Journal articles on the topic 'United States. Educational television programs Children's television programs Children's television programs'

Children's duration of attention to computer programs versus a television program was examined for two grades: kindergarten and third. Twenty-four children, equally distributed by grade and gender, participated individually in a twenty-seven minute session where they could interact with six familiar computer packages. A television program was played as a distractor task. Both age groups attended longer to the computer than to the television program. However, older children attended to the computer more than did the younger children who, in turn, were more distracted by the television program. There were no gender differences in attentional patterns. The results suggest that educational computer software provides an attractive alternative to television viewing and that attentional patterns to computer programs both increase and are more resistant to distraction with development.

The implementation of a partial junk food television advertising ban in the United Kingdom is adding to the woes of commercial broadcasters already under pressure in a fiercely competitive multi-channel environment. The UK free-to-air channel ITV1 recently announced the closure of its children's programs production unit and children's television production in the United Kingdom has been described as being ‘in meltdown’. The United Kingdom represents a crucial market for Australian producers of children's programs, who have traditionally sourced up to 80 per cent of their production budgets from UK partners. Australian cultural policy is adding to the challenges facing these producers, through the demands inherent in the ‘C’ classification. If Australia is to remain committed to the provision of dedicated children's programs, alternative sources of funding will have to be found.

The implementation of a partial junk food television advertising ban in the United Kingdom is adding to the woes of commercial broadcasters already under pressure in a fiercely competitive multi-channel environment. The UK free-to-air channel ITV1 recently announced the closure of its children's programs production unit and children's television production in the United Kingdom has been described as being ‘in meltdown’. The United Kingdom represents a crucial market for Australian producers of children's programs, who have traditionally sourced up to 80 per cent of their production budgets from UK partners. Australian cultural policy is adding to the challenges facing these producers, through the demands inherent in the ‘C classification. If Australia is to remain committed to the provision of dedicated children's programs, alternative sources of funding will have to be found.

The era of audiovisual culture began more than a hundred years ago with the advent of cinema, and is associated with a special language that underlies non-verbal communication processes. Today, screen influence on humans is dominant, as the generation for which computer is an integral part of everyday life has grown. In recent years, non-verbal language around the world has been a major tool in the fight for influence over human consciousness and intelligence. Formation of basic concepts of media education, which later developed into an international pedagogical movement, in a number of western countries (Great Britain, France, Germany) began in the 60’s and 70’s of the XX century. In Canada, as in most highly developed countries (USA, UK, France, Australia), the history of media education began to emerge from cinematographic material. The concept of screen education was formed by the British Society for Education in Film (SEFT), initiated by a group of enthusiastic educators in 1950. In the second half of the twentieth century, due to the intensive development of television, the initial term “film teaching” was transformed into “screen education”. The high intensity of students’ contact with new audiovisual media has become a subject of pedagogical excitement. There was a problem adjusting your children’s audience and media. The most progressive Canadian educators, who have recognized the futility of trying to differentiate students from the growing impact of TV and cinema, have begun introducing a special course in Screen Arts. The use of teachers of the rich potential of new audiovisual media has greatly optimized the learning process itself, the use of films in the classroom has become increasingly motivated. At the end of 1968, an assistant position was created at the Ontario Department of Education, which coordinated work in the “onscreen education” field. It is worth noting that media education in Canada developed under the influence of English media pedagogy. The first developments in the study of “screen education” were proposed in 1968 by British Professor A. Hodgkinson. Canadian institutions are actively implementing media education programs, as the development of e-learning is linked to the hope of solving a number of socio-economic problems. In particular, raising the general education level of the population, expanding access to higher levels of education, meeting the needs for higher education, organizing regular training of specialists in various fields. After all, on the way of building an e-learning system, countries need to solve a set of complex technological problems to ensure the functioning of an extensive network of training centers, quality control of the educational process, training of teaching staff and other problems. Today, it is safe to say that Canada’s media education is on the rise and occupies a leading position in the world. Thus, at the beginning of the 21st century, Canada’s media education reached a level of mass development, based on serious theoretical and methodological developments. Moreover, Canada remains the world leader in higher education and spends at least $ 25 billion on its universities annually. Only the United States, the United Kingdom and Australia are the biggest competitors in this area.

A distance learning course called Southwest Home Horticulture was developed and implemented at Arizona State University using video and Internet technologies to give nonhorticulture students an overview of urban horticulture in the southwestern United States. Fourteen, one-half-hour video programs about topics in southwestern residential landscaping, plants materials and landscape best-management practices were produced in ≈800 working hours. The video programs are now telecast weekly, each academic semester, on the regional public television station and the educational channel of several cable television systems. We found that students who enrolled in the course were most likely to tape the programs on a video cassette recorder and watch them at their own convenience, one to three times. A World Wide Web (Web) site on the Internet was developed as a supplement to the video programs. The Web site was organized into a modular format giving students quick access to auxiliary course-related information and helpful resources. When asked, ≈90% of the students indicated that the Web site was a helpful supplement to the video programs. Use of video and Internet technologies in tandem has enabled nonhorticulture major students to learn about home horticulture in an asynchronous or location and time independent fashion.

All children have the right to have sexuality education in order to enhance their self-understanding, their developing maturity and their self-concept. In the past, parents and some schools have provided this, usually as formal school programs. However, many children receive sexuality education informally from other sources such as peers, television, magazines and books. The technology available in the information age provides yet another source. The Internet has a growing number of sites specifically for sexuality education for children and pre-schoolers. Here, a selection of relevant sites is identified and presented for their developmental appropriateness. The opportunities these promote are almost limitless for children's enhanced personal understanding and knowledge-base upon which further development will occur in their teenage years and beyond.

Abstract It is unclear whether children with Down syndrome have differing physical activity and sedentary behavior levels compared to typical children. This study addressed this evidence gap in a national sample. Physical activity/sedentary behavior were ascertained by parental report. Findings highlighted that children with Down syndrome were less likely to engage in regular physical activity compared to typical children and had the lowest likelihood of regular physical activity among all subgroups with developmental disabilities/special healthcare needs. Children with Down syndrome were also more likely to watch high volumes of television compared to typical children, although this was nonsignificant upon adjustment for general health. It was concluded that children with Down syndrome are in urgent need for interventions/programs that promote physical activity.

The Coordinated Educational Marketing Assistance Program (CEMAP) is one of the oldest marketing assistance programs for ornamentals in the United States. The goal of this program is to identify outstanding plants for Texas and to provide support for the nursery industry, thereby making plants with superior performance available to the people of Texas. The CEMAP program is a cooperative effort between the Texas nursery industry and Texas A&M Univ. The CEMAP Executive Board has eight individuals representing extension, research, and teaching plus two administrative liasions and the Industry Advisory Board has ≈50 members from all segments of the ornamentals industry in Texas. Funding for the CEMAP program comes from direct industry support and from the public through the sale of plant tags or other promotional materials which bear the Texas Superstars logo. The logo is trademarked and licensed to printing companies who handle the administration of royalties to the program. The Executive Board makes the final decision about which plants are designated Texas Superstars. Promotional support for the plants is provided by CEMAP through point of purchase materials and publicity through print, radio, and television. In addition, the Texas Nursery and Landscape Association in cooperation with the Texas Department of Agriculture are conducting a publicity campaign to inform the public about Texas Superstars.

The article proves the possibility of forming the ability to understand music by primary school students. The influence of program works of the school program on the perception and understanding of music of different genres is proved by concrete examples. The educational influence of works of musical art on the formation of the artistic and emotional sphere of personality is proved. The formation of the ability to understand works of music by primary school students occurs in a certain sequence based on teacher-student interaction, both in music lessons and during extracurricular work on artistic and aesthetic education of primary school children. The collective type of creativity, inherent in the assimilation of the values of musical art, obliges the subjects of the educational process to comply with certain requirements for the organization of joint activities. In accordance with modern music-pedagogical technologies, which enable the effectiveness of the learning process, there are certain requirements for the perception of works of music of different genres and compositional styles provided by the school curriculum. Thus, the quality of the impact of music on primary school students depends on certain factors. Because, according to the school curriculum, music lessons are united by a common theme, which makes it possible to organize work with children in such a way as to give first-graders the opportunity to talk about their favorite music. To do this, prepare and ask the class a few questions, such as: remember what songs you sang or heard from radio and television programs that focused your attention and you liked ?; what song do you dream to sing ?; what dance music do you like Such a conversation should take place in a friendly atmosphere, and children's responses should be supported and evaluated positively. The teacher's tolerant attitude to any thoughts, feelings and expressions of students gives the child confidence in their own abilities, determination and activity in further work.

The article considers a very important factor of His Beatitude Lubomyr Husar (Ukrainian Greek Catholic Church), who actively supported together with his followers, the most positive tendencies towards the development and pacification of Ukraine. The main idea of the article is to analyze, through the prism of the historical processes of creation and existence of the Ukrainian Greek Catholic Church, the work of His Beatitude Lyubomyr Guzar, as well as the influence of the phenomenon of the international activities of the Ukrainian Greek Catholic Church on and its cooperation with the state in various fields. culture, language and national traditions, as well as in the structure of the state and the foreign policy of Ukraine. In addition, the article discusses the great contribution of His Beatitude Lubomyr Husar, as the head of the Ukrainian Greek Catholic Church to the development and support of the Ukrainian diaspora abroad, which further contributed to the formation of numerous public associations of foreign Ukrainian in the world's states and linguistic, educational and cultural needs. The activity of public organizations of foreign Ukrainian is aimed at preserving its identity, language, culture and traditions. These activities are also implemented in joint projects of foreign diplomatic institutions of Ukraine and public organizations of foreign Ukrainian, directed, in particular, to scientific and educational projects, issuing periodicals with organizations, preparing and broadcasting television and radio programs, supporting Internet resources, publishing publications on Ukrainian topics. In mass media abroad, improvement of burial places (places of memory) of outstanding Ukrainian graves abroad, organization of children's lags her with the purpose of their acquaintance with the traditions of the Ukrainian language, literature, history of Ukraine, providing educational institutions with the study of the Ukrainian language and cultural centers of print, photo, audio, video production, objects of national symbols, publishing scientific, journalistic, artistic works and collections for communities of foreign Ukrainian, as well as works of foreign Ukrainian, translation of works of Ukrainian literature in foreign languages, popularization of the Ukrainian language, literature ry, culture, history and traditions of the Ukrainian people, including the teaching of the Ukrainian language, as well as other items in the Ukrainian language, fabrication and installation of plaques, dedicated to outstanding figures of Ukrainian history, science and culture and historical events.

Society (society) is a group of people who form a semi-closed (or semi-open) system, where most interactions are between individuals in the group. The variety of education received by students in this community is very much. These include the formation of habits, formation of knowledge, attitudes and interests, as well as moral and religious formation. Education in community education can be said to be indirect education, education carried out unconsciously by the community. And the students themselves consciously or not, they have educated themselves, strengthening their faith and self-confidence in the values ​​of morality and religion in society. That is, the community environment influences the development of students. The influence given by the environment is intentional and accidental. That is, the environment has no specific intentions in influencing the development of students. And the community environment is very influential for children's character development. If the child is in a good community environment, it will also have a good influence on the development of the child's character. Likewise, on the other hand a bad environment can also have a bad influence on children's character development. As parents, they must be smart and smart to choose a good environment for their children, because it will determine the child's character development. Character education as an effort to develop character is an effort made by the world of education to help students understand, care and act in accordance with ethical values. The purpose of character education is to form characters that are implemented in the subject's essential values ​​with the behaviors and attitudes they have. In this case the formation of character, there must be educational networks. Especially in information technology and telecommunications today, one of the factors that have a huge influence on development or vice versa is the destruction of the character of society or the nation is mass media, especially electronic media, with the main actors being television. Actually the magnitude of the role of the media, especially print and radio media, is in the development of national character. The mass media plays a dual role. On the one hand, playing public service advertisements or touching advertisements, on the other hand broadcasts programs/soap operas which actually show negative things, which ultimately are not shunned, instead imitated by the audience. The media must be controlled by the state. The state has an obligation to control all media activities, so that they are in accordance with the goals of the country itself. The legal instruments must be clear and fair. Indonesia itself has a Depkominfo, but only regulates frequency policies, broadcasting rights, and so on. More specifically, there is the Indonesian Broadcasting Commission (KPI), which was formed more independently, but recognized by the government. KPI is expected to be able to filter media activities (especially television) to suit the country's goals, norms, culture, customs, and of course religion. However, until now, the KPI is considered to be still quite weak in acting (filtering), and so than that, it is very necessary (strength) of the participation of the community in controlling these media.

During my years of working within the confines of the private country club world, one educational issue is clear in my mind and needs to be addressed. It has been my observation, that, many hospitality students in the United States discover too late that they were not suited to a career in the hospitality field because they were improperly guided by instructors as to the realities they will encounter in this profession. In considering a career in hospitality management one must first remember it is seldom glamorous. It is not at all like the popular television show “Hotel.” One must combine theoretical textbook knowledge and an equal amount of time working within the everyday structure of a properly-run establishment, be it a private country club, hotel or a fine restaurant. Then and only then can one truly assess if he or she is heading in the right direction. It is time for us in the United States to follow the practices that are so successful all over Europe. There greater emphasis is placed on job training for all students taking courses in the hospitality field, regardless of how high their goals are. The approach fosters the idea of dividing each semester equally between the classroom and a working establishment. By using this method, we give students the opportunity to see the good and bad aspects of the profession and also give them the chance to decide early, perhaps within the first year, if this is the type of career they really want to pursue. The practice has been observed at some of the U.S. post-secondary hospitality programs to provide students with a theoretical orientation and then send them out into the work force with the illusion that they are totally capable of earning and demanding high salaries. Hospitality employers today are seeking students with a combination of theoretical and “quality” practical training which provides a basis of knowledge on which the employing company can build. Only the internship experience can teach a student how to cultivate the wonderful gifts of communication, tolerance and interpersonal skills. While textbook knowledge is of the utmost importance, it must be coupled with on-the-job training to provide the student with a suitable entre to a career in hospitality, one which will hopefully be both stimulating and rewarding. The key to fulfilling this goal is through the use of a supervised, professional internship experience for students in post-secondary hospitality programs. Only this type vehicle affords them the best opportunity of applying the theory learned in the classroom to the practical working environment.

Today's Children will be tomorrow's responsible citizen of the country. Entertainment is an essential part of life, by this we feel tension free, relaxed, energetic and having a positive attitude towards life. Games plays an important role for the all round development of the children's personality especially outdoor games but Now a days children are adopting habits of playing indoor games and also entertaining themselves by using various electronic devices as we know one of them is television. There are various programmes such as various kids’ channels, cartoon shows, video games etc. being watched by the children. Directly or indirectly these programs affect behaviour of the children in positive and negative ways. That’s why it is needed that parents should have a look for types of programmes seen by children, how long a child is watching a program, how it is affecting child habits/ behaviour etc. Later on, these negative impacts will create health issues/behaviour problems such as obesity, aggressive behaviour, lack of concentration etc. Child who watch television for 10 hours or more per week are less skilled at reading and are less successful in school as compared to children who watch television for less than 10 hours per week. The American academy of paediatrics makes the following recommendations regarding television viewing should not exceed one to two hours of quality programming daily and children younger than two years old should not watch television.1 That is why researchers took this topic to highlight the attitude and knowledge of parents about the impact of television on their Children's behaviour. A co-relational study conducted to assess parental knowledge and attitude regarding the impact of television on children in selected area at Kanpur (U.P). A descriptive cross-sectional survey approach was used, sample size was 100 parents selected by convenient sampling for this study. Self-structured knowledge questionnaire was used to assess the knowledge of parents, and attitude of parents was assessed by Likert scale. The study shows that among 100 parents 8% of them had poor knowledge, 36% average knowledge, 50% good knowledge, 6% very good knowledge about impact of television on children. The study shown the positive attitude 84%, negative attitude 16% on impact of television on children. The correlation value shows that positive correlation between knowledge and attitude score of parents. There was no significant association between knowledge score with their demographic variables and significant association seen between attitude score with types of family, educational status of parents, income of parents and number of children. There was no significant association between attitude score with age of parents and religion. KEYWORDS: Impact, Television, Attitude, Parental Knowledge,

Introduction Television has become more and more restricted within the past few years. Rating systems and "family programming" have taken over the broadcast networks, relegating violent programming, often some of the most cutting edge work in television, to pay channels. There are very few people willing to stand up and say that viewers -- even young children -- should be able to watch whatever they want, and that viewing acts of violence can actually result in more mature, balanced adults. Jib Fowles is one of those people. His book, The Case For Television Violence, explores the long history of violent content in popular culture, and how its modern incarnation, television, fulfils the same function as epic tragedy and "penny dreadfuls" did -- the diverting of aggressive feelings into the cathartic action of watching. Fowles points out the flaws in studies linking TV violence to actual violence (why, for example, has there been a sharp decline in violent crime in the U.S. during the 1990s when, by all accounts, television violence has increased?), as well as citing overlooked studies that show no correlation between viewing and performing acts of violence. The book also demonstrates how efforts to censor TV violence are not only ineffective, but can lead to the opposite result: an increase in exposure to violent viewing as audiences forsake traditional broadcast programming for private programming through pay TV and videocassettes. The revised excerpt below describes one of the more heated topics of debate -- the V-Chip. Television Violence and You Although the antiviolence fervor crested in the US in the first half of the 1990s, it also continued into the second half. As Sissela Bok comments: "during the 1990s, much larger efforts by citizen advocacy groups, churches, professional organizations, public officials, and media groups have been launched to address the problems posed by media violence" (146). It continues as always. On the one side, the reformist position finds articulation time and again; on the other side, the public's incessant desire for violent entertainment is reluctantly (because there is no prestige or cachet to be had in it) serviced by television companies as they compete against each other for profits. We can contrast these two forces in the following way: the first, the antitelevision violence campaign, is highly focussed in its presentation, calling for the curtailment of violent content, but this concerted effort has underpinnings that are vague and various; the second force is highly diffused on the surface (the public nowhere speaks pointedly in favor of violent content), but its underpinnings are highly concentrated and functional, pertinent to the management of disapproved emotions. To date, neither force has triumphed decisively. The antiviolence advocates can be gratified by the righteousness of their cause and sense of moral superiority, but violent content continues as a mainstay of the medium's offerings and in viewers' attention. Over the longer term, equilibrium has been the result. If the equilibrium were upset, however, unplanned consequences would result. The attack on television violence is not simply unwarranted; it carries the threat of unfortunate dangers should it succeed. In the US, television violence is a successful site for the siphoning off of unwanted emotions. The French critic Michel Mourlet explains: "violence is a major theme in aesthetics. Violence is decompression: Arising out of a tension between the individual and the world, it explodes as the tension reaches its pitch, like an abscess burning. It has to be gone through before there can be any repose" (233). The loss or even diminishment of television violence would suggest that surplus psychic energy would have to find other outlets. What these outlets would be is open to question, but the possibility exists that some of them might be retrogressive, involving violence in more outright and vicious forms. It is in the nation's best interest not to curtail the symbolic displays that come in the form of television violence. Policy The official curbing of television violence is not an idle or empty threat. It has happened recently in Canada. In 1993, the Canadian Radio- Television and Telecommunications Commission, the equivalent of the Australian Broadcasting Authority or of the American FCC, banned any "gratuitous" violence, which was defined as violence not playing "an integral role in developing the plot, character, or theme of the material as a whole" (Scully 12). Violence of any sort cannot be broadcast before 9 p.m. Totally forbidden are any programs promoting violence against women, minorities, or animals. Detailed codes regulate violence in children's shows. In addition, the Canadian invention of the V-chip is to be implemented, which would permit parents to block out programming that exceeds preset levels for violence, sexuality, or strong language (DePalma). In the United States, the two houses of Congress have held 28 hearings since 1954 on the topic of television violence (Cooper), but none has led to the passage of regulatory legislation until the Telecommunications Act of 1996. According to the Act, "studies have shown that children exposed to violent video programming at a young age have a higher tendency for violent and aggressive behavior later in life than children not so exposed, and that children exposed to violent video programming are prone to assume that acts of violence are acceptable behavior" (Section 551). It then requires that newly manufactured television sets must "be equipped with a feature designed to enable viewers to block display of all programs with a common rating" (Telecommunications Act of 1996, section 551). The V-chip, the only available "feature" to meet the requirements, will therefore be imported from Canada to the United States. Utilising a rating system reluctantly and haltingly developed by the television industry, parents on behalf of their children would be able to black out offensive content. Censorship had passed down to the family level. Although the V-chip represents the first legislated regulation of television violence in the US, that country experienced an earlier episode of violence censorship whose outcome may be telling for the fate of the chip. This occurred in the aftermath of the 1972 Report to the Surgeon General on Television and Social Behavior, which, in highly equivocal language, appeared to give some credence to the notion that violent content can activate violent behavior in some younger viewers. Pressure from influential congressmen and from the FCC and its chairman, Richard Wiley, led the broadcasting industry in 1975 to institute what came to be known as the Family Viewing Hour. Formulated as an amendment to the Television Code of the National Association of Broadcasters, the stipulation decreed that before 9:00 p.m. "entertainment programming inappropriate for viewing by a general family audience should not be broadcast" (Cowan 113). The definition of "inappropriate programming" was left to the individual networks, but as the 1975-1976 television season drew near, it became clear to a production company in Los Angeles that the definitions would be strict. The producers of M*A*S*H (which aired at 8:30 p.m.) learned from the CBS censor assigned to them that three of their proposed programs -- dealing with venereal disease, impotence, and adultery -- would not be allowed (Cowan 125). The series Rhoda could not discuss birth control (131) and the series Phyllis would have to cancel a show on virginity (136). Television writers and producers began to rebel, and in late 1975 their Writers Guild brought a lawsuit against the FCC and the networks with regard to the creative impositions of the Family Viewing Hour. Actor Carroll O'Connor (as quoted in Cowan 179) complained, "Congress has no right whatsoever to interfere in the content of the medium", and writer Larry Gelbert voiced dismay (as quoted in Cowan 177): "situation comedies have become the theater of ideas, and those ideas have been very, very restricted". The judge who heard the case in April and May of 1976 took until November to issue his decision, but when it emerged it was polished and clear: the Family Viewing Hour was the result of "backroom bludgeoning" by the FCC and was to be rescinded. According to the judge, "the existence of threats, and the attempted securing of commitments coupled with the promise to publicize noncompliance ... constituted per se violations of the First Amendment" (Corn-Revere 201). The fate of the Family Viewing Hour may have been a sort of premoniton: The American Civil Liberties Union is currently bringing a similar case against proponents of the V-chip -- a case that may produce similar results. Whether or not the V-chip will withstand judicial scrutiny, there are several problematic aspects to the device and any possible successors. Its usage would appear to impinge on the providers of violent content, on the viewers of it, and indeed on the fundamental legal structure of the United States. To confront the first of these three problems, significant use of the V- chip by parents would measurably reduce the audience size for certain programmes containing symbolic violence. Little else could have greater impact on the American television system as it is currently constituted. A decrease in audience numbers quickly translates into a decrease in advertising revenues in an advertising system such as that of the United States. Advertisers may additionally shy away from a shunned programme because of its loss of popularity or because its lowered ratings have clearly stamped it as violent. The decline in revenues would make the programme less valuable in the eyes of network executives and perhaps a candidate for cancellation. The Hollywood production company would quickly take notice and begin tailoring its broadcast content to the new standards. Blander or at least different fare would be certain to result. Broadcast networks may begin losing viewers to bolder content on less fastidious cable networks and in particular to the channels that are not supported and influenced by advertising. Thus, we might anticipate a shift away from the more traditional and responsible channels towards the less so and away from advertising-supported channels to subscriber-supported channels. This shift would not transpire according to the traditional governing mechanism of television -- audience preferences. Those to whom the censored content had been destined would have played no role in its neglect. Neglect would have transpired because of the artificial intercession of controls. The second area to be affected by the V-chip, should its implementation prove successful, is viewership, in particular younger viewers. Currently, young viewers have great license in most households to select the content they want to watch; this license would be greatly reduced by the V-chip, which can block out entire genres. Screening for certain levels of violence, the parent would eliminate most cartoons and all action- adventure shows, whether the child desires some of these or not. A New York Times reporter, interviewing a Canadian mother who had been an early tester of a V-chip prototype, heard the mother's 12-year-old son protesting in the background, "we're not getting the V-chip back!" The mother explained to the reporter, "the kids didn't like the fact that they were not in control any longer" (as quoted in DePalma C14) -- with good reason. Children are losing the right to pick the content of which they are in psychological need. The V-chip represents another weapon in the generational war -- a device that allows parents to eradicate the compensational content of which children have learned to make enjoyable use. The consequences of all this for the child and the family would be unpleasant. The chances that the V-chip will increase intergenerational friction are high. Not only will normal levels of tension and animosity be denied their outlet via television fiction but also so will the new superheated levels. It is not a pleasant prospect. Third, the V-chip constitutes a strong challenge to traditional American First Amendment rights of free speech and a free press. Stoutly defended by post-World War II Supreme Courts, First Amendment rights can be voided "only in order to promote a compelling state interest, and then only if the government adopts the least restrictive means to further that interest" (Ballard 211). The few restrictions allowed concern such matters as obscenity, libel, national security, and the sometimes conflicting right to a fair trial. According to legal scholar Ian Ballard, there is no "compelling state interest" involved in the matter of television violence because "the social science evidence used to justify the regulation of televised violence is subject to such strong methodological criticism that the evidence is insufficient to support massive regulatory assault on the television entertainment industry" (185). Even if the goal of restricting television violence were acceptable, the V-chip is hardly "the least restrictive means" because it introduces a "chilling effect" on programme producers and broadcasters that "clearly infringes on fundamental First Amendment rights" (216). Moreover, states Ballard, "fear of a slippery slope is not unfounded" (216). If television violence can be censored, supposedly because it poses a threat to social order, then what topics might be next? It would not be long before challenging themes such a feminism or multiculturalism were deemed unfit for the same reason. Taking all these matters into consideration, the best federal policy regarding television violence would be to have no policy -- to leave the extent of violent depictions completely up to the dictates of viewer preferences, as expertly interpreted by the television industry. In this, I am in agreement with Ian Ballard, who finds that the best approach "is for the government to do nothing at all about television violence" (218). Citation reference for this article MLA style: Jib Fowles. "Television Violence and You." M/C: A Journal of Media and Culture 3.1 (2000). [your date of access] <http://www.uq.edu.au/mc/0003/television.php>. Chicago style: Jib Fowles, "Television Violence and You," M/C: A Journal of Media and Culture 3, no. 1 (2000), <http://www.uq.edu.au/mc/0003/television.php> ([your date of access]). APA style: Jib Fowles. (2000) Television Violence and You. M/C: A Journal of Media and Culture 3(1). <http://www.uq.edu.au/mc/0003/television.php> ([your date of access]).

The present article is about the presence of the tv in the society, in general, and its potential as an important agent, such as the family and the school, on the children’s and young people’s development and education. Nowadays we live in a complex world of images with sound, the most of them transmitted by the tv, the cinema and the internet. The infantile universe is full of those images. This way we structured this article in four parts, refering some of the contents related with this subject. The first part describes the presence of the television in the children's daylife and their relationship with the magic box, even the identification that they make with its favourites characters, in order to understand the space that the TV occupies in their lives. The second part presents the different messages transmitted by the television. It is important to analyze the main risks and advantages of television, that is to say, in spite of some programs show bad values, foment the excessive consumption, expose the children to an atmosphere of violence and pornography, also entertains, accompanies, educates, informs, favours the access to the culture and allows to unite the family around a program. At last the third part, this one outlines the necessity to put the tele as a curricular resource in the school, to teaches the students how to analyze, how to criticize and to think about the texts and the news of the world today. The television, considered a powerful tool, is decisive in the communication, such in the formation of values and ideas as in the culture transmission. The function of the school is not to remain far from this factor, but to try to meditate, to understand and to decide its impact, in a better way, on the development of the children and youngs. As conclusion we can add that we’ve tried to aim some strategies that educators and parents will be able to work, united to the children and the youngs, so they could have a new look of the Tv’s world and that they could know how to make their own selection and how to have a critical attitude before the watched product.La presente comunicación se refiere a la presencia de la tele en la sociedad en general y a su potencial como agente importante de formación y educación, junto con la escuela y la familia, en la vida de los niños y de los jóvenes. Actualmente vivimos inmersos en un mundo complejo de imágenes con sonido, que recibimos muy especialmente a través de la tele, del cine y de Internet, los cuales hacen parte del cotidiano del universo infantil. Así, a fin de organizar algunos de los contenidos desde los que es posible enfocar el tema, estructuramos este artículo en cuatro partes. La primera parte describe la presencia de la tele a diario de los niños y su relación con la caja mágica, incluso la identificación que hacen de sus personajes favoritos, a fin de comprender el espacio que ocupa la tele en su cotidianidad. La segunda parte presenta los distintos mensajes transmitidos por la tele. Es importante analizar las principales riesgos y ventajes de la televisión, o sea, a pesar de algunos programas muestran antivalores de la tele: fomentar excesivamente el consumo, exponer a los niños a un ambiente de violencia y pornografía también entretiene, acompaña, educa, informa, favorece el acceso a la cultura y permite unir a la familia en torno a un programa. Cuanto a la tercera parte, plantea la necesidad de incorporar la tele como recurso curricular en la escuela, para que enseñe a los alumnos a analizar crítica y reflexivamente los textos mediáticos. La televisión es considerada como una herramienta poderosa, determinante en la comunicación, tanto en la formación de valores e ideas, como en la transmisión de cultura; la función de la escuela no es permanecer ajena a este factor, pero procurar reflexionar para comprender y decidir mejor su impacto en el desarrollo de los niños y jóvenes. Como conclusión podemos añadir que hemos tratado de apuntar algunas estrategias que educadores y padres podrán trabajar junto con los niños y los jóvenes, para que éstes tengan una nueva mirada del mundo de la tele y para que sepan hacer su propia selección y tener una actitud crítica ante el producto visionado.

In 1988, historian Nadia Wheatley and indigenous artist Donna Rawlins published their award-winning picture book, My Place, a reinterpretation of Australian national identity and sovereignty prompted by the bicentennial of white settlement. Twenty years later, the Australian Broadcasting Corporation (ABC) commissioned Penny Chapman’s multi-platform project based on this book. The 13 episodes of the television series begin in 2008, each telling the story of a child at a different point in history, and are accompanied by substantial interactive online content. Issues as diverse as religious difference and immigration, wartime conscription and trauma, and the experiences of Aboriginal Australians are canvassed. The program itself, which has a second series currently in production, introduces child audiences to—and implicates them in—a rich ideological fabric of deeply politicised issues that directly engage with vexed questions of Australian nationhood. The series offers a subversive view of Australian history and society, and it is the child—whether protagonist on the screen or the viewer/user of the content—who is left to discover, negotiate and move beyond often problematic societal norms. As one of the public broadcaster’s keystone projects, My Place signifies important developments in ABC’s construction of multicultural child citizenship. The digitisation of Australian television has facilitated a wave of multi-channel and new media innovation. Though the development of a multi-channel ecology has occurred significantly later in Australia than in the US or Europe, in part due to genre restrictions on broadcasters, all major Australian networks now have at least one additional free-to-air channel, make some of their content available online, and utilise various forms of social media to engage their audiences. The ABC has been in the vanguard of new media innovation, leveraging the industry dominance of ABC Online and its cross-platform radio networks for the repurposing of news, together with the additional funding for digital renewal, new Australian content, and a digital children’s channel in the 2006 and 2009 federal budgets. In line with “market failure” models of broadcasting (Born, Debrett), the ABC was once the most important producer-broadcaster for child viewers. With the recent allocation for the establishment of ABC3, it is now the catalyst for a significant revitalisation of the Australian children’s television industry. The ABC Charter requires it to broadcast programs that “contribute to a sense of national identity” and that “reflect the cultural diversity of the Australian community” (ABC Documents). Through its digital children’s channel (ABC3) and its multi-platform content, child viewers are not only exposed to a much more diverse range of local content, but also politicised by an intricate network of online texts connected to the TV programs. The representation of diasporic communities through and within multi-platformed spaces forms a crucial part of the way(s) in which collective identities are now being negotiated in children’s texts. An analysis of one of the ABC’s My Place “projects” and its associated multi-platformed content reveals an intricate relationship between postcolonial concerns and the construction of child citizenship. Multicultural Places, Multi-Platformed Spaces: New Media Innovation at the ABC The 2007 restructure at the ABC has transformed commissioning practices along the lines noted by James Bennett and Niki Strange of the BBC—a shift of focus from “programs” to multi-platform “projects,” with the latter consisting of a complex network of textual production. These “second shift media practices” (Caldwell) involve the tactical management of “user flows structured into and across the textual terrain that serve to promote a multifaceted and prolonged experience of the project” (Bennett and Strange 115). ABC Managing Director Mark Scott’s polemic deployment of the “digital commons” trope (Murdock, From) differs from that of his opposite number at the BBC, Mark Thompson, in its emphasis on the glocalised openness of the Australian “town square”—at once distinct from, and an integral part of, larger conversations. As announced at the beginning of the ABC’s 2009 annual report, the ABC is redefining the town square as a world of greater opportunities: a world where Australians can engage with one another and explore the ideas and events that are shaping our communities, our nation and beyond … where people can come to speak and be heard, to listen and learn from each other. (ABC ii)The broad emphasis on engagement characterises ABC3’s positioning of children in multi-platformed projects. As the Executive Producer of the ABC’s Children’s Television Multi-platform division comments, “participation is very much the mantra of the new channel” (Glen). The concept of “participation” is integral to what has been described elsewhere as “rehearsals in citizenship” (Northam). Writing of contemporary youth, David Buckingham notes that “‘political thinking’ is not merely an intellectual or developmental achievement, but an interpersonal process which is part of the construction of a collective, social identity” (179). Recent domestically produced children’s programs and their associated multimedia applications have significant potential to contribute to this interpersonal, “participatory” process. Through multi-platform experiences, children are (apparently) invited to construct narratives of their own. Dan Harries coined the term “viewser” to highlight the tension between watching and interacting, and the increased sense of agency on the part of audiences (171–82). Various online texts hosted by the ABC offer engagement with extra content relating to programs, with themed websites serving as “branches” of the overarching ABC3 metasite. The main site—strongly branded as the place for its targeted demographic—combines conventional television guide/program details with “Watch Now!,” a customised iView application within ABC3’s own themed interface; youth-oriented news; online gaming; and avenues for viewsers to create digital art and video, or interact with the community of “Club3” and associated message boards. The profiles created by members of Club3 are moderated and proscribe any personal information, resulting in an (understandably) restricted form of “networked publics” (boyd 124–5). Viewser profiles comprise only a username (which, the website stresses, should not be one’s real name) and an “avatar” (a customisable animated face). As in other social media sites, comments posted are accompanied by the viewser’s “name” and “face,” reinforcing the notion of individuality within the common group. The tool allows users to choose from various skin colours, emphasising the multicultural nature of the ABC3 community. Other customisable elements, including the ability to choose between dozens of pre-designed ABC3 assets and feeds, stress the audience’s “ownership” of the site. The Help instructions for the Club3 site stress the notion of “participation” directly: “Here at ABC3, we don’t want to tell you what your site should look like! We think that you should be able to choose for yourself.” Multi-platformed texts also provide viewsers with opportunities to interact with many of the characters (human actors and animated) from the television texts and share further aspects of their lives and fictional worlds. One example, linked to the representation of diasporic communities, is the Abatti Pizza Game, in which the player must “save the day” by battling obstacles to fulfil a pizza order. The game’s prefacing directions makes clear the ethnicity of the Abatti family, who are also visually distinctive. The dialogue also registers cultural markers: “Poor Nona, whatsa she gonna do? Now it’s up to you to help Johnny and his friends make four pizzas.” The game was acquired from the Canadian-animated franchise, Angela Anaconda; nonetheless, the Abatti family, the pizza store they operate and the dilemma they face translates easily to the Australian context. Dramatisations of diasporic contributions to national youth identities in postcolonial or settler societies—the UK (My Life as a Popat, CITV) and Canada (How to Be Indie)—also contribute to the diversity of ABC3’s television offerings and the positioning of its multi-platform community. The negotiation of diasporic and postcolonial politics is even clearer in the public broadcaster’s commitment to My Place. The project’s multifaceted construction of “places,” the ethical positioning of the child both as an individual and a member of (multicultural) communities, and the significant acknowledgement of ongoing conflict and discrimination, articulate a cultural commons that is more open-ended and challenging than the Eurocentric metaphor, the “town square,” suggests. Diversity, Discrimination and Diasporas: Positioning the Viewser of My Place Throughout the first series of My Place, the experiences of children within different diasporic communities are the focal point of five of the initial six episodes, the plots of which revolve around children with Lebanese, Vietnamese, Greek, and Irish backgrounds. This article focuses on an early episode of the series, “1988,” which explicitly confronts the cultural frictions between dominant Anglocentric Australian and diasporic communities. “1988” centres on the reaction of young Lily to the arrival of her cousin, Phuong, from Vietnam. Lily is a member of a diasporic community, but one who strongly identifies as “an Australian,” allowing a nuanced exploration of the ideological conflicts surrounding the issue of so-called “boat people.” The protagonist’s voice-over narration at the beginning of the episode foregrounds her desire to win Australia’s first Olympic gold medal in gymnastics, thus mobilising nationally identified hierarchies of value. Tensions between diasporic and settler cultures are frequently depicted. One potentially reactionary sequence portrays the recurring character of Michaelis complaining about having to use chopsticks in the Vietnamese restaurant; however, this comment is contextualised several episodes later, when a much younger Michaelis, as protagonist of the episode “1958,” is himself discriminated against, due to his Greek background. The political irony of “1988” pivots on Lily’s assumption that her cousin “won’t know Australian.” There is a patronising tone in her warning to Phuong not to speak Vietnamese for fear of schoolyard bullying: “The kids at school give you heaps if you talk funny. But it’s okay, I can talk for you!” This encourages child viewers to distance themselves from this fictional parallel to the frequent absence of representation of asylum seekers in contemporary debates. Lily’s assumptions and attitudes are treated with a degree of scepticism, particularly when she assures her friends that the silent Phuong will “get normal soon,” before objectifying her cousin for classroom “show and tell.” A close-up camera shot settles on Phuong’s unease while the children around her gossip about her status as a “boat person,” further encouraging the audience to empathise with the bullied character. However, Phuong turns the tables on those around her when she reveals she can competently speak English, is able to perform gymnastics and other feats beyond Lily’s ability, and even invents a story of being attacked by “pirates” in order to silence her gossiping peers. By the end of the narrative, Lily has redeemed herself and shares a close friendship with Phuong. My Place’s structured child “participation” plays a key role in developing the postcolonial perspective required by this episode and the project more broadly. Indeed, despite the record project budget, a second series was commissioned, at least partly on the basis of the overwhelmingly positive reception of viewsers on the ABC website forums (Buckland). The intricate My Place website, accessible through the ABC3 metasite, generates transmedia intertextuality interlocking with, and extending the diegesis of, the televised texts. A hyperlinked timeline leads to collections of personal artefacts “owned” by each protagonist, such as journals, toys, and clothing. Clicking on a gold medal marked “History” in Lily’s collection activates scrolling text describing the political acceptance of the phrase “multiculturalism” and the “Family Reunion” policy, which assisted the arrival of 100,000 Vietnamese immigrants. The viewser is reminded that some people were “not very welcoming” of diasporic groups via an explicit reference to Mrs Benson’s discriminatory attitudes in the series. Viewsers can “visit” virtual representations of the program’s sets. In the bedroom, kitchen, living room and/or backyard of each protagonist can be discovered familiar and additional details of the characters’ lives. The artefacts that can be “played” with in the multimedia applications often imply the enthusiastic (and apparently desirable) adoption of “Australianness” by immigrant children. Lily’s toys (her doll, hair accessories, roller skates, and glass marbles) invoke various aspects of western children’s culture, while her “journal entry” about Phuong states that she is “new to Australia but with her sense of humour she has fitted in really well.” At the same time, the interactive elements within Lily’s kitchen, including a bowl of rice and other Asian food ingredients, emphasise cultural continuity. The description of incense in another room of Lily’s house as a “common link” that is “used in many different cultures and religions for similar purposes” clearly normalises a glocalised world-view. Artefacts inside the restaurant operated by Lily’s mother link to information ranging from the ingredients and (flexible) instructions for how to make rice paper rolls (“Lily and Phuong used these fillings but you can use whatever you like!”) to a brief interactive puzzle game requiring the arrangement of several peppers in order from least hot to most hot. A selectable picture frame downloads a text box labelled “Images of Home.” Combined with a slideshow of static, hand-drawn images of traditional Vietnamese life, the text can be read as symbolic of the multiplicity of My Place’s target audience(s): “These images would have reminded the family of their homeland and also given restaurant customers a sense of Vietnamese culture.” The social-developmental, postcolonial agenda of My Place is registered in both “conventional” ancillary texts, such as the series’ “making of” publication (Wheatley), and the elaborate pedagogical website for teachers developed by the ACTF and Educational Services Australia (http://www.myplace.edu.au/). The politicising function of the latter is encoded in the various summaries of each decade’s historical, political, social, cultural, and technological highlights, often associated with the plot of the relevant episode. The page titled “Multiculturalism” reports on the positive amendments to the Commonwealth’s Migration Act 1958 and provides links to photographs of Vietnamese migrants in 1982, exemplifying the values of equality and cultural diversity through Lily and Phuong’s story. The detailed “Teaching Activities” documents available for each episode serve a similar purpose, providing, for example, the suggestion that teachers “ask students to discuss the importance to a new immigrant of retaining links to family, culture and tradition.” The empathetic positioning of Phuong’s situation is further mirrored in the interactive map available for teacher use that enables children to navigate a boat from Vietnam to the Australian coast, encouraging a perspective that is rarely put forward in Australia’s mass media. This is not to suggest that the My Place project is entirely unproblematic. In her postcolonial analysis of Aboriginal children’s literature, Clare Bradford argues that “it’s all too possible for ‘similarities’ to erase difference and the political significances of [a] text” (188). Lily’s schoolteacher’s lesson in the episode “reminds us that boat people have been coming to Australia for a very long time.” However, the implied connection between convicts and asylum seekers triggered by Phuong’s (mis)understanding awkwardly appropriates a mythologised Australian history. Similarly in the “1998” episode, the Muslim character Mohammad’s use of Ramadan for personal strength in order to emulate the iconic Australian cricketer Shane Warne threatens to subsume the “difference” of the diasporic community. Nonetheless, alongside the similarities between individuals and the various ethnic groups that make up the My Place community, important distinctions remain. Each episode begins and/or ends with the child protagonist(s) playing on or around the central motif of the series—a large fig tree—with the characters declaring that the tree is “my place.” While emphasising the importance of individuality in the project’s construction of child citizens, the cumulative effect of these “my place” sentiments, felt over time by characters from different socio-economic, ethnic, and cultural backgrounds, builds a multifaceted conception of Australian identity that consists of numerous (and complementary) “branches.” The project’s multi-platformed content further emphasises this, with the website containing an image of the prominent (literal and figurative) “Community Tree,” through which the viewser can interact with the generations of characters and families from the series (http://www.abc.net.au/abc3/myplace/). The significant role of the ABC’s My Place project showcases the ABC’s remit as a public broadcaster in the digital era. As Tim Brooke-Hunt, the Executive Head of Children’s Content, explains, if the ABC didn’t do it, no other broadcaster was going to come near it. ... I don’t expect My Place to be a humungous commercial or ratings success, but I firmly believe ... that it will be something that will exist for many years and will have a very special place. Conclusion The reversion to iconic aspects of mainstream Anglo-Australian culture is perhaps unsurprising—and certainly telling—when reflecting on the network of local, national, and global forces impacting on the development of a cultural commons. However, this does not detract from the value of the public broadcaster’s construction of child citizens within a clearly self-conscious discourse of “multiculturalism.” The transmedia intertextuality at work across ABC3 projects and platforms serves an important politicising function, offering positive representations of diasporic communities to counter the negative depictions children are exposed to elsewhere, and positioning child viewsers to “participate” in “working through” fraught issues of Australia’s past that still remain starkly relevant today.References ABC. Redefining the Town Square. ABC Annual Report. Sydney: ABC, 2009. Bennett, James, and Niki Strange. “The BBC’s Second-Shift Aesthetics: Interactive Television, Multi-Platform Projects and Public Service Content for a Digital Era.” Media International Australia: Incorporating Culture and Policy 126 (2008): 106-19. Born, Georgina. Uncertain Vision: Birt, Dyke and the Reinvention of the BBC. London: Vintage, 2004. boyd, danah. “Why Youth ♥ Social Network Sites: The Role of Networked Publics in Teenage Social Life.” Youth, Identity, and Digital Media. Ed. David Buckingham. Cambridge: MIT, 2008. 119-42. Bradford, Clare. Reading Race: Aboriginality in Australian Children’s Literature. Carlton: Melbourne UP, 2001. Brooke-Hunt, Tim. Executive Head of Children’s Content, ABC TV. Interviewed by Dr Leonie Rutherford, ABC Ultimo Center, 16 Mar. 2010. Buckingham, David. After the Death of Childhood: Growing Up in the Age of Electronic Media. Cambridge: Polity, 2000. Buckland, Jenny. Chief Executive Officer, Australian Children’s Television Foundation. Interviewed by Dr Leonie Rutherford and Dr Nina Weerakkody, ACTF, 2 June 2010. Caldwell, John T. “Second Shift Media Aesthetics: Programming, Interactivity and User Flows.” New Media: Theories and Practices of Digitextuality. Eds. John T. Caldwell and Anna Everett. London: Routledge, 2003. 127-44. Debrett, Mary. “Riding the Wave: Public Service Television in the Multiplatform Era.” Media, Culture & Society 31.5 (2009): 807-27. From, Unni. “Domestically Produced TV-Drama and Cultural Commons.” Cultural Dilemmas in Public Service Broadcasting. Eds. Gregory Ferrell Lowe and Per Jauert. Göteborg: Nordicom, 2005. 163-77. Glen, David. Executive Producer, ABC Multiplatform. Interviewed by Dr Leonie Rutherford, ABC Elsternwick, 6 July 2010. Harries, Dan. “Watching the Internet.” The New Media Book. Ed. Dan Harries. London: BFI, 2002. 171-82. Murdock, Graham. “Building the Digital Commons: Public Broadcasting in the Age of the Internet.” Cultural Dilemmas in Public Service Broadcasting. Ed. Gregory Ferrell Lowe and Per Jauert. Göteborg: Nordicom, 2005. 213–30. My Place, Volumes 1 & 2: 2008–1888. DVD. ABC, 2009. Northam, Jean A. “Rehearsals in Citizenship: BBC Stop-Motion Animation Programmes for Young Children.” Journal for Cultural Research 9.3 (2005): 245-63. Wheatley, Nadia. Making My Place. Sydney and Auckland: HarperCollins, 2010. ———, and Donna Rawlins. My Place, South Melbourne: Longman, 1988.

Today music formats occupy a predominant number of frequencies in the Russian FM-range. Despite digital television and radio broadcasting conversion and the related internal and external modernization of the industry, radio stations continue to actively compete for the listener by offering new approaches to broadcasting and winning an audience. The number of radio stations in the modern world remains at a consistently high level, although, it is understandable that the dynamics of its growth does not have the speed it used to have a hundred years ago: for example, the number of radio stations in the United States during “the golden era” of broadcasting from 1927 to 1940 years had grown 116 times (Sterling and Kittross, 2001). Today, one of the rarest music formats in Russia is the Easy Listening format, which is partly represented by the Relax FM radio station. In addition to music programs, the Relax FM radio broadcastings include thematic rubrics and short speech programs that make a significant contribution to the overall concept of this radio station. The article discusses the verbal components at the radio station of the Easy Listening format, their functions and features. In order to analyze the speech elements of the studied radio, the methods of observation and content analysis, as well as some other empirical and general scientific methods were used. The results were interpreted on the basis of the percentage of music and speech on the airwaves, as well as the ratio of the average timing of the commercial break, built using verbalics, and the average timing of the thematic category. In addition, the speech analysis of verbal components showed how the difference in the essential approach to speech in the advertising unit and in the thematic rubric affects the general speech discourse of the radio. Thus, the main functions of verbal components on the radio station of the Easy Listening format can definitely be considered to be informational, advertising, recreational and educational functions. The features of speech components are in the field of message semantics, as well as in terms of vocabulary and intonation, aimed at supporting the general concept of broadcasting. A separate speech group consists of advertising messages that are significantly different from the specific mood of the radio, but which, in doing so, are designed to support the very existence of the radio station. These provisions ultimately entail the possibility of new research in the field of linguistics of radio programs, psycholinguistics, and the management of the broadcasting industry.

IntroductionCroquembouche, blast chillers, and plating up—these terms have become normal to ordinary Australians despite Adriano Zumbo’s croquembouche recipe taking more than two hours to complete and blast chillers costing thousands of dollars. Network Ten’s reality talent quest MasterChef Australia (MCA) has brought fine dining and “foodie” culture to a mass audience who have responded enthusiastically. Vicariously “tasting” this once niche lifestyle is empowering viewers to integrate aspects of “foodie” culture into their everyday lives. It helps them become “everyday foodies.” “Everyday foodies” are individuals who embrace and incorporate an appreciation of gourmet food culture into their existing lifestyles, but feel limited by time, money, health, or confidence. So while a croquembouche and blast chiller may be beyond a MCA viewer’s reach, these aspects of “foodie” culture can still be enjoyed via the program. The rise of the “everyday foodie” challenges criticisms of vicarious consumption and negative discourses about reality and lifestyle television. Examining the very different and specific ways in which three MCA-viewing households vicariously experience gourmet food in their adoption of the “everyday foodie” lifestyle will demonstrate the positive value of vicarious consumption through reality and lifestyle programming. A brief background on the MCA phenomenon will be provided before a review of existing literature regarding vicarious consumption and tensions in the reality and lifestyle television field. Three case studies of MCA-viewing households who use vicarious consumption to satisfy “foodie” cravings and broaden their cultural tastes will be presented. Adapted from the United Kingdom’s MasterChef, which has aired since 1990, MCA has proven to be a catalyst for the “cheffing up” of the nation’s food culture. Twenty-odd amateur cooks compete in a series of challenges, guided, and critiqued by judges George Calombaris, Gary Mehigan, and Matt Preston. Contestants are eliminated as they move through a series of challenges, until one cook remains and is crowned the Master Chef of that series. Network Ten’s launch of MCA in 2009 capitalised on the popularity of reality talent quests that grew throughout the 2000s with programs such as Popstars (2000–2002), Australian Idol (2003–2009), X Factor (2005, 2010–) and Australia’s Got Talent (2007–). MCA also captures Australian viewers’ penchant for lifestyle shows including Better Homes and Gardens (1995–), Burke’s Backyard (1987-2004), The Living Room (2012–) and The Block (2003–2004, 2010–). The popularity of these shows, however, does not match the heights of MCA, which has transformed the normal cooking show audience of 200,000 into millions (Greenwood). MCA’s 2010 finale is Australia’s highest rating non-sporting program since OzTAM ratings were introduced in 2001 (Vickery). Anticipating this episode’s popularity, the 2010 Federal Election debate was moved to 6.30pm from its traditional Sunday 7.30pm timeslot (Coorey; Malkin). As well as attracting extensive press coverage and attention in opinion pieces and blogs, the level of academic attention MCA has already received underscores the show’s significance. So far, Lewis (Labours) and Seale have critiqued the involvement of ordinary people as contestants on the show while Phillipov (Communicating, Mastering) explores tensions within the show from a public health angle. While de Solier (TV Dinners, Making the Self, Foodie Makeovers) and Rousseau’s research does not focus on MCA itself, their investigation of Australian foodies and the impact of food media respectively provide relevant discussion about audience relationships with food media and food culture. This article focuses on how audiences use MCA and related programs. Vicarious consumption is presented as a negative practice where the leisure class benefit from another’s productivity (Veblen). Belk presents the simple example that “if our friend lives in an extravagant house or drives an extravagant car, we feel just a bit more extravagant ourselves” (157). Therefore, consuming through another is viewed as a passive activity. In the context of vicariously consuming through MCA, it could be argued that audiences are gaining satisfaction from watching others develop culinary skills and produce gourmet meals. What this article will reveal is that while MCA viewers do gain this satisfaction, they use it in a productive way to discipline their own eating and spending habits, and to allow them to engage with “foodie” culture when it may not otherwise be possible. Rather than embrace the opportunity to understand a new culture or lifestyle, critics of reality and lifestyle television dismiss the empowering qualities of these programs for two reasons. The practice of “advertainment” (Deery 1)—fusing selling and entertainment—puts pressure on, or excludes, the aspirational classes who want, but lack the resources to adopt, the depicted lifestyle (Ouellette and Hay). Furthermore, such programs are criticised for forcing bourgeois consumption habits on its viewers (Lewis, Smart Living) Both arguments have been directed at British celebrity chef Jamie Oliver. Oliver’s latest cookbook Save with Jamie has been criticised as it promotes austerity cooking, but costs £26 (approx. 48AUD) and encourages readers to purchase staple ingredients and equipment that total more than £500 (approx. 919AUD) (Ellis-Petersen). Ellis-Petersen adds that the £500 cost uses the cheapest available options, not Oliver’s line of Tefal cooking equipment, “which come at a hefty premium” (7). In 2005, Oliver’s television series Jamie’s School Dinners, which follows his campaign for policy reform in the provision of food to students was met with resistance. 2008 reports claim students preferred to leave school to buy junk food rather than eat healthier fare at school (Rousseau). Parents supported this, providing money to their children rather than packing healthy lunches that would pass school inspections (Rousseau). Like the framing of vicarious consumption, these criticisms dismiss the potential benefits of engaging with different lifestyles and cultures. These arguments do not recognise audiences as active media consumers who use programs like MCA to enhance their lifestyles through the acquisition of cultural capital. Ouellette and Hay highlight that audiences take advantage of a multitude of viewing strategies. One such strategy is playing the role of “vicarious expert” (Ouellette and Hay 117) who judges participants and has their consumption practices reinforced through the show. While audiences are invited to learn, they can do this from a distance and are not obliged to feel as though they must be educated (Ouellette and Hay). Viewers are simply able to enjoy the fantasy and spectacle of food shows as escapes from everyday routines (Lewis, Smart Living). In cases like Emeril Live where the host and chef, Emeril Lagasse “favors [sic] showmanship over instruction” (Adema 115–116) the vicarious consumption of viewing a cooking show is more satisfying than cooking and eating. Another reason vicarious consumption provides pleasure for audiences is because “culinary television aestheticises food,” transforming it “into a delectable image, a form of ‘gastro-porn’ […] designed to be consumed with the eyes” (de Solier, TV Dinners 467). Audiences take advantage of these viewing strategies, using a balance of actual and vicarious consumption in order to integrate gourmet food culture into their pre-existing lifestyle, budget, and cooking ability. The following case studies emerged from research conducted to understand MCA’s impact on households. After shopping with, and interviewing, seven households, the integration of vicarious and actual food consumption habits was evident across three households. Enjoying food images onscreen or in cookbooks is a suitable substitute when actual consumption is unhealthy, too expensive, time consuming, or daunting. It is this balance between adopting consumption habits of a conventional “foodie” and using vicarious consumption in contexts where the viewer sees actual consumption as unreasonable or uncomfortable that makes the “everyday foodie.” Melanie—Health Melanie is 38 years old and works in the childcare industry. She enjoys the “gastro-porn” of MCA and other food media. Interestingly she says food media actually helps her resist eating sumptuous and rich foods: Yeah, like my house is just overrun by cookbooks, cooking magazines. I have Foxtel primarily for the Food Network […] But I know if I cooked it or baked it, I would eat it and I’ve worked too hard to get where I am physically to do that. So I just, I read about it and I watch it, I just don’t do it. This behaviour supports Boulos et al.’s finding that while the Food Network promotes irresponsible consumption habits, these programs are considered a “window into a wider social and cultural world” rather than food preparation guides (150). Using vicarious consumption in this way means Melanie feels she does not “cook as much as what a true foodie would cook,” but she will “have low fat and healthy [options] whenever I can so I can go out and try all the fancy stuff cooked by fancy people.” MCA and food media for Melanie serves a double purpose in that she uses it to restrict, but also aid in her consumption of gourmet food. In choosing a chef or restaurant for the occasions where Melanie wants to enjoy a “fancy” dining experience, she claims food media serves as an educational resource to influence her consumption of gourmet food: I looked up when I was in Sydney where Adriano Zumbo’s shop was to go and try macarons there […] It [MCA] makes me aware of chefs that I may not have been aware of and I may go and … seek that [their restaurants/establishments] out […] Would Adriano Zumbo be as big as he is without MasterChef? No. And I’m a sucker, I want to go and try, I want to know what everyone’s talking about. Melanie’s attitudes and behaviour with regards to food media and consumption illustrates audiences’ selective nature. MCA and other food media influence her to consume, but also control, her consumption. Curtis and Samantha—Broadening Horizons Time and money is a key concern for many “everyday foodies” including Curtis’ family. Along with his wife Samantha they are raising a one-year-old daughter, Amelia. Curtis expressed a fondness for food that he ate while on holiday in the United States: I guess in the last few weeks I’ve been craving the food that we had when we were in America, in particular stuff like pulled pork, ribs, stuff like that. So I’ve replicated or made our own because you can’t get it anywhere around Brisbane like from a restaurant. When talking about cooking shows more generally, Curtis speaks primarily about cooking shows he watches on Foxtel that have a food tourism angle. Curtis mentions programs including Cheese Slices, The Layover and Man v. Food. The latter of these shows follows Adam Richman around the United States attempting to conquer eating challenges set at famous local establishments. Curtis describes his reaction to the program: I say woah that looks good and then I just want to go back to America. But instead of paying thousands of dollars to go, it’s cheaper to look up a recipe and give it a go at home. Cookbooks and food television provide their viewers not only with a window through which they can escape their everyday routines but, as Curtis points out, inspiration or education to cook new dishes themselves. For money conscious “everyday foodies”, the cooking demonstration or mere introduction of a dish broadens viewers’ culinary knowledge. Curtis highlights the importance of this: Otherwise [without food media] you’d be stuck cooking the same things your mum and dad taught you, or your home economics teacher taught you in high school. You’d just be doing the same thing every day. Unless you went out to a restaurant and fell in love with something, but because you don’t go out to restaurants every day, you wouldn’t have that experience every day […] TV gives you the ability—we could flick over to the food channel right now and watch something completely amazing that we’ve never done before. His wife Samantha does not consider herself an adventurous eater. While she is interested in food, her passion lies in cakes and desserts and she jokes that ordering Nando’s with the medium basting is adventurous for her. Vicarious consumption through food media allows Samantha to experience a wider range of cuisines without consuming these foods herself: I would watch a lot more variety than I would actually try. There’s a lot of things that I would happily watch, but if it was put in front of me I probably wouldn’t eat it. Like with MasterChef, I’m quite interested in cooking and stuff, but the range of things [ingredients and cuisines] […] I wouldn’t go there. Rose and Andrew—Set in Their Ways Rose and her husband Andrew are a “basically retired” couple and the parents of Samantha. While they both enjoy MCA and feel it has given them a new insight on food, they find it easier to have a mediated engagement with gourmet food in some instances. Andrew believes MCA is: Taking food out of this sort of very conservative, meat, and three vegetables thing into […] something that is more exotic, for the want of a better word. And I guess that’s where we’ve—we follow it, I follow it. And saying, ‘Oh, geez it’d be nice to do that or to be able to do that,’ and enjoy a bit of creativity in that, but I think it’s just we’re probably pretty set in our ways probably and it’s a bit hard to put that into action sometimes. Andrew goes on to suggest that a generational gap makes their daughters, Samantha and Elle more likely to cook MCA-inspired meals than they are: See Samantha and Elle probably cook with that sort of thing [herbs] more and I always enjoy when they do it, but we probably don’t […] We don’t think about it when we go shopping. We probably shop and buy the basic things and don’t think about the nicer things. Andrew describes himself as “an extremely lazy reader” who finds following a recipe “boring.” Andrew says if he were tempted to cook an MCA-inspired dish, it is unlikely that the required ingredients would be on-hand and that he would not shop for one meal. Rose says she does buy the herbs, or “nicer things” as Andrew refers to them, but is hesitant to use them. She says the primary barrier is lacking confidence in her cooking ability, but also that she finds cooking tiring and is not used to cooking with the gas stove in her new home: Rose: I also think that I probably leave my run late and by night time I’m really tired and my feet are hurting and I tend to think ‘Oh I’ll just get something ready’ […] I know that probably sounds like a lame excuse, but yeah, it’s probably more the confidence thing I think. I often even buy the things [ingredients] to do it and then don’t make it. I’m not confident with my stovetop either. Researcher: Oh why—can you please explain more about that?Rose: Well it’s a gas stovetop and I used to have the electric. I felt like I could main—I could control the setting—the heat—better on it. Rose, in particular, does not let her lack of confidence and time stop her from engaging with gourmet food. Cookbooks and cooking shows like MCA are a valuable channel for her to appreciate “foodie” culture. Rose talks about her interest in MCA: Rose: I’m not a keen cook, but I do enjoy buying recipe books and looking at lovely food and watching—and I enjoyed watching how they did these beautiful dishes. As for the desserts, yes they probably were very fancy, but it was sort of nice to think if you had a really special occasion, you know […] and I would actually get on the computer afterwards and look for some of the recipes. I did subscribe to their magazine […] because I’m a bit of a magazine junkie.Researcher: What do you get out of the recipe books and magazines if you say you’re not a keen cook?Rose: I’d just dream about cooking them probably. That sounds terrible, doesn’t it? But, and also probably inspire my daughters […] I like to show them “oh, look at this and this” or, you know, and probably quite often they will try it or—and one day I think I will try it, but whether I ever do or not, I don’t know. Rose’s response also treats the generation gap as a perceived barrier to actual consumption. But while the couple feel unable to use the knowledge they have gained through MCA in their kitchen, they credit the show with broadening the range of cuisines they would eat when dining out: Andrew: You know, even when we’ve been to—I like Asian food in Australia, you know, Chinese, Thai, any of those sorts of foods.Rose: Indian. Andrew: Indian, yeah I like that in Australia.Rose: Which we have probably tried more of since the likes of MasterChef.Andrew: Yeah.Rose: You know, you—and even sushi, like you would never have ever […]Andrew: Gone to sushi previously. And I won’t eat sashimi, but the sushi bar is all right. Um […] but [I] did not enjoy Chinese food in places like Hong Kong or Singapore. As the couple does not seek educational information from the show in terms of cooking demonstration, they appear more invested in the progress of the contestants of the show and how they respond to challenges set by the judges. The involvement of amateur cooks makes the show relatable as they identify with contestants who they see as potential extensions of themselves. Rose identifies with season one winner, Julie Goodwin who entered the program as a 38-year-old mother of three and owner of an IT consulting business: Rose: Well Julie of course is a—I don’t like to use the word square, but she’s sort of like a bit of an old fashioned lady, but you know, more like basic grandma cooking. But […]Andrew: She did it well though.Rose: Yes, yeah. Andrew: And she, she probably—she progressed dramatically, you know, from the comments from when she first started […] to winning. In how she presented, how she did things. She must have learnt a lot in the process is the way I would look at it anyway. Rose: And I’ve seen her sort of on things since then and she is very good at like […] talking about and telling you what she’s doing and—for basic sort of cook—you know what I mean, not basic, but […] for a basic person like me. Although Rose and Andrew feel that their life stage prevents has them from changing long established consumption habits in relation to food, their choices while dining out coupled with a keen interest in food and food media still exemplifies the “everyday foodie” lifestyle. Programs like MCA, especially with its focus on the development of amateur cooks, have allowed Rose and Andrew to experience gourmet food more than they would have otherwise. Conclusion Each viewer is empowered to live their version of the “everyday foodie” lifestyle through adopting a balance of actual and vicarious consumption practices. Vicariously tasting “foodie” culture has broadened these viewers’ culinary knowledge and to some extent has broadened their actual tastes. This is evident in Melanie’s visit to Adriano Zumbo’s patisserie, and Rose and Andrew’s sampling of various Asian cuisines while dining out, for example. It also provides pleasure in lieu of actual consumption in instances like Melanie using food images as a disciplinary mechanism or Curtis watching Man v. Food instead of travelling overseas. The attitudes and behaviours of these MCA viewers illustrate that vicarious consumption through food media is a productive and empowering practice that aids audiences to adopt an “everyday foodie” lifestyle. References Adema, Pauline. “Vicarious Consumption: Food, Television and the Ambiguity of Modernity.” Journal of American and Comparative Cultures 23.3 (2000): 113–23. Belk, Russell. “Possessions and the Extended Self.” Journal of Consumer Research 15.2 (1988): 139–68. Boulous, Rebecca, Emily Kuross Vikre, Sophie Oppenheimer, Hannah Chang, and Robin B. Kanarek. “ObesiTV: How Television is influencing the Obesity Epidemic.” Physiology & Behavior 107.1 (2012): 146–53. Coorey, Phillip. “Chefs Win in Ratings Boilover.” Sydney Morning Herald 20 Jul. 2010: n. pag. Deery, June. “Reality TV as Advertainment.” Popular Communication: The International Journal of Media and Culture 2.1 (2005): 1–20. Ellis-Petersen, Hannah. “Jamie’s Idea of Cooking on a Budget—First Buy £500 of Kitchen Utensils and ‘Basics’ (And Yes Most Of Them DO Come From His Own Range).” Mail Online 31 Aug. 2013: n. pag. Greenwood, Helen. “From TV to Table.” Sydney Morning Herald 3 Jul. 2010: n. pag. Lewis, Tania. Smart Living: Lifestyle Media and Popular Expertise. New York: Peter Lang, 2008. -----. “You’ve Put Yourselves on a Plate: The Labours of Selfhood on MasterChef Australia.” Reality Television and Class. Eds. Helen Wood, and Beverly Skeggs. Basingstoke: Palgrave Macmillan, 2011. 104–6. Malkin, Bonnie. “Australian Election Debate Makes Way for MasterChef Final.” The Telegraph 20 Jul. 2010: n. pag. Ouellette, Laurie, and James Hay. Better Living through Reality TV. Malden: Blackwell, 2008. Phillipov, Michelle. “Communicating Health Risks via the Media: What can we learn from MasterChef Australia?” The Australasian Medical Journal 5.11 (2012): 593–7. -----. “Mastering Obesity: MasterChef Australia and the Resistance to Public Health Nutrition.” Media, Culture & Society 35.4 (2013): 506–15. Rousseau, Signe. Food Media: Celebrity Chefs and the Politics of Everyday Interference. London: Berg, 2012. Seale, Kirsten. “MasterChef’s Amateur Makeovers.” Media International Australia 143 (2012): 28–35. de Solier, Isabelle. “Foodie Makeovers: Public Service Television and Lifestyle Guidance.” Exposing Lifestyle Television: The Big Reveal. Ed. Gareth Palmer. Aldershot: Ashgate, 2008. 65–81. -----. “Making the Self in a Material World: Food and Moralities of Consumption.” Cultural Studies Review 19.1 (2013): 9–27. -----. “TV Dinners: Culinary Television, Education and Distinction.” Continuum: Journal of Media and Cultural Studies 19.4 (2005): 465–81. Vickery, Colin. “Adam Liaw Wins MasterChef as Ratings Soar for Channel 10.” Herald Sun 25 Jul. 2010: n. pag. Veblen, Thorstein. The Theory of the Leisure Class. Oxford: Oxford UP, 2007.

Introduction Documentary film has grown significantly in the past decade, with high profile films such as Fahrenheit 9/11, Supersize Me, and An Inconvenient Truth garnering increased attention both at the box office and in the news media. In addition, the rising prominence of web-based media has provided new opportunities for documentary to create social impact. Films are now typically released with websites, Facebook pages, twitter feeds, and web videos to increase both reach and impact. This combination of technology and broader audience appeal has given rise to a current landscape in which documentary films are imbedded within coordinated multi-media campaigns. New media have not only opened up new avenues for communicating with audiences, they have also created new opportunities for data collection and analysis of film impacts. A recent report by McKinsey and Company highlighted this potential, introducing and discussing the implications of increasing consumer information being recorded on the Internet as well as through networked sensors in the physical world. As they found: "Big data—large pools of data that can be captured, communicated, aggregated, stored, and analyzed—is now part of every sector and function of the global economy" (Manyika et al. iv). This data can be mined to learn a great deal about both individual and cultural response to documentary films and the issues they represent. Although film has a rich history in humanities research, this new set of tools enables an empirical approach grounded in the social sciences. However, several researchers across disciplines have noted that limited investigation has been conducted in this area. Although there has always been an emphasis on social impact in film and many filmmakers and scholars have made legitimate (and possibly illegitimate) claims of impact, few have attempted to empirically justify these claims. Over fifteen years ago, noted film scholar Brian Winston commented that "the underlying assumption of most social documentaries—that they shall act as agents of reform and change—is almost never demonstrated" (236). A decade later, Political Scientist David Whiteman repeated this sentiment, arguing that, "despite widespread speculation about the impact of documentaries, the topic has received relatively little systematic attention" ("Evolving"). And earlier this year, the introduction to a special issue of Mass Communication and Society on documentary film stated, "documentary film, despite its growing influence and many impacts, has mostly been overlooked by social scientists studying the media and communication" (Nisbet and Aufderheide 451). Film has been studied extensively as entertainment, as narrative, and as cultural event, but the study of film as an agent of social change is still in its infancy. This paper introduces a systematic approach to measuring the social impact of documentary film aiming to: (1) discuss the context of documentary film and its potential impact; and (2) argue for a social science approach, discussing key issues about conducting such research. Changes in Documentary Practice Documentary film has been used as a tool for promoting social change throughout its history. John Grierson, who coined the term "documentary" in 1926, believed it could be used to influence the ideas and actions of people in ways once reserved for church and school. He presented his thoughts on this emerging genre in his 1932 essay, First Principles of Documentary, saying, "We believe that the cinema's capacity for getting around, for observing and selecting from life itself, can be exploited in a new and vital art form" (97). Richard Barsam further specified the definition of documentary, distinguishing it from non-fiction film, such that all documentaries are non-fiction films but not all non-fiction films are documentaries. He distinguishes documentary from other forms of non-fiction film (i.e. travel films, educational films, newsreels) by its purpose; it is a film with an opinion and a specific message that aims to persuade or influence the audience. And Bill Nichols writes that the definition of documentary may even expand beyond the film itself, defining it as a "filmmaking practice, a cinematic tradition, and mode of audience reception" (12). Documentary film has undergone many significant changes since its inception, from the heavily staged romanticism movement of the 1920s to the propagandist tradition of governments using film to persuade individuals to support national agendas to the introduction of cinéma vérité in the 1960s and historical documentary in the 1980s (cf. Barnouw). However, the recent upsurge in popularity of documentary media, combined with technological advances of internet and computers have opened up a whole new set of opportunities for film to serve as both art and agent for social change. One such opportunity is in the creation of film-based social action campaigns. Over the past decade, filmmakers have taken a more active role in promoting social change by coordinating film releases with action campaigns. Companies such as Participant Media (An Inconvenient Truth, Food Inc., etc.) now create "specific social action campaigns for each film and documentary designed to give a voice to issues that resonate in the films" (Participant Media). In addition, a new sector of "social media" consultants are now offering services, including "consultation, strategic planning for alternative distribution, website and social media development, and complete campaign management services to filmmakers to ensure the content of nonfiction media truly meets the intention for change" (Working Films). The emergence of new forms of media and technology are changing our conceptions of both documentary film and social action. Technologies such as podcasts, video blogs, internet radio, social media and network applications, and collaborative web editing "both unsettle and extend concepts and assumptions at the heart of 'documentary' as a practice and as an idea" (Ellsworth). In the past decade, we have seen new forms of documentary creation, distribution, marketing, and engagement. Likewise, film campaigns are utilizing a broad array of strategies to engage audience members, including "action kits, screening programs, educational curriculums and classes, house parties, seminars, panels" that often turn into "ongoing 'legacy' programs that are updated and revised to continue beyond the film's domestic and international theatrical, DVD and television windows" (Participant Media). This move towards multi-media documentary film is becoming not only commonplace, but expected as a part of filmmaking. NYU film professor and documentary film pioneer George Stoney recently noted, "50 percent of the documentary filmmaker's job is making the movie, and 50 percent is figuring out what its impact can be and how it can move audiences to action" (qtd. in Nisbet, "Gasland"). In his book Convergence Culture, Henry Jenkins, coined the term "transmedia storytelling", which he later defined as "a process where integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience" ("Transmedia"). When applied to documentary film, it is the elements of the "issue" raised by the film that get dispersed across these channels, coordinating, not just an entertainment experience, but a social action campaign. Dimensions of Evaluation It is not unreasonable to assume that such film campaigns, just like any policy or program, have the possibility to influence viewers' knowledge, attitudes, and behavior. Measuring this impact has become increasingly important, as funders of documentary and issue-based films want look to understand the "return on investment" of films in terms of social impact so that they can compare them with other projects, including non-media, direct service projects. Although we "feel" like films make a difference to the individuals who also see them in the broader cultures in which they are embedded, measurement and empirical analysis of this impact are vitally important for both providing feedback to filmmakers and funders as well as informing future efforts attempting to leverage film for social change. This type of systematic assessment, or program evaluation, is often discussed in terms of two primary goals—formative (or process) and summative (or impact) evaluation (cf. Muraskin; Trochim and Donnelly). Formative evaluation studies program materials and activities to strengthen a program, and summative evaluation examines program outcomes. In terms of documentary film, these two goals can be described as follows: Formative Evaluation: Informing the Process As programs (broadly defined as an intentional set of activities with the aim of having some specific impact), the people who interact with them, and the cultures they are situated in are constantly changing, program development and evaluation is an ongoing learning cycle. Film campaigns, which are an intentional set of activities with the aim of impacting individual viewers and broader cultures, fit squarely within this purview. Without formulating hypotheses about the relationships between program activities and goals and then collecting and analyzing data during implementation to test them, it is difficult to learn ways to improve programs (or continue doing what works best in the most efficient manner). Attention to this process enables those involved to learn more about, not only what works, but how and why it works and even gain insights about how program outcomes may be affected by changes to resource availability, potential audiences, or infrastructure. Filmmakers are constantly learning and honing their craft and realizing the impact of their practice can help the artistic process. Often faced with tight budgets and timelines, they are forced to confront tradeoffs all the time, in the writing, production and post-production process. Understanding where they are having impact can improve their decision-making, which can help both the individual project and the overall field. Summative Evaluation: Quantifying Impacts Evaluation is used in many different fields to determine whether programs are achieving their intended goals and objectives. It became popular in the 1960s as a way of understanding the impact of the Great Society programs and has continued to grow since that time (Madaus and Stufflebeam). A recent White House memo stated that "rigorous, independent program evaluations can be a key resource in determining whether government programs are achieving their intended outcomes as well as possible and at the lowest possible cost" and the United States Office of Management and Budget (OMB) launched an initiative to increase the practice of "impact evaluations, or evaluations aimed at determining the causal effects of programs" (Orszag 1). Documentary films, like government programs, generally target a national audience, aim to serve a social purpose, and often do not provide a return on their investment. Participant Media, the most visible and arguably most successful documentary production company in the film industry, made recent headlines for its difficulty in making a profit during its seven-year history (Cieply). Owner and founder Jeff Skoll reported investing hundreds of millions of dollars into the company and CEO James Berk added that the company sometimes measures success, not by profit, but by "whether Mr. Skoll could have exerted more impact simply by spending his money philanthropically" (Cieply). Because of this, documentary projects often rely on grant funding, and are starting to approach funders beyond traditional arts and media sources. "Filmmakers are finding new fiscal and non-fiscal partners, in constituencies that would not traditionally be considered—or consider themselves—media funders or partners" (BRITDOC 6). And funders increasingly expect tangible data about their return on investment. Says Luis Ubiñas, president of Ford Foundation, which recently launched the Just Films Initiative: In these times of global economic uncertainty, with increasing demand for limited philanthropic dollars, assessing our effectiveness is more important than ever. Today, staying on the frontlines of social change means gauging, with thoughtfulness and rigor, the immediate and distant outcomes of our funding. Establishing the need for evaluation is not enough—attention to methodology is also critical. Valid research methodology is a critical component of understanding around the role entertainment can play in impacting social and environmental issues. The following issues are vital to measuring impact. Defining the Project Though this may seem like an obvious step, it is essential to determine the nature of the project so one can create research questions and hypotheses based on a complete understanding of the "treatment". One organization that provides a great example of the integration of documentary film imbedded into a larger campaign or movement is Invisible Children. Founded in 2005, Invisible Children is both a media-based organization as well as an economic development NGO with the goal of raising awareness and meeting the needs of child soldiers and other youth suffering as a result of the ongoing war in northern Uganda. Although Invisible Children began as a documentary film, it has grown into a large non-profit organization with an operating budget of over $8 million and a staff of over a hundred employees and interns throughout the year as well as volunteers in all 50 states and several countries. Invisible Children programming includes films, events, fundraising campaigns, contests, social media platforms, blogs, videos, two national "tours" per year, merchandise, and even a 650-person three-day youth summit in August 2011 called The Fourth Estate. Individually, each of these components might lead to specific outcomes; collectively, they might lead to others. In order to properly assess impacts of the film "project", it is important to take all of these components into consideration and think about who they may impact and how. This informs the research questions, hypotheses, and methods used in evaluation. Film campaigns may even include partnerships with existing social movements and non-profit organizations targeting social change. The American University Center for Social Media concluded in a case study of three issue-based documentary film campaigns: Digital technologies do not replace, but are closely entwined with, longstanding on-the-ground activities of stakeholders and citizens working for social change. Projects like these forge new tools, pipelines, and circuits of circulation in a multiplatform media environment. They help to create sustainable network infrastructures for participatory public media that extend from local communities to transnational circuits and from grassroots communities to policy makers. (Abrash) Expanding the Focus of Impact beyond the Individual A recent focus has shifted the dialogue on film impact. Whiteman ("Theaters") argues that traditional metrics of film "success" tend to focus on studio economic indicators that are far more relevant to large budget films. Current efforts focused on box office receipts and audience size, the author claims, are really measures of successful film marketing or promotion, missing the mark when it comes to understanding social impact. He instead stresses the importance of developing a more comprehensive model. His "coalition model" broadens the range and types of impact of film beyond traditional metrics to include the entire filmmaking process, from production to distribution. Whiteman (“Theaters”) argues that a narrow focus on the size of the audience for a film, its box office receipts, and viewers' attitudes does not incorporate the potential reach of a documentary film. Impacts within the coalition model include both individual and policy levels. Individual impacts (with an emphasis on activist groups) include educating members, mobilizing for action, and raising group status; policy includes altering both agenda for and the substance of policy deliberations. The Fledgling Fund (Barrett and Leddy) expanded on this concept and identified five distinct impacts of documentary film campaigns. These potential impacts expand from individual viewers to groups, movements, and eventually to what they call the "ultimate goal" of social change. Each is introduced briefly below. Quality Film. The film itself can be presented as a quality film or media project, creating enjoyment or evoking emotion in the part of audiences. "By this we mean a film that has a compelling narrative that draws viewers in and can engage them in the issue and illustrate complex problems in ways that statistics cannot" (Barrett and Leddy, 6). Public Awareness. Film can increase public awareness by bringing light to issues and stories that may have otherwise been unknown or not often thought about. This is the level of impact that has received the most attention, as films are often discussed in terms of their "educational" value. "A project's ability to raise awareness around a particular issue, since awareness is a critical building block for both individual change and broader social change" (Barrett and Leddy, 6). Public Engagement. Impact, however, need not stop at simply raising public awareness. Engagement "indicates a shift from simply being aware of an issue to acting on this awareness. Were a film and its outreach campaign able to provide an answer to the question 'What can I do?' and more importantly mobilize that individual to act?" (Barrett and Leddy, 7). This is where an associated film campaign becomes increasingly important, as transmedia outlets such as Facebook, websites, blogs, etc. can build off the interest and awareness developed through watching a film and provide outlets for viewers channel their constructive efforts. Social Movement. In addition to impacts on individuals, films can also serve to mobilize groups focused on a particular problem. The filmmaker can create a campaign around the film to promote its goals and/or work with existing groups focused on a particular issue, so that the film can be used as a tool for mobilization and collaboration. "Moving beyond measures of impact as they relate to individual awareness and engagement, we look at the project's impact as it relates to the broader social movement … if a project can strengthen the work of key advocacy organizations that have strong commitment to the issues raised in the film" (Barrett and Leddy, 7). Social Change. The final level of impact and "ultimate goal" of an issue-based film is long-term and systemic social change. "While we understand that realizing social change is often a long and complex process, we do believe it is possible and that for some projects and issues there are key indicators of success" (Barrett and Leddy, 7). This can take the form of policy or legislative change, passed through film-based lobbying efforts, or shifts in public dialogue and behavior. Legislative change typically takes place beyond the social movement stage, when there is enough support to pressure legislators to change or create policy. Film-inspired activism has been seen in issues ranging from environmental causes such as agriculture (Food Inc.) and toxic products (Blue Vinyl) to social causes such as foreign conflict (Invisible Children) and education (Waiting for Superman). Documentary films can also have a strong influence as media agenda-setters, as films provide dramatic "news pegs" for journalists seeking to either sustain or generation new coverage of an issue (Nisbet "Introduction" 5), such as the media coverage of climate change in conjunction with An Inconvenient Truth. Barrett and Leddy, however, note that not all films target all five impacts and that different films may lead to different impacts. "In some cases we could look to key legislative or policy changes that were driven by, or at least supported by the project... In other cases, we can point to shifts in public dialogue and how issues are framed and discussed" (7). It is possible that specific film and/or campaign characteristics may lead to different impacts; this is a nascent area for research and one with great promise for both practical and theoretical utility. Innovations in Tools and Methods Finally, the selection of tools is a vital component for assessing impact and the new media landscape is enabling innovations in the methods and strategies for program evaluation. Whereas the traditional domain of film impact measurement included box office statistics, focus groups, and exit surveys, innovations in data collection and analysis have expanded the reach of what questions we can ask and how we are able to answer them. For example, press coverage can assist in understanding and measuring the increase in awareness about an issue post-release. Looking directly at web-traffic changes "enables the creation of an information-seeking curve that can define the parameters of a teachable moment" (Hart and Leiserowitz 360). Audience reception can be measured, not only via interviews and focus groups, but also through content and sentiment analysis of web content and online analytics. "Sophisticated analytics can substantially improve decision making, minimize risks, and unearth valuable insights that would otherwise remain hidden" (Manyika et al. 5). These new tools are significantly changing evaluation, expanding what we can learn about the social impacts of film through triangulation of self-report data with measurement of actual behavior in virtual environments. Conclusion The changing media landscape both allows and impels evaluation of film impacts on individual viewers and the broader culture in which they are imbedded. Although such analysis may have previously been limited to box office numbers, critics' reviews, and theater exit surveys, the rise of new media provides both the ability to connect filmmakers, activists, and viewers in new ways and the data in which to study the process. This capability, combined with significant growth in the documentary landscape, suggests a great potential for documentary film to contribute to some of our most pressing social and environmental needs. A social scientific approach, that combines empirical analysis with theory applied from basic science, ensures that impact can be measured and leveraged in a way that is useful for both filmmakers as well as funders. In the end, this attention to impact ensures a continued thriving marketplace for issue-based documentary films in our social landscape. References Abrash, Barbara. "Social Issue Documentary: The Evolution of Public Engagement." American University Center for Social Media 21 Apr. 2010. 26 Sep. 2011 ‹http://www.centerforsocialmedia.org/›. Aufderheide, Patricia. "The Changing Documentary Marketplace." Cineaste 30.3 (2005): 24-28. Barnouw, Eric. Documentary: A History of the Non-Fiction Film. New York: Oxford UP, 1993. Barrett, Diana and Sheila Leddy. "Assessing Creative Media's Social Impact." The Fledgling Fund, Dec. 2008. 15 Sep. 2011 ‹http://www.thefledglingfund.org/media/research.html›. Barsam, Richard M. Nonfiction Film: A Critical History. Bloomington: Indiana UP. 1992. BRITDOC Foundation. The End of the Line: A Social Impact Evaluation. London: Channel 4, 2011. 12 Oct. 2011 ‹http://britdoc.org/news_details/the_social_impact_of_the_end_of_the_line/›. Cieply, Michael. "Uneven Growth for Film Studio with a Message." New York Times 5 Jun. 2011: B1. Ellsworth, Elizabeth. "Emerging Media and Documentary Practice." The New School Graduate Program in International Affairs. Aug. 2008. 22 Sep. 2011. ‹http://www.gpia.info/node/911›. Grierson, John. "First Principles of Documentary (1932)." Imagining Reality: The Faber Book of Documentary. Eds. Kevin Macdonald and Mark Cousins. London: Faber and Faber, 1996. 97-102. Hart, Philip Solomon and Anthony Leiserowitz. "Finding the Teachable Moment: An Analysis of Information-Seeking Behavior on Global Warming Related Websites during the Release of The Day After Tomorrow." Environmental Communication: A Journal of Nature and Culture 3.3 (2009): 355-66. Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York: New York UP, 2006. ———. "Transmedia Storytelling 101." Confessions of an Aca-Fan. The Official Weblog of Henry Jenkins. 22 Mar. 2007. 10 Oct. 2011 ‹http://www.henryjenkins.org/2007/03/transmedia_storytelling_101.html›. Madaus, George, and Daniel Stufflebeam. "Program Evaluation: A Historical Overview." Evaluation in Education and Human Services 49.1 (2002): 3-18. Manyika, James, Michael Chui, Jacques Bughin, Brad Brown, Richard Dobbs, Charles Roxburgh, and Angela Hung Byers. Big Data: The Next Frontier for Innovation, Competition, and Productivity. McKinsey Global Institute. May 2011 ‹http://www.mckinsey.com/mgi/publications/big_data/›. Muraskin, Lana. Understanding Evaluation: The Way to Better Prevention Programs. Washington: U.S. Department of Education, 1993. 8 Oct. 2011 ‹http://www2.ed.gov/PDFDocs/handbook.pdf›. Nichols, Bill. "Foreword." Documenting the Documentary: Close Readings of Documentary Film and Video. Eds. Barry Keith Grant and Jeannette Sloniowski. Detroit: Wayne State UP, 1997. 11-13. Nisbet, Matthew. "Gasland and Dirty Business: Documentary Films Shape Debate on Energy Policy." Big Think, 9 May 2011. 1 Oct. 2011 ‹http://bigthink.com/ideas/38345›. ———. "Introduction: Understanding the Social Impact of a Documentary Film." Documentaries on a Mission: How Nonprofits Are Making Movies for Public Engagement. Ed. Karen Hirsch, Center for Social Media. Mar. 2007. 10 Sep. 2011 ‹http://aladinrc.wrlc.org/bitstream/1961/4634/1/docs_on_a_mission.pdf›. Nisbet, Matthew, and Patricia Aufderheide. "Documentary Film: Towards a Research Agenda on Forms, Functions, and Impacts." Mass Communication and Society 12.4 (2011): 450-56. Orszag, Peter. Increased Emphasis on Program Evaluation. Washington: Office of Management and Budget. 7 Oct. 2009. 10 Oct. 2011 ‹http://www.whitehouse.gov/sites/default/files/omb/assets/memoranda_2010/m10-01.pdf›. Participant Media. "Our Mission." 2011. 2 Apr. 2011 ‹http://www.participantmedia.com/company/about_us.php.›. Plantinga, Carl. Rhetoric and Representation in Nonfiction Film. Cambridge: Cambridge UP, 1997. Trochim, William, and James Donnelly. Research Methods Knowledge Base. 3rd ed. Mason: Atomic Dogs, 2007. Ubiñas, Luis. "President's Message." 2009 Annual Report. Ford Foundation, Sep. 2010. 10 Oct. 2011 ‹http://www.fordfoundation.org/about-us/2009-annual-report/presidents-message›. Vladica, Florin, and Charles Davis. "Business Innovation and New Media Practices in Documentary Film Production and Distribution: Conceptual Framework and Review of Evidence." The Media as a Driver of the Information Society. Eds. Ed Albarran, Paulo Faustino, and R. Santos. Lisbon, Portugal: Media XXI / Formal, 2009. 299-319. Whiteman, David. "Out of the Theaters and into the Streets: A Coalition Model of the Political Impact of Documentary Film and Video." Political Communication 21.1 (2004): 51-69. ———. "The Evolving Impact of Documentary Film: Sacrifice and the Rise of Issue-Centered Outreach." Post Script 22 Jun. 2007. 10 Sep. 2011 ‹http://www.allbusiness.com/media-telecommunications/movies-sound-recording/5517496-1.html›. Winston, Brian. Claiming the Real: The Documentary Film Revisited. London: British Film Institute, 1995. Working Films. "Nonprofits: Working Films." Foundation Source Access 31 May 2011. 5 Oct. 2011 ‹http://access.foundationsource.com/nonprofit/working-films/›.

Introduction Children are beginning to use digital technologies at younger and younger ages. The emerging trend of very young children (babies, toddlers and pre-schoolers) using Internet connected devices, especially touch screen tablets and smartphones, has elicited polarising opinions from early childhood experts. At present there is little actual research about the risks or benefits of tablet and smartphone use by very young children. Current usage recommendations, based on research into passive television watching which claims that screen time is detrimental, is in conflict with advice from education experts and app developers who commend interactive screen time as engaging and educational. Guidelines from the health professions typically advise strict time limits on very young children’s screen-time. Based for the most part on policy developed by the American Academy of Paediatrics, it is usually recommended that children under two have no screen time at all (Brown), and children over this age have no more than two hours a day (Strasburger, et al.). On the other hand, early childhood education guidelines promote the development of digital literacy skills (Department of Education). Further, education-based research indicates that access to computers and the Internet in the preschool years is associated with overall educational achievement (Bittman et al.; Cavanaugh et al; Judge et al; Neumann). The US based National Association for Education of Young Children’s position statement on technology for zero to eight year-olds declares that “when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development” (NAEYC). This article discusses the notion of Digitods—a name for those children born since the introduction of the iPhone in 2007 who have ready access to touchscreen technologies since birth. It reports on the limited availability of evidence-based research about these children’s ICT use concluding that current research and recommendations are not grounded in the everyday life of very young children and their families. The article then reports on the beginnings of a research project funded by the Australian Research Council entitled Toddlers and Tablets: exploring the risks and benefits 0-5s face online. This research project recognises that at this stage it is parents who “are the real experts in their toddlers’ use of screen technologies. Accordingly, the project’s methodological approach draws on parents, pre-schoolers and their families as communities of practice in the construction of social meaning around toddlers’ use of touch screen technology. Digitods In 2000 Bill Gates introduced the notion of Generation I to describe the first cohort of children raised with the Internet as a reality in their lives. They are those born after the 1990s and will, in most cases; have no memory of life without the Net. [...] Generation I will be able to conceive of the Internet’s possibilities far more profoundly than we can today. This new generation will become agents of change as the limits of the Internet expand to include educational, scientific, and business applications that we cannot even imagine. (Gates)Digitods, on the other hand, is a term that has been used in education literature (Leathers et al.) to describe those children born after the introduction of the iPhone in 2007. These children often begin their lives with ready access to the Internet via easily usable touch screen devices, which could have been designed with toddlers’ touch and swipe movements in mind. Not only are they the youngest group of children to actively engage with the Internet they are the first group to grow up with a range of mobile Internet devices (Leathers et al.). The difference between Digitods and Gates’s Generation I is that Digitods are the first pre-verbal, non-ambulant infants to have ready access to digital technologies. Somewhere around the age of 10 months to fourteen months a baby learns to point with his or her forefinger. At this stage the child is ready to swipe and tap a touch screen (Leathers et al.). This is in contrast to laptops and PCs given that very young children often need assistance to use a mouse or keyboard. The mobility of touch screen devices allows very young children to play at the kitchen table, in the bedroom or on a car trip. These mobile devices have, of course, a myriad of mobile apps to go with them. These apps create an immediacy of access for infants and pre-schoolers who do not need to open a web browser to find their favourite sites. In the lives of these children it seems that it has always been possible to touch and swipe their way into games, books and creative and communicative experiences (Holloway et al. 149). The interactivity of most pre-school apps, as opposed to more passive screen activities such as watching television shows or videos (both offline or online), requires toddlers and pre-schoolers to pay careful attention, think about things and act purposefully (Leathers et al.). It is this interactivity which is the main point of difference, one which holds the potential to engage and educate our youngest children. It should be noted within this discussion about Digitods that, while the trope Digital Natives tends to homogenise an entire generation, the authors do not assume that all children born today are Digitods by default. Many children do not have the same privileged opportunities as others, or the (parental) cultural capital, to enable access, ease of use and digital skill development. In addition to this it is not implied that Digitods will be more tech savvy than their older siblings. The term is used more to describe and distinguish those children who have digital access almost since birth—in order to differentiate or tease out everyday family practices around these children’s ICT use and the possible risks and benefits this access affords babies, toddlers and pre-schoolers. While the term Digital Native has also been criticised as being a white middle class phenomenon this is not necessarily the case with Digitods. In the Southeast Asia and the Pacific region developed countries like Japan, Korea, New Zealand and Singapore have extremely high rates of touchscreen use by very young children (Child Sciences; Jie; Goh; Unantenne). Other countries such as the Philippines and Indonesia have moved to a high smart phone usage by very young children while at the same time have only nascent ICT access and instruction within their education systems (Unantenne). The Digitod Parent Parents of Digitods are usually experienced Internet users themselves, and many are comfortable with their children using these child-friendly touch screen devices (Findahl). Digital technologies are integral to their everyday lives, often making daily life easier and improving communication with family and friends, even during the high pressure parenting years of raising toddlers and pre-schoolers. Even though many parents and caregivers are enabling very young children’s use of touch screen technologies, they are also concerned about the changes they are making. This is because very young children’s use of touch screen devices “has become another area where they fear possible criticism and in which their parental practices risk negative evaluation by others” (Holloway et al). The tensions between expert advice regarding young children’s screen-time and parents’ and caregivers’ own judgments are also being played out online. Parenting blogs, online magazines and discussion groups are all joining in the debate: On the one hand, parents want their children to swim expertly in the digital stream that they will have to navigate all their lives; on the other hand, they fear that too much digital media, too early, will sink them. Parents end up treating tablets like precision surgical instruments, gadgets that might perform miracles for their child’s IQ and help him win some nifty robotics competition—but only if they are used just so. (Rosin)Thus, with over 80 000 children’s apps marketed as educational in the Apple App Store alone, parents can find it difficult to choose apps that are worth purchasing (Yelland). Nonetheless, recent research regarding Australian children shows that three to five year olds who access touch screen devices will typically have five or more specific apps to choose from (5.23 on average) (Neumann). With little credible evidence or considered debate, parents have been left to make their own choices about the pros and cons of their young children’s access to touch screens. Nonetheless, one immediate benefit that comes to mind is toddlers and pre-schoolers video chatting with dispersed family member—due to increased globalisation, guest worker arrangements, FIFO (fly-in fly-out) workforces and family separation or divorce. Such clear benefits around sociability and youngsters’ connection with significant others make previous screen-related guidelines out of date and no longer contextually relevant. Little Research Attention Family ownership of tablet devices as well as touch screen phones has risen dramatically in the last five years. With very young children being loaned these technologies by mum or dad, and a tendency in Australia to rely on market-orientated research regarding ownership and usage, there is very little knowledge about touch screen usage rates for very young Australian children. UK and US usage figures indicate that over the last few years there has been a five-fold increase in tablet uptake by zero to eight year olds (Ofcom; Rideout). Although large scale, comparative Australian data is not available, previous research regarding older children indicates that Australia is similar to high use countries like some Scandinavian nations and the UK (Green et al.). In addition to this, two small research projects in Australia, with under 160 participant families each, indicate that two thirds of these children (0-5) use touchscreen devices (Neumann; Coenenna et. al.). Beyond usage figures, there is also very limited evidence-based research about very young children’s app use. Interactive technologies available via touch screen technologies have been available domestically for a very short time. Consequently, “valid scientific research has not been completed and replicated due to [the lack of] available time” (Leathers el al. 129) and longitudinal studies which rely on an intervention group (in this case exposure to children’s apps) and a control group (no exposure) are even fewer and more time-consuming. Interestingly, researchers have revisited the issue of passive screen viewing. A recent 2015 review of previous 2007 research, which linked babies watching videos with poor language development, has found that there was statistical and methodological issues with the 2007 study and that there are no strong inferences to be drawn between media exposure and language development (Ferguson and Donellan). Thus, there seems to be no conclusive evidence-based research on which to inform parents and educators about the possible downside or benefits of touch screen use. Nonetheless, early childhood experts have been quick to weigh in on the possible effects of screen usage, some providing restrictive guidelines and recommendations, with others advocating the use of interactive apps for very young children for their educational value. This knowledge-gap disguises what is actually happening in the lives of real Australian families. Due to the lack of local data, as well as worldwide research, it is essential that Australian researchers obtain a comprehensive understanding about actual behaviour around touch screen use in the lives of children aged between zero and five and their families. Beginning Research While research into very young children’s touch screen use is beginning to take place, few results have been published. When researching two to three year olds’ learning from interactive versus non-interactive videos Kirkorian, Choi and Pempek found that “toddlers may learn more from interactive media than from non-interactive video” (Kirkorian et al). This means that the use of interactive apps on touch screen devices may hold a greater potential for learning than passive video or television viewing for children in this age range. Another study considered the degree to which the young children could navigate to and use apps on touch screen devices by observing and analysing YouTube videos of infants and young children using touch screens (Hourcade et al.). It was found that between the ages of 12 months and 17 months the children filmed seemed to begin to “make meaningful use of the tablets [and] more than 90 per cent of children aged two [had] reached this level of ability” (1923). The kind of research mentioned above, usually the preserve of psychologists, paediatricians and some educators, does not, however, ground very young children’s use in their domestic context—in the spaces and with those people with whom most touch screen usage takes place. With funding from the Australian Research Council Australian, Irish and UK researchers are about to adopt a media studies (domestication) approach to comprehensively investigate digital media use in the everyday lives of very young children. This Australian-based research project positions very young children’s touch screen use within the family and will help provide an understanding of the everyday knowledge and strategies that this cohort of technology users (very young children and their parents) have already developed—in the knowledge vacuum left by the swift appropriation and incorporation of these new media technologies into the lives of families with very young children. Whilst using a conventional social constructionist perspective, the project will also adopt a co-creation of knowledge approach. The co-creation of knowledge approach (Fong) has links with the communities of practice literature (Wegner) and recognises that parents, care-givers and the children themselves are the current experts in this field in terms of the everyday uses of these technologies by very young children. Families’ everyday discourse and practices regarding their children’s touch screen use do not necessarily work through obvious power hierarchies (via expert opinions), but rather through a process of meaning making where they shape their own understandings and attitudes through experience and shared talk within their own everyday family communities of practice. This Toddlers and Tablets research is innovative in many ways. It seeks to capture the enthusiasm of young children’s digital interactions and to pioneer new ways of ‘beginnings’ researching with very young children, as well as with their parents. The researchers will work with parents and children in their broad domestic contexts (including in and out-of-home activities, and grandparental and wider-family involvement) to co-create knowledge about young children’s digital technologies and the social contexts in which these technologies are used. Aspects of these interactions, such as interviews and observations of everyday digital interactions will be recorded (audio and video respectively). In addition to this, data collected from media commentary, policy debates, research publications and learned articles from other disciplinary traditions will be interrogated to see if there are correlations, contrasts, trends or synergies between parents’ construction of meaning, public commentary and current research. Critical discourse tools and methods (Chouliaraki and Fairclough) will be used to analyse verbatim transcripts, video, and all written materials. Conclusion Very young children are uniquely dependent upon others for the basic necessities of life and for the tools they need, and will need to develop, to claim their place in the world. Given the ubiquitous role played by digital media in the lives of their parents and other caregivers it would be a distortion of everyday life for children to be excluded from the technologies that are routinely used to connect with other people and with information. In the same way that adults use digital media to renew and strengthen social and emotional bonds across distance, so young children delight in ‘Facetime’ and other technologies that connect them audio-visually with friends and family members who are not physically co-present. Similarly, a very short time spent in the company of toddlers using touch screens is sufficient to demonstrate the sheer delight that these young infants have in developing their sense of agency and autonomy (https://www.youtube.com/watch?v=aXV-yaFmQNk). Media, communications and cultural studies are beginning to claim a space for evidence based policy drawn from everyday activities in real life contexts. Research into the beginnings of digital life, with families who are beginning to find a way to introduce these technologies to the youngest generation, integrating them within social and emotional repertoires, may prove to be the start of new understandings into the communication skills of the preverbal and preliterate young people whose technology preferences will drive future development – with their parents likely trying to keep pace. Acknowledgment This research is supported under Australia Research Council’s Discovery Projects funding scheme (project number DP150104734). References Bittman, Michael, et al. "Digital Natives? New and Old Media and Children's Outcomes." Australian Journal of Education 55.2 (2011): 161-75. Brown, Ari. "Media Use by Children Younger than 2 Years." Pediatrics 128.5 (2011): 1040-45. Burr, Vivien. Social Constructionism. 2nd ed. London: Routledge, 2003. Cavanaugh, Cathy, et al. "The Effects of Distance Education on K–12 Student Outcomes: A Meta-Analysis." Naperville, Ill.: Learning Point Associates, 2004. 5 Mar. 2009 ‹http://www.ncrel.org/tech/distance/index.html›. Child Sciences and Parenting Research Office. Survey of Media Use by Children and Parents (Summary). Tokyo: Benesse Educational Research and Development Institute, 2014. Coenena, Pieter, Erin Howiea, Amity Campbella, and Leon Strakera. Mobile Touch Screen Device Use among Young Australian Children–First Results from a National Survey. Proceedings 19th Triennial Congress of the IEA. 2015. Chouliaraki, Lilie and Norman Fairclough. Discourse in Late Modernity: Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh UP, 1999. Department of Education. "Belonging, Being and Becoming: The Early Years Learning Framework for Australia." Australian Government, 2009. Ferguson, Christopher J., and M. Brent Donnellan. "Is the Association between Children’s Baby Video Viewing and Poor Language Development Robust? A Reanalysis of Zimmerman, Christakis, and Meltzoff (2007)." Developmental Psychology 50.1 (2014): 129. Findahl, Olle. Swedes and the Internet 2013. Stockholm: The Internet Infrastructure Foundation, 2013. Fong, Patrick S.W. "Co-Creation of Knowledge by Multidisciplinary Project Teams." Management of Knowledge in Project Environments. Eds. E. Love, P. Fong, and Z. Irani. Burlington, MA: Elsevier, 2005. 41-56. Gates, Bill. "Enter 'Generation I': The Responsibility to Provide Access for All to the Most Incredible Learning Tool Ever Created." Instructor 109.6 (2000): 98. Goh, Wendy W.L., Susanna Bay, and Vivian Hsueh-Hua Chen. "Young School Children’s Use of Digital Devices and Parental Rules." Telematics and Informatics 32.4 (2015): 787-95. Green, Lelia, et al. "Risks and Safety for Australian Children on the Internet: Full Findings from the AU Kids Online Survey of 9-16 Year Olds and Their Parents." Cultural Science Journal 4.1 (2011): 1-73. Holloway, Donell, Lelia Green, and Carlie Love. "'It's All about the Apps': Parental Mediation of Pre-Schoolers' Digital Lives." Media International Australia 153 (2014): 148-56. Hourcade, Juan Pablo, Sarah Mascher, David Wu, and Luiza Pantoja. Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. ACM, 2015. Jie S.H. "ICT Use Statistics of Households and Individuals in Korea." 10th World Telecommunication/ICT Indicators Meeting (WTIM-12). Korea Internet & Security Agency (KISA), 25-7 Sep. 2012.Judge, Sharon, Kathleen Puckett, and Sherry Mee Bell. "Closing the Digital Divide: Update from the Early Childhood Longitudinal Study." The Journal of Educational Research 100.1 (2006): 52-60. Kirkorian, H., K. Choi, and Pempek. "Toddlers' Word Learning from Contingent and Non-Contingent Video on Touchscreens." Child Development (in press). Leathers, Heather, Patti Summers, and Desollar. Toddlers on Technology: A Parents' Guide. Illinois: AuthorHouse, 2013. NAEYC. Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8 [Position Statement]. Washington: National Association for the Education of Young Children, the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College, 2012. Neumann, Michelle M. "An Examination of Touch Screen Tablets and Emergent Literacy in Australian Pre-School Children." Australian Journal of Education 58.2 (2014): 109-22. Ofcom. Children and Parents: Media Use and Attitudes Report. London, 2013. Rideout, Victoria. Zero to Eight: Children’s Media Use in America 2013. San Francisco: Common Sense Media, 2013. Rosin, Hanna. "The Touch-Screen Generation." The Atlantic, 20 Apr. 2013. Strasburger, Victor C., et al. "Children, Adolescents, and the Media." Pediatrics 132.5 (2013): 958-61. Unantenne, Nalika. Mobile Device Usage among Young Kids: A Southeast Asia Study. Singapore: The Asian Parent and Samsung Kids Time, 2014. Wenger, Etienne. Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press, 1998. Wenger, Etienne. "Communities of Practice and Social Learning Systems." Organization 7.2 (2000): 225-46. Yelland, Nicola. "Which Apps Are Educational and Why? It’s in the Eye of the Beholder." The Conversation 13 July 2015. 16 Aug. 2015 ‹http://theconversation.com/which-apps-are-educational-and-why-its-in-the-eye-of-the-beholder-37968›.

The debate on the social role of museums trundles along in an age where complex associations between community, collections, and cultural norms are highly contested (Silverman 3–4; Sandell, Inequality 3–23). This article questions whether, in the case of community groups whose aspirations often go unrecognised (in this case people with either blindness or low vision), there is a need to discuss and debate institutionalised approaches that often reinforce social exclusion and impede cultural access. If “access is [indeed] an entry point to experience” (Papalia), then the privileging of visual encounters in museums is clearly a barrier for people who experience sight loss or low vision (Levent and Pursley). In contrast, a multisensory aesthetic to exhibition display respects the gamut of human sensory experience (Dudley 161–63; Drobnick 268–69; Feld 184; James 136; McGlone 41–60) as do discursive gateways including “lectures, symposia, workshops, educational programs, audio guides, and websites” (Cachia). Independent access to information extends beyond Braille on toilet doors.Underpinning this article is an ongoing qualitative case study undertaken by the author involving participant observation, workshops, and interviews with eight adults who experience vision impairment. The primary research site has been the National Museum of Australia. Reflecting on the role of curators as storytellers and the historical development of museums and their practitioners as agents for social development, the article explores the opportunities latent in museum collections as they relate to community members with vision impairment. The outcomes of this investigation offer insights into emerging issues as they relate to the International Council of Museums (ICOM) definitions of the museum program. Curators as Storytellers“The ways in which objects are selected, put together, and written or spoken about have political effects” (Eilean Hooper-Greenhill qtd. in Sandell, Inequality 8). Curators can therefore open or close doors to discrete communities of people. The traditional role of curators has been to collect, care for, research, and interpret collections (Desvallées and Mairesse 68): they are characterised as information specialists with a penchant for research (Belcher 78). While commonly possessing an intimate knowledge of their institution’s collection, their mode of knowledge production results from a culturally mediated process which ensures that resulting products, such as cultural significance assessments and provenance determinations (Russell and Winkworth), privilege the knowing systems of dominant social groups (Fleming 213). Such ways of seeing can obstruct the access prospects of underserved audiences.When it comes to exhibition display—arguably the most public of work by museums—curators conventionally collaborate within a constellation of other practitioners (Belcher 78–79). Curators liaise with museum directors, converse with conservators, negotiate with exhibition designers, consult with graphics designers, confer with marketing boffins, seek advice from security, chat with editors, and engage with external contractors. I question the extent that curators engage with community groups who may harbour aspirations to participate in the exhibition experience—a sticking point soon to be addressed. Despite the team based ethos of exhibition design, it is nonetheless the content knowledge of curators on public display. The art of curatorial interpretation sets out not to instruct audiences but, in part, to provoke a response with narratives designed to reveal meanings and relationships (Freeman Tilden qtd. in Alexander and Alexander 258). Recognised within the institution as experts (Sandell, Inclusion 53), curators have agency—they decide upon the stories told. In a recent television campaign by the National Museum of Australia, a voiceover announces: a storyteller holds incredible power to connect and to heal, because stories bring us together (emphasis added). (National Museum of Australia 2015)Storytelling in the space of the museum often shares the histories, perspectives, and experiences of people past as well as living cultures—and these stories are situated in space and time. If that physical space is not fit-for-purpose—that is, it does not accommodate an individual’s physical, intellectual, psychiatric, sensory, or neurological needs (Disability Discrimination Act 1992, Cwlth)—then the story reaches only long-established patrons. The museum’s opportunity to contribute to social development, and thus the curator’s as the primary storyteller, will have been missed. A Latin-American PerspectiveICOM’s commitment to social development could be interpreted merely as a pledge to make use of collections to benefit the public through scholarship, learning, and pleasure (ICOM 15). If this interpretation is accepted, however, then any museum’s contribution to social development is somewhat paltry. To accept such a limited and limiting role for museums is to overlook the historical efforts by advocates to change the very nature of museums. The ascendancy of the social potential of museums first blossomed during the late 1960s at a time where, globally, overlapping social movements espoused civil rights and the recognition of minority groups (Silverman 12; de Varine 3). Simultaneously but independently, neighbourhood museums arose in the United States, ecomuseums in France and Quebec, and the integral museum in Latin America, notably in Mexico (Hauenschild; Silverman 12–13). The Latin-American commitment to the ideals of the integral museum developed out of the 1972 round table of Santiago, Chile, sponsored by the United Nations Educational, Scientific and Cultural Organization (Giménez-Cassina 25–26). The Latin-American signatories urged the local and regional museums of their respective countries to collaborate with their communities to resolve issues of social inequality (Round Table Santiago 13–21). The influence of Brazilian educator Paulo Freire should be acknowledged. In 1970, Freire ushered in the concept of conscientization, defined by Catherine Campbell and Sandra Jovchelovitch as:the process whereby critical thinking develops … [and results in a] … thinker [who] feels empowered to think and to act on the conditions that shape her living. (259–260)This model for empowerment lent inspiration to the ideals of the Santiago signatories in realising their sociopolitical goal of the integral museum (Assunção dos Santos 20). Reframing the museum as an institution in the service of society, the champions of the integral museum sought to redefine the thinking and practices of museums and their practitioners (United Nations Educational, Scientific and Cultural Organization 37–39). The signatories successfully lobbied ICOM to introduce an explicitly social purpose to the work of museums (Assunção dos Santos 6). In 1974, in the wake of the Santiago round table, ICOM modified their definition of a museum to “a permanent non-profit institution, open to the public, in the service of society and its development” (emphasis added) (Hauenschild). Museums had been transformed into “problem solvers” (Judite Primo qtd. in Giménez-Cassina 26). With that spirit in mind, museum practitioners, including curators, can develop opportunities for reciprocity with the many faces of the public (Guarini). Response to Social Development InitiativesStarting in the 1970s, the “second museum revolution” (van Mensch 6–7) saw the transition away from: traditional roles of museums [of] collecting, conservation, curatorship, research and communication … [and toward the] … potential role of museums in society, in education and cultural action. (van Mensch 6–7)Arguably, this potential remains a work in progress some 50 years later. Writing in the tradition of museums as agents of social development, Mariana Lamas states:when we talk about “in the service of society and its development”, it’s quite different. It is like the drunk uncle at the Christmas party that the family pretends is not there, because if they pretend long enough, he might pass out on the couch. (Lamas 47–48)That is not to say that museums have neglected to initiate services and programs that acknowledge the aspirations of people with disabilities (refer to Cachia and Krantz as examples). Without discounting such efforts, but with the refreshing analogy of the drunken uncle still fresh in memory, Lamas answers her own rhetorical question:how can traditional museums promote community development? At first the word “development” may seem too much for the museum to do, but there are several ways a museum can promote community development. (Lamas 52) Legitimising CommunitiesThe first way that museums can foster community or social development is to:help the community to over come [sic] a problem, coming up with different solutions, putting things into a new perspective; providing confidence to the community and legitimizing it. (Lamas 52)As a response, my doctoral investigation legitimises the right of people with vision impairment to participate in the social and cultural aspects of publicly funded museums. The Australian Government upheld this right in 2008 by ratifying the United Nations Convention on the Rights of Persons with Disabilities (and Optional Protocol), which enshrines the right of people with disability to participate in the cultural life of the nation (United Nations).At least 840,700 people in Australia (a minimum of four per cent of the population) experiences either blindness or low vision (Australian Bureau of Statistics 2009). For every one person in the Australian community who is blind, nearly five other people experience low vision. The medical model of disability identifies the impairment as the key feature of a person and seeks out a corrective intervention. In contrast, the social model of disability strives to remove the attitudinal, social, and physical barriers enacted by people or institutions (Landman, Fishburn, and Tonkin 14). Therein lies the opportunity and challenge for museums—modifying layouts and practices that privilege the visual. Consequently, there is scope for museums to partner with people with vision impairment to identify their aspirations rather than respond as a problem to be fixed. Common fixes in the museums for people with disabilities include physical alterations such as ramps and, less often, special tours (Cachia). I posit that curators, as co-creators and major contributors to exhibitions, can be part of a far wider discussion. In the course of doctoral research, I accompanied adults with a wide array of sight impairments into exhibitions at the Museum of Australian Democracy at Old Parliament House, the Australian War Memorial, and the National Museum of Australia. Within the space of the exhibition, the most commonly identified barrier has been the omission of access opportunities to interpreted materials: that is, information about objects on display as well as the wider narratives driving exhibitions. Often, the participant has had to work backwards, from the object itself, to understand the wider topic of the exhibition. If aesthetics is “the way we communicate through the senses” (Thrift 291), then the vast majority of exhibits have been inaccessible from a sensory perspective. For people with low vision (that is, they retain some degree of functioning sight), objects’ labels have often been too small to be read or, at times, poorly contrasted or positioned. Objects have often been set too deep into display cabinets or too far behind safety barriers. If individuals must use personal magnifiers to read text or look in vain at objects, then that is an indicator that there are issues with exhibition design. For people who experience blindness (that is, they cannot see), neither the vast majority of exhibits nor their interpretations have been made accessible. There has been minimal access across all museums to accessioned objects, handling collections, or replicas to tease out exhibits and their stories. Object labels must be read by family or friends—a tiring experience. Without motivated peers, the stories told by curators are silenced by a dearth of alternative options.Rather than presume to know what works for people with disabilities, my research ethos respects the “nothing about us without us” (Charlton 2000; Werner 1997) maxim of disability advocates. To paraphrase Lamas, we have collaborated to come up with different solutions by putting things into new perspectives. In turn, “person-centred” practices based on rapport, warmth, and respect (Arigho 206–07) provide confidence to a diverse community of people by legitimising their right to participate in the museum space. Incentivising Communities Museums can also nurture social or community development by providing incentives to “the community to take action to improve its quality of life” (Lamas 52). It typically falls to (enthusiastic) public education and community outreach teams to engage underserved communities through targeted programs. This approach continues the trend of curators as advocates for the collection, and educators as advocates for the public (Kaitavouri xi). If the exhibition briefs normally written by curators (Belcher 83) reinforced the importance of access, then exhibition designers would be compelled to offer fit-for-purpose solutions. Better still, if curators (and other exhibition team members) regularly met with community based organisations (perhaps in the form of a disability reference group), then museums would be better positioned to accommodate a wider spectrum of community members. The National Standards for Australian Museums and Galleries already encourages museums to collaborate with disability organisations (40). Such initiatives offer a way forward for improving a community’s sense of itself and its quality of life. The World Health Organization defines health as a “state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”. While I am not using quality of life indicators for my doctoral study, the value of facilitating social and cultural opportunities for my target audience is evident in participant statements. At the conclusion of one sensory based workshop, Mara, a female participant who experiences low vision in one eye and blindness in the other, stated:I think it was interesting in that we could talk together about what we were experiencing and that really is the social aspect of it. I mean if I was left to go to a whole lot of museums on my own, I probably wouldn’t. You know, I like going with kids or a friend visiting from interstate—that sort of thing. And so this group, in a way, replicates that experience in that you’ve got someone else to talk about your impressions with—much better than going on your own or doing this alone.Mara’s statement was in response to one of two workshops I held with the support of the Learning Services team at the National Museum of Australia in May 2015. Selected objects from the museum’s accessioned collection and handling collection were explored, as well as replicas in the form of 3D printed objects. For example, participants gazed upon and handled a tuckerbox, smelt and tasted macadamia nuts in wattle seed syrup, and listened to a genesis story about the more-ish nut recorded by the Butchulla people—the traditional owners of Fraser Island. We sat around a table while I, as the workshop mediator, sought to facilitate free-flowing discussions about their experiences and, in turn, mused on the capacity of objects to spark social connection and opportunities for cultural access. While the workshop provided the opportunity for reciprocal exchanges amongst participants as well as between participants and me, what was highly valued by most participants was the direct contact with members of the museum’s Learning Services team. I observed that participants welcomed the opportunity to talk with real museum workers. Their experience of museum practitioners, to date, had been largely confined to the welcome desk of respective institutions or through special events or tours where they were talked at. The opportunity to communicate directly with the museum allowed some participants to share their thoughts and feelings about the services that museums provide. I suggest that curators open themselves up to such exchanges on a more frequent basis—it may result in reciprocal benefits for all stakeholders. Fortifying IdentityA third way museums can contribute to social or community development is by:fortify[ing] the bonds between the members of the community and reaffirm their identities making them feel more secure about who they are; and give them a chance to tell their own version of their history to “outsiders” which empowers them. (Lamas 52)Identity informs us and others of who we are and where we belong in the world (Silverman 54). However, the process of identity marking and making can be fraught: “some communities are ours by choice … [and] … some are ours because of the ways that others see us” (Watson 4). Communities are formed by identifying who is in and who is out (Francois Dubet qtd. in Bessant and Watts 260). In other words, the construction of collective identity is reinforced through means of social inclusion and social exclusion. The participants of my study, as members or clients of the Royal Society for the Blind | Canberra Blind Society, clearly value participating in events with empathetic peers. People with vision impairment are not a homogenous group, however. Reinforcing the cultural influences on the formation of identity, Fiona Candlin asserts that “to state the obvious but often ignored fact, blind people … [come] … from all social classes, all cultural, racial, religious and educational backgrounds” (101). Irrespective of whether blindness or low vision arises congenitally, adventitiously, or through unexpected illness, injury, or trauma, the end result is an assortment of individuals with differing perceptual characteristics who construct meaning in often divergent ways (De Coster and Loots 326–34). They also hold differing world views. Therefore, “participation [at the museum] is not an end in itself. It is a means for creating a better world” (Assunção dos Santos 9). According to the Australian Human Rights Commissioner, Professor Gillian Triggs, a better world is: a society for all, in which every individual has an active role to play. Such a society is based on fundamental values of equity, equality, social justice, and human rights and freedoms, as well as on the principles of tolerance and embracing diversity. (Triggs)Publicly funded museums can play a fundamental role in the cultural lives of societies. For example, the Powerhouse Museum (Museum of Applied Arts and Sciences) in Sydney partnered with Vision Australia to host an exhibition in 2010 titled Living in a Sensory World: it offered “visitors an understanding of the world of the blindness and low vision community and celebrates their achievements” (Powerhouse Museum). With similar intent, my doctoral research seeks to validate the world of my participants by inviting museums to appreciate their aspirations as a distinct but diverse community of people. ConclusionIn conclusion, the challenge for museum curators and other museum practitioners is balancing what Richard Sennett (qtd. in Bessant and Watts 265) identifies as opportunities for enhancing social cohesion and a sense of belonging while mitigating parochialism and community divisiveness. Therefore, curators, as the primary focus of this article, are indeed challenged when asked to contribute to serving the public through social development—a public which is anything but homogenous. Mindful of cultural and social differences in an ever-changing world, museums are called to respect the cultural and natural heritage of the communities they serve and collaborate with (ICOM 10). It is a position I wholeheartedly support. This is not to say that museums or indeed curators are capable of solving the ills of society. However, inviting people who are frequently excluded from social and cultural events to multisensory encounters with museum collections acknowledges their cultural rights. I suggest that this would be a seismic shift from the current experiences of adults with blindness or low vision at most museums.ReferencesAlexander, Edward, and Mary Alexander. Museums in Motion: An Introduction to the History and Functions of Museums. 2nd ed. Lanham, Maryland: AltaMira Press, 2008.Arigho, Bernie. “Getting a Handle on the Past: The Use of Objects in Reminiscence Work.” Touch in Museums: Policy and Practice in Object Handling. Ed. Helen Chatterjee. Oxford: Berg, 2008. 205–12.Assunção dos Santos, Paula. Introduction. Sociomuseology 4: To Think Sociomuseologically. Eds. Paula Assunção dos Santos and Judite Primo. Lisbon: Universidade Lusófona de Humanidades e Tecnologias, 2010. 5–12.Australian Bureau of Statistics. “National Health Survey: Summary of Results (2007- 2008) (Reissue), Cat. No. 4364.0. 2009.” Australian Bureau of Statistics. 12 Feb. 2015 ‹http://www.abs.gov.au/ausstats/abs@.nsf/mf/4364.0›.Belcher, Michael. Exhibitions in Museums. Leicester: Leicester UP, 1991.Bessant, Judith, and Rob Watts. Sociology Australia. 3rd ed. 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Identity in the New Museologies and the Role of the Museum Professional.” Sociomuseology 3: To Understand New Museology in the XXI Century. Eds. Paula Assunção dos Santos and Judite Primo. Lisbon: Universidade Lusófona de Humanidades e Tecnologias, 2010. 25–42. Guarini, Beaux. Up Close and Personal: Engaging Collections alongside Adults with Vision Impairment. 2015. 17 June 2015 ‹http://nma.gov.au/blogs/education/2015/06/17/4802/›.Hauenschild, Andrea. Claims and Reality of New Museology: Case Studies in Canada, the United States and Mexico. 1988. 21 June 2015 ‹http://museumstudies.si.edu/claims2000.htm›.Hoyt, Bridget O’Brien. “Emphasizing Observation in a Gallery Program for Blind and Low-Vision Visitors: Art beyond Sight at the Museum of Fine Arts, Houston.” Disability Studies Quarterly 33.3 (2013). 23 July 2015 ‹http://dsq-sds.org/article/view/3737›.International Council of Museums. ICOM Code of Ethics for Museums. 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"Social Inclusion, the Museum and the Dynamics of Sectoral Change." Museum and Society 1.1 (2003): 45–62.Silverman, Lois. The Social Work of Museums. London: Routledge, 2010.Thrift, Nigel. “Understanding the Material Practices of Glamour.” The Affect Theory Reader. Eds. Melissa Gregg and Gregory Seigworth. Durham: Duke UP, 2010. 289–308.Triggs, Gillian. Social Inclusion and Human Rights in Australia. 2013. 6 June 2015 ‹https://www.humanrights.gov.au/news/speeches/social-inclusion-and-human-rights-australia›. United Nations. Convention on the Rights of Persons with Disabilities. 2006. 16 Mar. 2015 ‹http://www.un.org/disabilities/default.asp?id=150?›.United Nations Educational Scientific and Cultural Organization. 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Introduction Over the past thirty years media activism has expanded dramatically. Like never before, individuals and groups have access to personal computers, publishing software, fax, telecommunications, the Internet, community radio and television that enable them to participate in forms of cultural production previously reserved for an intellectual and political élite. Independently produced media among those who feel excluded from, even oppressed by, the dominant social order provides a means of raising awareness among oppressed or marginalised communities while at the same time challenging the meanings conveyed by social institutions like the mass media and the state. The use of media for the purposes of activism has occurred, by in large, in the context of new social movements. The AIDS movement in North America has provided an organisational and ideological infrastructure through which those infected have become involved in media production. This paper focusses on the development of media projects by AIDS activists for the purposes of sharing information about the treatment and management of HIV infection. Specifically I am interested in how the changing the needs of people with HIV/AIDS -- the intended audience -- as perceived by activists have shaped the evolution of treatment information projects. Community-Based Media Media projects designed as a forum for people with HIV/AIDS have been guided by the need to be and remain community-based. What constitutes community-based media has been taken up, in several different ways, in the literature on media activism. Downing, for instance, has examined the experiences of those involved in "self managed" media projects. In this analysis he illustrates how control over production is crucial to media projects that focus on challenging or resisting forms of political oppression. External influence or control only threatens to subvert collective efforts directed at achieving self representation. Smith looks at this issue in a different way, arguing that it is important to make the distinction between print media for women and feminist print media. According to Smith, the former tend to reflect the dominant gender order, contributing to the social forces that oppress and marginalise women, in part, because they do not focus on addressing or advancing the needs and concerns of women. Feminist media, in contrast, tends to be informed by a political analysis of gender: they are created and produced by and for women; they provide a forum for the voices of women who have been silenced through oppression or marginalisation; and they challenge and seek to transform patriarchal social relations. Trend takes this point further in his critique of media projects that have been informed by Leftist politics. The problem, he argues, has been that the media created or influenced by Leftist politics have been dominated by an intellectual élite that have ignored or chastised the voices and opinions of those who are oppressed or marginalised by the dominant social order. As an alternative, Trend looks to recent efforts among gay and lesbian media activists who have turned to new media technologies and their own experiences as the basis for subverting and challenging homophobia and hetrosexism. For each of these scholars, community-based media follow what might be called a peer model of communication: a specific group using media to speak for themselves and in doing so achieving some degree of self representation. A key issue raised in this work is how those involved in media projects understand the role that their audience plays in establishing and sustaining this community-based status. Treatment Information Projects as Community-Based Media Activism Political organizing around the treatment of HIV infection (what has been called AIDS treatment activism) has been a central component of the community-based response to HIV/AIDS (Ariss). Treatment activism among groups like ACT UP and AIDS ACTION NOW! have focussed on influencing those power structures (government and pharmaceutical companies) in control of the development and approval of medications (Carter; Carter & Watney). Treatment activism also refers to the creation of advocacy, support, and education programs for people living with HIV/AIDS. The development of forums which enable people with HIV/AIDS to share information about treatments and health care generally has been an important aspect of treatment activism in North America. A significant part of this type of treatment activism has been the production and dissemination of information about treatments and health management. Indeed, the importance of "staying informed" has always been high on the list of survival strategies for people with HIV/AIDS. Early in the epidemic, in the 1980s, the problem that people with HIV/AIDS faced was a lack of information about new and potentially beneficial treatments. In response, people with HIV/AIDS formed social networks, often in close proximity to AIDS organizations, in order to share strategies to promote their health and manage their infection. Eventually, such forums were expanded and became, or were integrated into, print media projects. In the United States, the most notable and enduring example is AIDS Treatment News. In Canada similar publications like The Positive Side and the Treatment Information Flash were started by people with HIV/AIDS with the support of grassroots, but increasingly government funded, AIDS service organizations. During this period media products like The Positive Side and Treatment Information Flash were produced by politically involved HIV- positive gay men who sought to provide information to all people with HIV/AIDS but also realised that their primary audience was gay men who were HIV infected or affected. With developments in the treatment of HIV/AIDS, the main issue for people with HIV/AIDS became gaining access to information rather than a lack of information. Pressure from the organised HIV/AIDS community eventually led to the development of and greater support (from government and private foundations) for treatment information organisations. In the United States, groups like Project Inform (PI) were established which focussed exclusively on interpreting medical information and making it available to people with HIV/AIDS. In Canada, a similar organisation was started, the Community AIDS Treatment Information Exchange (CATIE), initially a subcommittee of AIDS ACTION NOW! and then as an autonomous organisation. Treatment-specific organisations meant that existing media projects were given more resources and a broader scope in meeting the information needs of people with HIV/AIDS. Media projects that began earlier in the epidemic were faced with the challenge of adapting to changes in the AIDS epidemic and to the treatment of HIV/AIDS. Efforts were made, for instance, in treatment information projects in Canada with varying levels of success to include the voices of a more diverse range of people with HIV/AIDS. Also, a greater emphasis was placed on providing material that would be accessible to people with varying educational, cultural, and social backgrounds. In the case of The Positive Side and the Treatment Information Flash despite efforts effectively reaching a more diverse audience of people with HIV/AIDS, while remaining relevant to gay men with HIV/AIDS, was an ongoing challenge that called into question the effectiveness and relevancy of such media as a forum for all people with HIV/AIDS. In more recent years, with the rise of new medications and the use of combination therapy or treatment cocktails, as well as the rise in use and legitimacy of complementary therapies, the health care information needs of people with HIV/AIDS have grown exponentially. To meet the changes needs of people with HIV/AIDS, organisations like PI and CATIE have turned away from print media and instead embraced the phone, fax, and the Internet as an alternative means of disseminating treatment information. Also, the availability of information in currently less of a problems as it was in the 1980s and early 1990s (although accessibility continues to be a serious problem). Instead, people with HIV/AIDS were becoming overwhelmed by an overabundance of information. Treatment information projects had to go beyond simply making information available and understandable; people with HIV/AIDS needed to learn how to make sense of the wealth of information available in order to make informed decisions about their health. Print media projects like The Positive Side and the Treatment Information Flash were eventually incorporated into broader electronic media based projects that were more oriented toward provided a broad amount of treatment information to a diverse audience of people with HIV/AIDS. Early print media projects were unable to extend beyond their grassroots in the gay HIV-positive community. In this sense in the pursuit of becoming general media they no longer were "community-based" and as a result could no longer sustain themselves. Conclusion What community-based meant for those involved in projects like The Positive Side and the Treatment Information Flash revolved around ensuring that the media actively engaged an audience of people with HIV/AIDS and that the material in the publication was grounded in the experiences of people with HIV/AIDS." This understanding of community-based had two components. First, it was an attempt to remain accountable to the needs and concerns of those HIV-infected and affected. And, second, it was an effort to privilege and foster the opinions, views, and expertise of those living with HIV/AIDS. Achieving this required a political analysis that identified the dominant social order as working against, or simply ignoring, the best interests of those HIV-infected and affected. In response, people with HIV/AIDS needed to take control of the production and representation of information about managing HIV infection. As a result, becoming and remaining "community-based" was for a period of time an ongoing process that was negotiated between the audience and those involved in the media projects. This negotiation was seen as essential to providing an alternative forum for health care information that looked critically and pragmatically at dominant discourses about managing HIV infection. However, in recent years, the realisation that it is not possible to address people with HIV/AIDS as a unified, politically aware audience has called into question the viability of treatment information projects. As a result, early treatment publications have been replaced by large government funded treatment information organisations that provide general information through a variety of media which are intended for a diverse range of people with HIV/AIDS. The result is a greater gap between producer and consumer and a shift away from a consideration of the audience as an essential, potentially political entity in the production of AIDS treatment information. References Ariss, R. Against Death: The Practice of Living with AIDS. Australia: Gordon & Breach Publishers, 1996. Carter, G. ACT UP, the AIDS War and Activism. New Jersey: Open Magazine, 1992. Carter, E., and S. Watney. Taking Liberties: AIDS and Cultural Politics. London: Serpent's Tail, 1989. Downing, J. Radical Media. Boston: South End Press, 1984. Kahn, A. AIDS: The Winter War. Philadelphia: Temple UP, 1993. Smith, M. "Feminist Media and Cultural Politics." Women in Mass Communication. Ed. P. Creedon. London: Sage, 1993. Trend, D. "Rethinking Media Activism: Why the Left Is Losing the Cultural War." Socialist Review, 2 (1993): 5-33. Citation reference for this article MLA style: James Gillett. "The Audience in Media Activism: AIDS Treatment Information Projects." M/C: A Journal of Media and Culture 3.1 (2000). [your date of access] <http://www.uq.edu.au/mc/0003/activism.php>. Chicago style: James Gillett, "The Audience in Media Activism: AIDS Treatment Information Projects," M/C: A Journal of Media and Culture 3, no. 1 (2000), <http://www.uq.edu.au/mc/0003/activism.php> ([your date of access]). APA style: James Gillett. (2000) The Audience in Media Activism: AIDS Treatment Information Projects. M/C: A Journal of Media and Culture 3(1). <http://www.uq.edu.au/mc/0003/activism.php> ([your date of access]).

History is not over and that includes media history. Jay Rosen (Zelizer & Allan 33) The media in their reporting on terrorism tend to be judgmental, inflammatory, and sensationalistic. — Susan D. Moeller (169) In short, we are directed in time, and our relation to the future is different than our relation to the past. All our questions are conditioned by this asymmetry, and all our answers to these questions are equally conditioned by it. Norbert Wiener (44) The Clash of Geopolitical Pundits America’s geo-strategic engagement with the world underwent a dramatic shift in the decade after the Cold War ended. United States military forces undertook a series of humanitarian interventions from northern Iraq (1991) and Somalia (1992) to NATO’s bombing campaign on Kosovo (1999). Wall Street financial speculators embraced market-oriented globalization and technology-based industries (Friedman 1999). Meanwhile the geo-strategic pundits debated several different scenarios at deeper layers of epistemology and macrohistory including the breakdown of nation-states (Kaplan), the ‘clash of civilizations’ along religiopolitical fault-lines (Huntington) and the fashionable ‘end of history’ thesis (Fukuyama). Media theorists expressed this geo-strategic shift in reference to the ‘CNN Effect’: the power of real-time media ‘to provoke major responses from domestic audiences and political elites to both global and national events’ (Robinson 2). This media ecology is often contrasted with ‘Gateholder’ and ‘Manufacturing Consent’ models. The ‘CNN Effect’ privileges humanitarian and non-government organisations whereas the latter models focus upon the conformist mind-sets and shared worldviews of government and policy decision-makers. The September 11 attacks generated an uncertain interdependency between the terrorists, government officials, and favourable media coverage. It provided a test case, as had the humanitarian interventions (Robinson 37) before it, to test the claim by proponents that the ‘CNN Effect’ had policy leverage during critical stress points. The attacks also revived a long-running debate in media circles about the risk factors of global media. McLuhan (1964) and Ballard (1990) had prophesied that the global media would pose a real-time challenge to decision-making processes and that its visual imagery would have unforeseen psychological effects on viewers. Wark (1994) noted that journalists who covered real-time events including the Wall Street crash (1987) and collapse of the Berlin Wall (1989) were traumatised by their ‘virtual’ geographies. The ‘War on Terror’ as 21st Century Myth Three recent books explore how the 1990s humanitarian interventions and the September 11 attacks have remapped this ‘virtual’ territory with all too real consequences. Piers Robinson’s The CNN Effect (2002) critiques the theory and proposes the policy-media interaction model. Barbie Zelizer and Stuart Allan’s anthology Journalism After September 11 (2002) examines how September 11 affected the journalists who covered it and the implications for news values. Sandra Silberstein’s War of Words (2002) uncovers how strategic language framed the U.S. response to September 11. Robinson provides the contextual background; Silberstein contributes the specifics; and Zelizer and Allan surface broader perspectives. These books offer insights into the social construction of the nebulous War on Terror and why certain images and trajectories were chosen at the expense of other possibilities. Silberstein locates this world-historical moment in the three-week transition between September 11’s aftermath and the U.S. bombings of Afghanistan’s Taliban regime. Descriptions like the ‘War on Terror’ and ‘Axis of Evil’ framed the U.S. military response, provided a conceptual justification for the bombings, and also brought into being the geo-strategic context for other nations. The crucial element in this process was when U.S. President George W. Bush adopted a pedagogical style for his public speeches, underpinned by the illusions of communal symbols and shared meanings (Silberstein 6-8). Bush’s initial address to the nation on September 11 invoked the ambiguous pronoun ‘we’ to recreate ‘a unified nation, under God’ (Silberstein 4). The 1990s humanitarian interventions had frequently been debated in Daniel Hallin’s sphere of ‘legitimate controversy’; however the grammar used by Bush and his political advisers located the debate in the sphere of ‘consensus’. This brief period of enforced consensus was reinforced by the structural limitations of North American media outlets. September 11 combined ‘tragedy, public danger and a grave threat to national security’, Michael Schudson observed, and in the aftermath North American journalism shifted ‘toward a prose of solidarity rather than a prose of information’ (Zelizer & Allan 41). Debate about why America was hated did not go much beyond Bush’s explanation that ‘they hated our freedoms’ (Silberstein 14). Robert W. McChesney noted that alternatives to the ‘war’ paradigm were rarely mentioned in the mainstream media (Zelizer & Allan 93). A new myth for the 21st century had been unleashed. The Cycle of Integration Propaganda Journalistic prose masked the propaganda of social integration that atomised the individual within a larger collective (Ellul). The War on Terror was constructed by geopolitical pundits as a Manichean battle between ‘an “evil” them and a national us’ (Silberstein 47). But the national crisis made ‘us’ suddenly problematic. Resurgent patriotism focused on the American flag instead of Constitutional rights. Debates about military tribunals and the USA Patriot Act resurrected the dystopian fears of a surveillance society. New York City mayor Rudy Guiliani suddenly became a leadership icon and Time magazine awarded him Person of the Year (Silberstein 92). Guiliani suggested at the Concert for New York on 20 October 2001 that ‘New Yorkers and Americans have been united as never before’ (Silberstein 104). Even the series of Public Service Announcements created by the Ad Council and U.S. advertising agencies succeeded in blurring the lines between cultural tolerance, social inclusion, and social integration (Silberstein 108-16). In this climate the in-depth discussion of alternate options and informed dissent became thought-crimes. The American Council of Trustees and Alumni’s report Defending Civilization: How Our Universities are Failing America (2002), which singled out “blame America first” academics, ignited a firestorm of debate about educational curriculums, interpreting history, and the limits of academic freedom. Silberstein’s perceptive analysis surfaces how ACTA assumed moral authority and collective misunderstandings as justification for its interrogation of internal enemies. The errors she notes included presumed conclusions, hasty generalisations, bifurcated worldviews, and false analogies (Silberstein 133, 135, 139, 141). Op-ed columnists soon exposed ACTA’s gambit as a pre-packaged witch-hunt. But newscasters then channel-skipped into military metaphors as the Afghanistan campaign began. The weeks after the attacks New York City sidewalk traders moved incense and tourist photos to make way for World Trade Center memorabilia and anti-Osama shirts. Chevy and Ford morphed September 11 catchphrases (notably Todd Beamer’s last words “Let’s Roll” on Flight 93) and imagery into car advertising campaigns (Silberstein 124-5). American self-identity was finally reasserted in the face of a domestic recession through this wave of vulgar commercialism. The ‘Simulated’ Fall of Elite Journalism For Columbia University professor James Carey the ‘failure of journalism on September 11’ signaled the ‘collapse of the elites of American journalism’ (Zelizer & Allan 77). Carey traces the rise-and-fall of adversarial and investigative journalism from the Pentagon Papers and Watergate through the intermediation of the press to the myopic self-interest of the 1988 and 1992 Presidential campaigns. Carey’s framing echoes the earlier criticisms of Carl Bernstein and Hunter S. Thompson. However this critique overlooks several complexities. Piers Robinson cites Alison Preston’s insight that diplomacy, geopolitics and elite reportage defines itself through the sense of distance from its subjects. Robinson distinguished between two reportage types: distance framing ‘creates emotional distance’ between the viewers and victims whilst support framing accepts the ‘official policy’ (28). The upsurge in patriotism, the vulgar commercialism, and the mini-cycle of memorabilia and publishing all combined to enhance the support framing of the U.S. federal government. Empathy generated for September 11’s victims was tied to support of military intervention. However this closeness rapidly became the distance framing of the Afghanistan campaign. News coverage recycled the familiar visuals of in-progress bombings and Taliban barbarians. The alternative press, peace movements, and social activists then retaliated against this coverage by reinstating the support framing that revealed structural violence and gave voice to silenced minorities and victims. What really unfolded after September 11 was not the demise of journalism’s elite but rather the renegotiation of reportage boundaries and shared meanings. Journalists scoured the Internet for eyewitness accounts and to interview survivors (Zelizer & Allan 129). The same medium was used by others to spread conspiracy theories and viral rumors that numerology predicted the date September 11 or that the “face of Satan” could be seen in photographs of the World Trade Center (Zelizer & Allan 133). Karim H. Karim notes that the Jihad frame of an “Islamic Peril” was socially constructed by media outlets but then challenged by individual journalists who had learnt ‘to question the essentialist bases of her own socialization and placing herself in the Other’s shoes’ (Zelizer & Allan 112). Other journalists forgot that Jihad and McWorld were not separate but two intertwined worldviews that fed upon each other. The September 11 attacks on the Pentagon and the World Trade Center also had deep symbolic resonances for American sociopolitical ideals that some journalists explored through analysis of myths and metaphors. The Rise of Strategic Geography However these renegotiated boundariesof new media, multiperspectival frames, and ‘layered’ depth approaches to issues analysiswere essentially minority reports. The rationalist mode of journalism was soon reasserted through normative appeals to strategic geography. The U.S. networks framed their documentaries on Islam and the Middle East in bluntly realpolitik terms. The documentary “Minefield: The United States and the Muslim World” (ABC, 11 October 2001) made explicit strategic assumptions of ‘the U.S. as “managing” the region’ and ‘a definite tinge of superiority’ (Silberstein 153). ABC and CNN stressed the similarities between the world’s major monotheistic religions and their scriptural doctrines. Both networks limited their coverage of critiques and dissent to internecine schisms within these traditions (Silberstein 158). CNN also created different coverage for its North American and international audiences. The BBC was more cautious in its September 11 coverage and more global in outlook. Three United Kingdom specials – Panorama (Clash of Cultures, BBC1, 21 October 2001), Question Time (Question Time Special, BBC1, 13 September 2001), and “War Without End” (War on Trial, Channel 4, 27 October 2001) – drew upon the British traditions of parliamentary assembly, expert panels, and legal trials as ways to explore the multiple dimensions of the ‘War on Terror’ (Zelizer & Allan 180). These latter debates weren’t value free: the programs sanctioned ‘a tightly controlled and hierarchical agora’ through different containment strategies (Zelizer & Allan 183). Program formats, selected experts and presenters, and editorial/on-screen graphics were factors that pre-empted the viewer’s experience and conclusions. The traditional emphasis of news values on the expert was renewed. These subtle forms of thought-control enabled policy-makers to inform the public whilst inoculating them against terrorist propaganda. However the ‘CNN Effect’ also had counter-offensive capabilities. Osama bin Laden’s videotaped sermons and the al-Jazeera network’s broadcasts undermined the psychological operations maxim that enemies must not gain access to the mindshare of domestic audiences. Ingrid Volkmer recounts how the Los Angeles based National Iranian Television Network used satellite broadcasts to criticize the Iranian leadership and spark public riots (Zelizer & Allan 242). These incidents hint at why the ‘War on Terror’ myth, now unleashed upon the world, may become far more destabilizing to the world system than previous conflicts. Risk Reportage and Mediated Trauma When media analysts were considering the ‘CNN Effect’ a group of social contract theorists including Anthony Giddens, Zygmunt Bauman, and Ulrich Beck were debating, simultaneously, the status of modernity and the ‘unbounded contours’ of globalization. Beck termed this new environment of escalating uncertainties and uninsurable dangers the ‘world risk society’ (Beck). Although they drew upon constructivist and realist traditions Beck and Giddens ‘did not place risk perception at the center of their analysis’ (Zelizer & Allan 203). Instead this was the role of journalist as ‘witness’ to Ballard-style ‘institutionalized disaster areas’. The terrorist attacks on September 11 materialized this risk and obliterated the journalistic norms of detachment and objectivity. The trauma ‘destabilizes a sense of self’ within individuals (Zelizer & Allan 205) and disrupts the image-generating capacity of collective societies. Barbie Zelizer found that the press selection of September 11 photos and witnesses re-enacted the ‘Holocaust aesthetic’ created when Allied Forces freed the Nazi internment camps in 1945 (Zelizer & Allan 55-7). The visceral nature of September 11 imagery inverted the trend, from the Gulf War to NATO’s Kosovo bombings, for news outlets to depict war in detached video-game imagery (Zelizer & Allan 253). Coverage of the September 11 attacks and the subsequent Bali bombings (on 12 October 2002) followed a four-part pattern news cycle of assassinations and terrorism (Moeller 164-7). Moeller found that coverage moved from the initial event to a hunt for the perpetrators, public mourning, and finally, a sense of closure ‘when the media reassert the supremacy of the established political and social order’ (167). In both events the shock of the initial devastation was rapidly followed by the arrest of al Qaeda and Jamaah Islamiyah members, the creation and copying of the New York Times ‘Portraits of Grief’ template, and the mediation of trauma by a re-established moral order. News pundits had clearly studied the literature on bereavement and grief cycles (Kubler-Ross). However the neo-noir work culture of some outlets also fueled bitter disputes about how post-traumatic stress affected journalists themselves (Zelizer & Allan 253). Reconfiguring the Future After September 11 the geopolitical pundits, a reactive cycle of integration propaganda, pecking order shifts within journalism elites, strategic language, and mediated trauma all combined to bring a specific future into being. This outcome reflected the ‘media-state relationship’ in which coverage ‘still reflected policy preferences of parts of the U.S. elite foreign-policy-making community’ (Robinson 129). Although Internet media and non-elite analysts embraced Hallin’s ‘sphere of deviance’ there is no clear evidence yet that they have altered the opinions of policy-makers. The geopolitical segue from September 11 into the U.S.-led campaign against Iraq also has disturbing implications for the ‘CNN Effect’. Robinson found that its mythic reputation was overstated and tied to issues of policy certainty that the theory’s proponents often failed to examine. Media coverage molded a ‘domestic constituency ... for policy-makers to take action in Somalia’ (Robinson 62). He found greater support in ‘anecdotal evidence’ that the United Nations Security Council’s ‘safe area’ for Iraqi Kurds was driven by Turkey’s geo-strategic fears of ‘unwanted Kurdish refugees’ (Robinson 71). Media coverage did impact upon policy-makers to create Bosnian ‘safe areas’, however, ‘the Kosovo, Rwanda, and Iraq case studies’ showed that the ‘CNN Effect’ was unlikely as a key factor ‘when policy certainty exists’ (Robinson 118). The clear implication from Robinson’s studies is that empathy framing, humanitarian values, and searing visual imagery won’t be enough to challenge policy-makers. What remains to be done? Fortunately there are some possibilities that straddle the pragmatic, realpolitik and emancipatory approaches. Today’s activists and analysts are also aware of the dangers of ‘unfreedom’ and un-reflective dissent (Fromm). Peter Gabriel’s organisation Witness, which documents human rights abuses, is one benchmark of how to use real-time media and the video camera in an effective way. The domains of anthropology, negotiation studies, neuro-linguistics, and social psychology offer valuable lessons on techniques of non-coercive influence. The emancipatory tradition of futures studies offers a rich tradition of self-awareness exercises, institution rebuilding, and social imaging, offsets the pragmatic lure of normative scenarios. The final lesson from these books is that activists and analysts must co-adapt as the ‘War on Terror’ mutates into new and terrifying forms. Works Cited Amis, Martin. “Fear and Loathing.” The Guardian (18 Sep. 2001). 1 March 2001 <http://www.guardian.co.uk/Archive/Article/0,4273,4259170,00.php>. Ballard, J.G. The Atrocity Exhibition (rev. ed.). Los Angeles: V/Search Publications, 1990. Beck, Ulrich. World Risk Society. Malden, MA: Polity Press, 1999. Ellul, Jacques. 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War of Words: Language, Politics and 9/11. New York: Routledge, 2002. Wark, McKenzie. Virtual Geography: Living with Global Media Events. Bloomington IN: Indiana UP, 1994. Wiener, Norbert. Cybernetics: Or Control and Communication in the Animal and the Machine. New York: John Wiley & Sons, 1948. Zelizer, Barbie, and Stuart Allan (eds.). Journalism after September 11. New York: Routledge, 2002. Links http://www.guardian.co.uk/Archive/Article/0 Citation reference for this article Substitute your date of access for Dn Month Year etc... MLA Style Burns, Alex. "The Worldflash of a Coming Future" M/C: A Journal of Media and Culture< http://www.media-culture.org.au/0304/08-worldflash.php>. APA Style Burns, A. (2003, Apr 23). The Worldflash of a Coming Future. M/C: A Journal of Media and Culture, 6,< http://www.media-culture.org.au/0304/08-worldflash.php>