Journalism

Michael Wynn Jones' A Newspaper History of the World (New York: Morrow, 1974—$15.95)

Problems of Journalism: Proceedings of the 1974 Convention, American Society of Newspaper Editors (ASNE, Box 551, 1350 Sullivan Trail, Easton, Pa. 18042—$6.25)

M.L. Stein's Shaping the News: How the Media Function in Today's World (New York: Pocket Books, 1974—$1.25, paper)

Raymond A. Schroth S.J., The Eagle and Brooklyn: A Community Newspaper, 1341-1955 (Westport, Conn.: Greenwood Press, 1974— $12.95)

American Newspaper Publishers Association News Research Bulletin (write to Mr. William Schabacker, Manager, Information Services, American Newspaper Publishers Association, P.O. Box 17407, Dulles International Airport, Washington, D.C. 20041)     

Community Structure and Social Protest: Influences on Newspaper Coverage

Research on news coverage of social protest has yielded evidence of a “protest paradigm,” a framework of common news attributes that contribute to the marginalizing of protesters as social deviants. Analysis here investigates whether adherence to the protest paradigm varies by structural characteristics of the communities in which news organizations originate. More specifically, news organizations in less pluralistic communities may exhibit lower tolerance for social conflict than news organizations in more pluralistic communities. This research compares newspaper coverage of social protest from communities with varied levels of pluralism. Results showed that newspapers in less pluralistic communities were more critical of protesters when local government was the target and were less likely to quote protesters in stories. Further, newspapers in less pluralistic communities were more critical of protesters when stories were on the front page than those appearing elsewhere in the newspaper. Implications for understanding the protest paradigm and influences of community structure on news coverage patterns were explored.     

It's All About the Relationships—In Serials,in FRBR,in Life: An Interview with Olivia M. A. Madison

Olivia M. A. Madison talks about her roles in the library profession and how her career developed along with them, most importantly the unanticipated relationships connecting the elements of her career. She discusses the influence of serials work on her career, her cataloging experiences, the early days of OCLC, her work in CC:DA, her adventures at IFLA, the development of FRBR, the future of bibliographic control, and her development as a librarian at Iowa State University.     

Letter from the Editor

Getting help in understanding how to use and interpret a new information system is a crucial organizational and individual resource. Indeed, both informal and formal sources of information technology help are expensive and necessary, but largely unidentified, unmanaged, and underresearched. This study proposes that two types of factors influence the formation of information technology helping relationships: individual and structural. Based on a survey of employees in an organization implementing a new workstation‐based customer database system, the study compares influences on being sought as an informal source of IT help, and on types of help (individual or positional) that one seeks. One individual factor (some forms of computer expertise) and most structural factors (especially measures of employees’ perceived socialization, task interdependence, and communication networks) exerted weak but significant influences on employees’ IT helping relationships.     

INVESTIGATING IDEOLOGICAL CLARITY IN TEACHER EDUCATION

Set in a graduate-level multicultural literacy course, this qualitative study draws on Bakhtin's theories of ideological becoming and a hybrid of critical discourse analysis (CDA) methods (Gee, 1996 Gee, J. P. 1996. Social linguistics and literacies. Ideology in discourses, , 2nd ed. London: Falmer..  [Google Scholar]; Fairclough, 1995 Fairclough, N. 1995. Critical discourse analysis: The critical study of language. London: Longman..  [Google Scholar]; 2003 Fairclough, N. 2003. Analyzing discourse: Textual analysis for social research. London: Routledge. [Crossref] , [Google Scholar]) to explore the complexities of learning to teach culturally and linguistically diverse students. We investigated how eight beginning teachers' ideologies were constructed and reconstructed by closely examining the struggles and tensions teachers expressed in one multicultural literacy course. This research adds to the literature about how beginning teachers might better address cultural and linguistic diversity in literacy instruction. The study also describes the types of activities that can facilitate the development of teachers who are interested and committed to working with culturally and linguistically diverse students.     

Strategic ambiguity in the role development process

Today's turbulent business and social environment often compels organizations to adopt internal programs that will help them cope with complexity. One organizational sector in which this is particularly true is the health care industry, as managed care programs and competitive forces have changed the way hospitals and clinics operate. This study looks at a specific organizational program designed to cope with these industry changes and considers the impact of the program on the nurses involved. Drawing on theory and research on role development and strategic ambiguity, this case analysis looks at a hospital system in which the nursing role of “care coordinator”; was defined in a strategically ambiguous way. After analyzing interviews with 19 care coordinators, conclusions are drawn regarding affective reactions to strategic role ambiguity, behavioral adaptation to strategic role ambiguity, and the importance of conceptualizing role ambiguity as a systemic process.     

Relative contributions of parent substance use and childhood maltreatment to chronic homelessness,depression, and substance abuse problems among homeless women: mediating roles of self-esteem and abuse in adulthood

OBJECTIVE: This study, using latent variable methodology, explores simultaneously the relative effects of childhood abuse and early parental substance abuse on later chronic homelessness, depression, and substance abuse problems in a sample of homeless women. We also examine whether self-esteem and recent violence can serve as mediators between the childhood predictors and the dysfunctional outcomes.METHOD: The sample consists of 581 homeless women residing in shelters or sober living centers in Los Angeles (54% African-American, 23% Latina, 22% White, mean age=33.5 years). Multiple-indicator latent variables served as predictors and outcomes in structural models. Childhood abuse was indicated by sexual, physical, and verbal abuse.RESULTS: Childhood abuse directly predicted later physical abuse, chronic homelessness, depression, and less self-esteem. Parent substance use directly predicted later substance use problems among the women. Recent physical abuse predicted chronic homelessness, depression, and substance use problems. Greater self-esteem predicted less depression and fewer substance use problems. Childhood abuse also had significant indirect effects on depression, chronic homelessness, and drug and alcohol problems mediated through later physical abuse and self-esteem.CONCLUSIONS: Although there was a strong relationship between childhood abuse and parent drug use, childhood abuse was the more pervasive and devastating predictor of dysfunctional outcomes. Childhood abuse predicted a wider range of problems including lower self-esteem, more victimization, more depression, and chronic homelessness, and indirectly predicted drug and alcohol problems. The mediating roles of recent physical abuse and self-esteem suggest salient leverage points for change through empowerment training and self-esteem enhancement in homeless women.     

#Class Again? How Education Faculty Engage the Disengaged College Student

Technology should play a role in the classroom, however, the gaps that currently exist between student and teacher use of technology can impede successful technology integration. While teacher education programs and faculty build courses based on foundational pedagogies in the field of curriculum and instruction, current needs, such as technology skills, may be overlooked as an essential part of the coursework for preservice teachers. This article presents a synthesized list of available websites and applications for both teacher educators and preservice teachers which can serve as a starting point for technology integration. If faculty can create an environment that honors and assesses the technological skills of their students and commit to understanding how the next generation of learners are using technology to learn, there may be a future impact on the classrooms of those preservice teachers as they start their own careers.