ARTS2090 Research Distribution Project

When publishing changes, so does society. Investigate and compare the impact of two publication technologies, one pre-1900 and one post-1962, on a specific aspect of society.

“Education…is open to all people. It offers an opportunity for all age groups and levels of ability” (Australian Government). It can be viewed as potentially the most significant aspect within our society, as it allows for a spread of knowledge that would otherwise be impossible. Publishing has played a major role within the evolution of education throughout history, each new technology allowing for information to be taught in an entirely new and different way. When considering this, two of the more important publishing technologies can be deemed as the printing press and the development of the Internet, in particular the rise of online academic databases such as Google Scholar, two technologies which radically altered the role of education in the society in which they were invented. A close analysis of each of these technologies, directly related to education, reveals a startling amount of similarities, inherent regardless of their differences and sense of ownership created through the eras they belong to, indicating just how significant a role publishing technologies play within the fruition of society.

“The invention of the printing press has been one of the most crucial and life-changing events in human history,” (Farzaneh, 2009) It is deemed a publishing technology which revolutionised society at the time, and continues to play a significant role in the modern era. Before its invention publishing was literally an unheard of format, information was spread purely in the spoken form, thus its development as a new technology formed a distinct shift in the way society was run. Historian Steven Kreis writes that “the first man to demonstrate the practicability of movable type was Johannes Gutenberg (c.1398-1468)…a former stonecutter and goldsmith, Gutenberg devised an alloy of lead, tin and antinomy that would melt at low temperature, cast well in the die, and be durable in the press.” (Kreis, 2000) As he continued to perfect his printing technique, in 1452 “Gutenberg began his famous Bible project. Two hundred copies of the two-volume Gutenberg Bible were printed…the expensive and beautiful Bibles were completed and sold at the 1455 Frankfurt Book Fair.” (Kreis, 2000)  This was a landmark in history, resulting in the printing press being regarded as the most pivotal invention of the 15^th century, as well as leading to a radical spread of information that forever changed the way in which people were educated.

“Printing altered methods of data collection, storage and retrieval systems and communications networks used by learned communities throughout Europe.” (Eisenstein, 1979, pxvi) Prior to the invention of the printing press by Gutenberg in the 1400’s, education was an aspect of society singularly reserved for the upper classes of society, unattainable to those without a sense of wealth or status to their name. Gutenberg’s invention therefore “revolutionised all forms of learning” (Eisenstein, 1979, pxvi) as knowledge was now accessible to all, the printed word allowing for information to be widespread across all classes of society. Scholars acknowledge that “The immediate effect of the printing press was to multiply the output and cut the costs of books. It thus made information available to a much larger segment of the population, who were, of course, eager for information of any variety.” (Kreis 2000)

This became a major benefit to the role which education played within the society of the time, as there was a noticeably rapid “shift from one divine truth to an opening up of individual truths. News and stories from other cultures via growing trade relations presented other ways of thinking and life and culminated in a tendency for cultural relativism.” (Farzaneh, 2009) This sense of freedom of speech which was created through the printing press was therefore a great advancement to the educated world, as people were no longer condemned to a single ideology or train of thought, but instead had access to other cultures, as well as the ideas instilled within them, which eventually led to an evolution in the traditions of scholarly debate and learned thought. An example of this is Martin Luther and the Reformation, with the “rapid spread of revolutionary ideas through the medium of books” (Farzaneh, 2009) allowing Luther to effectively found “the Protestant movement, which diverged on some essential points from the previous Catholic religion” (Farzaneh, 2009) a feat which would have proved impossible without the printing press’ role as an invention of education.

“Although its ultimate roots may be in orality, the internet is more directly related to writing and, especially, print” (Cantoni; Tardini, 2006, p20) and is an invention which has single-handedly “transformed the way information is accessed and used in business, education and home.” (Kahin; Varian, 2000, p1) As a technology which was only developed during the latter half of the 20^th century, the Internet has quickly evolved to become one of the most significant aspects of daily living, dictating numerous aspects of today’s society from our social networks, to global news, and most importantly, to the development and access of education. “In 1962, the Information Processing Technology (IPTO) was instituted, a department…devoted to computer science projects. The development of the first prototype of the internet is due to this office, which developed a computer network known, until 1983, as ARPANET” (Cantoni; Tardini, 2006, p26) and the “revolutionary idea that computers could be used as a communication device-and not only as a processing machine-started to spread” (Cantoni; Tardini, 2006, p28) across the globe on a great scale. In terms of the Internet’s role as a publishing technology, “Internet publication-mainly through the web or via mailing lists-is…usually less expensive that any other kind of paper-based publication. Actually, if writing and layout costs…are not considered, web publication dramatically reduces paper, stock, delivery and distribution costs, allowing at the same time much wider document accessibility.” (Cantoni; Tardini, 2006, p34) Thus its significance as a technology deemed as a direct evolution of the printing press, as well as the important role which the Internet plays within society, is clearly evident.

“Online education has captured the interest of educators at all levels. Teachers are being asked to adapt their courses for Internet delivery, while students are being promised more flexible learning formats” (Vrasidas; Stock McIssac, 2000, p62) and as a direct result of this, “the Internet and the World Wide Web (WWW) have become pervasive in the academic realm, particularly in the course work required to achieve success in higher education.” (Strong; Harmon, 2000, p121) The Internet allows for a far greater accessibility to data and information then was previously available, with “one of the most amazing features of the Internet…the way in which it facilitates the proliferation of information. The user can download more information in a few minutes than was contained in entire libraries during medieval times, and the Internet is growing by leaps and bounds.” (Colyer, 2000, p109) Therefore, the Internet can be viewable as a modern day printing press in terms of its revolutionary value, providing to the general population a large range of sources of information which were previously, thereby resulting in the Internet being “placed into a far longer history of education, media, teaching and learning.” (Brabazon, 2002, pXII)

It is important to consider specific aspects of the Internet in garnering an idea on just how substantial a role it plays within the modern education system, so as not to over-generalise it as a mass publication technology. One such example is the introduction of Google Scholar, a subsidiary released by Google in 2004, which is quoted as providing a “simple way to broadly search for scholarly literature. From one place, you can search across many disciplines and sources…helps you find relevant work across the world of scholarly research.” (Google, 2010) This is hugely significant to the way in which educational material is accessed, not only on the Internet, but in wider society as a whole, as it generates an open-ended database for students and academics alike to research their chosen topics in an easily accessible manner. Numerous universities across the globe have begun to utilise Google Scholar within their online libraries so as to increase their databases, for example, the University of South Australia, who list the academic search engine’s benefits, such as “the search interface is straight forward, including an Advanced search option…the Cited by link identifies and connects to other articles in Google Scholar that cite that article…Search results may also include links to full text articles freely available on the Internet…” (UniSA Library, 2010) These benefits clearly demonstrate the worth of online academic databases in creating a collation of scholarly material, its easy to use interface and wide range of data exemplifying it as a highly worthy publishing technology to the realm of education, one which would not exist without the development of the Internet as a whole.

Studies undertaken by the Pew Internet & American Life Project in 2000, revealed to the general community just how valuable the Internet can be seen in terms of a publishing technology that directly affects the way in which education is accessed and taught within the United States of America. As an initial statistic, the study revealed “most teenager’s say the Internet’s ability to help them with their schoolwork and to help them learn new things is one of its best features…three quarters of online teens (78%) say the Internet helps them do their homework-47% say it helps them a lot.” (Simon; Graziano; Lenhart, 2001) This is hugely significant, as not only does it convey the strong reliance on the Internet as an educational tool, but also teens are one of the largest age groups as a general body that use the Internet regularly, thus conveying just how strongly the Internet is viewed as a viable publishing technology. Similarly, the study conducted through the project outlined that, “for many teens, the Internet has replaced the library as the primary tool for doing research for significant projects. Almost all online teens use the Internet to do research for school-94% report using the Internet for this purpose.” (Simon; Graziano; Lenhart, 2001) Hence, the Internet, in particular technologies such as Google Scholar, become seen as a direct evolution from the printing press in terms of publishing, expanding on the role of printing in education to make it more universal, faster, and overall, more accessible.

As a concluding remark, it can be seen that publishing plays a large impact on the way in which society is run and evolves over time, with publication technologies being held directly responsible for the advancement of numerous societal aspects. This can be seen as particularly true when considering both the printing press and online academic databases, as well as the Internet as a whole, two completely different, yet largely similar, publication technologies which impacted strongly on the way in which education was utilised in their respective eras, and continue to do so today.

READING LIST

-Australian Government, Education, Australian Government: Department of Immigration & Citizenship, accessed 16 May 2010, http://www.immi.gov.au/living-in-australia/settle-in-australia/everyday-life/education

-Farzaneh, Arash 2009, The Historical Influences of the Printing Press: Book Publication and a change in consciousness and mentality, accessed 16 may 2010, http://weuropeanhistory.suite101.com/article.cfm/the_invention_and_repercussion_of_the_printing

-Kreis, Steven 2000, The History Guide: Lectures on Modern European Intellectual History-The Printing Press, accessed 16 May 2010, http://www.historyguide.org/intellect/press.html

-Eisenstein, Elizabeth L 1979, The Printing Press as an Agent of Change, Cambridge University Press, Cambridge

-Cantoni, Lorenzo; Tardini, Stefano 2006, Internet, Routledge, Oxon; New York

-Kahin, Brian; Varian, Hal R 2000, Internet Publishing & Beyond: The Economics of Digital Information and Intellectual Property, MIT Press, Cambridge, Massachusetts & London, England

-Vrasidas, Charalambos; Stock McIssac 2000, ‘Factors Influencing Interaction in an Online Course’, in Moore, Michael G; Cozine, Geoffrey T (eds), Web-based Communications, the Internet and Distance Education, The American Center for the Study of Distance Education, Pennsylvania State University

-Strong, Robert W; Harmon, E.Glynn 2000, ‘Online Graduate Degrees: A Review of Three Internet-based Master’s Degree Offerings,’ in Moore, Michael G; Cozine, Geoffrey T (eds), Web-based Communications, the Internet and Distance Education, The American Center for the Study of Distance Education, Pennsylvania State University

-Colyer, Anita 2000, ‘Copyright Law, The Internet, and Education,’ in Moore, Michael G; Cozine, Geoffrey T (eds), Web-based Communications, the Internet and Distance Education, The American Center for the Study of Distance Education, Pennsylvania State University

-Brabazon, Tara 2002, Digital Hemlock: Internet Education and the Poisoning of Teaching, UNSW Press, Sydney

-Simon, Maya; Graziano, Mike; Lenhart, Amanda 2001, The Internet and Education, accessed 16 May 2010, http://www.pewinternet.org/Reports/2001/The-Internet-and-Education/Main-Report/The-Internet-and-Education.aspx?r=1

-Google 2010, About Google Scholar, accessed 16 May 2010, http://scholar.google.com/intl/en/scholar/about.html>

-UniSA Library 2010, Google Scholar (beta), accessed 16 May 2010, http://www.library.unisa.edu.au/search/Scholar_help.asp

tutorial exercise

Tutorial Exercise!

Current Problems: shifting towards popularity and losing its integrity. Becoming less diverse. The increasing role of the internet in the media. Funding as they have to be externally funded. A lack of interest, a medium between diversity and interestingness. Public broadcasting can at times be non-participatory.

Solutions: More emphasis on public broadcasting. Continued expansion to appeal to a wider audience. Continue with the ABC2 system. Telethons and other forms of funding for the station.

Governmental Tchnologies: More kids programming, foreign language channels, more foreign news. Basically, expansion of the stations this would facilitate and expansion of content which would be the key technique for the longevity of PBS in Australia.

By Simon, Andy, Sarit & Immy

MEDIA LITERACIES PRESENTATION

MEDIA LITERACIES PRESENTATION

This is my completed powerpoint presentation on my chosen contemporary media practice of animated cinema

Simon, Sarit & Imogen’s Tutorial Minutes

Monday Tutorial, 3-4.30

Class began in the normal beginning of the semester manner by reviewing the basic rules. We explored the technologies used in the course. The wiki will serve as the main form of communication and storage of notes; whilst blogging via the new-south-blogs website is not compulsory and will not be reviewed. Still, it is encouraged and we must post these (compulsory) tutorial summaries.
Finally, speed dating began. Each student circled around the room and spoke individually with at least five other people. We discussed four basic media-power questions. The questions were as follows: (1) Discuss the ‘how’ media affects/effects relations of power with specific examples; (2) Where and how is media governed; (3) Who is subject to media power and how; (4) Who is afforded media power and how? Also how is this power negotiated/controlled? Overall, the answers were as follows: (1) relations of power can be defined as a personal reputation or status and thus the media in the form of the internet with its anonymity and other news forms with their biased reporting can change perspectives; (2) media is governed via government regulations and copyright laws, website terms and conditions, basic laws and policies, by television stations, and ultimately by society and its desires/opinions; (3) everyone is subject to media power because media can be defined as a mere interaction between two people; and (4) media power is affording to CEO’s of large companies as well as people who have power in other social realms, but really is affording to almost everyone with the advent of the internet.

Week 8: Audiences

(Couldry, Nick,. “The Extended Audience: Scanning the Horizon.” In Gillespie, Marie. Ed. Media Audiences. Berkshire: Open University Press, 2005, 184-196 & 210-220)

Audience consumption is an integral factor within the concept of media, and is vastly evolving with the rise of new media technologies. Couldry argues this fact throughout his article, as well as the ‘nature of audience…being transformed…through changes in the social and spatial forms.’  (Couldry, 2005, p219) He explores a range of issues in sustaining this argument, all of which highlight different aspects of the concept of audience as a whole.  Couldry’s aims include to ‘consider the methodological issues involved in researching the contemporary audience…explore the implications of two developments in models of audience research that arise from the increasing mobility both of audeinces…and of the media,’ (Couldry, 2005, p184) and he achieves this throughdetailed analysis and reference to a variety of sources, thereby strengthening his argument.

Couldry explores a range of concepts, with one of the most notable being the idea of the diffused audience. Of this he writes, ‘the essential feature of this audience-experience is that, in contemporary society, everyone becomes  an audience all the time…no longer an exceptional event, nor even an everyday event…constitutive of everyday life,’ (Couldry, 2005, 190) essentially suggesting that as new media technoliges are developed, we are forced upon with new viewing habits in which the media is everywhere, thus we are constantly surrounded and find ourselves subjected to it everywhere we look, for example, the use of viral marketing with programs such as Lost, as discussed in class. Couldry utilises a number of terms to further clarify his argument, such as ‘technology…more complex interlocking of old and new media,’ (Couldry, 2005, p186) and ‘social/spatial…as media technologies and formats change, so do the physical and social locations of ‘the audience,” (Couldry, 2005, p186) which can be seen as enforcing the elements that effect audience research. A third term used in the article is that of the extended audience, which as Couldry states, ‘requires us to examine the whole spectrum of talk, action and thought that draws on media, or is oriented towards media.’ (Couldry, 2oo5, p196) That is, the audience breaks away from not only the essential viewing of a program but moves to the way it sub-consciously enters our mind, becoming a constant thought and entering our daily conversations.

The article enlightened me on this topic, as I have never thought about the concept of audience in a great deal in relation to media, but now, in terms of everyday life, I can see how it becomes an integral factor and an important pre-requisite.

Week 9: Semiotics, Signs & Meaning

(Schirato, T. and Yell, S. “Signs and Meaning” Communication and Cultural Literacy: An Introduction. Sydney: Allen and Unwin, 2000, p18-33)

          The concept introduced in the reading of semiotics, signs and meaning is quite complex, though through the use of strong definitions and clear examples the authors Schirato and Yell develop a concise argument in relation to it.  They argue in terms of the ‘relationship between signs and meanings. Meanings are not just ‘out there’ waiting to be identified or discovered, but are ‘read into’ signs,’ (Schirato & Yell, 2000, p18) thus developing an argument in terms of the intrinsic relationship between the two. They develop this relationship as the theory of semiotics, ‘initially proposed by the Swiss linguist Ferdinand de Saussure,’ (Schirato & Yell, 2000, p19) with a number of issues stemming from this within the reading. Saussure is utilised as a key figure within the article, with much of the argument based on the theories developed by him. This creates a further sense of worth to the article, adding to its validity and raising its standard within the field of academia due to Saussure’s role as a respected linguist.

              Within their argument based on semiology, the authors raise a number of key concepts and ideas, further broadening an understanding of signs and meaning. Notably, these ideas stem from examples sourced from popular culture, such as references to The Simpsons, and the use of professional photographs to create a sense of complexity in terms of signs as related to meaning. One key concept included is Saussure’s ‘linguistic sign’ (Schirato & Yell, 2000, p20) which brances into ‘the ‘signifier’…physical form of the sign…’signified’…concept that is ‘evoked’…’sign’…combination of the signifier and the signified.’ (Schirato & Yell, 2000, p20) This allows for a breakdown in semiotics, clarifying the way in which it functions in allowing for meaning to be developed from a sign, for example, a sign featuring a red cross signifying no entry. A second linguist discussed in the article is Volsinov, who can be viewed as having opposing theories to that of Saussure. For example, he states that ‘signs are adaptable and changeable…and the meanings that are read into signifiers…depend on the specific context,’ (Schirato & Yell, 2000, p26) thereby introducing the idea that signs aren’t reduced to singular meanings, that is, they can be ‘adapted’ to suit a range of conditions.

                    I found the issues addressed in the article to be quite complex, and althought it was quite clear through its examples, I found it difficult to digest. Perhaps it is because I am yet to fully understand its relatability to media in everyday life, and this is the one question I believe would need to answered.

Week 7: Networks

(Castells, M. Excerpts from “Informationalism, Networks, and the Network Society: A Theoretical Blueprint” From The Network Society: A Cross-cultural perspective. Cheltenham, UK, Edward Elgar, p3-7 & 36-45)

                 “A network society is a society whose structure is made of networks powered by microelectronics based information and communication technologies…constitute the fundamental pattern of life.” (Castells, 2005, p3-4) This is an accurate introduction to the concept of networks in media, bringing to light the way in which media technolgies are able to develop and evolve through the establishment of networks between different types of media eg. linking television and the internet. Castells argues that “the concept of the network society shifts the emphasis to organisational transformation…unified by a common belief in the use value of sharing,” (Castells, 2005, p43) thereby constructing the conclusion that the use of networks within media technology is a positive development, as it enables the collation of information thus creating easy access for media users. An example of this can be seen in modern technology such as Facebook, which establishes a social network for the user, allowing them to easily keep in touch with friends through searching their profiles, viewing photos etc. In this instance I strongly agree with Castell’s argument, as the creation of media networks allows us to broaden our sense of community with the wider world in a positive manner.

                 Castells introduces a range of concepts and ideas in establishing the notion of networks to the reader. A significant concept within the article is the use of flows, “…streams of information between nodes circulating through the channels of connection between nodes,” (Castells, 2005, p3) showing them to be significant in allowong for the spread of information through networks. this idea is further fuelled by the discussion of space of flows, which we are told “…is not placeless. It is made of nodes and networks; that is, of places connected by electronically powered communication networks through which flows of information circulate and interact, which ensures the time-sharing of practices possessed in such a space.” (Castells, 2005, p36) Hence, the concept of flows becomes an important factor in both the argument realting to and the establishment of networks, as without them, networks would be incapable of streaming media across the world, thus rendering them useless.

                  I found the article to be quite engaging, as I myself find myself engaged in a range of networks through my media usage, whether they be related to my social or working life. It represented a positive position to the concept within its argument, a position whic h I strongly agree with.

Week 6:Convergence

(Nightengale, Virginia. “New Media Worlds? Challenges For Convergence.” In Nightengale, Virginia and Tim Dwyer, Eds. New Media Worlds: Challenges For Convergence. South Melbourne, Vic: Oxford University Press, 2007, 19-36)

                            The reading ‘discusses convergences and its role in the emergence of the social and cultural conditions that characterise a digitised world…both precipated and is accelerated or slowed by the social, cultural, managerial and structural responses of media industries, media users and media audiences to digitisation.’ (Nightengale & Dwyer, 2007, p19) Therefore it becomes an integral concept in terms of media in everyday life, as it allows for the creation of new media concepts, for example digital television, that allow us to access this digitised world in a more simplistic manner, theryby creating an easier day to day life in terms of media consumption.

                 The article’s key aim/argument is the fact that ‘the convergence process is challenged by core differences between the traditional media and the Internet,’ (Nightengale & Dwyer, 2007, p33), raising a range of concepts and ideas so as to achieve this. Furthermore, they tell us that ‘digitisation and the media convergence process it produces are changing the shape and contours of contemporary mediascapes, but far from the media world becoming simplified as a result, it has become increasingly complex.’ (Nightengale & Dwyer, 2007, p20) One of the major concepts raised is to do with the ideas of deconstruction and disintermediation, particularly in terms of traditional media technologies. They raise a number of examples in terms of this, with television being a particularly interesting one. They state that ‘television is facing not just a re-segmentation of its audience but the need for a total transformation,’ (Nightengale & Dwyer, 2007, p24) which is due to the push of a range of new technologies such as the digitalisation of television. I find this highly interesting, as convergence pushes the boundaries of existing technologies, they are forced to change and adapt, so as to meet the consumer demands of new, and increasingly technologically savvy generations.

                In summary, I found the concept of convergence to be of high interest, with the article constructing an engaging argument in relation to it, concluding overall that ‘the convergence process is challenged by core differences between the traditional media and the Internet.’ (Nightengale & Dwyer, 2007, p34) Thus, once again I am confronted by the development of new media technologies and the way in which they seemingly erode the traditional, and the concept of convergence, to me, seems to be at the forefront of this.

Week 5:Mobility

(Ito, Mizuko. “Mobile Phones, Japanese Youth, and the Replacement of Social Contact.” In Ling, Rich and Pedersen, Per, Eds. Mobile Communications: Re-negotiation of the Social Sphere. London: Springer-Verlag, 2005, 131-148)

                    Ito’s article constructs a strong argument in terms of mobility, achieved through his extended example of the role of mobile phones amonst Japanese youth. His key argument is that ‘the mobile phone can indeed enable communication that crosses prior social boundaries…while Japanese youth actively use mobile phones to overcome limitations inherent in their weak social status, their usage is highly deferential to institutions of home and school and the integrity of existing places.’ (Ito, 2005, p.131) Hence, he raises the issue of mobility,particularly concepts of space and the way it affects sense of place (socialities), as well as the notion of a new threshold, as these youth live their social lives in a completely alternative world to the physical. He argues further that ‘mobile phones are keyed to the norms attached to existing places, and participate in the structuring of new forms of place-based norms and disciplines…its form, functionality, and use are keyed to specific social settings as well as specific social groups occupying those settings.’ (Ito, 2005, p.146) This highlights key issues Ito wishes to raise, as he states his intention that mobility isn’t neccesarily a bad thing, in fact, it allows for an entire culture (Japanese youths) to plan and live their social lives, through its easy access and ability to transcend time and space, thus making physical contact a thing of the past.

                In constructing the concepts and ideas of the article, Ito breaks it up into sub-headings, each of which address a different aspect of mobility. These include ‘mobile youth culture and the politics of place…mobile phones in urban space’ (Ito, 2005, p.136, 141), and are effective in initiating a clear argument. For example, in discussing ‘urban space’  he states ‘regulatory efforts of public transport…structured a set of emergent social practices coordinated to the rhythms of youths’ motions through urban space and relying on the non-disruptive modality of text communication’ (Ito, 2005, p.144), highlighting the way different spaces effect the way in which mobility is utilised.

                     After reading the article, I find mobility to be a positive concept, enabling societies to increase and perhaps improve the way social networks are both constructed and lived. However, I do question the ethics of it in terms of lessening direct physical contact, making me wonder if ever there will be a society in which we live completely through this faceless contact.

Week 4:Mediation-Space

(Moores, Shaun. “The Doubling of Place: Electronic Media, Time-Space Arrangements and Social Relationships.” In Couuldry, Nick. and McCarthey, Anna., Eds. MediaSpace: Place, Scale and Culture in a Media Age. London: Routledge, 2004, 21-37)

                   Space is an interesting concept in terms of our relationship with media, as it allows for a certain degree of ‘space’ between individuals and our wider world. In his article, Moores opens with writings from theorist Paddy Scannell, telling us “his idea that these media serve to ‘”double” reality’ is developed in an analysis of the distinctive character of public events…in late modern life:’Public events now occur, simultaneously, in two different places: the place of the event itself and that in which it is watched and heard.’ (Scannell 1996: 76)” (Moores, 2004, p.21) In referencing Scannell, Moores conveys the way space tightens our link with the media, as no matter where we are as an individual, we can access almost anything from all over the world. For example, sitting in my Sydney college room, I could find the breaking news in England through the simple click of a mouse as I access internet news sites. Hence, the idea of mediaspace has allowed for greater globalisation, and a strengthening of cultural relationships.

              In affirming this argument, Moores includes three varying examples, telling us “each of the selected accounts features a different electronic medium, but all offer examples of what, following Scannell, could be termed a doubling of place.” (Moores, 2004, p.24) These examples come under the headings “Public events and the interruption of routine” (Moores, 2004, p.24), “The Internet as part of everyday life” (Moores, 2004, p.27), and “Two ‘theres’ there in mobile phone use” (Moores, 2004, p.29), each discussing a different media form and its relationship with space. “The Internet as part of everyday life” (Moores, 2004, p.24)references a statement by Lori Kendall about the every day use of internet chat sites. Moores writes it “is of interest to me precisely because it places Internet use in the context of ordinary, day-to-day life. Kendall’s description of her own mundane practices (combining ‘online interactions’ with various ‘offline’ activities’…) thus demonstrating that media allows us to bring space together into a single entity, the domestic and global spaces singularly brought into one.

                As ever, the article makes me question increasing technology in the media, as although this reduction in space allows us easy access to a variety of things across the globe, it is also increasingly causing the death of things such as the newspaper. And in the end, is this ultimately a good or bad thing? Only time will tell.