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Communication Theory and Millennial Popular Culture

Essays and Applications

Edited By Kathleen Glenister Roberts

Theories help to troubleshoot gaps in our understanding, and to make sense of a world that is constantly changing. What this book tries to do, in part, is blur the lines between the differences between today’s college students – the millennial generation – and their professors, many of whom hail from the Boom Generation and Generation X.
In the following chapters, contributors build upon what both parties already know. Writing in a highly accessible yet compelling style, contributors explain communication theories by applying them to «artifacts» of popular culture. These «artifacts» include Lady Gaga, Pixar films, The Hunger Games, hip hop, Breaking Bad, and zombies, among others. Using this book, students will become familiar with key theories in communication while developing creative and critical thinking. By experiencing familiar popular culture artifacts through the lens of critical and interpretive theories, a new generation of communication professionals and scholars will hone their skills of observation and interpretation – pointing not just toward better communication production, but better social understanding.
Professors will especially enjoy the opportunities for discussion this book provides, both through the essays and the «dialogue boxes» where college students provide responses to authors’ ideas.
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12. The Smartphone as Permanent Substitute Teacher



The Smartphone as Permanent Substitute Teacher

Brian Gilchrist

The smartphone has been a ubiquitous presence among students for many years. This chapter addresses the following question: What are the implications of smartphones for contemporary American public education? This inquiry is explored using Marshall McLuhan’s approach to media ecology. First of all, McLuhan’s perspective on media ecology is examined, to provide theory for analyzing the media effects of smartphones. “Theory” comprises a “set of statements … coded in terms of words or in terms of mathematical equations” (Ruesch, 1972, p. 393). Secondly, some significant hardware and software features of smartphones are identified, to position smartphones as media that promote the pursuit of information. Third, smartphones are interpreted as permanent substitute teachers, because, in a sense, they have replaced teachers as guardians of information in the American public education system.

McLuhan’s Media Ecology

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