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Introduction – A Second Media Age? 19
new age in which power is believed to have been given, at last, to the people:
to the people, that is, who have access to, and can control, the mouse and the
keyboard. (95)

19 However, some recent correctives to this orthodoxy criticize ‘information revolution’ as
hyperbole, and the modernist myth of the new. Bolter and Grusin (1999) show how
processes of ‘remediation’ of older media by newer media (e.g. TV remediating film or
photography remediating painting) are not exclusive to a digital or post-broadcast ‘era’.
For Winston (1998) the term ‘revolution’ is wrongly applied to ‘New Media’, as he pro-
poses to show how the pace of change today is actually slower than in previous periods
of technological diffusion and transformation in the means of communication. The
’Information Revolution’ is ‘largely an illusion, a rhetorical gambit and an expression of
technological ignorance’ (2).
20 The broad contours of this critique are already anticipated in Bertolt Brecht’s short reflec-
tion on ‘the radio as an apparatus of communication’ ([1932] 2003).
21 There is a great deal riding on these claims, stakes which broadcast corporations them-
selves are now interested in. Geoff Lealand (1999) argues that studies in the USA are
being conducted by media corporations, who have commissioned sociologists and com-
munications analysts to study this decentring, and are part of strategies for more com-
prehensive forms of deregulation.
22 However, this does not mean that the Internet should be seen as producing the same
‘field of recognition’ as television. For example, some have tried to depict the Internet as
television with millions of channels, and millions of broadcasters. The problem is that
each channel is weakened in its broadcast power the more channels there are, diluting
the exposure of any message or persons who become its ‘content’. As we shall see, it is
impossible to be famous on the Internet.
23 An overemphasis on CITs as technologies of the production of ‘new’ social relationships can
be seen to be a precursor to the advent of ‘complexity theory’ – the idea that volume and
speed of emergence of causal interconnections between social (or physical) phenomena
become so complex and chaotic as to produce new and sometimes chaotic behaviours and
properties. (For a postmodern expression of this phenomenon as it applies to commu-
nication processes, see Kroker and Weinstein, 1994.)
24 Nowhere is this more spectacular than in the widening generation gap that is emerging
between net-literate youth and not-as-literate adults, especially in school classrooms.
There is a burgeoning amount of literature in the education journals relating to this (see
Downes and Fatouros, 1995; Green and Bigum, 1993; Holmes and Russell, 1999; Russell
and Holmes, 1996).
25 Most typical, for example, of the humanist anthropology and behavioural traditions of
communication research (see Finnegan, 2002).