Instructor’s Resource Manual for Media Now Understanding Media, Culture, and Technology Eighth Edition Joseph Straubhaar Robert LaRose Lucinda Davenport Prepared by Caleb Carr Michigan State University With contributions from Stuart H Davis University of Texas at Austin and Julia Crouse Michigan State University Table of Contents Preface Teaching a Course with Media Now Teaching an Introductory Communications Course Online 12 Sample Syllabi 14 Suggested Assignments 24 Chapter 1: The Changing Media 37 Chapter Outline 37 Active Learning Activities 38 Video Resources 39 Suggested Websites 40 Test Questions 42 CourseMate Tutorial Quiz Questions & Answers 48 Chapter 2: Media and Society 54 Chapter Outline Error! Bookmark not defined Active Learning Activities Error! Bookmark not defined Video Resources Error! Bookmark not defined Suggested Websites Error! Bookmark not defined Test Questions Error! Bookmark not defined CourseMate Tutorial Quiz Questions & Answers 58 Chapter 3: Books and Magazines 64 Chapter Outline 64 Active Learning Activities 65 Video Resources 66 Suggested Websites 67 Test Questions 68 CourseMate Tutorial Quiz Questions & Answers 73 © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Chapter 4: Print and Digital Newspapers 79 Chapter Outline 79 Active Learning Activities 80 Video Resources 82 Suggested Websites 83 Test Questions 85 CourseMate Tutorial Quiz Questions & Answers 90 Chapter 5: Recorded Music Error! Bookmark not defined Chapter Outline Error! Bookmark not defined Active Learning Activities Error! Bookmark not defined Video Resources 98 Suggested Websites 99 Test Questions Error! Bookmark not defined CourseMate Tutorial Quiz Questions & Answers .Error! Bookmark not defined Chapter 6: Radio 112 Chapter Outline 112 Active Learning Activities 113 Video Resources 114 Suggested Websites 115 Test Questions 116 CourseMate Tutorial Quiz Questions & Answers 121 Chapter 7: Film and Home Video 127 Chapter Outline 127 Active Learning Activities 127 Video Resources 129 Suggested Websites 130 Test Questions 132 CourseMate Tutorial Quiz Questions & Answers 137 © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Chapter 8: Television 143 Chapter Outline 143 Active Learning Activities 144 Video Resources 146 Suggested Websites 147 Test Questions 148 CourseMate Tutorial Quiz Questions & Answers 153 Chapter 9: The Internet 159 Chapter Outline 159 Active Learning Activities 160 Video Resources 162 Suggested Websites 163 Test Questions 164 CourseMate Tutorial Quiz Questions & Answers 169 Chapter 10: Public Relations 175 Chapter Outline 175 Active Learning Activities 176 Video Resources 178 Suggested Websites 178 Test Questions 180 CourseMate Tutorial Quiz Questions & Answers 185 Chapter 11: Advertising 192 Chapter Outline 192 Active Learning Activities 193 Video Resources 195 Suggested Websites 196 Test Questions 197 CourseMate Tutorial Quiz Questions & Answers 202 © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Chapter 12: The Third Screen: Smartphones and Tablets 208 Chapter Outline 208 Active Learning Activities 209 Video Resources 211 Suggested Websites 211 Test Questions 213 CourseMate Tutorial Quiz Questions & Answers 218 Chapter 13: Video Games 225 Chapter Outline 225 Active Learning Activities 225 Video Resources 227 Suggested Websites 228 Test Questions 229 CourseMate Tutorial Quiz Questions & Answers 234 Chapter 14: Media Uses and Effects 240 Chapter Outline 240 Active Learning Activities 241 Video Resources 243 Suggested Websites 244 Test Questions 246 CourseMate Tutorial Quiz Questions & Answers 251 Chapter 15: Media Policy and Law 257 Chapter Outline 257 Active Learning Activities 258 Video Resources 259 Suggested Websites 260 Test Questions 262 CourseMate Tutorial Quiz Questions & Answers 267 © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Chapter 16: Media Ethics 273 Chapter Outline 273 Active Learning Activities 274 Video Resources 276 Suggested Websites 277 Test Questions 278 CourseMate Tutorial Quiz Questions & Answers 283 Chapter 17: Global Communications Media 289 Chapter Outline 289 Active Learning Activities 289 Video Resources 292 Suggested Websites 293 Test Questions 294 CourseMate Tutorial Quiz Questions & Answers 299 © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Preface Teaching a course in media is a double-edged sword: It requires a constant vigil of a dynamic landscape to keep course content timely and salient to students, which offers little down time yet constant intrigue Particularly in an age of iProducts, ubiquitous social networking, and mobile telephony and Internet access, it has become difficult to distinguish the realms of media of which students need to be aware and those which will quickly fade In the words of B.F Skinner, “Technology was developed to prevent exhausting labor It is now dedicated to trivial conveniences.” The eighth edition of Media Now: Understanding Media, Culture, and Technology is a timely update, emphasizing the way that many new media (even those intended solely for social or entertainment purposes) have converged with or augmented old or legacy media This fresh look at emergent media nicely complements the historical perspective of traditional media (print, music/radio, and television/film), providing students an integrated look at the evolution of telecommunication in current and accessible terms These discussions are framed to provide students with diverse career interests—from academic to videographer to audio engineer—with immediate takeaways This Instructor’s Resource Manual is intended to give you ideas and inspirations for integrating Media Now into your course As such, it includes suggested active learning activities, discussion questions, websites, and other activities that complement and reinforce the exciting content in Media Now The present edition of this IRM is strongly rooted in previous editions, and to its earlier authors I offer sincere appreciation for providing such a strong foundation on which to build In addition, thanks to Joseph Straubhaar, Robert LaRose, and Lucinda Davenport for working tirelessly on keeping Media Now and its contents timely and relevant Gratitude needs also to be extended to Wei Peng and Cliff Lampe, who have provided many inspirations for utilizing Media Now and its contents in a way to which students have been receptive Thanks to my coauthors on other projects for their patience and understanding as this manual pulled me away from time to time And finally, thanks to the staff of Wadsworth Cengage Learning, and particularly Jill D’Urso and Erin Bosco, for their timely feedback and direction in preparing the updated edition Caleb Carr Department of Telecommunication, Information Studies, and Media Michigan State University © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Teaching a Course with Media Now The communications media environment is changing rapidly with developments in technology, ownership patterns, consumer usage, and media research The Internet and emergent media have redefined mass media; globalization and changes in regulations, lifestyles, and social issues have reshaped the communications landscape College students also have changed It’s likely that your students have always lived in an age of personal computers and CNN They have never bought a vinyl album (or even a compact disc); they might scratch their heads over the phrase, “You sound like a broken record.” Surveys show that young Americans generally spend more time with video games than with print media Media Now: Understanding Media, Culture, and Technology addresses the challenge of teaching today’s students about the development, impact and future of communications media It covers the spectrum of communications mediated by technology The theme is that these technologies are converging to create a new communications environment: Mass communication continues, but it is frequently more focused, segmented and integrated with forms of communication that permit more interaction and personalization The goal of this exciting text is to prepare students to compete and thrive in the world of new media that will await them in their careers Just as the communications environment continues to change, so has Media Now The seventh edition of the textbook has updated content to include the latest developments, including the ever-growing popularity and influence of social network sites and Apple media on media production, distribution and consumption; the increasing globalization of media; online collaboration and crowdsourcing; and the enabling and impact of citizen journalism This new edition has added a chapter addressing video games—not only their history, but recent developments in interactivity and research of video games This edition of the Instructor’s Resource Manual reflects all of these changes in the Media Now textbook The manual offers overarching ideas and specific tips to help you integrate the book into your lectures, class discussions, homework assignments, online activities, tests and other aspects of your course For each chapter of the textbook, the Instructor’s Resource Manual provides:  An outline, so you can see at a glance how the chapter is organized  An extensive set of “Active Learning Activities.” These activities include survey questions that can serve as a springboard for discussions; class discussion questions and critical-thinking exercises; questions and exercises focused especially on media literacy; “opposing viewpoints” with a flipside perspective of issues; and a set of written discussion questions and online activities that you can assign students in class or as homework  Video resources – a list of DVDs and online videos that can supplement the chapter The manual also shows where you can find or order the videos The updated manual has tried to include more online videos to accommodate the increased connectivity and integration of media in many college classrooms  Suggested websites The manual has expanded and updated all website references for each chapter  15 true/false test items that can be used as a written quiz or test © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part  15 multiple-choice test items that can be used a written quiz or test  10 short-answer test items that can be used as a written quiz or test  At least 15 multiple-choice items with rejoinders that also are included in the “Tutorial Quiz Questions and Answers” area of the CourseMate for the Media Now textbook  At least true/false items with rejoinders that also are included in the “Tutorial Quiz Questions and Answers” area of the CourseMate  At least five online homework questions with answers that also are included on the Instructor’s Companion Website for Media Now All of these suggested exercises, questions and other activities and resources can help you engage students and prompt them to think critically about media issues – both in history and in the information age Media Now is aimed at a broad audience Some users of the textbook will earn their living in the field of communications media Others will inherently relate to the media as consumers of entertainment, news, advertising and other information As technology blurs the line between media producers and consumers, many students will find themselves as at least occasional creators of media content – generating websites, commenting on existing online content, and communicating with groups of people in myriad ways for both personal and professional reasons The Media Now text will be an indispensable tool for all of those students The better they understand how media work, the better decisions they can make as students, citizens, consumers and future members of the work force The book’s readers can begin to think about not only how the new communications environment affects them, but also how they might affect it This book is designed to give students a solid grounding in the knowledge, skills and perspectives that will generalize across careers and help them navigate the changing workplace It also will inspire them to think about the implications of the changing communications environment on society at large The book teaches students not only about traditional mass media but also about digital and interactive media Importantly, it equips students to not take “wired” life for granted but instead to think analytically and critically about their own practices of media production and consumption in the context of everyday life In years past, many students diligently studied mass media in the traditional way – only to discover after graduation that the vast majority of today’s jobs required skills and a knowledge base that their textbooks had barely touched on Students went on to find jobs in new places – at phone companies or in corporate communications divisions – but discovered that they didn’t always know enough to succeed in these environments Other students were eager to take advantage of newly acquired skills in digital technology, but they did not have the background to understand the role of communications media in society Although progress is being made, many introductory communications textbooks still fail to integrate the full impact of technological changes, giving only lip service to new media and relegating the subject to a single chapter As an instructor for a mass communications course, you are in a position with privileged access to topics that increasingly cause concern among young people today: Personal privacy in cyberspace, disparities in access to information, momentous changes in the workplace, the aftermath of the “dot com” boom, new careers in media that did not exist when students started their college studies, and the effects of social stratification These are topics that most students © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part have not explicitly addressed in other courses or life learning experiences – but topics to which most students will respond enthusiastically As more students enter communications programs having grown up with high-speed Internet access and media saturation, more of them will have already encountered technologies and practices that you will want to highlight and emphasize We have anticipated this need and addressed it in this Instructor’s Resource Manual We hope that you will use these “hooks” to hang your own arguments, illustrations and probing questions, or that you will feel free to adopt some of ours Introductory books for broadcasting, cable and electronic media typically have an introduction; several historical chapters; and an overview of the technologies, economic bases, programming trends and strategies, ratings and research, effects, regulation and policy issues Media Now integrates the ideas of technological and strategic convergence, and the underlying techniques of digitization, throughout the text, emphasizing the links among technologies, social organization and functions, and communication patterns throughout history The text thus is the ideal book for an introductory course that covers social as well as mass media Some instructors may find it difficult to integrate an emphasis on technology and on unfamiliar media and industries like telephony, computers, and information services into an introductory communications course Additionally, getting students to engage and involve themselves with the historical precedents of mass media such as newspapers and the printing press can be a challenge – how you have students interact with the Gutenberg printing press? The Media Now textbook, this instructor’s manual, and the companion website and other resources are specifically designed to help instructors get up to speed on the new technologies, as well as afford novel ways to integrate and articulate traditional technologies, so as to feel comfortable teaching and engaging students with both types of materials The book is geared for both prospective media professionals and general students in introductory-level courses about mass media This is the only mass media class many of them will ever take That is precisely why it is so important to expose them to – and to demystify – communications technologies No particular technical sophistication is needed to use this book Although we recognize that many students may bring technological expertise or industry savvy to your class, we not assume that readers will be familiar with specific technologies We keep our explanations of technology simple, using broad analogies and illustrations to help students see how technologies function in their everyday lives We focus on concepts that have substance and will endure – not “buttonology” and cool-website-of-the-day fads We also include a great deal of anecdotal material to bring the subject to life We begin the historical treatments with the earliest forms of each technology or medium, since these are the easiest starting points for nontechnical readers In every chapter, we have taken care to emphasize the social impacts and policy issues raised by the uses of communications media Media Now includes the Mass Communication CourseMate, a complement to your textbook Mass Communication CourseMate includes:  An interactive eBook  Interactive teaching and learning tools including: o Quizzes o Flashcards o Interactive Timelines o Interactive Activities from the book, including Stop and Review o and more © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part anywhere, and anytime.” The End: Media at the Tipping Point, 2006, Films for the Humanities and Sciences “Every year, pundits and innovators prematurely predict the triumph of New Media But as consumer demand for anytime/anywhere news and entertainment reaches critical mass, the end might finally be drawing near This fast-paced three-part series seeks to understand the seismic changes going on in the media industry by analyzing the current state of Old Media and its fleet-footed competition Have TV, radio, and print finally outlived their relevance?” Communication, 2001, Insight Media “Highlighting the basics of communication, this program considers how rapidly communication has changed – and continues to change – the world, allowing individuals to send messages to friends across the globe and access news from other countries.” Digital Divide: Technology and Our Future, 2001, Films for the Humanities and Sciences Narrated by Queen Latifah The first part of this video examines whether computers detract from other important school programs “The second part studies how much computer technology will benefit America’s youth in the coming digital age.” Suggested Websites Wired News [www.wired.com] is a daily e-mail that “covers the latest developments in technology, how the forces of politics and business react to those developments, and how mass culture and various subcultures respond.” HowStuffWorks [www.howstuffworks.com] is a searchable encyclopedia that explains the inner workings of HDTV, MP3 players and other technologies Hobbes’ Internet Timeline [www.zakon.org/robert/internet/timeline/] traces the development of the Internet from the 1950s to 2003 The Digital Divide Network [www.digitaldivide.net], created by the Benton Foundation and the National Urban League, is a clearinghouse for information and strategies about expanding access to the Internet and information technology in underserved communities Social network sites Facebook [facebook.com] and MySpace [myspace.com], as well as the video-sharing site YouTube [youtube.com] and the micro-blogging site Twitter [twitter.com], illustrate the trend toward user-generated content Slashdot [www.slashdot.org] is a user-based, moderated news gathering service that provides, “News for nerds Stuff that matters.” Collaborative posting and collaboration make this a repository of emergent technology-related trends and news Rich Gordon, who chairs the New Media Department at Northwestern University’s Medill School of Journalism, wrote a chapter titled “The Meanings and Implications of Convergence” for the book Digital Journalism: Emerging Media and the Changing Horizons of Journalism You can read the chapter in Google Books [http://books.google.com] Wikipedia [www.wikipedia.org] is an online encyclopedia that anyone can edit It is available in © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part numerous languages and has inspired such sister projects as Wikinews and Wookiepedia © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Test Questions True/False Feedback plays a bigger role in interactive systems than it does in the conventional SMCR model of mass communication Answer: True T F Blogs are an example of the reduced-gatekeeper nature of new media Answer: True T F In an industrial society, the primary mode of employment is manufacturing Answer: True T F Over the next decade, information-sector jobs are expected to continue to grow by about 50 percent – faster than the overall economy Answer: False T F Digital communication uses continuously varying signals corresponding to the light or sounds originated by the source Answer: False T F On average, people spend nine and a quarter hours a day with the media Answer: True T F The digital divide describes the gap between electronic impulses in computer media Answer: False T F When communication is said to be mediated, it relies on one-to-one or face-to-face communication Answer: False T F T F It would be correct to say that there is less gatekeeping in new media than old media Answer: True Radio talk shows and televised news reports are considered forms of mass communication Answer: True 10 T F In today’s world of digital communications, media messages must be converted to analog form for transmission and then back to digital form for reception Answer: False 11 T F Gutenberg’s press was the first printing press ever developed Answer: False 12 T F © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part A 1998 law broadened the copyright protection enjoyed by writers, performers, artists, and songwriters Answer: True 13 T F After cable television started going digital, direct broadcast satellite operations scrambled to the same Answer: False 14 T F Net neutrality refers to the Internet’s ability to provide information of all natures, including that which may be considered obscene or inappropriate Answer: False 15 T F Social media has started to erode the ability of conventional mass media to define culture Answer: True 16 T F The supercomputer Watson would be able to pass the Turing Test for questions unrelated to the contents of the TV game show Jeopardy Answer: False 17 T F All digital transmissions are composed of only the digits and Answer: True 18 T F Multiple Choice 19 Which of the following is an example of “time shifting”? a) Participating in a talk-radio show b) Watching a program recorded on a DVR c) Conversing with friends in an Internet chat room d) Engaging in an interpersonal conversation Answer: B 20 Writing an email to a friend is an example of which type of communication? a) Interpersonal communication b) Small-group communication c) Intrapersonal communication d) None of the choices Answer: A © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part 21 In which historical period did written communications emerge as a specialized function controlled by the ruling classes? a) Pre-agricultural society b) Industrial society c) Agricultural society d) Information society Answer: C 22 Posting a message to a friend’s Facebook wall is an example of _ a) asynchronous interpersonal communication b) asynchronous intrapersonal communication c) synchronous interpersonal communication d) synchronous intrapersonal communication Answer: A 23 The “digital divide” refers to _ a) the way digital technologies process information in terms of 1’s and 0’s b) the gap between people who have access to digital technology and those who don’t c) the use of digital technology in a variety of media such as digital TV and DVD d) the difference in quality between analog and digital technology Answer: B 24 You send an email to a friend According to the SMCR model, what role does your computer fulfill? a) Sender b) Encoder c) Decoder d) Receiver Answer: B 25 All of the following are characteristics that distinguish new media from traditional mass media except _ a) real-time interactions b) capacities for desktop publishing c) simultaneous communication d) many-to-many communication Answer: C 26 What proportion of Internet users visited the Internet for political purposes during the 2010 elections? © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part One-fourth One-half Three-fourths Two-fifths Answer: C a) b) c) d) 27 As media becomes more interactive, it has enabled users to _ the messages and content of the media a) understand b) enjoy c) customize d) disagree with Answer: C 28 The proportion of information workers has reached a plateau of about _ of the U.S workforce a) a quarter b) a third c) half d) three-fifths Answer: D 29 Narrowcasting means _ a) transmitting signals in the upper reaches of the broadcast spectrum b) targeting content toward smaller and smaller audiences c) merging a variety of media into one distribution channel d) utilizing feedback and time-shifting devices together Answer: B 30 The beginning of the Industrial Society is associated with _ a) the television b) the telephone c) the printing press d) the computer Answer: C 31 Which of the following is characteristic of analog signals? a) Computer-readable © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part b) Continuous signal c) Already compressed d) Less noise than digital Answer: B 32 The primary mass medium that evolved in early agricultural societies was the _ a) hand-copied book b) ritual chant c) radio d) None of the choices Answer: A 33 The process of converting an analog to a digital signal is called _ a) digitizing b) sampling c) coding d) binaring Answer: B 34 We currently live in an information society because: a) Our economy primarily depends on the production and consumption of information b) This is the first type of society to employ information workers c) Our society developed computers, the primary driver of the production and consumption of information d) This is the first type of society to create information technology that allowed the development of the mass media Answer: A 32 is the term describing the integration of mass media, computers and telecommunications a) Horizontal Integration b) Convergence c) Vertical Integration d) Disintermediation Answer: B Short Answer 33 Describe media convergence 34 How does the television show American Idol depart from the SMCR model of mass communication? © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part 35 What are some of the forces driving narrowcasting? 36 What Facebook, wikis and YouTube have in common? 37 How is the information society different from previous eras? 38 What are the affordances of time-shifting? 39 How has technology affected the number of people required to produce a media product? 40 What are some of the social issues associated with both old and new media? 41 What is the Turing Test? © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part CourseMate Tutorial Quiz Questions & Answers Multiple Choice The typical American consumer spends more than _ hours a day with the media a b c d 12 Analysis: c Correct This is almost five months each year See “The Media in Our Lives” in Chapter Which of the following represent competition for big media corporations? a Citizen journalists b Facebook networks c Amateur video producers on the Internet d All of the choices Analysis: d Correct Big media corporations now contend with all these groups See “Media in a Changing World” in Chapter _ is an example of a purely analog medium a Local talk radio b Network news c The music industry d Filmmaking Analysis: a Correct The digital domain now encompasses nearly all radio, television, film, newspapers, magazines, and books with an ever-narrowing list of exceptions See “Media in a Changing World” in Chapter All digital transmissions are composed of _ a alpha and beta waves b 1s and 0s c brightness and color d Xs and Ys Analysis: b Correct All digital transmissions are composed of only two digits: and See “A Digital Media Primer” in Chapter © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Why have critics like Carey criticized Schramm’s SMCR model of mass communication? a They say it’s too linear b They say the media process isn’t just a one-way flow from creators to audiences c They say communication is more circular and interactive than Schramm indicated d All of the choices Analysis: d Correct Critics say audiences not only choose from, but also interact with, media content See “Changing Conceptions of the Media” in Chapter According to the Smith (2011), of American cell phone users, how many used their phones for political purposes during the 2010 elections? a Three-fourths b Half c One-quarter d Ninety percent Analysis: c Correct One-quarter of cell phone users used their phones for political purposes during the 2010 elections See “Media in a Changing World” in Chapter What did the Telecommunications Act of 1996 do? a It increased the regulations on media companies b It reduced the regulations on media companies c It protected media companies from competing with one another d None of the choices Analysis: b Correct The Telecommunications Act of 1996 stripped away regulations that protected publishing, broadcasting, cable and satellite television, telephone, and other media companies from competing with one another See “Media in a Changing World” in Chapter You would apply the Turing Test to determine whether a particular device is truly _ a digital b asynchronous c interactive d multimedia Analysis: c Correct The ultimate form of interactivity would pass the so-called Turing test for artificial intelligence, named after the British computer pioneer Alan Turing See “Changing Conceptions of the Media” in Chapter © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Which society depended on the spoken word to transmit ideas among themselves and between generations? a Preagricultural society b Agricultural society c Industrial society d Information society Analysis: a Correct Preagricultural cultures depended on the spoken word to transmit ideas among themselves and between generations See “Changing Media Throughout History” in Chapter 10 What point marks the transition to an information society? a When a country has more information than it needs to support itself b When a country has identified information as a valuable commodity for processing c When information work starts to dominate the workforce d None of the choices Analysis: c Correct The point at which information work starts to dominate the workforce marks the transition to an information society See “Changing Media Throughout History” in Chapter 11 What term describes a situation in which three or more people communicate with one another? a Intrapersonal communication b Group communication c Interpersonal communication d Intercultural communication Analysis: b Correct Group communication is a situation in which three or more people communicate with one another See “Changing Conceptions of the Media” in Chapter 12 On average, how many hours a week children age 2-5 spend watching television? a 12 hours b 20 hours c 26 hours d 32 hours Analysis: d Correct Children ages 2-5 average 32 hours a week in front of the television screen, including the time they spend watching programs recorded on digital video recorders and DVDs See “Media in a Changing World” in Chapter © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part 13 What is the key to multimedia – combining text, image, and sound in two-way communication channels? a digitization b narrowcasting c synchronicity d interactivity Analysis: a Correct Digitization is the key to multimedia – combining text, image, and sound in two-way communication channels See “Changing Conceptions of the Media” in Chapter 14 What did the Copyright Term Extension Act of 1998 do? a It extended the copyright principle to term papers b It broadened the copyright protection enjoyed by writers, performers, songwriters and media corporations c It reduced the copyright protection enjoyed by writers, performers, songwriters and media corporations d It extended copyright protection to Web page creators Analysis: b Correct This legislation broadened the copyright protection enjoyed by writers, performers, songwriters and media corporations See “Media in a Changing World” in Chapter 15 Social media include _ a Facebook b MySpace c Twitter d All of the choices Analysis: d Correct Social media, such as Facebook, MySpace, and Twitter, might be termed many-tomany communication, since audience members are also the sources of the content See “Changing Conceptions of the Media” in Chapter True/False 16 Net neutrality means users are not discriminated against based on the amount or nature of the data they transfer on the Internet True or false? a True b False Analysis: a Correct That is the definition of net neutrality See “Media in a Changing World” in Chapter 17 “Digital robber barons” hope to increase the diversity of content and lower the cost of information True or false? a True © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part b False Analysis: b Correct The dominance of “digital robber barons” reduces the diversity of content and raises the cost of information See “A New Balance of Power?” in Chapter 18 In Wilbur Schramm’s SMCR model of mass communication, the “channel” refers to the frequency or a television signal True or false? a True b False Analysis: b Correct The channel is not literally the number on the television dial to which you are tuned, but rather the entire chain of transmitters, satellite links, and cable television equipment required to convey the message to your home See “Changing Conceptions of the Media” in Chapter 19 “Smart Phones” are quickly becoming the next phase of media convergence True or false? a True b False Analysis: a Correct “Smart Phones” are cell phones that provide wireless Internet access and video See “Changing Media Throughout History” in Chapter 20 The first consumer communications medium to be digitized was the computer True or false? a True b False Analysis: b Correct The first consumer communications medium to be digitized was the telephone See “Changing Media Throughout History” in Chapter Online Homework Questions and Answers What does the term “information society” mean? ANS: It’s a society in which the production, processing, distribution and consumption of information are the primary economic and social activities In such a society, information work dominates the workforce The dominant medium in an information society is the computer and conventional mass media forms transform to digital media Use the SMCR model to describe what happens when you watch TV ANS: The source is the network or show producer The message is the content of the show, which is encoded by the microphones and television cameras in the television studio The © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part channel is the chain of transmitters, satellite links and other equipment that convey the message to your home Your television set is the decoder, and you – the viewer – are the receiver If a TV ratings service is tracking your viewing habits, that’s feedback And noise could be bad weather that causes electronic interference or a neighbor’s barking dog What’s the difference between broadcasting and narrowcasting? ANS: Broadcasting tries to reach the largest possible audience Narrowcasting means targeting content toward smaller and smaller audiences It involves dedicating communication channels to specific audience subgroups, or market segments Advanced audience research methods have helped the media cater to these smaller audiences by enhancing the richness and speed of audience feedback Imagine you’re the editor of the online edition of your campus newspaper, and your school has just won the national championship in women’s soccer Assuming you have adequate staffing and technical support, what would you put on your newspaper’s website to take advantage of the Internet? ANS: You could post not only one or more text stories, but also a gallery of still photos, video from the game and background about the players and their championship season You could host an interactive chat with the coach and the players and have a discussion board where fans can post comments You also could send breaking news about the event to your readers via e-mail and cell-phone text-messaging What type of communication would describe Facebook and Twitter? ANS: Social networking websites might be termed many-to-many communication, because audience members are also the sources of the content.” Social media” is a new term that has been invented to describe social networking sites and other online media such as Twitter and YouTube where the users provide the content What are the prospects for media careers? ANS: Despite a continuing slowdown in the economy, there are still abundant entry level opportunities in media industries However, media careers are intensely competitive at all levels so students need to prepare for the possibility that they will have several different careers throughout their lives © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part Chapter 2: Media and Society © 2014 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part