Handbook of New Media: Social Shaping and Consequences of ICTs

Lievrouw, Leah A.; Livingstone, Sonia

doi:10.4135/9781848608245

Cited by 67 publications

(56 citation statements)

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“…For one, the theory has a "pro-innovation bias," implying that innovations are desirable and should be adopted quickly and without modification (Rogers, 2003). Diffusion theory also presents adoption as linear and stable, even though research indicates that adoption can be multidirectional, regressive, and volatile (Lievrouw & Livingstone, 2002). Consequently, diffusion studies can simplify or ignore the complex process through which innovations are altered or rejected by active agents (Micó, Masip, & Domingo, 2013).…”

Section: Diffusion and Newsroom Changementioning

confidence: 99%

Making Change

Ekdale

Singer

Tully

et al. 2015

Journalism & Mass Communication Quarterly

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link Abstract:Diffusion of innovations theory typically has been applied to the spread of a particular technology or practice rather than the interplay of a cluster of innovations. This case study of a news company undergoing significant change seeks to offer a deeper understanding of multifaceted industry upheaval by considering the diffusion of three interdependent yet distinct changes. Findings suggest technological change faces the fewest hurdles, as journalists recognize the need to adapt their practices to newer capabilities. Changes to audience relationships face greater resistance, while responses to changes to the professional culture of journalism remain the most tepid.

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Section: Diffusion and Newsroom Changementioning

confidence: 99%

Making Change

Ekdale

Singer

Tully

et al. 2015

Journalism & Mass Communication Quarterly

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“…Attempts to specify just what is technologically new about the internet include analyses of multimedia texts, hypertextuality, anarchic organization, synchronous communication, interactivity, cultural diversity and inclusivity, visual aesthetics, use of bricolage, and so forth, all contrasted with the traditional, linear, hierarchical, logical, rulegoverned conventions of print and, by and large, audiovisual media (Castells, 2002;Fornas et al, 2002;Lievrouw and Livingstone, 2002;McMillan, 2002;Newhagen and Rafaeli, 1996;Poster, 2001). Although advocates of the 'changing literacies' view appear to endorse technological determinism, careful reading repudiates simple causal claims regarding the impact of technology on society (MacKenzie and Wajcman, 1999).…”

Section: What's New?mentioning

confidence: 99%

Media Literacy and the Challenge of New Information and Communication Technologies

Livingstone

2004

The Communication Review

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Renewed debates over media literacyThe concept of media literacy, like that of literacy itself, has long proved contentious (Luke, 1989). The hugely significant skills of reading and writing have been augmented by the also-significant skill of 'reading' audiovisual material from the midtwentieth century onwards. Today, as we witness a further major shift in information and communication technology (ICT), a new form of literacy is emerging, uneasily termed computer literacy or internet literacy. This new form of literacy, if its is indeed 'new', and if it is appropriately labeled 'literacy', lies at the heart of a series of lively debates intersecting the academy, the policy community, and the public.A casual search of bookshops makes plain the explosion of academic interest in questions of literacy, with titles exploring literacy in the electronic era (Snyder, 1998), the information age (Kubey, 1997), the digital era (Warnick, 2002), the digital world (Tyner, 1998) or even cyberliteracy (Gurak, 2001). These volumes draw together a multidisciplinary mix of specialists in literacy, culture, media education, human-computerinteraction, and social studies of technology (Kellner, 2002;Kubey, 1997;Poster, 2001;Tyner, 1998). Meanwhile, policy makers are determining regulatory frameworks required to produce an ICT-literate population, at times turning to the academy for guidance.This mix of disciplines and stakeholder interests is perhaps generating more heat than light at present. This is exacerbated by the fact that so far, research has been mainly 2 analytic, for few have explored new literacies empirically. Indeed, only recently has the majority of the public even had the chance to come to terms with the new skills required of them not just in their leisure, as with television, but crucially also at work, in education and in their community (Livingstone, 2002). This brief paper takes the opportunity to draw out a series of key intellectual challenges posed by the introduction of new information and communication technologies for our thinking about media literacy. Is 'literacy' a useful term?History tells us that even the narrow and common-sense meaning of the term -'being able to read and write' -masks a complex history of contestation over the power and authority to access, interpret and produce printed texts (Luke, 1989) Some might argue that we should leave the somewhat opaque, contested term 'literacy' to its origins in high culture (Williams, 1976), rejecting its association with the world of authoritative printed books and its tendency to stigmatize those who lack it. Doubtless the spawning of new literacies -computer literacy, cyber-literacy, internet literacy, network literacy, digital literacy, information literacy -is infelicitous. And how do these relate to the existing literacy terms -print literacy, audiovisual literacy, critical literacy, visual literacy, oral literacy, cultural literacy or social literacy ((Freire and Macedo, 1987;Hirsch, 1987;Street, 1995)? When the dominant media shifted from printba...

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“…Significantly, processes of mediation, including the mediation of participation, are neither fleeting nor infinitely flexible. Lievrouw and Livingstone (2006) define digital media infrastructure in terms of the artifacts (technologies, texts), activities (practices of engagement), and social arrangements (institutional structures, organization and governance) by which mediated communication underpins diverse spheres of society). This has implications for the opportunity structures open to the public qua audiences in a mediated society.…”

Section: The 'Participation Paradigm'mentioning

confidence: 99%