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Information Cycle - Penn State Libraries

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by

Veronica Bautista

on 29 March 2011

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Transcript of Information Cycle - Penn State Libraries

information cycle today's events are tomorrow's information.
triggers how
information is
told over the
course of... hours days weeks months years "The disaffected and depressed boy who might
have found a niche, a friend, or teacher who
noticed, falls between the cracks... ...Sometimes he quietly drops out, sometimes he
quietly passes through, and sometimes... ...he comes to school with a gun."
Anna Quindlen, Newsweek, March 26, 2001 COLUMBINE April 20, 1999 At 11:19 am on April 20, 1999 Dylan Klebold and Eric Harris walked into
Columbine High School and began shooting. Two hours later while events were still unfolding media reports began. and the world became aware of
what was happening in Littleton, Colorado At 4:21 pm, a somber President Clinton
acknowledges reports that
dominated national television
since the first shots were heard. ...quotes surfaced from a wide range of government officials.. Littleton, Colorado The next day, April 21st, Americans awoke to front page headlines in their newspapers describing the tragedy. Each newspaper provided a rough chronology of events and more complete coverage. Democratic Senator
Edward Kennedy said, "The terrible tragedy in the heart of the nation" might lead to new gun control and gun safety laws. Republican Senator
John Ashcroft said, Congress and society should find a way to counter "a cult of violence" that includes literature, gangster rap, and video games US Secretary of Education Richard Riley said, "This tragedy represents a new scale of school violence that we have never seen before...My message to every gun owner in America is very direct... ...lock up your guns today." Scientific polls showed the impact the Columbine school shooting had in the media. newspapers internet television magazines journal
articles full books The information cycle maps these events that change, grow, and evolve over years... ...creating cycles over and over again. In the weeks to follow, weekly magazines provided
the world with additional analysis These issues were filled with student and teacher interviews... ..comparisons to other incidents of school violence around the country... ...and greater details of
the criminal investigation. ONE EVENT Months after the event... academics entered the scene. Topics turned to much larger issues like violence in school, peer pressure, and gun control. In the fall of 1999 the academic journal "Popular Music and Society" published "Things to do in Columbine when You're Dead:
A Post Columbine Collage" It discussed the relationship between popular
music and the massacre at Columbine High School. In May 2001, In the years after the shooting many researchers and professors wrote books and encyclopedias that continued to discuss the impact of the violence. documentaries And then, just
three years later... Michael Moore wrote, directed, produced and narrated the documentary, "Bowling for Columbine." The documentary brought Moore international attention. The film won the Academy Award for Best Documentary Feature, the Independent Spirit Award for Best Documentary Feature, and many others. The film looks into the nature of violence in the US. The Columbia Journalism Review published an issue
CRITICIZING distorted media coverage of school violence. Redesign: Veronica Bautista, 2011 Content: Debora Cheney and Rebecca Bichel

Development: Jiyeon Ryu

Copyright 2011 The Pennsylvania State University Original Design: Sylvia M. DeSantis, 2004
Full transcript