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This volume provides a comprehensive examination of key issues regarding global communication, focusing particularly on international news and strategic communication. It addresses those news factors that influence the newsworthiness of international events, providing a synthesis of both theoretical and practical studies that highlight the complicated nature of the international news selection process. It also deals with international news coverage, presenting research on the cross-national and cross-cultural nature of media coverage of global events, in the interdisciplinary context of research on political communication, war coverage, new technologies and online communication. The work concludes with a focus on global strategic communications: in the age of globalization, global economies and cross-national media ownership, chapters here provide readers with some of the most up-to-date research on international advertising, public relations and other key issues in international communications. With contributions from many of the leading scholars in the field of international media communication research, this collection presents a valuable resource for advancing knowledge and understanding of the complicated international communication phenomenon. It will be of value to upper-level undergraduates and graduate students in mass media and communication programs, and to scholars whose research focuses on global communication research. Guy J. Golan is an assistant professor in the Department of Communication of Seton Hall University. He completed his Masters degree in New York University and his doctorate from the University of Florida. Golan’s research focuses on international communication, political communication, media effects and social media. Prior to entering academia, Golan worked as a political campaign professional in Israel. Wayne Wanta holds the Welch-Bridgewater chair at the Oklahoma State University. He is a former president of the Association for Education in Journalism and Mass Communication, which awarded him the Krieghbaum Under-40 for outstanding contributions to teaching, research and service. He has more than 150 refereed journal articles and convention papers and has lectured and delivered research presentations in 32 different countries. His research has been published in Egypt, Poland, Slovakia, Germany and Argentina. Prior to teaching at Missouri, Florida, Oregon and Southern Illinois, he received Ph.D. and master’s degrees from the University of Texas and a B.A. from the University of Wisconsin. Thomas J. Johnson is the Marshall and Sharleen Formby Regents Professor in convergent media and a professor of journalism in the College of Mass Communications at Texas Tech University. His research interests are public opinion and political communication research, particularly the role of new media in presidential elections. More recently, he have concentrated on how people use the Internet and its components such as blog and social network sites He has also studied what effect online media have on individuals and examined credibility of both U.S. and foreign media.

Media competes with public schools in terms of student engagement and time. However, the two needn't be mutually exclusive. The Pedagogy of Pop: Theoretical and Practical Strategies for Success discusses a variety of strategies and approaches for using social and mass media as tools through which teachers might improve schooling. While there is a vast body of literature in this field, editors Edward A. Janak and Denise Blum have created a text which differs in two substantive ways: scope and sequence. In terms of scope, this work is unique in two facets: first, it presents both theory and practice in one volume, bridging the two worlds; and second, it includes lessons from secondary and postsecondary classrooms, allowing teachers on all levels to learn from each other. In terms of sequence, The Pedagogy of Pop draws on lessons from both historical and contemporary practice. The introductory section of Janak and Blum's collection presents a pair of papers that use somewhat different approaches to examine the historical roots of contemporary critique. Part I presents a series of chapters designed to provide guidelines and theories through which educators on all levels can think about their practice, focusing more on the \"why\" of their approach than the \"how.\" Part II presents a more \"hands-on\" approach by sharing a variety of specific strategies for incorporating pop culture in all its forms (technology, music, television, video games, etc.) in both secondary and postsecondary classrooms. The conclusion shows the praxis of teaching with popular culture, presenting a counterpoint to current thinking as well as a case study of the best of what can happen when popular culture is applied effectively.