Core Concept
New media developed from print media, but its target audience was different, with young readers increasingly attracted to it.
The lesson begins by asking how a new media website can attract readers and how the finances needed to run websites can be managed. It explains that the first news websites were launched by media houses around 1986. These early web editions were simply replicas of the respective print editions. Their function was mainly to create awareness about the existence of those media houses.
The actual transition in India happened after 1996, when several independent media houses tried to bring out news websites. However, after 2000, most independent media organisations and their websites closed down. This was the period when the phenomenon of convergence became popular.
Transition Sequence
Around 1986: early news websites
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Replicas of print editions
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After 1996: independent news sites
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After 2000: many closures
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Convergence becomes popular
Key Features to Remember
Early web editions
Mostly copied the respective print editions and created awareness about the media house.
Independent ventures
Several independent media houses entered news websites after 1996.
Major shift
After 2000, closures of many independent ventures were linked with the period in which convergence became popular.
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Textbook Illustration — Page 130–131
The opening pages frame new media as a development from print media with a different, especially younger, audience. The following illustration shows a customer trying to identify an item on a web page while another customer buys goods from a shop, reinforcing the discussion of Internet-based buying and the importance of “look and feel” described later in the lesson.
Why this concept matters in the chapter: The first objective asks learners to trace the transition from earlier forms of mass communication to new media in India. The terminal exercises also ask about convergence and the changing face of the Indian media industry.
Core Concept
Independent new media organisations received financial support from big businessmen who saw growth potential and expected good returns.
The lesson asks how independent media houses survived in their early stage and where their money came from. It explains that they received funds from established businessmen who also lend money to people starting businesses. When these businessmen believed that a new business had growth potential and could return several times the money invested, they supported it. The chapter calls such big businessmen venture capitalists.
Why Venture Capitalists Supported New Media
In the case of new media, venture capitalists saw it as a possible business option in India. The lesson identifies two reasons for their interest. First, through a media house, the venture capitalist could get some access to political groups in the country. Second, new media showed signs of earning profits through business transactions conducted via the Internet.
A Major Problem: The “Look and Feel” Culture
The venture capitalists did not initially realise that Indian customers preferred to buy things after seeing the product with their own eyes. The chapter describes this as the Indian buying culture of “look and feel”. Although a few independent companies managed to stay afloat, most were forced to close down.
| Point | What the chapter says |
|---|
| Source of funding | Big established businessmen funded independent new media ventures. |
| Who were they? | Venture capitalists—businessmen willing to invest when they saw growth and possible returns. |
| Reason 1 | A media house could give the venture capitalist some access to political groups. |
| Reason 2 | New media showed signs of profit through Internet business transactions. |
| Customer issue | Indian buying culture placed importance on seeing and feeling the product before purchase. |
Learning from the Early Phase
The early period became a learning phase for Indian media practitioners and managers. They realised that entering new media required innovative revenue models. They also accepted that they had to sell content to make money. Merely relying on business transactions was not helping them enough.
Investment in new media
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Business expectations
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“Look and feel” limitation
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Many closures
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Need for new revenue models
Why this concept matters in the chapter: The intext questions specifically ask who venture capitalists are, why they supported new media ventures in India, and how early web editions functioned.
Simple Definition
“Convergence” means that several forms of media, such as print, radio and television, will exist simultaneously and co-exist even when they have different mandates.
The chapter places new media within the wider history of Indian mass communication. During the freedom struggle, print media played a significant role because television and new media did not exist. After independence, print continued to dominate for more than two decades. In the seventies, television appeared, but for years people had only limited programmes, so print media continued to be strong.
When cable television entered the Indian market, people began watching more television. Print media responded by changing its designs and forms of writing in order to survive in a competitive environment. When new media arrived, another major shift occurred. A theory developed that print media might not survive. Technology also became more important in judging the suitability of media employees, whereas creativity had earlier been recognised as the primary skill.
Technology versus Creativity
The lesson asks whether media organisations should employ journalists who are strong at writing and reporting or people who are good with technology. Its answer is that technological innovations in the media industry are meant to be complementary to creativity. If technology does not support creativity, the chapter says it is useless. Creative professionals should therefore make the best use of technology and change or replace technology when it becomes a hindrance to creativity.
Co-existence of Media Forms
Journalists and media managers gradually realised that a more effective form of communication does not destroy the earlier form. Instead, the earlier form changes for the better and makes a place for itself in the changed situation. This understanding leads to the idea of convergence.
| Media form / development | Change described in the chapter |
|---|
| Print media | Played a major role in the freedom struggle and continued strongly after independence; later changed designs and forms of writing. |
| Television | Appeared in the seventies; initially offered limited programmes; cable television increased viewing. |
| New media | Introduced another industry shift and made technology an important factor while media forms continued to co-exist. |
| Convergence | Print, radio, television and new media exist together; organisations may bring several media divisions under one roof. |
Convergence in Organisations
Media organisations are expanding and trying to bring different elements of mass communication under a common roof. The chapter notes that, in a global media environment, more organisations may operate print, television, radio and new media divisions together.
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Textbook Illustration — Fig. 22.2
The convergence illustration presents a media environment in which different media activities operate together. It supports the chapter’s explanation that earlier and newer communication forms can co-exist and that organisations may bring several media divisions under one roof.
Why this concept matters in the chapter: Convergence is a named objective and is directly tested by the lesson’s intext and terminal exercises. The chapter also stresses the relationship between creativity and technology and the continued co-existence of media forms.
Core Concept
The standard new media product described in the lesson is the website, with many other Internet-based forms serving information, communication, education, buying and selling, writing and entertainment.
The lesson gives a simple example to explain customisation of news. A learner staying in a village without a television in every house wants the latest cricket score. Using a mobile phone, the learner can receive the score because a news website was previously informed by e-mail that cricket updates were of interest. The latest update can then be received wherever the learner travels.
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Textbook Example — Customisation of News
Interest is specified first, then the relevant update is sent. In the chapter’s example, a person interested in cricket receives cricket scores. The lesson defines customization as supplying news according to one’s need or interest.
Key New Media Products and Uses
News websites
Websites can provide information and can send selected updates according to a user’s interest.
Corporate websites
Provide prospective customers and employees with initial information. They also commonly include a “contact us” section with phone and e-mail details.
Blogs and feedback
Some organisations invite visitors to write blogs about products or services. This helps organisations collect feedback and can help customers form a common forum.
Social networking sites
People can open an account, become members, interact with others, share ideas and information, and reconnect with old friends or classmates.
Online libraries
Libraries available on the Internet can provide material for people interested in research and academics.
Online learning
Learning through the Internet is called online learning or e-learning. It is education with the help of the Internet.
Buying and selling
The Internet offers sites from which people can buy and sell products.
Online games and creative content
The Internet offers games for children and websites containing graphics, animations, cartoons, reading material, blogs and photography.
Examples at a Glance
| New media example | Main use stated in the chapter |
|---|
| News websites | Provide news and can supply selected updates according to a user’s interest. |
| Corporate websites | Give initial information to prospective customers and employees and provide ways to make contact. |
| Social networking sites | Enable interaction and sharing of ideas, thoughts and information. |
| Online libraries | Provide Internet-based material for research and academic subjects. |
| Online learning / e-learning | Education with the help of the Internet; several subjects, especially professional subjects, can be taught this way. |
| Online games | Provide games and entertainment for children. |
User interest / need
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Internet / website
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Selected information or service
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User interaction / use
Why this concept matters in the chapter: The lesson objective asks learners to discuss examples of new media. The intext questions directly test customization of news and online learning, while the “What You Have Learnt” section highlights news websites, customization, online learning, online libraries and online games.