecting the topics covered by the news (Hackett, 1984 ). Researchers have explored this relationship domestically and comparatively, finding a significant correlation between journalists’ personal beliefs and their respective news decisions in the United States, Great Britain, Germany, Italy, and Sweden. While this relationship is more significant among newspaper journalists than broadcast journalists, partisanship maintains a modest impact across all news decisions (Patterson & Donsbagh, 1996 ). Some studies have suggested that media coverage in the United States is characterized by a liberal bias; for example, Groseclose and Milyo study partisan bias in the media by comparing media citations of think tanks and other policy groups to the citations of similar think tanks and policy groups by Members of Congress, finding a strong liberal bias (Groseclose & Milyo, 2005 ).

The patterns of news generation by journalists and editors combine to produce both positive and negative feedback cycles that characterize how and when elite attention is allocated among issues (Boydstun, 2013 ). Negative feedback is the process by which changes in the political system are “corrected” or “countered” by an opposing shift back toward equilibrium. In the context of news generation, negative feedback is produced by daily or routine media coverage that maintains the current allocation of attention across issues and the type of frames used to present the issue. Positive feedback mechanisms reinforce changes that may rapidly alter the political agenda, replacing the current policy image or definition with a completely new frame. The media can often supply momentum, and this shapes the policy agenda through positive feedback forces (Boydstun, 2013 ).

The balance between feedback cycles produces media outputs that are often skewed or disproportionate, such that over time some issues receive a dominant amount of media attention while others receive almost none. For instance, a surge of media coverage may follow a highly publicized event—such as Hurricane Katrina—but this positive feedback then limits or curbs the attention of simultaneously occurring events or issues—a negative feedback effect. These skews in attention are the result of a disproportionate information processing system, meaning that agendas do not reflect events in real time or in proportion to the relative magnitude of those events. For policymakers, this disproportionate system holds many implications for policy actors’ efforts to sufficiently and substantively respond to policy problems. This means that the issues that policymakers are often compelled to address are likely a function of skewed media coverage. Elite actors are already part of a disproportionate information process in which limited attention and processing power lead to episodic shifts in policy. The media’s contribution to positive and negative feedback cycles only add to the complexity of how institutions and actors operate within an episodic and disproportionate policy process.

Comparative Approach to Policy and Media

Agenda setting in studies of public policy and the media has become much more frequent over the last 20 years, as the underlying foundations of both theories have been found common across multiple political and media systems. Media agenda setting has examined the effects of agenda setting on public opinion and attitude formation in multiple comparative assessments.

Scholars found public opinion toward the final British governor in Hong Kong to be closely tied to the content of news coverage—through weekly tracking polls, they found that the news media often primed the public’s reaction (Willnat & Zhu, 1996 ). A study of media influence in Israel examined agenda building, agenda setting, and priming in the context of four Israeli elections, finding that media coverage has significant priming effects on the voting intentions of individuals and aggregate election results (Sheafer & Weimann, 2005 ). Similarly, a study of news coverage of a national referendum campaign in Denmark (concerning the introduction of the euro) studied the impact of news coverage of the campaign on public evaluations of political leaders. Here, findings suggest as the issue of the introduction of the euro became more visible in the media, it became more important for shaping evaluations of the incumbent government, prime minister, and opposition leaders (de Vreese, 2004 ), supporting the priming hypothesis. In studying media coverage of Spanish elections, scholars found a positive relationship between the media’s effective attribute agenda about the candidates leading up to the election and the voters’ attribute agendas about the competing candidates (Canel, Llamas, & Rey-Lennon, 1996 ). What is missing from these studies, however, is a discussion of how the media’s effects feed back into the political system. This missing link is where media agenda setting ends and policy agendas begin.

The study of policy agenda setting has benefited from the establishment of the Comparative Agendas Project, which aggregates agenda setting measures across political systems and enables cross-system analyses of global policy. International scholars have been at the forefront of integrating media and policy studies by looking at how the media affects the policy agenda, especially the legislative process. Rens Vliegenthart and Stefaan Walgrave attempt to operationalize both notions of agenda setting by identifying the disparity between media and policy agendas (Vliegenthart & Walgrave, 2011 ). They examine media coverage as an indicator of attention and construct a model to assess how political parties and legislative action contour the media’s agenda setting influence. They conclude that the media has a considerable effect on the policy agenda, and that this effect is greater for opposition parties and smaller parties who are more reliant on journalists to get their message across. Another study by Walgrave and Peter Van Aelst offers a comparative perspective that finds media effects on agenda setting in general, though the authors argue for a more dynamic analysis of the relationship between media and policy (Walgrave & Van Aelst, 2011 ).

It is that call for a dynamic analysis between not only media and policy, but media, policy, and the public, that we echo. Media agenda setting often begins and ends with issue salience in the mass public, and policy scholars refrain from discussing the public implications of media influence on policy. Comparative analysis is a venue for bridging this gap as both the communication and policy fields further broaden the applicability of agenda setting beyond the United States.

Moving Beyond Linear Assumptions

The influence of the media agenda on public opinion is often represented through simple linear models and correlations that illustrate a casual or direct link between the media’s message frame and what the public believes to be salient. This assumes a very hierarchical structure in the sense that the media distributes a message that the public subsequently receives, according to the media’s ability to prime and frame the issue. Scholars have used this linear structure to test the content of news stories, the tone or attributes of those stories, and more networked approaches that combine both substance and tone of the articles or broadcasts. While the measures of content are further explored, all too often the assumption about the senders and receivers remains the same.

Media scholars struggle with a limited frame about the relationship of media and the public, while policy scholars continue to tangle with the notion of how the media fits into an “untidy” process (Kingdon, 1984 ). The media can have effects on the policy process as a mechanism for both positive and negative feedback, but it is also a recipient of the outputs of these political processes. Few scholars attempt to grapple with this endogeneity problem, preferring to posit a directional causal arrow from the media to the policy process with few implications beyond that as far as the eventual repercussions for the media, the public, or policy makers.

Both media and policy agenda setting studies stand to benefit from analyses that pull one another away from their corners and embrace the dynamic nature of agenda setting, where effects are not just within elite institutions or the public, but rather part of one larger process. We must consider the media’s agenda setting role, not only as a primer for public salience but the effects that has on the issues that politicians take up in Congress or Parliament. The actions of elite officials do not end with the passage of legislation, but have reverberations that extend beyond elite institutions to the public. The media is one connection between elite decisions and public perception, and is able to transfer issue salience from one public to another. Agenda-setting studies cannot and should not move forward without a better consideration for the entire political process rather than one-to-one linear relationships.

Studies of agenda setting have become increasingly common and more complex as scholars across disciplines attempt to better understand the role of the media. We have argued that the nature of this complexity is too often confined to either elite notions of media influence (policy) or mass public effects (communications), and that agenda-setting studies must begin to look at the relationships both elite and mass publics foster with the media within the agenda-setting process. Instead of relying on small-scale case studies, an integrated approach also enables more complex and collaborative database analysis. New technology enables research that breaks traditional discipline norms, and we must take advantage in the research moving forward.

We have proposed four avenues for better integrating policy and communication studies in ways that bridge the divide between what have historically been two completely separate research agendas. Many scholars studying political processes acknowledge a role for the media in the agenda setting process, but a better understanding of that role should include considerations of the media as a political institution, a disproportionate processor of information within a system that provides information to elite and mass publics, has a comparative studies advantage, and as a bridge between elite and public priorities. The basic principles of agenda setting, priming, framing, and issue definition are ever present across research, and we must take advantage of what is similar and useful to our overall better understanding of media’s agenda-setting influence. For too long, two richly diverse and complex bodies of work have talked past one another, and policy and communication studies can benefit from a broadened, integrative approach toward studying media agenda setting.

Acknowledgements

We appreciated the comments from Shanto Iyengar and Stefan Walgrave.

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Media frames campaigns as horse races focusing on the the game of politics as opposed to the issues.
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Election night reporting is rife with problems.

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The Mass Media

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The Mass Media. Development of the Media 19 th century growth of newspapers. Evolution from outlets for party propaganda to sensationalism to professional journalism (and back to sensationalism?). Introduction of radio in 1920.

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The Mass Media Development of the Media 19th century growth of newspapers. Evolution from outlets for party propaganda to sensationalism to professional journalism (and back to sensationalism?). Introduction of radio in 1920. Television in the 1950s. Quickly became the main source of news for most people. Remains so today. Internet in the last 15 years. Big age gap in early years. That gap is falling in recent years. Content of the news – internet and newspapers have far more content than network or cable news. More detailed stories. Entire network news show (about 21 minutes) would fit on the front page of the paper.

Functions of the media Report the news – “all the news that is fit to print.” But can’t cover everything. Cutting back on reporters, international news. Internet-based news correspondents filling some of the gap. Interpret the news – not simple reporting, but tell us how to think about the news (more on this later). Oversight – important role of the media in a democracy. Partisan differences (Pew study) Agenda control – whale story. How the media chooses what to focus on. Drugs, 9/11, war in Iraq, Britney’s dancing ability, Paris Hilton’s social life, etc.

Views of the media Ideological bias? Reporters – general perception is of a liberal bias, but it varies by party and by type of news one watches (see Pew survey). Ownership – concentration of corporate ownership. Rupert Murdoch buying the Wall Street Journal. General impression of the media (Pew survey). Coverage of the war in Iraq – “Bushwhacked” or bias in other direction?

Media Megacompanies

A different kind of bias in the media Patterson – “Out of Order” Negative news – much more likely to be negative of all politicians, not just Republicans. Superficial coverage of the news – focus on the game rather than policy. Wayne (chap 8) shows that it was a bit better in 2004. Shift from descriptive to interpretive – news anchors used to simply present the news. Now they interpret the news. They become the news. Supporters of the media – focus on oversight. What is the appropriate role of the media, especially in presidential campaigns? Study came out a few days ago: the media has essentially reduced the campaign to five candidates.

Negative Bias of News • Negative coverage and public opinion:

Superficial News • The “Game” vs. Policy News:

Media as Spin Doctors • Descriptive vs. Interpretive News:

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Topic 3 - SELECTION & PRESENTATION OF THE NEWS

Topic 4 - MEDIA REPRESENTATIONS

topic 5 - the rELATIOnship of the media, content, presentation and audiences

topic 6 - the New Media

Article contents

Origins of Policy Agenda Setting

Micro-Foundations and Macro-Effects in Agenda-Setting in Policy Studies

Origins of Media Agenda Setting

Integrative Approaches to Agenda Setting

Moving Forward: Bridging the Media and Policy Divide

Media as a Mechanism for Disproportionate Information

Comparative Approach to Policy and Media

Moving Beyond Linear Assumptions

Acknowledgements

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