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360 Section 4 Contemporary Mass Communication Theory<br />

CHALLENGES<br />

We argued that historic disputes and misunderstandings between proponents<br />

of these theories were fading and that there was growing likelihood that they could<br />

develop complementary rather than competing or contradictory bodies of research.<br />

We continue to see evidence that this trend is occurring in the United States. Postpositivist,<br />

interpretive, and critical cultural researchers have all used framing <strong>theory</strong><br />

and cultivation <strong>theory</strong> to ground important lines of research. W. James Potter, a<br />

leading postpositivist researcher, has recently published Arguing for a General<br />

Framework for Mass Media Scholarship (2009) that, as the name suggests, makes<br />

the case for a general framework for <strong>mass</strong> media scholarship that integrates many<br />

of the approaches to <strong>theory</strong> and research discussed in this book.<br />

But it is also increasingly important to take into account what is happening<br />

worldwide. Here, too, there is some evidence of cooperation and reduced competition.<br />

Although critical cultural and interpretive approaches remain dominant overseas,<br />

the influence of postpositivism is expanding in Europe, with growing<br />

programs at a number of universities and important institutions located at the University<br />

of Amsterdam, the University of Munich, and the University of Munster.<br />

Postpositivism has also gained wider acceptance in Asia and in some universities<br />

in Australia, Africa, and Latin America, especially in programs focused on preparing<br />

students for jobs in media-related industries. Critical cultural, hermeneutic,<br />

and—as traditional media norms and practices are increasingly strained by economic<br />

and technological upheaval—normative studies have continued to gain<br />

ground in the United States, where their scholars enjoy growing influence within<br />

major academic associations, including the National Communication Association,<br />

the International Communication Association, and the Association for Education<br />

in Journalism and Mass Communication.<br />

We have reached a point in time where once disparate media researchers are<br />

beginning to function as a global research community. This community increasingly<br />

shares a common body of theories and research methods. European researchers<br />

are very active in the U.S.-based International Communication Association, and<br />

American participation is welcomed in the European-based International Association<br />

for Mass Communication Research. Participation by scholars from other parts<br />

of the world is also growing in both these associations. The Internet provides<br />

global access to a common set of journals, and these journals publish articles written<br />

by scholars located around the world. Cross-national and international research<br />

projects are increasingly common.<br />

One challenge facing the global media research community is the ongoing revolution<br />

in <strong>communication</strong>s technology. It is producing technologies and applications<br />

filling every niche on the <strong>communication</strong> spectrum, ranging from the intrapersonal<br />

and interpersonal <strong>communication</strong> we carry on with ourselves and with<br />

others to powerful forms of <strong>mass</strong> <strong>communication</strong> capable of simultaneously sending<br />

messages to every person on earth. Each of these new media can play different<br />

roles in society and in our personal lives. Most will quickly disappear, but a handful<br />

will succeed—often for unexpected reasons. Some older media will persist, but<br />

their roles will be greatly altered or diminished. This is what happened to radio<br />

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).<br />

Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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