US Politics and Generation Y :: Engaging the Millennials.
How have the momentous events of the early 21st century affected the millennial generation's political awareness and action? What accounts for the widespread youth mobilization in support of Barack Obama during the 2008 elections? How do millennials differ from past generations in the ways that...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Boulder, CO :
Lynne Rienner Publishers,
2013.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | How have the momentous events of the early 21st century affected the millennial generation's political awareness and action? What accounts for the widespread youth mobilization in support of Barack Obama during the 2008 elections? How do millennials differ from past generations in the ways that they engage in politics? Addressing these questions, David Rankin goes beyond the impact of political and cultural trends to focus on the role of higher education in connecting political interest, knowledge, and participation. Rankin draws on rich data spanning the years 2000-2010 to offer unique insigh. |
| Beschreibung: | Connecting the Events on Millennial Minds |
| Beschreibung: | 1 online resource (215 pages) |
| ISBN: | 1626378754 9781626378759 |
Internformat
MARC
| LEADER | 00000cam a2200000Mi 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-on1111449559 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr |n|---||||| | ||
| 008 | 190810s2013 cou o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d EBLCP |d N$T |d OCLCF |d OCLCQ |d K6U |d OCLCQ |d AJS |d OCLCO |d OCLCQ |d OCLCO |d OCLCL |d UEJ |d OCLCQ | ||
| 020 | |a 1626378754 | ||
| 020 | |a 9781626378759 |q (electronic bk.) | ||
| 035 | |a (OCoLC)1111449559 | ||
| 043 | |a n-us--- | ||
| 050 | 4 | |a HQ799.7.R36 2012 | |
| 082 | 7 | |a 305.2 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Rankin, David. | |
| 245 | 1 | 0 | |a US Politics and Generation Y : |b Engaging the Millennials. |
| 260 | |a Boulder, CO : |b Lynne Rienner Publishers, |c 2013. | ||
| 300 | |a 1 online resource (215 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Intro; Title page; copyright page; Contents; Illustrations; Ch1- The Millennial Generation and US Politics; Talking About a New Generation in US Politics; Recognizing Millennial Differences; New Millennial Impact; Salient Connections; The (Surveillance) Learning Equation; Informing Millennial Judgment; Mediated Challenges and Possibilities; Connecting Political Interests and Engagement; Political Higher Learning; Entering US Politics; Collecting Data at an Introductory Level; The Organization of the Book; Ch2- Learning About US Politics; Related Attentiveness and Awareness | |
| 505 | 8 | |a Figure 2.1 Attentiveness upon Entering a US Politics CourseAttentiveness and Political Knowledge; Table 2.1 Attentiveness upon Exiting a US Politics Course; Learning Relevance; Figure 2.2 Textbook Knowledge upon Entering a US Politics Course; Figure 2.3 Recalling Foreign Policy Figures; Table 2.2 Political Knowledge and Learning in US Politics Courses; Electoral Understanding; Figure 2.4 Exiting Knowledge of the Electoral College and House Control; Domestic Recognition; Foreign Familiarity; Table 2.3 Recall of Figures at the End of a US Politics Course; Learning Reinforcement | |
| 505 | 8 | |a Figure 2.5 Sorting Out Surveillance and Textbook KnowledgeTable 2.4 Interest, Attentiveness, and Knowledgeupon Entering US Politics Courses; Conclusion; Ch3- Reasoning ina World of Politics and Policy; An Age-Old Affective Connection; Grappling with Identity and Imagery; Figure 3.1 Patriotic Feelings upon Entering US Politics Courses; Figure 3.2 Presidential Approval upon Entering and Exiting US Politics Courses; Relating Preferences; Figure 3.3 Trending Support for Increased Federal Spending; Concern, Attention, and Preferences | |
| 505 | 8 | |a Figure 3.4 Considering the War in Iraq upon Entering a US Politics CourseInformation Impact; Table 3.1 Learning About US Politics, Political Figures, and War; Table 3.2 Processing the Invasion and Occupation of Iraq; Concerns and Connections; Fear Not for a New Millennial Future; Figure 3.5 Conceptions of US Identity; Conclusion; Ch4- Media Channels for Political Learning; Tuning Out and Tuning In; Understanding Millennial Mediated Surveillance of Political Events; Figure 4.1 Attention to TV and Internet News in US Politics Courses; Recognizing New Media Possibilities | |
| 505 | 8 | |a Table 4.1 Levels of Internet Use and Political KnowledgeThe Daily Fix to Less-Than-Daily Media Attentiveness; Table 4.2 News Attention and Political Knowledge; Table 4.3 Daily Learning in US Politics; Entertained into Learning; Mediated Learning Impact (Or Understanding Your Audience; Figure 4.2 Multimediated Instruction and Political Knowledge; Table 4.4 Multimediated Salient Events and Knowledge; Conclusion; Ch5- Connecting Political Interests and Engagement; Engaging in a Salient Political Event; Beyond the Vote; Learning How to Participate; Gathering Related Knowledge | |
| 500 | |a Connecting the Events on Millennial Minds | ||
| 520 | |a How have the momentous events of the early 21st century affected the millennial generation's political awareness and action? What accounts for the widespread youth mobilization in support of Barack Obama during the 2008 elections? How do millennials differ from past generations in the ways that they engage in politics? Addressing these questions, David Rankin goes beyond the impact of political and cultural trends to focus on the role of higher education in connecting political interest, knowledge, and participation. Rankin draws on rich data spanning the years 2000-2010 to offer unique insigh. | ||
| 650 | 0 | |a Generation Y |z United States. | |
| 650 | 0 | |a College students |x Political activity |z United States. | |
| 650 | 6 | |a Génération Internet |z États-Unis. | |
| 650 | 6 | |a Étudiants |x Activité politique |z États-Unis. | |
| 650 | 7 | |a College students |x Political activity |2 fast | |
| 650 | 7 | |a Generation Y |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 776 | 0 | 8 | |i Print version: |a Rankin, David. |t US Politics and Generation Y : Engaging the Millennials. |d Boulder, CO : Lynne Rienner Publishers, ©2013 |z 9781588268792 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2215580 |3 Volltext |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL5841976 | ||
| 938 | |a EBSCOhost |b EBSC |n 2215580 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1111449559 |
|---|---|
| _version_ | 1816882497671135232 |
| adam_text | |
| any_adam_object | |
| author | Rankin, David |
| author_facet | Rankin, David |
| author_role | |
| author_sort | Rankin, David |
| author_variant | d r dr |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | H - Social Science |
| callnumber-label | HQ799 |
| callnumber-raw | HQ799.7.R36 2012 |
| callnumber-search | HQ799.7.R36 2012 |
| callnumber-sort | HQ 3799.7 R36 42012 |
| callnumber-subject | HQ - Family, Marriage, Women |
| collection | ZDB-4-EBA |
| contents | Intro; Title page; copyright page; Contents; Illustrations; Ch1- The Millennial Generation and US Politics; Talking About a New Generation in US Politics; Recognizing Millennial Differences; New Millennial Impact; Salient Connections; The (Surveillance) Learning Equation; Informing Millennial Judgment; Mediated Challenges and Possibilities; Connecting Political Interests and Engagement; Political Higher Learning; Entering US Politics; Collecting Data at an Introductory Level; The Organization of the Book; Ch2- Learning About US Politics; Related Attentiveness and Awareness Figure 2.1 Attentiveness upon Entering a US Politics CourseAttentiveness and Political Knowledge; Table 2.1 Attentiveness upon Exiting a US Politics Course; Learning Relevance; Figure 2.2 Textbook Knowledge upon Entering a US Politics Course; Figure 2.3 Recalling Foreign Policy Figures; Table 2.2 Political Knowledge and Learning in US Politics Courses; Electoral Understanding; Figure 2.4 Exiting Knowledge of the Electoral College and House Control; Domestic Recognition; Foreign Familiarity; Table 2.3 Recall of Figures at the End of a US Politics Course; Learning Reinforcement Figure 2.5 Sorting Out Surveillance and Textbook KnowledgeTable 2.4 Interest, Attentiveness, and Knowledgeupon Entering US Politics Courses; Conclusion; Ch3- Reasoning ina World of Politics and Policy; An Age-Old Affective Connection; Grappling with Identity and Imagery; Figure 3.1 Patriotic Feelings upon Entering US Politics Courses; Figure 3.2 Presidential Approval upon Entering and Exiting US Politics Courses; Relating Preferences; Figure 3.3 Trending Support for Increased Federal Spending; Concern, Attention, and Preferences Figure 3.4 Considering the War in Iraq upon Entering a US Politics CourseInformation Impact; Table 3.1 Learning About US Politics, Political Figures, and War; Table 3.2 Processing the Invasion and Occupation of Iraq; Concerns and Connections; Fear Not for a New Millennial Future; Figure 3.5 Conceptions of US Identity; Conclusion; Ch4- Media Channels for Political Learning; Tuning Out and Tuning In; Understanding Millennial Mediated Surveillance of Political Events; Figure 4.1 Attention to TV and Internet News in US Politics Courses; Recognizing New Media Possibilities Table 4.1 Levels of Internet Use and Political KnowledgeThe Daily Fix to Less-Than-Daily Media Attentiveness; Table 4.2 News Attention and Political Knowledge; Table 4.3 Daily Learning in US Politics; Entertained into Learning; Mediated Learning Impact (Or Understanding Your Audience; Figure 4.2 Multimediated Instruction and Political Knowledge; Table 4.4 Multimediated Salient Events and Knowledge; Conclusion; Ch5- Connecting Political Interests and Engagement; Engaging in a Salient Political Event; Beyond the Vote; Learning How to Participate; Gathering Related Knowledge |
| ctrlnum | (OCoLC)1111449559 |
| dewey-full | 305.2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 305 - Groups of people |
| dewey-raw | 305.2 |
| dewey-search | 305.2 |
| dewey-sort | 3305.2 |
| dewey-tens | 300 - Social sciences |
| discipline | Soziologie |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>05350cam a2200517Mi 4500</leader><controlfield tag="001">ZDB-4-EBA-on1111449559</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |n|---|||||</controlfield><controlfield tag="008">190810s2013 cou o 000 0 eng d</controlfield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">EBLCP</subfield><subfield code="b">eng</subfield><subfield code="e">pn</subfield><subfield code="c">EBLCP</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">EBLCP</subfield><subfield code="d">N$T</subfield><subfield code="d">OCLCF</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">AJS</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">UEJ</subfield><subfield code="d">OCLCQ</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1626378754</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781626378759</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1111449559</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">n-us---</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">HQ799.7.R36 2012</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">305.2</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Rankin, David.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">US Politics and Generation Y :</subfield><subfield code="b">Engaging the Millennials.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Boulder, CO :</subfield><subfield code="b">Lynne Rienner Publishers,</subfield><subfield code="c">2013.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (215 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Intro; Title page; copyright page; Contents; Illustrations; Ch1- The Millennial Generation and US Politics; Talking About a New Generation in US Politics; Recognizing Millennial Differences; New Millennial Impact; Salient Connections; The (Surveillance) Learning Equation; Informing Millennial Judgment; Mediated Challenges and Possibilities; Connecting Political Interests and Engagement; Political Higher Learning; Entering US Politics; Collecting Data at an Introductory Level; The Organization of the Book; Ch2- Learning About US Politics; Related Attentiveness and Awareness</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Figure 2.1 Attentiveness upon Entering a US Politics CourseAttentiveness and Political Knowledge; Table 2.1 Attentiveness upon Exiting a US Politics Course; Learning Relevance; Figure 2.2 Textbook Knowledge upon Entering a US Politics Course; Figure 2.3 Recalling Foreign Policy Figures; Table 2.2 Political Knowledge and Learning in US Politics Courses; Electoral Understanding; Figure 2.4 Exiting Knowledge of the Electoral College and House Control; Domestic Recognition; Foreign Familiarity; Table 2.3 Recall of Figures at the End of a US Politics Course; Learning Reinforcement</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Figure 2.5 Sorting Out Surveillance and Textbook KnowledgeTable 2.4 Interest, Attentiveness, and Knowledgeupon Entering US Politics Courses; Conclusion; Ch3- Reasoning ina World of Politics and Policy; An Age-Old Affective Connection; Grappling with Identity and Imagery; Figure 3.1 Patriotic Feelings upon Entering US Politics Courses; Figure 3.2 Presidential Approval upon Entering and Exiting US Politics Courses; Relating Preferences; Figure 3.3 Trending Support for Increased Federal Spending; Concern, Attention, and Preferences</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Figure 3.4 Considering the War in Iraq upon Entering a US Politics CourseInformation Impact; Table 3.1 Learning About US Politics, Political Figures, and War; Table 3.2 Processing the Invasion and Occupation of Iraq; Concerns and Connections; Fear Not for a New Millennial Future; Figure 3.5 Conceptions of US Identity; Conclusion; Ch4- Media Channels for Political Learning; Tuning Out and Tuning In; Understanding Millennial Mediated Surveillance of Political Events; Figure 4.1 Attention to TV and Internet News in US Politics Courses; Recognizing New Media Possibilities</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Table 4.1 Levels of Internet Use and Political KnowledgeThe Daily Fix to Less-Than-Daily Media Attentiveness; Table 4.2 News Attention and Political Knowledge; Table 4.3 Daily Learning in US Politics; Entertained into Learning; Mediated Learning Impact (Or Understanding Your Audience; Figure 4.2 Multimediated Instruction and Political Knowledge; Table 4.4 Multimediated Salient Events and Knowledge; Conclusion; Ch5- Connecting Political Interests and Engagement; Engaging in a Salient Political Event; Beyond the Vote; Learning How to Participate; Gathering Related Knowledge</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Connecting the Events on Millennial Minds</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">How have the momentous events of the early 21st century affected the millennial generation's political awareness and action? What accounts for the widespread youth mobilization in support of Barack Obama during the 2008 elections? How do millennials differ from past generations in the ways that they engage in politics? Addressing these questions, David Rankin goes beyond the impact of political and cultural trends to focus on the role of higher education in connecting political interest, knowledge, and participation. Rankin draws on rich data spanning the years 2000-2010 to offer unique insigh.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Generation Y</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">College students</subfield><subfield code="x">Political activity</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Génération Internet</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Étudiants</subfield><subfield code="x">Activité politique</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">College students</subfield><subfield code="x">Political activity</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Generation Y</subfield><subfield code="2">fast</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">United States</subfield><subfield code="2">fast</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Rankin, David.</subfield><subfield code="t">US Politics and Generation Y : Engaging the Millennials.</subfield><subfield code="d">Boulder, CO : Lynne Rienner Publishers, ©2013</subfield><subfield code="z">9781588268792</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2215580</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL5841976</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">2215580</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EBA-on1111449559 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:29:33Z |
| institution | BVB |
| isbn | 1626378754 9781626378759 |
| language | English |
| oclc_num | 1111449559 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (215 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Lynne Rienner Publishers, |
| record_format | marc |
| spelling | Rankin, David. US Politics and Generation Y : Engaging the Millennials. Boulder, CO : Lynne Rienner Publishers, 2013. 1 online resource (215 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Print version record. Intro; Title page; copyright page; Contents; Illustrations; Ch1- The Millennial Generation and US Politics; Talking About a New Generation in US Politics; Recognizing Millennial Differences; New Millennial Impact; Salient Connections; The (Surveillance) Learning Equation; Informing Millennial Judgment; Mediated Challenges and Possibilities; Connecting Political Interests and Engagement; Political Higher Learning; Entering US Politics; Collecting Data at an Introductory Level; The Organization of the Book; Ch2- Learning About US Politics; Related Attentiveness and Awareness Figure 2.1 Attentiveness upon Entering a US Politics CourseAttentiveness and Political Knowledge; Table 2.1 Attentiveness upon Exiting a US Politics Course; Learning Relevance; Figure 2.2 Textbook Knowledge upon Entering a US Politics Course; Figure 2.3 Recalling Foreign Policy Figures; Table 2.2 Political Knowledge and Learning in US Politics Courses; Electoral Understanding; Figure 2.4 Exiting Knowledge of the Electoral College and House Control; Domestic Recognition; Foreign Familiarity; Table 2.3 Recall of Figures at the End of a US Politics Course; Learning Reinforcement Figure 2.5 Sorting Out Surveillance and Textbook KnowledgeTable 2.4 Interest, Attentiveness, and Knowledgeupon Entering US Politics Courses; Conclusion; Ch3- Reasoning ina World of Politics and Policy; An Age-Old Affective Connection; Grappling with Identity and Imagery; Figure 3.1 Patriotic Feelings upon Entering US Politics Courses; Figure 3.2 Presidential Approval upon Entering and Exiting US Politics Courses; Relating Preferences; Figure 3.3 Trending Support for Increased Federal Spending; Concern, Attention, and Preferences Figure 3.4 Considering the War in Iraq upon Entering a US Politics CourseInformation Impact; Table 3.1 Learning About US Politics, Political Figures, and War; Table 3.2 Processing the Invasion and Occupation of Iraq; Concerns and Connections; Fear Not for a New Millennial Future; Figure 3.5 Conceptions of US Identity; Conclusion; Ch4- Media Channels for Political Learning; Tuning Out and Tuning In; Understanding Millennial Mediated Surveillance of Political Events; Figure 4.1 Attention to TV and Internet News in US Politics Courses; Recognizing New Media Possibilities Table 4.1 Levels of Internet Use and Political KnowledgeThe Daily Fix to Less-Than-Daily Media Attentiveness; Table 4.2 News Attention and Political Knowledge; Table 4.3 Daily Learning in US Politics; Entertained into Learning; Mediated Learning Impact (Or Understanding Your Audience; Figure 4.2 Multimediated Instruction and Political Knowledge; Table 4.4 Multimediated Salient Events and Knowledge; Conclusion; Ch5- Connecting Political Interests and Engagement; Engaging in a Salient Political Event; Beyond the Vote; Learning How to Participate; Gathering Related Knowledge Connecting the Events on Millennial Minds How have the momentous events of the early 21st century affected the millennial generation's political awareness and action? What accounts for the widespread youth mobilization in support of Barack Obama during the 2008 elections? How do millennials differ from past generations in the ways that they engage in politics? Addressing these questions, David Rankin goes beyond the impact of political and cultural trends to focus on the role of higher education in connecting political interest, knowledge, and participation. Rankin draws on rich data spanning the years 2000-2010 to offer unique insigh. Generation Y United States. College students Political activity United States. Génération Internet États-Unis. Étudiants Activité politique États-Unis. College students Political activity fast Generation Y fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Print version: Rankin, David. US Politics and Generation Y : Engaging the Millennials. Boulder, CO : Lynne Rienner Publishers, ©2013 9781588268792 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2215580 Volltext |
| spellingShingle | Rankin, David US Politics and Generation Y : Engaging the Millennials. Intro; Title page; copyright page; Contents; Illustrations; Ch1- The Millennial Generation and US Politics; Talking About a New Generation in US Politics; Recognizing Millennial Differences; New Millennial Impact; Salient Connections; The (Surveillance) Learning Equation; Informing Millennial Judgment; Mediated Challenges and Possibilities; Connecting Political Interests and Engagement; Political Higher Learning; Entering US Politics; Collecting Data at an Introductory Level; The Organization of the Book; Ch2- Learning About US Politics; Related Attentiveness and Awareness Figure 2.1 Attentiveness upon Entering a US Politics CourseAttentiveness and Political Knowledge; Table 2.1 Attentiveness upon Exiting a US Politics Course; Learning Relevance; Figure 2.2 Textbook Knowledge upon Entering a US Politics Course; Figure 2.3 Recalling Foreign Policy Figures; Table 2.2 Political Knowledge and Learning in US Politics Courses; Electoral Understanding; Figure 2.4 Exiting Knowledge of the Electoral College and House Control; Domestic Recognition; Foreign Familiarity; Table 2.3 Recall of Figures at the End of a US Politics Course; Learning Reinforcement Figure 2.5 Sorting Out Surveillance and Textbook KnowledgeTable 2.4 Interest, Attentiveness, and Knowledgeupon Entering US Politics Courses; Conclusion; Ch3- Reasoning ina World of Politics and Policy; An Age-Old Affective Connection; Grappling with Identity and Imagery; Figure 3.1 Patriotic Feelings upon Entering US Politics Courses; Figure 3.2 Presidential Approval upon Entering and Exiting US Politics Courses; Relating Preferences; Figure 3.3 Trending Support for Increased Federal Spending; Concern, Attention, and Preferences Figure 3.4 Considering the War in Iraq upon Entering a US Politics CourseInformation Impact; Table 3.1 Learning About US Politics, Political Figures, and War; Table 3.2 Processing the Invasion and Occupation of Iraq; Concerns and Connections; Fear Not for a New Millennial Future; Figure 3.5 Conceptions of US Identity; Conclusion; Ch4- Media Channels for Political Learning; Tuning Out and Tuning In; Understanding Millennial Mediated Surveillance of Political Events; Figure 4.1 Attention to TV and Internet News in US Politics Courses; Recognizing New Media Possibilities Table 4.1 Levels of Internet Use and Political KnowledgeThe Daily Fix to Less-Than-Daily Media Attentiveness; Table 4.2 News Attention and Political Knowledge; Table 4.3 Daily Learning in US Politics; Entertained into Learning; Mediated Learning Impact (Or Understanding Your Audience; Figure 4.2 Multimediated Instruction and Political Knowledge; Table 4.4 Multimediated Salient Events and Knowledge; Conclusion; Ch5- Connecting Political Interests and Engagement; Engaging in a Salient Political Event; Beyond the Vote; Learning How to Participate; Gathering Related Knowledge Generation Y United States. College students Political activity United States. Génération Internet États-Unis. Étudiants Activité politique États-Unis. College students Political activity fast Generation Y fast |
| title | US Politics and Generation Y : Engaging the Millennials. |
| title_auth | US Politics and Generation Y : Engaging the Millennials. |
| title_exact_search | US Politics and Generation Y : Engaging the Millennials. |
| title_full | US Politics and Generation Y : Engaging the Millennials. |
| title_fullStr | US Politics and Generation Y : Engaging the Millennials. |
| title_full_unstemmed | US Politics and Generation Y : Engaging the Millennials. |
| title_short | US Politics and Generation Y : |
| title_sort | us politics and generation y engaging the millennials |
| title_sub | Engaging the Millennials. |
| topic | Generation Y United States. College students Political activity United States. Génération Internet États-Unis. Étudiants Activité politique États-Unis. College students Political activity fast Generation Y fast |
| topic_facet | Generation Y United States. College students Political activity United States. Génération Internet États-Unis. Étudiants Activité politique États-Unis. College students Political activity Generation Y United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2215580 |
| work_keys_str_mv | AT rankindavid uspoliticsandgenerationyengagingthemillennials |