New Media, Communication, and Society

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Figures

Figure 1.1 Volume of air breathed.

Figure 1.2 Households connected to the Internet in countries with high levels of technology.

Figure 1.3 Households connected to the Internet in countries with developing technology.

Figure 1.4 Households connected to the Internet in countries with less technology.

Figure 2.1 The Pantech C300.

Figure 2.2 Screen shot from an early computer game.

Figure 3.1 Model of communication developed by first-year Media & Society students at Champlain College.

Figure 3.2 Some predictions about communication inventions.

Figure 3.3 Armenian illuminated manuscript, 1053 CE.

Figure 3.4 Format trends for trade adult books.

Figure 3.5 % of adults who have read books in 2016.

Figure 4.1 Storytelling in the red society.

Figure 4.2 Storytelling in the blue society.

Figure 4.3 Storytelling in the green society.

Figure 4.4 Storytelling in a multicolored media world.

Figure 5.1 Point-to-point communication.

Figure 5.2 David Sarnoff in 1954.

Figure 5.3 The three different kinds of networks.

Figure 5.4 The three versions of communication networks, as envisioned by David Sarnoff, Robert Metcalfe, and David P. Reed.

Figure 5.5 A social network showing the strength of the connections between nodes.

Figure 6.1 Time spent with electronic media.

Figure 6.2 Warner Bros. is both horizontally and vertically integrated. ← ix | x →

Figure 7.1 Where online bullying of youth takes place.

Figure 7.2 Active hate groups in the United States.

Figure 7.3 Identity theft cases reported to the FTC in the United States.

Figure 8.1 Number of photos uploaded and shared online via Facebook, WhatsApp, Instagram, Facebook Messenger, and Snapchat by year.

Figure 8.2 Front panel of the first IMP.

Figure 8.3 Diagram of a network of networks.

Figure 8.4 Communication cables.

Figure 8.5 A diagram of some of the undersea communication cables.

Figure 8.6 The world’s e-waste.

Figure 9.1 People in oral cultures often have an auditory bias; people in literate cultures often have a visual bias.

Figure 10.1 Movie poster for Gone with the Wind.

Figure 10.2 Application of McLuhan’s tetrad.

Figure 11.1 Use of news sources by adults in the UK in the months leading up to the 2017 general election.

Figure 11.2 Researchers at UCLA have used functional MRI brain scans to examine how Internet use affects the brain neural networks (the shaded areas). On the left is a brain reading a book, and on the right is a brain searching the Internet.

Figure 12.1 Facebook “Like” icon.

Figure 12.2 Message Reactions.

Figure 13.1 Types of mobile phone behavior, 2014.

Figure 13.2 U.S. Department of Commerce projections on e-commerce conducted via mobile devices.

Figure 13.3 Percentage of purchases done via mobile devices in the fourth quarter of 2014.

Figure 13.4 A malaria clinic in Tanzania helped by the SMS for Life mHealth initiative.

Figure 14.1 Atari Pong arcade game cabinet.

Figure 14.2 After 30 minutes of play, teenagers who played the violent video game showed more brain activity linked to emotional arousal.

Figure 14.3 While nearly half of U.S adults played video games, only 10% of those adults self-identified as “gamers.”

Figure 14.4 Jane McGonigal speaks about gender equality in games at Games for Change 2014.

Figure 15.1 Total number of Tumblr blogs, May 2011–April 2017.

Figure 15.2 Philippine blogger Sacha Chua sketched a popular “how to” for overcoming uncertainty in blog writing.

Figure 15.3 A summary of 2017 blog revenues through common monetization programs.

Figure 16.1 A discarded catalog card and a card catalog cabinet design, 1925.

Figure 16.2 A 1957 advertisement for World Book Encyclopedia.

Figure 16.3 The pillars of information literacy.

Figure 16.4 Librarian and student perceptions of students’ abilities to evaluate the credibility of websites.

Figure 16.5 Librarian and student perceptions of students’ abilities to effectively paraphrase and integrate direct quotes.

Figure 17.1 About Wikipedia.

Figure 18.1 An LOLcat.

Figure 18.2 Reports of election violence January 5, 2008, on Ushahidi: the map at the top of the screen. ← x | xi →

Figure 18.3 Reports of election violence January 5, 2008, on Ushahidi: details about each location cited on the map.

Figure 19.1 The frequency with which people watch TV and do something else on a second screen.

Figure 19.2 Test performance when multitasking versus no multitasking.

Figure 19.3 A comparison of distracted driving in the United States and Europe.

Figure 19.4 Internationally, Facebook has become a significant source of news.

Figure 20.1 Rushkoff’s first command for programming a more human society in a digital age.

Figure 20.2 Rushkoff’s second command for programming a more human society in a digital age.

Figure 20.3 Rushkoff’s third command for programming a more human society in a digital age.

Figure 20.4 Rushkoff’s fourth command for programming a more human society in a digital age.

Figure 20.5 Rushkoff’s fifth command for programming a more human society in a digital age.

Figure 20.6 Rushkoff’s sixth command for programming a more human society in a digital age.

Figure 20.7 Rushkoff’s seventh command for programming a more human society in a digital age.

Figure 20.8 Rushkoff’s eighth command for programming a more human society in a digital age.

Figure 20.9 Rushkoff’s ninth command for programming a more human society in a digital age.

Figure 20.10 Rushkoff’s tenth command for programming a more human society in a digital age.

Figure 20.11 Make an interactive website.

Figure 21.1 The brain stem, limbic system, and prefrontal cortex.

Figure 21.2 About charrettes.

Figure 21.3 A powerful question.

Figure 22.1 Comparison of average group size for primates to the average size of the neocortex compared with the rest of the brain.

Figure 22.2 Entrepreneurial “hot spots” in the United States.

Figure 23.1 The downward spiral of starvation.

Figure 23.2 Comparison of number of personal computers in millions.

Figure 23.3 Comparison of number of personal computers per household.