The doyen multi-award anthropologist Ruth Finnegan returns by popular demand, this time to answer common questions about the general issues around the technology co=of communication and the significance of orality and literacy. Are we bound by technology? Do individuals and human cultures have any say in the matter? What IS communication anyway and how does it, can it, get passed on through the ages? A unique, authoritative and readable account on an absolutely fascinating area. Riveting. Not to be missed. Read more in Ruth's fabulous series SWHC series THE SECRET WAYS OF HUMAN COMMUNICATING, now available in the scintillating Callender Press collection.

The doyen multi-award anthropologist Ruth Finnegan examines the age-old issues of the significance of orality and literacy. A unique, authoritative and readable account on an absolutely fascinating area. Riveting. Not to be missed. Read more in Ruth's fabulous series SWHC series THE SECRET WAYS OF HUMAN COMMUNICATING in the scintillating Callender Press collection.

Surprising conclusions about one of the great issues of our time by an acclaimed prize-winning expert. world-wide coverage brought home to our doorsteps. Startling, provocative and intensely readable.

The shift from orality to literacy that began with the invention of the phonetic alphabet, and which went into high-gear with Gutenberg's printing press more than 500 years ago, helped make the modern world. Some commentators have argued that this shift from orality to literacy marked a much broader, cultural shift of cataclysmic proportions. Today, with everything from e-mail to blogs, iPods and podcasts, through Google, Yahoo, eBay, and with cutting-edge smart phones, we find ourselves developing relationships with these newest communication tools that aren't simply allowing us to communicate faster, farther and with more ease than ever before. We aren't just moving around ideas, data, and information at unimaginable speed and scale. Our interminglings and fusions with digital communication technologies are also altering both individual and group consciousness in fundamental ways--how we form and sustain relationships, how we think and perceive, what it means to see and to feel. We are remaking human identity once more, and manufacturing a new kind of culture along the way. The processes bound up in our digination may well be consequential to the trajectory of human evolution. That time-honored trope: the notion that technology is not the problem, rather, it's how people use technology that's the problem is shown to be wanting. Highlighting Marshall McLuhan's "tetrads" or laws of media as a primary tool of analysis, R.C. MacDougall argues in line with other media ecologists that it's not so much how we use certain tools that matters, it's that we use them. More than any other technological form perhaps, communication technologies play particularly powerful and systemic roles in our culture, or any culture for that matter. Late adopters and even abstainers are not exempt from the psychological, social and cultural effects (and side-effects) of modern digital communication technology. While there are certainly varying degrees of immersion--that is to say, while some of us live in the high-rise downtown district, some at the city limits, and still others out in the proverbial "woods"--we all live in Digination today.

Academic and practitioner journals in fields from electronics to business to language studies, as well as the popular press, have for over a decade been proclaiming the arrival of the "computer revolution" and making far-reaching claims about the impact of computers on modern western culture. Implicit in many arguments about the revolutionary power of computers is the assumption that communication, language, and words are intimately tied to culture -- that the computer's transformation of communication means a transformation, a revolutionizing, of culture. Moving from a vague sense that writing is profoundly different with different material and technological tools to an understanding of how such tools can and will change writing, writers, written forms, and writing's functions is not a simple matter. Further, the question of whether -- and how -- changes in individual writers' experiences with new technologies translate into large-scale, cultural "revolutions" remains unresolved. This book is about the relationship of writing to its technologies. It uses history, theory and empirical research to argue that the effects of computer technologies on literacy are complex, always incomplete, and far from unitary -- despite a great deal of popular and even scholarly discourse about the inevitability of the computer revolution. The author argues that just as computers impact on discourse, discourse itself impacts technology and explains how technology is used in educational settings and beyond.

This book sheds light on the impact of new information and communication technologies on civil society by examining specific cases in Australia, Bangladesh, Belgium, China, Columbia, Kenya, the Netherlands, and the United States.

Changes to the landscape of higher education in the United States over the past decades have urged scholars grappling with issues of privilege, inequality, and social immobility to think differently about how we learn and deliberate. Thinking Together is a multidisciplinary conversation about how people approached similar questions of learning and difference in the nineteenth century. In the open air, in homes, in public halls, and even in prisons, people pondered recurring issues: justice, equality, careers, entertainment, war and peace, life and death, heaven and hell, the role of education, and the nature of humanity itself. Paying special attention to the dynamics of race and gender in intellectual settings, the contributors to this volume consider how myriad groups and individuals—many of whom lived on the margins of society and had limited access to formal education—developed and deployed knowledge useful for public participation and public advocacy around these concerns. Essays examine examples such as the women and men who engaged lecture culture during the Civil War; Irish immigrants who gathered to assess their relationship to the politics and society of the New World; African American women and men who used music and theater to challenge the white gaze; and settler-colonists in Liberia who created forums for envisioning a new existence in Africa and their relationship to a U.S. homeland. Taken together, this interdisciplinary exploration shows how learning functioned not only as an instrument for public action but also as a way to forge meaningful ties with others and to affirm the value of an intellectual life. By highlighting people, places, and purposes that diversified public discourse, Thinking Together offers scholars across the humanities new insights and perspectives on how difference enhances the human project of thinking together.