高等院校双语教材·新闻传播学系列·大众传播动力学：数字时代的媒介（第9版）

以系统、动态、宏观的视野分析研究大众传播。
把握数字时代大众媒介的本质和规律，捕捉大众传播的时代特征和发展趋势。
强调大众媒介的经济属性及社会影响，分析各媒介领域的职业体系及职业前景。

《大众传播动力学：数字时代的媒介(第9版)》分印刷媒介、电子媒介、特定媒介职业、大众媒介的控制部分，论述了其历史、现状及彼此的合并、竞争与融合。着重强调了媒介的经营和对社会的影响；分析了各媒介领域的求职、升职、职业展望等内容，提出了一些很有价值的建议；章后附有要点、关键术语、思考题、参考书目和相关网络资源，方便读者学习和进一步研究。内容详尽，图文并茂，案例丰富而有时代感，逻辑联系紧密、清晰。是一本不可多得的优秀教材。

约瑟夫·R·多米尼克（Joseph R.Dominick），从伊利诺伊大学（University of Illinois）获得学士学位，于1970年从密歇根州立大学（Michigan State University）获得哲学博士学位。他在纽约市立大学（City University of New York）女王学院（Queens College）执教四年。此后任教于佐治亚大学（University of Georgia）的新闻与大众传播学院（College of Journalism and Mass Communication），其中从1980年至1985年，他担任了广播电视电影组（Radio-TV-Filrn Sequence）的负责人。除了本书，多米尼克博士还是其他三本书的作者，并在学术期刊上发表了30多篇论文。从1976年到1980年，多米尼克博士担任了《广播学报》（Journal of Broadcasting）的编辑。他获得了来自美国全国广播公司协会（National Associarion of Broadcasters）与美国广播公司（American Broadcasting Company）的研究资助，并担任像罗伯特·伍德·约翰逊基金会（Robert Wood Johnson Foundation）以及美国化学学会（American Chemical Society）这类机构的顾问。

第九版前言
第一部分 大众传播的本质与历史
第1章 传播：大众与其他形式
第2章 研究大众传播的视野
第3章 历史与文化背景

第二部分 媒介
第4章 报纸
第5章 杂志
第6章 图书
第7章 广播
第8章 电影
第9章 电视
第10章 互联网与万维网

第三部分 特定媒介职业
第11章 新闻采集与报道

第四部分 大众媒介规制
第12章 常规控制：法律、法规和规制
第13章 道德伦理和其他非正式控制

第五部分 媒介影响
第14章 大众传播的社会影响

Source Until the advent of the Internet and the Web, the source in the traditional masscommunication situation was typically a group of individuals who acted in predeter-mined roles in an organizational setting. In other words, mass communication was theend product of more than one persons efforts. For example, think about how a newspaperis put together. Reporters gather news; writers draft editorials; a cartoonist draws an edi-torial cartoon; the advertising department lays out ads; editors lay out all these things on asample page; technicians transfer this page to a master; other technicians print the finalpaper; the finished copies are given to the delivery staff; and, of course, behind all this is apublisher who has the money to pay for a building, presses, staff, trucks, paper, ink, andso on. This institutional nature of mass communication has several consequences that wewill consider later in this book. The advent of Internet-based mass communication changes this situation. Thanks to the World Wide Web, one person can become a mass communicator. The full implications ofthis change may take some time to become clear. For both traditional and Internet-based mass communication, the source usually has lit-tle detailed information about its particular audience. The author of a Web site has littledetailed information about the individual people who visit the site. Traditional massmedia may have collective data, but these are typically expressed as gross audience char-acteristics. The newspaper editor, for example, may know that 40 percent of the readersare between 25 and 40 years old and that 30 percent earn between $20,000 and $50,000, butthe editor has no idea about the individual tastes, preferences, quirks, or identities of thesepeople. They are an anonymous group, known only by summary statistics.

Some of the impetus for this ninth edition of Dynamics came from my own media behav-ior. In the time span between the eighth and ninth editions I have bought the followingitems: a digital video recorder （DVR）, satellite radio, a camera phone, an iPod, and a lap-top computer equipped for wireless. It eventually dawned on me that my individual pur-chasing behavior mirrored larger trends that were happening in the media world. （Ofcourse, it dawned on me much more quickly that keeping up with the latest technologiescan be expensive, but thats another story.） The larger trends I refer to are discussed inChapter I of the ninth edition: convergence, disintermediation, increasing audience con-trol, and media mobility.
The camera phone is a good example of device convergence one devive does the workof two. With the iPod I can purchase and download songs from iTunes, and theres noneed to visit a record store disintermediation at its basic level. The digital video recorderand satellite radio give more control over my media exposure. I can record programs onthe DVR and watch them on my schedule, not the networks. If I dont want to see com-mercials, I can fast-forward through them. Satellite radio gives me dozens of commercial-free music channels to listen to. I am no longer chained to the tight playlists andcommercial interruptions of local radio stations. The iPod lets me program my own musicand take it with me. The laptop keeps me linked to the Internet when on the go and canalso play DVDs to help pass the time on long airline trips. All the above demonstrates once again that the word dynamic in the title of this ninthedition has never been more appropriate. It also demonstrates that its important fortodays students to know something about the new media environment that will confrontthem when they graduate, no matter what their career direction.
As in past editions, this edition of Dynamics recognizes that the introductory course inmass media generally attracts two general types of students. One type ultimately wants topursue a career in some branch of the media. These students are more interested in thestructure, organization, and operations of the media. The other type will pursue a career insome other field but will still become consumers of media content. These students aremore interested in developing what is termed "media literacy," the ability to analyze andcritically evaluate information presented in a variety of media and to understand the con-texts within which media are produced, distributed, and consumed.
One of the original goals for the first edition of Dynamics and for its successors was topresent a thorough and up-to-date treatment of the various media and media-related top-ics that would be helpful to aspiring professionals and also foster the development ofmedia literacy among those who chose other careers. It is hoped that the ninth edition alsofulfills this goal.