Literaturnachweis - Detailanzeige
| Autor/inn/en | Ledingham, John A.; Masel-Walters, Lynne |
|---|---|
| Titel | A Perspective for Developing Strategies for Utilizing New Communication Technologies in Public Relations Programs. |
| Quelle | (1983), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Audiences; Information Sources; Mass Media; Mass Media Effects; Media Research; Public Relations; Research Design; Technological Advancement; Television; Theory Practice Relationship |
| Abstract | Based on a definition of public relations that recognizes the field as a purposeful management function, this paper provides a perspective on public relations to help practitioners develop strategies for the use of new media forms in public relations programs. The paper begins with a historical review of mass media effects research and proceeds with a discussion of agenda setting, media uses and gratifications theory, and relevant sociological and psychological theory. The paper then examines current assumptions about the mass media audience, focusing on the segmentation of this audience after World War II and the resulting media fragmentation and specialization. The necessity for developing public relations strategy is discussed, with a caution that public relations practitioners should update their thinking about the mass media and concentrate their efforts more on the public and less on media members. Findings concerning the packaging of media messages and media content are presented, along with a consideration of the relevance of these findings to public relations efforts. The paper then considers the application of the new communication technologies, including cable television, satellites, and videotext, to the public relations field. The paper concludes with a brief section on the future course of public relations and the development of strategies to use the new communication technologies innovatively and effectively. (Thirty-nine footnotes are appended.) (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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