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New issue of Journal of Computer-Mediated Communication, 14.2

Journal of Computer-Mediated Communication Volume 14, Issue 2, 2009. http://www3.interscience.wiley.com/journal/122295220/issue Copyright © 2009 International Communication Association --------------------------------------------------------------------------- Pages: 221-243 The (Potential) Benefits of Campaigning via Social Network Sites Sonja Utz http://www3.interscience.wiley.com/journal/122295230/abstract Published Online: 30 Mar 2009 Pages: 244-264 U.S. College Students' Internet Use: Race, Gender and Digital Divides Steve Jones, Camille Johnson-Yale, Sarah Millermaier, Francisco Seoane Pérez http://www3.interscience.wiley.com/journal/122295227/abstract Published Online: 30 Mar 2009 Pages: 265-285 Echo chambers online?: Politically motivated selective exposure among Internet news users1 R. Kelly Garrett http://www3.interscience.wiley.com/journal/122295221/abstract Published Online: 30 Mar 2009 Pages: 286-306 Third-Person Perceptions and Online Games: A Comparison of Perceived Antisocial and Prosocial Game Effects Zhi-Jin Zhong http://www3.interscience.wiley.com/journal/122295228/abstract Published Online: 30 Mar 2009 Pages: 307-327 Deterrence Effect of Four Legal and Extralegal Factors on Online Copyright Infringement Xigen Li, Nico Nergadze http://www3.interscience.wiley.com/journal/122295225/abstract Published Online: 30 Mar 2009 Pages: 328-351 Understanding User Resistance to Participation in Multihop Communications Yoolee Kang, Seongcheol Kim http://www3.interscience.wiley.com/journal/122295223/abstract Published Online: 30 Mar 2009 Pages: 352-367 Disentangling the Effects of Social Network Density on Electronic Word-of-Mouth (eWOM) Intention Dongyoung Sohn http://www3.interscience.wiley.com/journal/122295222/abstract Published Online: 30 Mar 2009 Pages: 368-392 Computer-Mediated Word-of-Mouth Communication on RateMyProfessors.com: Expectancy Effects on Student Cognitive and Behavioral Learning Autumn Edwards, Chad Edwards, Carrie Shaver, Mark Oa

Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning

Article could be used to more substantially position projected Twitter or live blogging in a classroom environment. Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning

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Kenneth Crews will provide an engaging review of the issues affecting authors and creators of copyrightable works. Copyrightable works include not only the traditional products of academic activity and inquiry, including books, articles, lectures and class notes, but also software, databases, websites, schematics, drawings, blueprints, renderings, movies, songs, lyrics, sculpture, choreography, landscape designs, and many other products of human creativity. As more channels become available for access to these works, the issues surrounding control and use are becoming ever more complex. Dr. Crews will discuss ways for scholars and other creators of copyrightable works to operate this new environment. Event has a webcast and was Liveblogged.

Kenneth Crews will provide an engaging review of the issues affecting authors and creators of copyrightable works. Copyrightable works include not only the traditional products of academic activity and inquiry, including books, articles, lectures and class notes, but also software, databases, websites, schematics, drawings, blueprints, renderings, movies, songs, lyrics, sculpture, choreography, landscape designs, and many other products of human creativity. As more channels become available for access to these works, the issues surrounding control and use are becoming ever more complex. Dr. Crews will discuss ways for scholars and other creators of copyrightable works to operate this new environment. Event has a webcast and was Liveblogged.