RTV Theory and Practice - Special Issue

publications were , signif icantly , sponsored by UNESCO . Berrigan's booK was important for its assemblage of examples and initial effort at defining access and participation regarding the media . Huch more limited in impact. but much more substantial in theoretical import, was the stenciled report written by Jouet. She produced one of the first - at least in the field of communication - systematic typologies of access and participation in the media. Her worK serveđ as inspiration to a coterie of academicians (Lindblad, 1983; Lewis , 1976; JanKowsKi, forthcoming) concerned with conceptualization of the terms . Little of this worK , however , went much beyond specification of the nature and relationship of two central concepts - access to and participation in the media . A more encompassing approach , culminating in a model for democratic communication, came f rom Hatta (1981), a Latin American scholar concerned about Third World communication issues , Hatta's model stems from dissatification with traditional communication forms which are primarily unidirectional and nonparticipatory in nature . As Hatta says , the central aspect emerging from this disenchantment was a "search for new forms of access to and participation in social communication" , (Hatta , 1981:79). He terms this search "alternative communication” which is characterized as "a system in which the audience can actively participate in the process of communication" (Hatta, 1981:79). Hatta recommends caution regarding solutions which emphasize only technological or training aspects . The transformation from traditional communication forms is not, he contends, promoted by new media technologies , but by focus on political and social issues . The model, summarized in a blocK diagram (Hatta, 1981:83), is perhaps most striKing in that it shows the relationship between educational activities for media professionals and audience members , the control mechanisms for ensuring the basic right to communicate , and the avenues for access to and participation in media organizations . Although the model is much more đevelopeđ than other efforts undertaKen (e.g. Berrigan, 19Г7; Jouet , 1977; Lindblad, 1982; JanKowsKi, f orthcoming) , it is striKing how similar the mođel is to Enzensberger's (1970) notion of emancipatory media use . Enzensberger compared emancipatory media use with what he termed repressive use of the media - similar to Hatta's term traditional communication . UnliKe Matta , Enzensberger devoted little space to defining the concepts proposed or suggesting relationships between them . Elements from Enzensberger's pioneering worK which have found their way into Matta's mođel

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