SHORTER NOTICE

ABSTRACT

THE EXTREME SEARCHER'S INTERNET HANDBOOK: A GUIDE FOR THE SERIOUS SEARCHER. 2nd ed. Randolph Hock. Medford, N.J.: CyberAge Books, 2007. xxvii, 326 pp. $24.95. ISBN 978-0-910965-76-7. Reviewed by Jim Cole.     

SHORTER NOTICE

Abstract

DICTIONARY OF LIBRARIANSHIP: INCLUDING A SELECTION FROM THE TERMINOLOGY OF INFORMATION SCIENCE, BIBLIOLOGY, REPROGRAPHY, HIGHER EDUCATION, AND DATA PROCESSING; GERMAN-ENGLISH, ENGLISH-GERMAN (3rd rev. and enl. ed.). By Eberhard Sauppe. München: K. G. Saur, 2003. xix, 524 pp. €98.00. ISBN 3-598-11550-4. Reviewed by Jim Cole.     

NOTICE OF REPUBLICATION

Issue advocacy groups play a central role in today's political system, and the choices they make concerning media and communication have lately been a scholarly concern. This study investigates how issue advocacy groups choose media and communication technologies from the perspective of uses and gratifications approach and the niche theory. Drawing upon a national telephone survey of 209 randomly chosen advocacy groups in the United States, the findings suggest that new communication technologies (including e-mail and websites) are perceived to be competitively superior to traditional media and provide more gratifications when it comes to extending public mobilization. Grassroots-oriented advocacy groups in particular more actively utilize new technologies in public mobilization than do professional associations.     

一张“专政对象”报到单

“文革”时期，我曾被划为所谓的“专政对象”接受批斗改造。至今，我还保存着一份我所在的单位（上海图书馆）的革命委员会派发给我的报到单。这份特殊的档案记录了那段不同寻常的历史。     

CRITICAL FOUNDATIONS AND DIRECTIONS FOR THE TEACHING OF NEWS JOURNALISM

It sounds like a laudable but vainglorious exercise to want to reconcile the diverse ways of teaching news journalism with each other, to show that they share common grounds, are driven by the same concerns and follow the same directions albeit in their own peculiar ways. Nevertheless, I believe that such reconciliation occurs when we ask what it is we are, as educators, responding to when teaching news journalism. I think we are responding to two things. First, a particular set of foundational questions which, when asked, force us to consider the rationale and purpose of news journalism itself. Second, bringing these considerations to light in the classroom where they can be cast into the setting of students who are actually practising news journalism itself. In this paper I argue that there are three foundational questions to which we, as news journalism educators, should respond and conclude that the classroom is a place where those responses are given dramatic practical expression. It is this process, undertaken in a self-knowing manner, which ultimately unites news journalism education no matter where it is taught.     

A CRITICAL INQUIRY INTO SOME ASSUMPTIONS AND VALUES CHARACTERIZING OD

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