Until I began reading through the resources given by Brad on web accessibility, I had no idea such a concept even existed, let alone the fact that there was an entire initiative devoted to it. A little further research into the notion and this is what I managed to dig up:
Web accessibility basically refers to the ways in which people with disabilities can access the Internet[1]. Most web sites and web software have “accessibility barriers”[2], which prevent people with disabilities from accessing them. As a result, web accessibility guidelines and initiatives have been implemented in an attempt to provide disabled people with tools that will help them to “perceive, navigate, and interact with the Web.”[3]
It is important to note that the term “disability” not only refers to physical disabilities such as blindness or deafness, but also refers to people who are unable to access the web as a result of the physical environment in which they are situated. The latter particularly concerns the majority of people living in African countries, where high poverty levels have led to slow and expensive Internet connections.
So, now that we have an understanding of what web accessibility is, of what concern is it to me as a journalist?
The Internet has often been described as the democratic medium, allegedly providing information to all people and giving citizens a space to voice their concerns. There are certain groups of people, however, who have been marginalised as a result of their physical disabilities or their lack of socio-economic resources[4].
Journalists are not only responsible for the gathering and producing of news and information, but are also responsible for the dissemination of that news and information to all citizens. New media journalists are therefore faced with the challenge of providing information to all people in society by utilising a medium that has succeeded in excluding a large number of people.
By marginalising certain groups of people, information access technologies provide certain citizens with the information and, therefore, the power to make decisions regarding the societies in which they live. Similarly, in providing only a certain number of citizens with a digital platform by which to voice their concerns and opinions, the issues and concerns of marginalised groups remain unheard. As a result, new media journalists have a responsibility to utilise web accessibility tools and methods in an attempt to ensure that disabled people get equal access to essential information as well as equal access to the digital platform by which to voice their own concerns.
In South Africa, the biggest accessibility barrier is slow Internet connections due to high poverty levels. South African new media journalists, therefore, have a responsibility to ensure that their multimedia material and web pages are accessible to the greatest number of people quickly and cost-effectively. By utilising web accessibility tools, journalists can attempt to curb the marginality of certain groups of people.
[1] Henry, S. 2007. “Web Accessibility Initiative”. Web Accessibility Initiative. Retrieved 3 March, 2007 from the World Wide Web: http://www.w3.org/WAI/
[2] See above
[3] See above
[4] Spence, C. 2006. “Information and Communications Technology: Challenges” National Democratic Institute for International Affairs. Retrieved 3 March, 2007 from the World Wide Web: http://www.ndi.org/globalp/ict/programs/challenges.asp
Wednesday, 07 March 2007
Tuesday, 06 March 2007
XHTML and Me
I have officially been battling with xhtml for nearly two weeks and it is both a frustrating and rewarding experience at the same time. I am a fast worker by nature and tend to be careless when it comes to the finer details and this, as I have learned the hard way, is not on in the world of markup languages.
This post is actually an extension of a previous one that looked at the relevance of journalists learning and utilising xhtml. One could argue that mastering the entangled mesh of codes and symbols is superfluous when web design programmes such as Macromedia Dreamweaver allow anyone to design a web page. However, as a journalism and media studies student who is required to learn xhtml as part of my course, I am going to stand firm in my previous assertion thatit is important for journalists to have a solid grasp of the technical language of xhtml and here’s why:
Niles[1] argues that by learning xhtml, journalism students are not only taught how to create web pages through hardcoding, but are also being taught and reminded of the important principles of journalism. An example that I have already mentioned, is precision. As a media producer, it is essential, when writing an article or taking a photograph, that the information being recorded and published is accurate. As a result, journalists need to be precise, not only in the gathering of information, but also in the actual production and distribution of that information. Xhtml is an intricate combination of codes and by leaving out the smallest, seemingly insignificant symbol can alter the entire layout of your web page. By learning to pay attention to detail, through the mastering of xhtml, journalists will be more accurate publishers of news and information.
Another reason to support the need for journalists to grasp xhtml is that it helps them to “develop the ability to understand a technical language”[2]. Journalists often have to engage with people and issues that they know very little about and they may not have an understanding of particular technical jargon that is used. Niles states that by learning a technical language like xhtml, journalists are given an opportunity to overcome their fear of technical jargon. It may also provide journalists with the ability to make sense of seemingly tedious jargonised information and documents. As a result of being able to better understand and interpret technical jargon, journalists will be better equipped to ask more informed questions and interrogate more effectively the nature of the information, thus providing a more well-rounded and thoroughly researched article.
Niles also says that by gaining an understanding of xhtml, journalists are able to set up web pages without having to buy expensive software. This is good news for journalists in African countries, who may not be able to afford the software. Many African journalists do not have Internet access in their newsrooms due to the cost of Internet connections. As a result, many of them access the Internet through Internet Cafes or through one computer in their newsroom. These computers may not have the web page design programmes on them, which may prove problematic for journalists who do not have a firm grasp of xhtml. However, with an understanding of xhtml, journalists can utilise simple programmes such as notepad, which is available on most computers, to set up web pages.
With regard to web accessibility, which will be discussed in greater detail in another post, by having a firm grasp of xhtml, journalists can develop and follow methods that promote web accessibility to people not only with physical disabilities, but also to those who struggle with slow Internet connections (Yes, Africa, I am talking to you).
By mastering xhtml, journalists are able to follow specific guidelines, like the ones suggested by Web Content Accessibility Guidelines 1.0[3]. In order to make the web more accessible, journalists need to be able to identify and manipulate various xhtml elements. Henry[4] argues that by misusing markup language makes it difficult for users with specialised software to understand and navigate through the web pages.
In a continent that is hindered by increased poverty, Internet connections are costly and slow. As a result, the web is largely inaccessible to the majority of people living in African countries. By gaining an understanding of xhtml, as a journalist I am better suited to an African context because I will be able to use xhtml to make the web more accessible to users, shortening downloading time by replacing images with text equivalent elements, for example.
As a result, learning xhtml does not only have the ability to benefit the journalist, but it has the potential to provide people in Africa with better access to information.
[1] Niles, R. 2005. “From the Teaching Trenches: Hardcoding is Harder, but Results are Worth It”. USC Annenberg Online Journalism Review. Retrieved 3 March, 2007 from the World Wide Web: http://www.ojr.org/ojr/stories/050113niles/
[2] See above
[3] Henry, S. 2007. “Web Accessibility Initiative”. Web Accessibility Initiative. Retrieved 3 March, 2007 from the World Wide Web: http://www.w3.org/WAI/
[4] See above
This post is actually an extension of a previous one that looked at the relevance of journalists learning and utilising xhtml. One could argue that mastering the entangled mesh of codes and symbols is superfluous when web design programmes such as Macromedia Dreamweaver allow anyone to design a web page. However, as a journalism and media studies student who is required to learn xhtml as part of my course, I am going to stand firm in my previous assertion thatit is important for journalists to have a solid grasp of the technical language of xhtml and here’s why:
Niles[1] argues that by learning xhtml, journalism students are not only taught how to create web pages through hardcoding, but are also being taught and reminded of the important principles of journalism. An example that I have already mentioned, is precision. As a media producer, it is essential, when writing an article or taking a photograph, that the information being recorded and published is accurate. As a result, journalists need to be precise, not only in the gathering of information, but also in the actual production and distribution of that information. Xhtml is an intricate combination of codes and by leaving out the smallest, seemingly insignificant symbol can alter the entire layout of your web page. By learning to pay attention to detail, through the mastering of xhtml, journalists will be more accurate publishers of news and information.
Another reason to support the need for journalists to grasp xhtml is that it helps them to “develop the ability to understand a technical language”[2]. Journalists often have to engage with people and issues that they know very little about and they may not have an understanding of particular technical jargon that is used. Niles states that by learning a technical language like xhtml, journalists are given an opportunity to overcome their fear of technical jargon. It may also provide journalists with the ability to make sense of seemingly tedious jargonised information and documents. As a result of being able to better understand and interpret technical jargon, journalists will be better equipped to ask more informed questions and interrogate more effectively the nature of the information, thus providing a more well-rounded and thoroughly researched article.
Niles also says that by gaining an understanding of xhtml, journalists are able to set up web pages without having to buy expensive software. This is good news for journalists in African countries, who may not be able to afford the software. Many African journalists do not have Internet access in their newsrooms due to the cost of Internet connections. As a result, many of them access the Internet through Internet Cafes or through one computer in their newsroom. These computers may not have the web page design programmes on them, which may prove problematic for journalists who do not have a firm grasp of xhtml. However, with an understanding of xhtml, journalists can utilise simple programmes such as notepad, which is available on most computers, to set up web pages.
With regard to web accessibility, which will be discussed in greater detail in another post, by having a firm grasp of xhtml, journalists can develop and follow methods that promote web accessibility to people not only with physical disabilities, but also to those who struggle with slow Internet connections (Yes, Africa, I am talking to you).
By mastering xhtml, journalists are able to follow specific guidelines, like the ones suggested by Web Content Accessibility Guidelines 1.0[3]. In order to make the web more accessible, journalists need to be able to identify and manipulate various xhtml elements. Henry[4] argues that by misusing markup language makes it difficult for users with specialised software to understand and navigate through the web pages.
In a continent that is hindered by increased poverty, Internet connections are costly and slow. As a result, the web is largely inaccessible to the majority of people living in African countries. By gaining an understanding of xhtml, as a journalist I am better suited to an African context because I will be able to use xhtml to make the web more accessible to users, shortening downloading time by replacing images with text equivalent elements, for example.
As a result, learning xhtml does not only have the ability to benefit the journalist, but it has the potential to provide people in Africa with better access to information.
[1] Niles, R. 2005. “From the Teaching Trenches: Hardcoding is Harder, but Results are Worth It”. USC Annenberg Online Journalism Review. Retrieved 3 March, 2007 from the World Wide Web: http://www.ojr.org/ojr/stories/050113niles/
[2] See above
[3] Henry, S. 2007. “Web Accessibility Initiative”. Web Accessibility Initiative. Retrieved 3 March, 2007 from the World Wide Web: http://www.w3.org/WAI/
[4] See above
Wednesday, 28 February 2007
I have seen the promised land! - Computer Assisted Research and Reporting for Dum-dums!
After countless hours of mind-boggling, unbelievably frustrating Internet and library searches – I finally located the population statistics for Grahamstown, East London, Bloemfontein, and Johannesburg! (Waits for thunderous applause) Turns out, they were on Statistics South Africa (see my favourite links) the whole time. The key, in the end, was to dig and burrow deep into the site’s sinister web of “freely-accessible” government information. For a while I felt as if I were traipsing through a desert, looking for any sign of life, a spring of hope among the arid land of population statistics. But, the effort proved fruitful and I am satisfied …
Locating the information for this assignment, as you may have gathered by now, was the most challenging aspect of the practical exercise and 90% of the battle. The crime statistics were relatively simple to locate. The South African Police Service website (see my favourite links) was straightforward and accessible, and the information easy to download. The one aspect that may hinder citizens from accessing the crime statistics is that they are only available in a downloadable .pdf format. This may prove problematic to users who do not have access to .pdf readers such as Adobe Reader on their computers.
The population statistics were eventually located on Statistics South Africa. The site was not easily accessible and the information difficult to come by. When the statistics were eventually located, they were only available in Excel format, which again proves problematic for citizens who do not have Microsoft Excel, or similar programmes, on their computers. The second problem that arose was that the names of the cities were not given, instead their respective codes were used, e.g. EC101. Having located the statistics, I then had to locate the municipality code lists and then find the cities I needed. The names of the cities are also recorded differently and for someone who is not familiar with the name changes this may pose yet another challenge. For example, Grahamstown is listed as Makana, East London as Buffalo City and Bloemfontein as Magaung. See what I mean by tangled web? It is also essential to note that the latest population statistics available are from the 2001 census. This does pose a problem to our data results, as we are comparing 2006 crime statistics with population statistics recorded five years earlier.
Recording the data in Microsoft Excel was like a breath of fresh air. With the skills I had already acquired from a previous lecture, it was simply a matter of recording the numbers accurately and double-checking them. From the graphs, I was shocked to find that with regard to rape, murder, assault with intent, and malicious damage to property, Grahamstown (yes, the town that I currently call my home!) is the most dangerous city per capita. This is a potentially viable story idea.
Using spreadsheets for statistical analysis is a useful tool for making sense of endless reams of data provided by government and municipal officials. Story ideas may very well be embedded within these pages of seemingly senseless information. The results of my analysis have shown that there is a promising story idea already lurking – why is Grahamstown’s crime rate so high?
Not always easy to access, and not always easy to understand, one may go so far as to question the apparent transparency of our government with regard to facts and figures. There is, evidently a need for a simple and easy means by which to access and understand online data and South Africa has a long way to go.
Locating the information for this assignment, as you may have gathered by now, was the most challenging aspect of the practical exercise and 90% of the battle. The crime statistics were relatively simple to locate. The South African Police Service website (see my favourite links) was straightforward and accessible, and the information easy to download. The one aspect that may hinder citizens from accessing the crime statistics is that they are only available in a downloadable .pdf format. This may prove problematic to users who do not have access to .pdf readers such as Adobe Reader on their computers.
The population statistics were eventually located on Statistics South Africa. The site was not easily accessible and the information difficult to come by. When the statistics were eventually located, they were only available in Excel format, which again proves problematic for citizens who do not have Microsoft Excel, or similar programmes, on their computers. The second problem that arose was that the names of the cities were not given, instead their respective codes were used, e.g. EC101. Having located the statistics, I then had to locate the municipality code lists and then find the cities I needed. The names of the cities are also recorded differently and for someone who is not familiar with the name changes this may pose yet another challenge. For example, Grahamstown is listed as Makana, East London as Buffalo City and Bloemfontein as Magaung. See what I mean by tangled web? It is also essential to note that the latest population statistics available are from the 2001 census. This does pose a problem to our data results, as we are comparing 2006 crime statistics with population statistics recorded five years earlier.
Recording the data in Microsoft Excel was like a breath of fresh air. With the skills I had already acquired from a previous lecture, it was simply a matter of recording the numbers accurately and double-checking them. From the graphs, I was shocked to find that with regard to rape, murder, assault with intent, and malicious damage to property, Grahamstown (yes, the town that I currently call my home!) is the most dangerous city per capita. This is a potentially viable story idea.
Using spreadsheets for statistical analysis is a useful tool for making sense of endless reams of data provided by government and municipal officials. Story ideas may very well be embedded within these pages of seemingly senseless information. The results of my analysis have shown that there is a promising story idea already lurking – why is Grahamstown’s crime rate so high?
Not always easy to access, and not always easy to understand, one may go so far as to question the apparent transparency of our government with regard to facts and figures. There is, evidently a need for a simple and easy means by which to access and understand online data and South Africa has a long way to go.
Monday, 26 February 2007
Rock, Hard Place, Me ...
Okay, so my latest assignment for Jude has resulted in me very nearly ripping my fingernails off: South African population statistics are SO HARD TO FIND!!! Officials who may stumble into this blog - run for your lives!!
I found the crime statistics very easy to come by (my thanks to the SAPS who actually provide a democratic service to the people - bravo!). As for the rest of the statistics, based on a subtle hint from Jude, Ntokozo and I trapsed down to the Rhodes University library in an attempt to access the most recent population statistics for the various South African cities.
IMPOSSIBLE!!! There are oodles of stats surrounding provinces and race and gender etc..., but nothing on specific towns. As of 11pm I was still looking, but alas to no avail. So, I decided to make one last post before ending it all ... fare thee well bloggers ....
Seriously, I am just being a tad dramatic, delirium has set in ... see you all again soon
Cheers
"Frustrated and Suicidal"
I found the crime statistics very easy to come by (my thanks to the SAPS who actually provide a democratic service to the people - bravo!). As for the rest of the statistics, based on a subtle hint from Jude, Ntokozo and I trapsed down to the Rhodes University library in an attempt to access the most recent population statistics for the various South African cities.
IMPOSSIBLE!!! There are oodles of stats surrounding provinces and race and gender etc..., but nothing on specific towns. As of 11pm I was still looking, but alas to no avail. So, I decided to make one last post before ending it all ... fare thee well bloggers ....
Seriously, I am just being a tad dramatic, delirium has set in ... see you all again soon
Cheers
"Frustrated and Suicidal"
Sunday, 25 February 2007
600-word critical discussion of my introduction to new media and journalism studies
Over the past two weeks, our new media class has been introduced to the various facets of “new” media and journalism studies. This has been completely foreign terrain for all of us and it has been a whirlwind tour thus far. Despite the great deal of information that has been flung in our general direction, however, we have managed to obtain a general understanding of the significance of “new” media, specifically with regard to the current and future role of journalists within this digital medium.
The first significant debate that we encountered in our introduction to “new” media was the use of the word “new” when describing digitalised media. Lister (2002) interrogates the “newness” of digital media, stating that the term “new” media arises out of the modernist belief that views social progress as a direct result of technology. If one adopts this approach, one could view the development of technology and the subsequent rise of digital communication as “new”. Marshall (2004) however asserts that new forms of communication are only partially determined by their technology and are largely shaped from social and cultural conditions. It is possible to view a range of new characteristics when examining “new” media and journalism studies, such as a new way of representing the world through the creation of virtual environments, and a new relationship between media producer and audience (Lister 2002). However, one could argue that “new” media is not so much the introduction of new characteristics, but rather an improvement of more traditional mediums, described as “remediation” (Lister 2002:39). Kawamoto (2003:4) concurs with Lister's view, defining digital journalism as a “juxtaposition of old and new concepts”. “New” media do draw on traditional mediums of print, radio (audio) and television (visual) in the production and dissemination of news.
When examining the significance of “new” media and journalism studies, it is essential to highlight that the course is comprised of two facets: a practical and a theoretical facet. Both are equally significant in the pursuit of understanding and the gaining of knowledge surrounding “new” media. Lister (2002) asserts that technology cannot be separated from questions of practise, specifically with regard to how the technology is utilised and how content is generated. It is, therefore not sufficient to merely learn about the unique characteristics and practical skills of “new” media, but it is also necessary to examine “new” media from a theoretical perspective. Journalists and media workers need to obtain a greater understanding of the social, cultural, economic and historical facets of “new” media in order to fully exploit the potentiality of the medium and to do so responsibly.
An example would be the examination of the shifting power relations that has emerged with the increased popularity of “new” media. The heightened interactivity of digital media provides users with more power and agency with regard to media consumption and production, in which they possess more control and ownership than in traditional media forms (Marshall 2004). Users also have increased power in their ability to produce their own media through the use of blogs. Marshall (2004), however, questions the extent to which users are in control of “new” media practices. Described as the democratic medium, “new” media are understood to provide all people with the power over the means of production, however Marshall (2004) asserts that, much like traditional media, power and control is still concentrated in the hands of the elite minority. Users exercise their agency through the use of computer programs that have been designed by “new” media computer programmers. As a result, it is the computer programmer that determines the way people use computers and the level of interactivity and agency that users are able to access are confined to the boundaries of the program.
“New” media also needs to be critically examined with regard to the role of the journalist. Kawamoto (2003) highlights the dilemma of the journalist in the age of digital media, where anyone with access to the Internet can produce and publish news. Critical media studies may be utilised in determining the legitimate sources of news and information and discussions surrounding the integrity of journalism (Kawamoto 2003).
On the whole, the digitisation of media production has resulted in a variety of unique opportunities for the journalistic field (Lister 2002). Arguably one of the most unique opportunities of “new” media, that has already been mentioned, is its potential for interactivity between users and the media production process. The Internet has reconstructed many patterns of communication, allowing new communities to form through activities such as blogging and emailing (Marshall 12). “New” media is secondly a primarily multimedia form that is not confined to aspects of time and space like traditional media. As a result, media texts are no longer confined to a particular medium (Kawamoto 2003). One is, therefore, able to produce and access a variety of media around a single story or issue. For example, one could not only read an article, but could also listen to a live interview with an important source. Digitised information can also be disseminated at high speeds, thus enabling the production of news to be more immediate than other mediums. Updates can be made more frequently, ensuring the most current information is always available. The opportunities of “new” media also extend beyond the dissemination of news, and include the gathering of information (De Wolk 2001). Computer Assisted Research and Reporting (CARR) provide a unique opportunity for journalists to improve their quality of news gathering through the use of innovative analytical and technical tools (Kawamoto 2003).
There is still a great deal to learn about the field of “new” media and journalism studies, however the significance of our course has been highlighted through the discussion of the debate regarding the “newness” of “new” media, the prominence of the need to critically interrogate the various social, cultural, economic and political aspects of the practical application of “new” media, such as the concentration of power and the unique opportunities that digital media provides media producers and consumers.
Works Cited
De Wolk, R. (2001). Introduction to Online Journalism: Publishing News and Information. Allyn and Bacon. Boston
Kawamoto, K. (ed). (2003). Digital Journalism: emerging media and the changing horizons of journalism. Rohman and Littlefield:Lanham.
Lister, M. (2002). New Media: A Critical Introduction. Routledge: London.
Marshall, D. P. (2004). New Media Cultures. Oxford University Press: London.
The first significant debate that we encountered in our introduction to “new” media was the use of the word “new” when describing digitalised media. Lister (2002) interrogates the “newness” of digital media, stating that the term “new” media arises out of the modernist belief that views social progress as a direct result of technology. If one adopts this approach, one could view the development of technology and the subsequent rise of digital communication as “new”. Marshall (2004) however asserts that new forms of communication are only partially determined by their technology and are largely shaped from social and cultural conditions. It is possible to view a range of new characteristics when examining “new” media and journalism studies, such as a new way of representing the world through the creation of virtual environments, and a new relationship between media producer and audience (Lister 2002). However, one could argue that “new” media is not so much the introduction of new characteristics, but rather an improvement of more traditional mediums, described as “remediation” (Lister 2002:39). Kawamoto (2003:4) concurs with Lister's view, defining digital journalism as a “juxtaposition of old and new concepts”. “New” media do draw on traditional mediums of print, radio (audio) and television (visual) in the production and dissemination of news.
When examining the significance of “new” media and journalism studies, it is essential to highlight that the course is comprised of two facets: a practical and a theoretical facet. Both are equally significant in the pursuit of understanding and the gaining of knowledge surrounding “new” media. Lister (2002) asserts that technology cannot be separated from questions of practise, specifically with regard to how the technology is utilised and how content is generated. It is, therefore not sufficient to merely learn about the unique characteristics and practical skills of “new” media, but it is also necessary to examine “new” media from a theoretical perspective. Journalists and media workers need to obtain a greater understanding of the social, cultural, economic and historical facets of “new” media in order to fully exploit the potentiality of the medium and to do so responsibly.
An example would be the examination of the shifting power relations that has emerged with the increased popularity of “new” media. The heightened interactivity of digital media provides users with more power and agency with regard to media consumption and production, in which they possess more control and ownership than in traditional media forms (Marshall 2004). Users also have increased power in their ability to produce their own media through the use of blogs. Marshall (2004), however, questions the extent to which users are in control of “new” media practices. Described as the democratic medium, “new” media are understood to provide all people with the power over the means of production, however Marshall (2004) asserts that, much like traditional media, power and control is still concentrated in the hands of the elite minority. Users exercise their agency through the use of computer programs that have been designed by “new” media computer programmers. As a result, it is the computer programmer that determines the way people use computers and the level of interactivity and agency that users are able to access are confined to the boundaries of the program.
“New” media also needs to be critically examined with regard to the role of the journalist. Kawamoto (2003) highlights the dilemma of the journalist in the age of digital media, where anyone with access to the Internet can produce and publish news. Critical media studies may be utilised in determining the legitimate sources of news and information and discussions surrounding the integrity of journalism (Kawamoto 2003).
On the whole, the digitisation of media production has resulted in a variety of unique opportunities for the journalistic field (Lister 2002). Arguably one of the most unique opportunities of “new” media, that has already been mentioned, is its potential for interactivity between users and the media production process. The Internet has reconstructed many patterns of communication, allowing new communities to form through activities such as blogging and emailing (Marshall 12). “New” media is secondly a primarily multimedia form that is not confined to aspects of time and space like traditional media. As a result, media texts are no longer confined to a particular medium (Kawamoto 2003). One is, therefore, able to produce and access a variety of media around a single story or issue. For example, one could not only read an article, but could also listen to a live interview with an important source. Digitised information can also be disseminated at high speeds, thus enabling the production of news to be more immediate than other mediums. Updates can be made more frequently, ensuring the most current information is always available. The opportunities of “new” media also extend beyond the dissemination of news, and include the gathering of information (De Wolk 2001). Computer Assisted Research and Reporting (CARR) provide a unique opportunity for journalists to improve their quality of news gathering through the use of innovative analytical and technical tools (Kawamoto 2003).
There is still a great deal to learn about the field of “new” media and journalism studies, however the significance of our course has been highlighted through the discussion of the debate regarding the “newness” of “new” media, the prominence of the need to critically interrogate the various social, cultural, economic and political aspects of the practical application of “new” media, such as the concentration of power and the unique opportunities that digital media provides media producers and consumers.
Works Cited
De Wolk, R. (2001). Introduction to Online Journalism: Publishing News and Information. Allyn and Bacon. Boston
Kawamoto, K. (ed). (2003). Digital Journalism: emerging media and the changing horizons of journalism. Rohman and Littlefield:Lanham.
Lister, M. (2002). New Media: A Critical Introduction. Routledge: London.
Marshall, D. P. (2004). New Media Cultures. Oxford University Press: London.
Subscribe to:
Posts (Atom)
