Technology as Engagement: How We Learn and Teach While Polymediating the Classroom
Book Summary: Beyond New Media: Discourse and Critique in a Polymediated Age examines a host of differing positions on media in order to explore how those positions can inform one another and build a basis for future engagements with media theory, research, and practice. Herbig, Herrmann, and Tyma have brought together a number of media scholars with differing paradigmatic backgrounds to debate the relative applicability of existing theories and in doing so develop a new approach: polymediation. Each contributor’s disciplinary background is diverse, spanning interpersonal communication, media studies, organizational communication, instructional design, rhetoric, mass communication, gender studies, popular culture studies, informatics, and persuasion. Although each of these scholars brings with them a unique perspective on media’s role in people’s lives, what binds them together is the belief that meaningful discourse about media must be an ongoing conversation that is open to critique and revision in a rapidly changing mediated culture. By studying media in a polymediated way, Beyond New Media addresses more completely our complex relationship to media(tion) in our everyday lives.
Denker, Katherine J.; Herrmann, Andrew F.; and Willits, Michael D. D.. 2016. Technology as Engagement: How We Learn and Teach While Polymediating the Classroom. Beyond New Media: Discourse and Critique in a Polymediated Age. Reprint Edition. Art Herbig, Andrew F. Herrmann, and Adam W. Tyma, Eds. Lanham, MD: Lexington Books. 143-161. https://www.amazon.com/Beyond-New-Media-Discourse-Polymediated/dp/1498507379 ISBN: 9781498507370