COMM 251x.01 International and Development Communication

The University of Montana-Missoula

2:10– 5 p.m., Wednesdays, Spring 2013

Instructor: Dr. Phyllis Ngai

E-mail:

Work/Home Phone: 406.721.4691

Office: LA 237

Office hours:1:00 – 2:00 p.m. Wednesdays and by appointment

Course Description

COMM 251 introduces students to the concepts of International and Development Communication. International Communication deals with information exchange and cultural flow across nations and societies. Development Communication focuses on assessing the role of transnational communication in social change, including its impacts on first peoples. The course surveys communication issues related to globalization, cultural and linguistic imperialism, the Internet, the media, English as a global language, Indigenous voices, transnational advertising, multicultural/transnational organizations, participatory development, and sustainability. Through case studies, students will apply mass communication and organizational communication concepts in understanding the relations between the local and the global and in analyzing complex interdependencies among social groups, organizations, and nation states. The course aims to engage students in discussing communication issues of global significance through case studies and conversations with people from different countries. This course is designed to incorporate contextualized and cooperative learning. A comparative approach is used to expose students to diverse perspectives and to stimulate students to reflect on their own roles as local/global citizens of the 21st century. It is a core course of the International Development Studies minor.

Course Objectives

Upon completion of this course, students will achieve the following learning outcomes:

  • Understanding of important concepts in international and development communication;
  • Awareness of key communication issues resulting from globalization and informatization over time;
  • Understanding of the impacts of information and communication technologies (ICTs) on social change;
  • Ability to hold a position based on analysis of evidence and arguments for and against the presence of cultural and linguistic imperialism brought about by ICTs;
  • Understanding of the pros and cons of using the Internet and the media to facilitate communication within and across cultural groups, transnational organizations, and nation states;
  • Awareness of the implications of using English as the global language in different linguistic and cultural contexts over time;
  • Appreciation for the value of indigenous languages and first peoples’ perspectives in the global context;
  • Knowledge about participatory approaches to communication and sustainable development;
  • Understanding of how transnational advertising impedes and promotes sustainability;
  • Attention to communication processes when analyzing interdependence involving international and multicultural organizations; and
  • Ability to compare the convergence and divergence of perspectives held by members of their communities, the U.S. public, and people in other countries, particularly non-Western and developing countries.

TentativeCourse Schedule

(The reading assignments listed below may be modified. Check Moodle for weekly updates. Apart from the articles listed below, you will be given additional case studies to read in class or to take home. Stay tuned!)

Date / Topic
Jan 30 / 1. Introduction to International and Development Communication
In-class case study
Feb 6 / 2. Globalization, Informatization, and Communication
Required Readings:
-Communicating in Global and Multicultural Contexts—George Cheney, Lars Thoger Christensen, Theodore Zorn, and Shiv Ganesh pp. 377 -382 only
-Globalization, Informatization, and Intercultural Communication-- Randy Kluverpp. 425 – 430 only
-From the Information Society to Knowledge Societies-UNESCO pp.27-30 only
Feb 13
Quiz 1 / 3. Cultural Convergence and Divergence through Communication
Required Readings:
-Communication and Culture--Christine Ogan
-Communicating in Global and Multicultural Contexts—George Cheney, Lars Thoger Christensen, Theodore Zorn, and Shiv Ganesh pp. 383 - 390 only
Feb 20 / 4.Media in the age of Globalization
Required Reading:
-The Whole World is Watching: Impact of Great News Events—William Hachten and James Scotton pp. 77-85 only
-Public Diplomacy and Propaganda—William Hachten and James Scotton pp. 206-214 only
Feb 27 / 5. The cases of China, Africa, and the Middle East
Required Reading (select one of the following chapters by William Hachten and James Scotton):
-China: New Media in an Old Media World
-The Middle East: Media Storms in the Desert
-India and Africa: Contrasts in Development
Mar 6
Quiz 2 / 6. Digital Communication in a Borderless World
Required Reading:
-Digital Media: Global, Interactive, and Free—William Hachten and James Scotton
-Social Networking Popular Across Globe--Pew Research Center, 2011, pp. 1 - 7 only
Mar 13 / Mid-term Group Debates
Mar 20 / 7. Communication, Technology, and Development
Required Reading:
-Telecommunications and Rural Development – Heather Hudson
Mar 27 / 8. Participatory Approaches to Communication for Development
Required Reading:
-Multiple Perspectives on Development Communication-Jan Servaes
-Organizational Communication and Globally Displaced Perimeter Populations: A Neglected Challenge for Intercultural Communication Training-Phyllis Ngai & Peter Koehn pp. 230 - 239 only
Apr 10
Quiz 3 / 9. Indigenous Languages and Native Voices in the Global Context
Required Reading:
-Power and Place Equal Personality-Vine Deloria
-An Extinction of (Ideas About) Species –K. David Harrison pp. 23-34 & 48-55 only
Apr 17 / 10. English as the Global Language and Its Implications
Required Reading:
-Why a Global Language? –David Crystal
-Babel Revisited-Peter Muhlhausler
Apr 24 / 11. Transnational Advertising
Required Reading:
-Transnational Advertising-K. Viswanath & Liren B. Zeng pp. 69-72, 76-78, 80-85 only
May 1
Quiz 4 / 12. International and Multicultural Organizational Communication
Required Reading:
-Business Cultures –Geert Hofstede
-Management of culture and Managing through Culture in the Indian Software Outsourcing Industry—Carol Upadhyapp. 104 -115 only
May 8 / Individual consultation on position paper. Sign up for an appointment.
Final paper due Friday.
May 15
3:20 – 5:20 p.m.
(Finals Week Schedule) / Presentations and Discussion

Assessment

Assignment / Points Earned
Four reading quizzes / 100 points
(25 point x 4)
Participation in whole-class discussion and in-class activities / 120 points
(10 points x 12)
Reading notes/preparation for class discussion / 100 points
(10 points x 10)
Reading Club facilitation / 100 points
(50 points x 2)
Position paperand
Presentation / 270 points
40 points
Group debate and
Individual annotated bibliography / 160points
110 points
Total: 1,000 points possible
Distribution Scale / 933 –1000 / A / 900 – 932 / A-
866 – 899 / B+ / 833 – 865 / B / 800 – 832 / B-
766 – 799 / C+ / 733 – 765 / C / 700 – 732 / C-
666 – 699 / D+ / 633 – 665 / D / 600 – 632 / D-
< 600 / F

Reading Materials

The weekly required readings are electronic articles posted on our Moodle course website. In addition, you can find on Moodle a list of references related to each topic. The references are useful for writing the papers and preparing for the final group debate. Some of the reference articles can be accessed via the “journal” tab on the Mansfield Library website and some are posted on e-reserve. The password for accessing e-reserve reading materials is international (all lower case, no italics, no punctuation).

Texts (Optional)

-The World News Prism: Challenges of Digital Communication (8th edition), by William Hachten and James Scotton. Wiley-Blackwell, 2012. [Optional][On reserve in Mansfield Library]

-Internaional Communication: A Reader, edited by Daya Kishan Thussu. Routledge, 2010. [Optional][On reserve in Mansfield Library]

Global Communication: Theories, Stakeholders, and Themes, by ThomasMcPhail. Wiley-Blackwell, 2010. [Optional] [On Reserve in Mansfield Library]

-Communication Technology and Social Change: Theory and Implications, edited by Carolyn Lin and David Atkin,. Routledge, 2007. [Optional]

-Development and Communication in Africa, edited by Charles Okigbo and Festus Eribo. Rowman & Littlefield Publishers, 2004. [Optional][On reserve in Mansfield Library]

-Intercultural Communication: A Global Reader, edited by Fred E. Jandt, Sage Publications, 2004. [Optional][On reserve in Mansfield Library]

-International and Development Communication: A 21st Century Perspective, edited by Bella Mody. Sage Publications, 2003. [Optional]

-International and Multicultural Organizational Communication, edited by George Cheney and George Barnett. Hampton Press, 2005. [Optional]

-When Languages Die: The Extinction of the World’s Languages and the Erosion of Human Knowledge, by K. David Harrison, Oxford University Press, 2007 [Optional]

In-Class Reading Club

Reading clubs consists of weekly in-class small-group discussions that are based on the required readings. Every week we will set aside some time in class for Reading Club sharing. In order to benefit from and contribute to the group discussions, you need to complete the required readings assigned for the week before class and come prepared to share your reflective comments about the materials. In the reading process, use the Reading Club notesheet posted on Moodleto record key points, important quotes, and questions and comments based on the required readings. Refer to your notes during in-class Reading Club discussions. Submit your notes to the instructor after Reading Club discussion each week.

Each of you will play the role of a facilitator for your Reading Club twice during the semester. When it is your turn to lead your Reading Club, you are responsible for the following tasks during the group meeting:

  1. Demonstrate leadership;
  2. Highlight the main ideas of the reading materials (no more than 3 minutes);
  3. Lead discussion in response to the instructor’s guiding questions based on the required readings;
  4. Respond to each group member’s comments and ask follow-up questions to stimulate discussion;
  5. Bring out diverse perspectives of your Reading Club members through follow-up questions;
  6. Keep the discussion relevant to the topics of the week and respectful to all involved; and
  7. Present a three-minute highlight to the whole class after the Reading Club meeting.

To earn a good grade forReading Club participation:

  • Take time to reflect on the required readings before class;
  • Use the guiding questions provided by the instructor to help you focus;
  • Share with classmates your comments and questions in reaction to the readings during discussion;
  • Submit reading notes that indicate your preparedness for group discussion.

Self/Peer Evaluation Form (Sample)

1. Rate the quality of the facilitator’s contribution to group discussion.

12345

PoorExcellent

2. Rate the facilitator’s leadership in keeping the discussion on track and fruitful.

12345

PoorExcellent

3. Rate your contribution to the group discussion.

12345

PoorExcellent

4. Rate your preparedness for class.

12345

Unprepared Very prepared

(Did not complete (Read all assigned materials;

assigned readings.) come to class with reflective comments)

______

Self/Peer Evaluation Form (Sample)

(Reading Club Facilitator)

I. Rate the quality of the questions and comments shared by each of your Reading Club members (assign a score for each member using the lines below).

12345

PoorExcellent

II. Rate the preparedness of your Reading Club members (assign a score for each member using the lines below).

12345

Unprepared Very prepared

(Did not complete (Read all assigned materials;

assigned readings.) come to class with reflective comments)

Member NameQuality ScorePreparedness Score

______

______

II. Rate your contribution to the Reading Club discussion.

12345

PoorExcellent

Grading Rubric for Class Participation

Grade: 10 points
max.
Grading criterion / 7 points or below / 8 points / 9 points / 10 points
Content of Interaction / Your contributions are remotely related to the assigned readings or the ongoing class discussion. / Your contributions are not supported or illustrated well with references to the assigned readings or personal experiences. / Your contributions are supported or illustrated with some non-specific references to the assigned readings or personal experiences. / Your contributions are thoughtful and well supported with representative evidence from the assigned readings or are illustrated with direct quotes and specific examples from the assigned readings, personal experiences, and other sources.
Quality of Contribution / You sit quietly most of the time and seldom participate in class discussion. / You contribute to class discussions no more than once or twice each weekly meeting. Your contributions tend to be limited to short responses (a few words). / You contribute to class discussions by engaging in dialogues that involve supporting or challenging classmates’ ideas and raising pertinent questions for further reflection and discussion. / Your contribution goes beyond the expectations for the last level. In addition to helping further ongoing dialogues and stimulate deeper reflection, you assist your classmates to decipher connections across concepts, ideas, and perspectives.
Professionalism / Arrive late or leave early for reasons other than illness or emergency. Show minimal interest in class discussions and activities. / Arrive on time. Listen attentively when others speak. / Arrive on time. Take part in all discussions and in-class activities seriously. Listen attentively when others speak. / Arrive on time and remain an interested and active participant throughout the whole class. Contribute to class discussions and activities using respectful, professional verbal and nonverbal communication approaches. Interact with others in a manner that conveys respect for diverse perspectives.

*You will earn a grade for attending each class.

Online Gradebook

1. Participation points that you earn each class are posted on Moodle every week. You can click on "Gradebook" on the menu see the points you have earned throughout the semester.

2. When you miss a class because of sickness, family emergency, or any other legitimate reason, you can (a) earn a Reading Club participation grade based on your written notes about the required readings and (b) you can make up the in-class participation points by submitting two pages of reflective comments on key in-class materials. Consult with the instructor regarding an in-class focus of the week. Please submit your written notes and make-up work along with documentation of evidence, such as a note from the Curry Health Center.

3. If you see a particularly low grade for Reading Club participation, it is probably because you did not submit the written reading notes, indicating that you were well prepared for Reading Club group discussion. Another possibility is that you submitted your notes, but you did not put your name on your papers. Check with the instructor concerning missing grades or missing work. Or, it is because you did not actively participate in the discussion.

4. Extra credits: Throughout the semester, you will find a wide range of lectures and workshops about different countries and various international/development communication topics held on campus. The instructor will inform you of the ones that are particularly relevant to this class. You can earn up to 10 points by submitting a report after attending a designated event. A report should include three main parts: (1) a summary of main ideas, (2) important quotes, and (3) reflective comments. The maximum number of extra-credit points one can earn for the semester is 30.

Quizzes
  • You will complete four in-class quizzes, in place of mid-term and final exams.
  • The quizzes cover the required readings and the materials presented by the instructor in class.
  • The quiz dates are listed in the course schedule above.
  • You will take the quizzes via Moodle in class. Please bring to class your UM Net I.D. and password required for accessing UM computer network on quiz days.
  • Each quiz includes 10 multiple-choice questions to be completed in 20 minutes.
  • You can use your books and notes when completing the quizzes.
  • Collaboration is not allowed during the assessments.
  • In order for your quiz scores to be valid, you must complete the assessments in the designated computer lab with the rest of the class as scheduled.
  • Students with disabilities need to contact the instructor two days before each quiz to arrange for accommodations.
Course Policies
  • You are responsible for submitting your assignments on due dates. Late work receives a 10-point deduction each day from the assignment grade unless you provide a note from a doctor indicating that you were unable to complete the assignment because of sickness.
  • Students with disabilities may request reasonable modifications by contacting me. The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for Students (DSS). “Reasonable” means the University permits no fundamental alterations of academic standards or retroactive modifications. For more information, please consult
  • You should be aware that as a student at the University of Montana, you must practice academic honesty and are bound by the following Code of Academic Conduct:

As the code explains, academic misconduct includes plagiarism, cheating, and deliberate interference with the work of others. It is the intellectual equivalent of fraud—a crime against the codes of the academy. As an academic crime, plagiarism merits academic punishment, ranging from an F on the assignment or for the course, to suspension or expulsion from the University.

  • February 15is the last day to add/drop or change your grading option.

Position Paper Guidelines

  • The paper should address one of the debatable statements provided by the instructor. Each statement concerns multiple topics/issues discussed in class.
  • On the basis of what you have learned from the assigned readings, the weekly lessons, the documentaries, and our class discussions, develop a position of your own in response to the selected question.
  • Support your position using information from the reading materials, the weekly lessons, and the documentaries. In addition to the required readings, consult relevant supplementary readings. See a list of references posted on Moodle. You can also conduct your own literature review.
  • Include a bibliography using a conventional format. Cite a minimum of 8 high-quality sources. Use at least four sources from the list of required readings to help guide the focus of your paper. Your paper should be about international and/or development communication issues. If you find the required readings unrelated to your paper, you are likely discussing a subject outside the realm of this course.
  • The paper should be 7 to 8double-spaced pages long. Share your main arguments with the class during finals week.
  • Suggested organization of a position paper:

Introduction

-Explain the controversy

-Briefly preview both sides of the issue

-State your thesis (which is your position)