William Tyson is owner of Morrison & Tyson Communications (MTC), a national media relations firm that serves colleges, universities, policy institutes, and foundations. Much of the company’s work focuses on advancing new research and issues of higher education cost, quality, access, and student success. National media also call upon MTC for its expert sources as they develop their stories and report the news. As a leading consultant in communications strategy development and media relations for nearly 30 years, Tyson has worked with the National Survey of Student Engagement; Community College Survey of Student Engagement; National Center for Public Policy and Higher Education in the release of their 50-state report card on higher education, Measuring Up; Ford Foundation International Fellowships Program; Pew Charitable Trusts Early Education project; Institute for Research on Higher Education at the University of Pennsylvania; and The Carnegie Foundation for the Advancement of Teaching. In addition, he has provided national media consulting to well over a hundred colleges and universities. Tyson is a founding board member of the National Survey of Student Engagement and also served on the board of the American Association for Higher Education and as an advisory member to the Institute of Higher Education Policy’s Building Engagement and Attainment of Minority Students. Morrison & Tyson Web site: www.morrisonandtyson.com
The editors and contributors to this important volume contend that American public schooling has historical roots as a crucible for democratic government. This ideal has not only grown increasingly suspect in recent years, but is now commonly assailed as a brake on both economic growth and intellectual excellence. The editors ask what minimum skills and knowledge one must possess in order to participate in the life of the nation, if not in the life of the mind. The essays by Gerald Grant, Bella Rosenberg, Charles T. Salmon, Joan Richardson, and Susan Tifft take direct aim at this issue, with surprising, but stimulating results.
The volume begins with Myron Lieberman's "law" to wit, the "more important an educational question, the less people know about it." The remainder of the contributions aim Jo begin removing this law with a more salutary understanding. The twelve essays that constitute the work deal with the interplay of educational and media institutions; what students learn and how they learn it--with a special emphasis on the long and questionable history of corporate, special interest and government attempts to shape the beliefs of future citizens and present consumers. The volume closes with a full scale effort to review the nation's educational priorities, and how questions of school choice are entwined with those of media choice.
Some of the journal's most enduring essays appear in this volume. Among them are: "How Vast the Wasteland Now?" by Newton N. Minow; "In the South--When It Mattered to Be an Editor" by Dudley Clendinen; "Seething in Silence--News in Black and White" by Ellis Cose; "Requiem for the Boys on the Bus" by Maureen Dowd; "The Flickering Images That May Drive Presidents" by Robert MacNeil; and "The Inevitable Global Conversation" by Walter B. Wriston.
"Media and Public Life "reflects the diversity of issues and perspectives that has been a trademark of the "Media Studies Journal. "The chapters aptly depict the growing field of communication and media studies. Many ideas are taken into consideration, including the great functions of communication (like information, opinion, entertainment, and publicity), trends (such as news in the post-cold war period), and specific industries (such as radio and book publishing). Throughout the book the consequences and impact of media institutions on society and public life are maintained. "Media and Public Life "will be of value to communications specialists, media studies scholars, and sociologists.