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Developing Globally Minded, Critical Media Literacy Skills

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Developing Globally Minded, Critical Media Literacy Skills

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How global educators foster globally minded, critical media literacy in their classrooms, the resources they use to teach about perspectives too often marginalized in media produced in the Global North, and how educating students about media informs action within global citizenship education is discussed. Findings from the study revealed that the opportunities to interact with fellow educators around the world inspired teacher’s to revisit concepts such as interconnectedness and cross-cultural learning, along with shifts in thinking about how to teach media literacy by analyzing the coded messages present in the resources they use to teach about the world.

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Composing Focus: Shaping Temporal, Social, Media, Social Media, and Attentional Environments 

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Composing Focus: Shaping Temporal, Social, Media, Social Media, and Attentional Environments 

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This article examines these facets of our contemporary scenes of writing by reviewing recent research in composition studies and psychology about writing and attention, discussing the results of a survey of undergraduate writers' composing practices, and sharing insights from assignments that help writers notice important elements of their environments. The article recommends assignments and questions to encourage reflection on writers' interactions with these elements in order both to find focus and to promote process-related transfer and adaptability in our ever-changing scenes of writing.

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Mass communication is very similar to other forms of communication. It involves people, messages, channels, noise etc. However, it possesses the following special characteristics or features in addition to the characteristics of general communication-

Large number of audiences: The most important characteristic of mass communication is that its audiences are relatively large. Audiences of mass communication may exceed millions after millions.

Heterogeneous audiences: The audiences of mass communication are not only large in number but also heterogeneous and anonymous in nature. Its audiences may belong to different ages, religions, sections and groups.

Scattered audiences: The audiences of mass communication are scattered in a vast geographical area, even in the whole world. So its audiences are far away from the source of information.

Personally unknown audiences: In mass communication, messages flow to scattered external audiences. Usually, the audiences are personally unknown to the communicator.

Common messages: Mass communication delivers the same messages simultaneously to a vast and diversified audience. Whoever wish and has the ability to afford the media, can easily receive the message from the mass communications channels.

Use of mechanical or electronic media: Mass communication relies on mechanical or electronic media to address large and diverse audiences. The media include radio, television, films, newspaper, posters, leaflets etc. Mass communication does not take place through face to face or telephonic conversation.

Rapid and continuous dissemination: Another distinct characteristic of mass communication is the speedy and continuous dissemination of the message. Various media of mass communication like radio and television transmit messages instantly. Numerous copies of films, newspapers, books and magazines can be distributed across vast geographical area within few days. Moreover, modern mass communication occurs continuously where messages are sent on a schedule.

Absence of direct feedback: In mass communication, there is no direct feedback from the receivers. It is mainly because the receivers of mass communication are far away from the source of information. For this, mass communication is regarded as mostly one way communication process. However, in some causes reactions of audiences can be known for their subsequent behaviors.

Requiring professional help: Developing and designing the message of mass communication requires help of professional communicators. The professional communicators include reporters, editors, actors, authors, writers, official spokespersons and so on. These professional communicators design, edit and disseminate news, entertainment, drams, advertising messages, public reactions messages and political campaigns.

Use of modern technology: Modern mass communication requires the use of various specialized modern technologies such as computer, computer network, fax, mobile phones, broadcasting media, printing devices etc. for effective preparation and distribution of message.

At last, we can say that the above stated features of mass communication have given it a separate entity form those of other types of general communication.

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Mass communication is very similar to other forms of communication. It involves people, messages, channels, noise etc. However, it possesses the following special characteristics or features in addition to the characteristics of general communication- Large number of audiences: The most important characteristic of mass communication is that its audiences are relatively large.

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Academia.edu is a platform for academics to share research papers.

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Mass communicated media saturate the industrialized world. The television in the living room, the newspaper on the doorstep, the radio in the car, the computer at work, and the fliers in the mailbox are just a few of the media channels daily delivering advertisements, news, opinion, music, and other forms of mass communication.

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In response to the drawbacks of 'objective' journalism, some journalists have begun advocating for alternative models, such as "peace journalism" and "public journalism." Peace journalism advocates the belief that journalists should use the power of the media to help resolve conflict rather than report it from a distance.

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Understanding Media and Culture: An Introduction to Mass Communication

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Learning Objectives

1. Explain the different ways mass media affects culture.

2. Analyze cultural messages that the media send.

3. Explain the ways new media have affected culture.

When media consumers think of media messages, they may think of televised public service announcements or political advertisements. These obvious examples provide a venue for the transfer of a message through a medium, whether that message is a plea for fire safety or the statement of a political position. But what about more abstract political advertisements that simply show the logo of a candidate and a few simple words? Media messages can range from overt statements to vague expressions of cultural values.

Disagreements over the content of media messages certainly exist. Consider the common allegations of political bias against various news organizations. Accusations of hidden messages or agenda-driven content have always been an issue in the media, but as the presence of media grows, the debate concerning media messages increases. This dialogue is an important one; after all, mass media have long been used to persuade. Many modern persuasive techniques stem from the use of media as a propaganda tool. The role of propaganda and persuasion in the mass media is a good place to start when considering various types of media effects.

Propaganda and Persuasion

Encyclopedia Britannica defines propaganda simply as the "manipulation of information to influence public opinion (Britannica Concise Encyclopedia)." This definition works well for this discussion because the study and use of propaganda has had an enormous influence on the role of persuasion in modern mass media. In his book The Creation of the Media, Paul Starr argues that the United States, as a liberal democracy, has favored employing an independent press as a public guardian, thus putting the media in an inherently political position (Starr, 2004). The United States-in contrast to other nations where media are held in check-has encouraged an independent commercial press and thus given the powers of propaganda and persuasion to the public (Starr, 2004).

Figure 2.2

Benjamin Franklin used a powerful image of a severed snake to emphasize the importance of the colonies joining together during the American Revolution.

Wikimedia Commons - public domain.

Like any type of communication, propaganda is not inherently good or bad. Whether propaganda has a positive or negative effect on society and culture depends on the motivations of those who use it. People promoting movements as wide-ranging as Christianity, the American Revolution, and the communist revolutions of the 20th century have all used propaganda to disseminate their messages (Jowett & O'Donnell, 2006). Newspapers and pamphlets that glorified the sacrifices at Lexington and Concord and trumpeted the victories of George Washington's army greatly aided the American Revolution. For example, Benjamin Franklin's famous illustration of a severed snake with the caption "Join or Die" serves as an early testament to the power and use of print propaganda (Jowett & O'Donnell, 2006).

As you will learn in Chapter 4 "Newspapers", the penny press made newspapers accessible to a mass audience and became a force for social cohesion during the 1830s (Jowett & O'Donnell, 2006). Magazines adopted a similar format later in the 19th century, and print media's political and social power rose. In an infamous example of the new power of print media, some newspapers encouraged the Spanish-American War of 1898 by fabricating stories of Spanish atrocities and sabotage (Jowett & O'Donnell, 2006). For example, after the USS Maine sunk off the coast of Havana, Cuba, some newspapers blamed the Spanish-even though there was no evidence-fueling the public's desire for war with Spain.

The present-day, pejorative connotation of propaganda stems from the full utilization of mass media by World War I-era governments to motivate the citizenry of many countries to go to war. Some media outlets characterized the war as a global fight between Anglo civilization and Prussian barbarianism. Although some of those fighting the war had little understanding of the political motivations behind it, wartime propaganda convinced them to enlist (Miller, 2005). As you will read in Chapter 12 "Advertising and Public Relations", World War I legitimized the advertising profession in the minds of government and corporate leaders because its techniques were useful in patriotic propaganda campaigns. Corporations quickly adapted to this development and created an advertising boom in the 1920s by using World War I propaganda techniques to sell products (Miller, 2005).

In modern society, the persuasive power of the mass media is well known. Governments, corporations, nonprofit organizations, and political campaigns rely on both new and old media to create messages and to send them to the general public. The comparatively unregulated nature of U.S. media has made, for better or worse, a society in which the tools of public persuasion are available to everyone.

Media and Behavior

Although the mass media send messages created specifically for public consumption, they also convey messages that are not properly defined as propaganda or persuasion. Some argue that these messages influence behavior, especially the behavior of young people (Beatty, 2006). Violent, sexual, and compulsive behaviors have been linked to media consumption and thus raise important questions about the effects of media on culture.

Violence and the Media

On April 20, 1999, students Eric Harris and Dylan Klebold entered their Denver-area high school, Columbine High School, armed with semiautomatic weapons and explosives. Over the next few hours, the pair killed 12 classmates and one faculty member before committing suicide (Lamb, 2008). The tragedy and its aftermath captured national attention, and in the weeks following the Columbine High School shootings, politicians and pundits worked to assign blame. Their targets ranged from the makers of the first-person shooter video game Doom to the Hollywood studios responsible for The Matrix (Brook, 1999).

However, in the years since the massacre, research has revealed that the perpetrators were actually attempting a terrorist bombing rather than a first-person shooter style rampage (Toppo, 1999). But did violent video games so desensitize the two teenagers to violence that they could contemplate such a plan? Did movies that glorify violent solutions create a culture that would encourage people to consider such methods? Because modern culture is so immersed in media, the issue becomes a particularly complex one, and it can be difficult to understand the types of effects that violent media produce.

Figure 2.3

The 1999 Columbine High School shooting led to greater debate and criticism over violent video games.

A number of studies have verified certain connections between violent video games and violent behavior in young people. For example, studies have found that some young people who play violent video games reported angry thoughts and aggressive feelings immediately after playing. Other studies, such as one conducted by Dr. Chris A. Anderson and others, point to correlations between the amount of time spent playing violent video games and increased incidence of aggression (Anderson, 2003). However, these studies do not prove that video games cause violence. Video game defenders argue that violent people can be drawn to violent games, and they point to lower overall incidence of youth violence in recent years compared to past decades (Adams, 2010). Other researchers admit that individuals prone to violent acts are indeed drawn to violent media; however, they claim that by keeping these individuals in a movie theater or at home, violent media have actually contributed to a reduction in violent social acts (Goodman, 2008).

Whether violent media actually cause violence remains unknown, but unquestionably these forms of media send an emotional message to which individuals respond. Media messages are not limited to overt statements; they can also use emotions, such as fear, love, happiness, and depression. These emotional reactions partially account for the intense power of media in our culture.

Sex and the Media

In many types of media, sexual content-and its strong emotional message-can be prolific. A recent study by researchers at the University of North Carolina entitled "Sexy Media Matter: Exposure to Sexual Content in Music, Movies, Television, and Magazines Predicts Black and White Adolescents' Sexual Behavior" found that young people with heavy exposure to sexually themed media ranging from music to movies are twice as likely to engage in early sexual behavior as young people with light exposure. Although the study does not prove a conclusive link between sexual behavior and sexually oriented media, researchers concluded that media acted as an influential source of information about sex for these youth groups (Dohney, 2006). Researcher Jane Brown thinks part of the reason children watch sexual content is related to puberty and their desire to learn about sex. While many parents are hesitant to discuss sex with their children, the media can act like a "super peer," providing information in movies, television, music, and magazines (Dohney, 2006). You will learn more about the impact of sexual content in the media in Chapter 14 "Ethics of Mass Media".

Cultural Messages and the Media

The media sends messages that reinforce cultural values. These values are perhaps most visible in celebrities and the roles that they adopt. Actors such as John Wayne and Marilyn Monroe came to represent aspects of masculinity and femininity that were adopted into mainstream culture during the mid-20th century. Throughout the 1990s, basketball player Michael Jordan appeared in television, film, magazines, and advertising campaigns as a model of athleticism and willpower. Singers such as Bob Dylan have represented a sense of freedom and rebellion against mainstream culture.

Figure 2.4

Tonto from The Lone Ranger reinforced cultural stereotypes about Native Americans. Do you think this type of characterization would be acceptable in modern television?

Although many consider celebrity culture superficial and a poor reflection of a country's values, not all celebrities are simply entertainers. Civil rights leaders, social reformers, and other famous public figures have come to represent important cultural accomplishments and advancements through their representations in the media. When images of Abraham Lincoln or Susan B. Anthony appear in the media, they resonate with cultural and historical themes greatly separated from mere fame.

Celebrities can also reinforce cultural stereotypes that marginalize certain groups. Television and magazines from the mid-20th century often portrayed women in a submissive, domestic role, both reflecting and reinforcing the cultural limitations imposed on women at the time. Advertising icons developed during the early 20th century, such as Aunt Jemima and the Cream of Wheat chef, similarly reflected and reinforced a submissive, domestic servant role for African Americans. Other famous stereotypes-such as the Lone Ranger's Native American sidekick, Tonto, or Mickey Rooney's Mr. Yunioshi role in Breakfast at Tiffany's -also reinforced American preconceptions about ethnic predispositions and capabilities.

Whether actual or fictional, celebrities and their assumed roles send a number of different messages about cultural values. They can promote courageous truth telling, hide and prolong social problems, or provide a concrete example of an abstract cultural value.

New Media and Society

New media-the Internet and other digital forms of communication-have had a large effect on society. This communication and information revolution has created a great deal of anguish about digital literacy and other issues that inevitably accompany such a social change. In his book on technology and communication, A Better Pencil, Dennis Baron discusses this issue:

For Plato, only speech, not writing, can produce the kind of back-and-forth-the dialogue-that's needed to get at the truth...the text, orphaned by its author once it's on the page, cannot defend itself against misreading.... These are strong arguments, but even in Plato's day they had been rendered moot by the success of the written word. Although the literacy rate in classical Greece was well below 10 percent, writing had become an important feature of the culture. People had learned to trust and use certain kinds of writing-legal texts, public inscriptions, business documents, personal letters, and even literature-and as they did so, they realized that writing, on closer examination, turned out to be neither more nor less reliable or ambiguous than the spoken word, and it was just as real (Baron, 2009).

Baron makes the point that all communication revolutions have created upheavals and have changed the standards of literacy and communication. This historical perspective gives a positive interpretation to some otherwise ominous developments in communication and culture.

Information

The Internet has made an incredible amount of new information available to the general public. Both this wealth of information and the ways people process it are having an enormous effect on culture. New perceptions of information have emerged as access to it grows. Older-media consumption habits required in-depth processing of information through a particular form of media. For example, consumers read, watched, or viewed a news report in its entirety, typically within the context of a news publication or program. Fiction appeared in book or magazine form.

Today, information is easier to access, thus more likely to traverse several forms of media. An individual may read an article on a news website and then forward part of it to a friend. That person in turn describes it to a coworker without having seen the original context. The ready availability of information through search engines may explain how a clearly satirical Onion article on the Harry Potter phenomenon came to be taken as fact. Increasingly, media outlets cater to this habit of searching for specific bits of information devoid of context. Information that will attract the most attention is often featured at the expense of more important stories. At one point on March 11, 2010, for example, The Washington Post website's most popular story was "Maintaining a Sex Life (Kakutani, 2010)."

Another important development in the media's approach to information is its increasing subjectivity. Some analysts have used the term cyberbalkanization to describe the way media consumers filter information. Balkanization is an allusion to the political fragmentation of Eastern Europe's Balkan states following World War I, when the Ottoman Empire disintegrated into a number of ethnic and political fragments. Customized news feeds allow individuals to receive only the kinds of news and information they want and thus block out sources that report unwanted stories or perspectives. Many cultural critics have pointed to this kind of information filtering as the source of increasing political division and resulting loss of civic discourse. When media consumers hear only the information they want to, the common ground of public discourse that stems from general agreement on certain principles inevitably grows smaller (Kakutani, 2010).

Literacy

On one hand, the growth of the Internet as the primary information source exposes the public to increased levels of text, thereby increasing overall literacy. Indeed, written text is essential to the Internet: Web content is overwhelmingly text-based, and successful participation in Internet culture through the use of blogs, forums, or a personal website requires a degree of textual literacy that is not necessary for engagement in television, music, or movies.

Critics of Internet literacy, however, describe the majority of forum and blog posts as subliterate, and argue that the Internet has replaced the printed newspapers and books that actually raised the standards of literacy. One nuanced look at the Internet's effect on the way a culture processes and perceives information states that literacy will not simply increase or decrease, but will change qualitatively (Choney, 2010). Perhaps the standards for literacy will shift to an emphasis on simplicity and directness, for example, rather than on elaborate uses of language.

News

Figure 2.5

President Barack Obama fired General Stanley McChrystal after a controversial Rolling Stone story in which McChrystal spoke poorly of the Obama administration was leaked on the Internet.

Wikimedia Commons - public domain.

Certainly, the Internet has affected the way that cultures consume news. The public expects to receive information quickly, and news outlets respond rapidly to breaking stories. On Monday, June 21, 2010, for example, a spokesperson for Rolling Stone magazine first released quotes from a story featuring General Stanley McChrystal publicly criticizing members of the Obama administration on matters of foreign policy. By that evening, the story had become national news despite the fact Rolling Stone didn't even post it to its website until Tuesday morning-some time after several news outlets had already posted the entire story on their own sites. Later that same day, McChrystal issued a public apology, and on Wednesday flew to Washington where President Barack Obama fired him. The printed Rolling Stone issue featuring the article hit newsstands Friday, 2 days after McChrystal had been replaced (Timpane, 2010).

Convergence Culture

The term convergence can hold several different meanings. In his book Convergence Culture: Where Old and New Media Collide, Henry Jenkins offers a useful definition of convergence as it applies to new media:

"By convergence, I mean the flow of content across multiple media platforms, the cooperation between multiple media industries, and the migratory behavior of media audiences who will go almost anywhere in search of the kinds of entertainment experiences they want (Jenkins, 2006)."

A self-produced video on the YouTube website that gains enormous popularity and thus receives the attention of a news outlet is a good example of this migration of both content and audiences. Consider this flow: The video appears and gains notoriety, so a news outlet broadcasts a story about the video, which in turn increases its popularity on YouTube. This migration works in a number of ways. Humorous or poignant excerpts from television or radio broadcasts are often posted on social media sites and blogs, where they gain popularity and are seen by more people than had seen the original broadcast.

Thanks to new media, consumers now view all types of media as participatory. For example, the massively popular talent show American Idol combines an older-media format-television-with modern media consumption patterns by allowing the home audience to vote for a favorite contestant. However, American Idol segments regularly appear on YouTube and other websites, where people who may never have seen the show comment on and dissect them. Phone companies report a regular increase in phone traffic following the show, presumably caused by viewers calling in to cast their votes or simply to discuss the program with friends and family. As a result, more people are exposed to the themes, principles, and culture of American Idol than the number of people who actually watch the show (Jenkins, 2006).

New media have encouraged greater personal participation in media as a whole. Although the long-term cultural consequences of this shift cannot yet be assessed, the development is undeniably a novel one. As audiences become more adept at navigating media, this trend will undoubtedly increase.

Figure 2.6

Jughead - evil bert - CC BY-NC-ND 2.0.

References

Adams, Jill U. "Effects of Violent Video Games," Los Angeles Times, May 3, 2010, http://articles.latimes.com/2010/may/03/health/la-he-closer-20100503.

Anderson, Craig A. and others, "The Influence of Media Violence on Youth," Psychological Science in the Public Interest 4, no. 3 (2003): 81-110.

Baron, Dennis. A Better Pencil: Readers, Writers, and the Digital Revolution (New York: Oxford University Press, 2009), 5.

Beatty, Alexandra. "Studying Media Effects on Children and Youth: Improving Methods and Measures, Workshop Summary," March 2-3, 2006, The National Academies Press, http://www.nap.edu/openbook.php?record_id=11706; "Media Influence on Youth," Crisis Connection, http://www.crisisconnectioninc.org/teens/media_influence_on_youth.htm.

Britannica Concise Encyclopedia, s.v. "Propaganda."

Brook, Tom. "Is Hollywood to Blame?" BBC News, April 23, 1999, http://news.bbc.co.uk/2/hi/special_report/1999/03/99/tom_brook/326529.stm.

Choney, Suzanne. "Internet Making Our Brains Different, Not Dumb," MSNBC, Feb. 19, 2010, http://www.msnbc.msn.com/id/35464896/ns/technology_and_science-tech_and_gadgets/.

Doheny, Kathleen "Mass Media May Prompt Kids to Try Sex: Study," Health Scout, April 3, 2006, http://www.healthscout.com/news/1/531862/main.html.

Garth S. Jowett and Victoria O'Donnell, Propaganda and Persuasion (Thousand Oaks, CA: Sage, 2006), 60-61.

Goodman, Peter. "Violent Films May Cut Real Crime, Study Finds," New York Times, January 7, 2008, http://www.nytimes.com/2008/01/07/technology/07iht-violence.4.9058958.html.

Jenkins, Henry Convergence Culture: Where Old and New Media Collide (New York: New York University Press, 2006), 2.

Kakutani, Michiko. "Texts Without Context," New York Times, March 17, 2010, http://www.nytimes.com/2010/03/21/books/21mash.html.

Lamb, Gina. "Columbine High School," Times Topics, New York Times, April 17, 2008, http://topics.nytimes.com/topics/reference/timestopics/organizations/c/columbine_high_school/index.html.

Miller, Mark Crispin. introduction to Propaganda, by Edward Bernays (Brooklyn, NY: IG Publishing, 2005), 11.

Starr, Paul. Creation of the Media (New York: Basic Books, 2004), 394-395.

Timpane, Jim. "New Media Too Speedy to Outflank," , June 24, 2010, http://www.philly.com/philly/entertainment/20100624_New_media_too_speedy_to_outflank.html.

Toppo, Greg. "10 Years Later, the Real Story Behind Columbine," USA Today, April 13, 2009, http://www.usatoday.com/news/nation/2009-04-13-columbine-myths_N.htm.

This is a derivative of Understanding Media and Culture: An Introduction to Mass Communication by a publisher who has requested that they and the original author not receive attribution, which was originally released and is used under CC BY-NC-SA. This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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Understanding Media and Culture: An Introduction to Mass Communication

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Explain the different ways mass media affects culture. Analyze cultural messages that the media send. Explain the ways new media have affected culture. When media consumers think of media messages, they may think of televised public service announcements or political advertisements.

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Mass media is communication—whether written, broadcast, or spoken—that reaches a large audience. This includes television, radio, advertising, movies, the Internet, newspapers, magazines, and so forth.

Personal Response: I like this article because it gives me a lot of background on mass media and what it is before I jump into researching it. Although it does not provide any sources, I do believe that it is credible becasue

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Mass media is communication-whether written, broadcast, or spoken-that reaches a large audience. This includes television, radio, advertising, movies, the Internet, newspapers, magazines, and so forth.
Mass media is a significant force in modern culture, particularly in America. Sociologists refer to this as a mediated culture where media reflects and creates the culture. Communities and individuals are bombarded constantly with messages from a multitude of sources including TV, billboards, and magazines, to name a few. These messages promote not only products, but moods, attitudes, and a sense of what is and is not important. Mass media makes possible the concept of celebrity: without the ability of movies, magazines, and news media to reach across thousands of miles, people could not become famous. In fact, only political and business leaders, as well as the few notorious outlaws, were famous in the past. Only in recent times have actors, singers, and other social elites become celebrities or "stars."

The current level of media saturation has not always existed. As recently as the 1960s and 1970s, television, for example, consisted of primarily three networks, public broadcasting, and a few local independent stations. These channels aimed their programming primarily at two‐parent, middle‐class families. Even so, some middle‐class households did not even own a television. Today, one can find a television in the poorest of homes, and multiple TVs in most middle‐class homes. Not only has availability increased, but programming is increasingly diverse with shows aimed to please all ages, incomes, backgrounds, and attitudes. This widespread availability and exposure makes television the primary focus of most mass‐media discussions. More recently, the Internet has increased its role exponentially as more businesses and households "sign on." Although TV and the Internet have dominated the mass media, movies and magazines-particularly those lining the aisles at grocery checkout stands-also play a powerful role in culture, as do other forms of media.

What role does mass media play? Legislatures, media executives, local school officials, and sociologists have all debated this controversial question. While opinions vary as to the extent and type of influence the mass media wields, all sides agree that mass media is a permanent part of modern culture. Three main sociological perspectives on the role of media exist: the limited‐effects theory, the class‐dominant theory, and the culturalist theory.

Limited-effects theory

The limited‐effects theory argues that because people generally choose what to watch or read based on what they already believe, media exerts a negligible influence. This theory originated and was tested in the 1940s and 1950s. Studies that examined the ability of media to influence voting found that well‐informed people relied more on personal experience, prior knowledge, and their own reasoning. However, media "experts" more likely swayed those who were less informed. Critics point to two problems with this perspective. First, they claim that limited‐effects theory ignores the media's role in framing and limiting the discussion and debate of issues. How media frames the debate and what questions members of the media ask change the outcome of the discussion and the possible conclusions people may draw. Second, this theory came into existence when the availability and dominance of media was far less widespread. Theclass‐dominant theory argues that the media reflects and projects the view of a minority elite, which controls it. Those people who own and control the corporations that produce media comprise this elite. Advocates of this view concern themselves particularly with massive corporate mergers of media organizations, which limit competition and put big business at the reins of media-especially news media. Their concern is that when ownership is restricted, a few people then have the ability to manipulate what people can see or hear. For example, owners can easily avoid or silence stories that expose unethical corporate behavior or hold corporations responsible for their actions.
The issue of sponsorship adds to this problem. Advertising dollars fund most media. Networks aim programming at the largest possible audience because the broader the appeal, the greater the potential purchasing audience and the easier selling air time to advertisers becomes. Thus, news organizations may shy away from negative stories about corporations (especially parent corporations) that finance large advertising campaigns in their newspaper or on their stations. Television networks receiving millions of dollars in advertising from companies like Nike and other textile manufacturers were slow to run stories on their news shows about possible human‐rights violations by these companies in foreign countries. Media watchers identify the same problem at the local level where city newspapers will not give new cars poor reviews or run stories on selling a home without an agent because the majority of their funding comes from auto and real estate advertising. This influence also extends to programming. In the 1990s a network cancelled a short‐run drama with clear religious sentiments, Christy, because, although highly popular and beloved in rural America, the program did not rate well among young city dwellers that advertisers were targeting in ads.

Critics of this theory counter these arguments by saying that local control of news media largely lies beyond the reach of large corporate offices elsewhere, and that the quality of news depends upon good journalists. They contend that those less powerful and not in control of media have often received full media coverage and subsequent support. As examples they name numerous environmental causes, the anti‐nuclear movement, the anti‐Vietnam movement, and the pro‐Gulf War movement.

While most people argue that a corporate elite controls media, a variation on this approach argues that a politically "liberal" elite controls media. They point to the fact that journalists, being more highly educated than the general population, hold more liberal political views, consider themselves "left of center," and are more likely to register as Democrats. They further point to examples from the media itself and the statistical reality that the media more often labels conservative commentators or politicians as "conservative" than liberals as "liberal."

Media language can be revealing, too. Media uses the terms "arch" or "ultra" conservative, but rarely or never the terms "arch" or "ultra" liberal. Those who argue that a political elite controls media also point out that the movements that have gained media attention-the environment, anti‐nuclear, and anti‐Vietnam-generally support liberal political issues. Predominantly conservative political issues have yet to gain prominent media attention, or have been opposed by the media. Advocates of this view point to the Strategic Arms Initiative of the 1980s Reagan administration. Media quickly characterized the defense program as "Star Wars," linking it to an expensive fantasy. The public failed to support it, and the program did not get funding or congressional support.
The culturalist theory, developed in the 1980s and 1990s, combines the other two theories and claims that people interact with media to create their own meanings out of the images and messages they receive. This theory sees audiences as playing an active rather than passive role in relation to mass media. One strand of research focuses on the audiences and how they interact with media; the other strand of research focuses on those who produce the media, particularly the news.
Theorists emphasize that audiences choose what to watch among a wide range of options, choose how much to watch, and may choose the mute button or the VCR remote over the programming selected by the network or cable station. Studies of mass media done by sociologists parallel text‐reading and interpretation research completed by linguists (people who study language). Both groups of researchers find that when people approach material, whether written text or media images and messages, they interpret that material based on their own knowledge and experience. Thus, when researchers ask different groups to explain the meaning of a particular song or video, the groups produce widely divergent interpretations based on age, gender, race, ethnicity, and religious background. Therefore, culturalist theorists claim that, while a few elite in large corporations may exert significant control over what information media produces and distributes, personal perspective plays a more powerful role in how the audience members interpret those messages.

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Mass media is communication—whether written, broadcast, or spoken—that reaches a large audience. This includes television, radio, advertising, movie