COMMUNICATION 360
MASS COMMUNICATION:
THEORY AND EFFECTS
1:00 – 1:50 p.m., MWF
Fell 148
Class Syllabus – Fall 2016
Instructor: Phil Chidester Phone: 438-7746 (office)
Office: Fell Hall 465 E-Mail:
Office Hours: 11-12 MWF, 5:30-6:30 p.m. MW Mailbox: 4480
And by appointment
Course Goals:
The purpose of this class is to introduce, discuss, contrast and effectively apply the range of theoretical perspectives on the potential influences of media messages on various audiences. How (and why) have these perspectives evolved across time? How has today’s media-saturated environment shaped the way we talk about media influence? Which of these theories best explains the relationship between media messages and media consumers in modern American culture? Lectures, classroom activities and writing assignments for the course have been designed to provide you with both an in-depth understanding of and an ability to use these theories as lenses to explore the influence of actual media messages on audience members.
Through classroom discussions, reading questions and writing experiences, you will be expected to demonstrate knowledge and skill in the following areas:
a. The relationships between and among sender, receiver, channel and message in the mediation process
b. How individual and cultural effects are related
c. The evolution of media theory across time
d. The basic principles and findings of key media effects theories
e. Criticisms of key theories
f. The relationship between channel innovation and audience effects
g. Basic principles of applying effects theories to specific media messages
h. Connecting research approaches to hypotheses in media effects research
Upon completing the course, you should be able to:
a. Demonstrate in-depth understanding of a media effects theory of your choice
b. Correctly place key theories on the media effects theory “pendulum”
c. Design an effective research study applying an effects theory to contemporary media texts
The assignments given in this class are designed to achieve these goals. Assigned readings, class lectures, in-class activities and writing assignments will not only provide you with information about major concepts but will also allow you the opportunity to experience the concepts. Your attendance and participation in class are thus of utmost importance to your learning experience.
Assignments:
The key assignment in COM 360 is designing a research study that effectively applies one of the media effects theories we discuss this semester to a media message or set of media messages. The research study report will include: 1) A summary of the basic tenets of your selected theory; 2) A summary of the method you will use to explore the theory (survey, experiment, content analysis, etc.); 3) A rationale for using this particular method to explore this particular theory (including examples of previous research); 4) A description of the media text(s) you will study; 5) Details on how you would effectively conduct your study; 6) A discussion of what you might expect to find through this study; 7) A discussion of how your study would contribute to what we already know about media effects. You will complete this project in teams; you may select your own partner(s), or one may be assigned to you if you prefer (more information on team assignments will be provided later). The study report will be 12-16 pages in length (an APA Style reference page must be included, but does not count toward the page total), and is worth 200 points.
Other course assignments will include the following:
Study Proposal: Once research teams have been assigned, you will produce a brief proposal that indicates the theory, method and media message(s) you plan to explore in your final study. The proposal will be worth 50 points.
Final Presentation: Much can be learned about the process and practice of media effects research by sharing with others what we have observed and learned. At the end of the semester, your team will make a 5-6 minute informal presentation to the class about your research project. The presentation will be worth 50 points.
Annotated Bibliography: Selecting a media effects theory of particular interest to you (note: the theory must be different from the one you explore in your team research study), you will identify and read 10 articles from scholarly journals that apply the theory in various ways to the study of media messages. You will then produce an APA Style annotated bibliography summarizing the articles’ findings. Dedicating a full page to each article, the bibliography will be 10 pages in length, and will be worth 100 points.
In-Class Quizzes and Reading Questions: Throughout the semester, I will assign relevant articles and book chapters for you to read. I will either make copies of these materials available to you through PDF files or let you know how to access them online. From time to time throughout the semester, I will hand out quizzes and reading questions to assess your understanding of the material we are covering in class. These assignments will be worth a total of 100 points.
Final Examination: A comprehensive final examination will be held in early December. The exam will be worth 100 points.
Assignment Due Dates: Meeting deadlines and writing accurately are among the most important qualities any successful media professional can have. As a result, I will encourage you throughout the semester to develop a professional attitude toward the timeliness and quality of your written work. All assignments must be completed and turned in at the beginning of the class period on the date they are due. If you turn in an assignment late or are unprepared to present your report on the assigned day, you will receive a zero for that assignment unless an alternate due date has PREVIOUSLY been approved. Further, you can expect that points will be deducted from written assignments for spelling, grammar, and format errors.
Office Hours: Please feel free to visit my office to discuss assignments, readings or any problems that may arise during the course of the semester. If my office hours are not convenient for you, we can arrange another time to meet.
Academic Dishonesty: Absolute honesty in reporting is also vital to one’s reputation and success in the media business, as it is in any academic endeavor. All students are expected to accomplish their own work and submit work that is original for this class. All students are also responsible for reading and understanding the university’s position on academic integrity as outlined in the ISU Student Code of Conduct as found in the Student Handbook, Policy IIIB. It is not acceptable to claim “I didn’t know it was plagiarism” or “I didn’t know plagiarism was prohibited” as a defense. If a breach of academic integrity is discovered, I will assign a penalty appropriate to the severity of the offense. Such penalties may include: completing the assignment again, a point penalty on the assignment, a score of zero on the assignment, failing the entire course, and/or reporting the incident to Community Rights and Responsibilities for resolution at the university level.
Special Needs: Any student needing to arrange a reasonable accommodation for a documented disability should contact Student Access and Accommodation Services at 350 Fell Hall, 438-5853 (voice), or 438-8620 (TTY).
Absences Due To Student Bereavement: Students who experience the death of an immediate family member or relative as defined in the University Student Bereavement Policy will be excused from class for funeral leave, subsequent bereavement, and/or travel considerations. Students are responsible for providing appropriate documentation to the Dean of Students office and for contacting the instructor as soon as possible to make arrangements for completing missed work. More information is available in the Student Bereavement Policy at http://www.policy.illinoisstate.edu/2-1-27.shtml
Grading (Please keep track of your grades for your own records):
Assignment Points Possible
Research Study Proposal ____/50
Annotated Bibliography ____/100
Research Study Paper ____/200
Quizzes & Reading Questions ____/100
Final Presentation ____/50
Final Examination ____/100 Grading Scale:
Total Possible Points ____/600 A = 540 – 600 points
B = 480 – 539 points
C = 420 – 479 points
D = 360 – 419 points
F = 0 – 359 points
TENTATIVE CLASS SCHEDULE
Monday, August 22
Course Introduction
Wednesday, August 24
Sender-Message (Channel)-Receiver: Focal points of mass media research
Read Potter, W. J. (2011). Conceptualizing mass media effect. Journal of Communication, 61(5), 896-915.
Friday, August 26
Sender-Message (Channel)-Receiver (cont.)
Monday, August 29
What is an audience? Mass vs. Public
Read Chidester, P. (2012). “Open-mouth awe”: ESPN’s Streetball and the “transcendent simultaneity” of the media sublime. Mass Communication & Society, 15(1), 98-114.
Wednesday, August 31
McLuhan’s “the medium is the message”: The media channel
Read Mielo, G. (2004). Why McLuhan’s still hot and cool. Etc: A Review of General Semantics, 61(2), 214-218.
Friday, September 2
“The Medium Is the Message” (cont.)
Monday, September 5
LABOR DAY – No Class
Wednesday, September 7
The Pendulum: Immediate Effects: Social Learning Theory
Read Neuman, W. R., & Guggenheim, L. (2011). The evolution of media effects theory: A six-stage model of cumulative research. Communication Theory, 21(2), 169-196.
Friday, September 9
Immediate Effects continued: Social Comparison Theory/Social Identity Theory
Read Harwood, J., & Abhik, R. (2005). Chapter 9: Social identity theory and mass communication research. Intergroup communication, 189-211.
Monday, September 12
Limited Effects: Two-step flow
Read Entmann, R. M. (1994). Reopening the black box: Toward a limited effects theory. Political Communication, 11(3), 313-314.
Wednesday, September 14
Limited Effects continued: Mediating factors in media effects
Read Bennett, W. L., & Iyengar, S. (2008). A new era of minimal effects? The changing foundations of political communication. Journal of Communication, 58(4), 707-731.
Friday, September 16
Limited Effects (cont.)
Monday, September 19
Cultivation: How do you measure no change?
Read Morgan, M., & Shanahan, J. (2010). The state of cultivation. Journal of Broadcasting & Electronic Media, 54(2), 337-355.
Wednesday, September 21
Cultivation continued: What are cultural indicators?
Read Gerbner, G. (2005). Chapter 13: Cultural indicators. On the Highway of Mass Communication Studies, 213-220.
Friday, September 23
Cultivation (cont.)
Monday, September 26
Uses & Gratifications: Roots in functionalism
Read Pietila, V. (2005). Chapter 8: Uses and gratifications approach and functionalism. On the Highway of Mass Communication Studies, 127-140.
Wednesday, September 28
Uses & Gratifications continued: Contemporary applications
Read Urista, M. A., Quingwen Dong, & Day, K. D. (2009). Explaining why young adults use MySpace and Facebook through uses and gratifications theory. Human Communication, 12(2), 215-229.
Assign Annotated Bibliography
Friday, September 30
Uses & Gratifications (cont.)
Monday, October 3
Agenda Setting: Basic concepts
Read McCombs, M. (2005). A look at agenda-setting: Past, present and future. Journalism Studies, 6(4), 543-557.
Wednesday, October 5
Agenda Setting continued: Mediating factors in agenda setting effects
Read Coleman, R., & McCombs, M. (2007). The young and agenda-less? Exploring age-related differences in agenda setting on the youngest generation, baby boomers, and the civic generation. Journalism & Mass Communication Quarterly, 84(3), 495-508.
Friday, October 7
Agenda Setting (cont.)
Monday, October 10
Research Design: Experiments
Assign Research Study Paper
Wednesday, October 12
Research Design: Surveys
ANNOTATED BIBLIOGRAPHY DUE
Friday, October 14
Research Design: Interviews/Focus Groups
Monday, October 17
Research Design: Content Analysis
Wednesday, October 19
Framing: Basic concepts
Read Coleman, R., & Banning, S. (2006). Network TV news’ affective framing of the presidential candidates: Evidence for a second-level agenda-setting effect through visual framing. Journalism & Mass Communication Quarterly, 83(2), 313-328.
Friday, October 21
Framing continued: Persistent effects?
Read Lecheler, S., & Vreese, C. D. (2011). Getting real: The duration of framing effects. Journal of Communication, 61(5), 959-983.
RESEARCH STUDY PROPOSAL DUE
Monday, October 24
Priming: Beyond agenda setting and framing
Read Dixon, T. L., & Azocar, C. L. (2007). Priming crime and activating blackness: Understanding the psychological impact of the overrepresentation of blacks as lawbreakers on television news. Journal of Communication, 57(2), 229-253.
Wednesday, October 26
Rhetorical approaches to mass media research
Read Chidester, P. (2012). Courting the Duke: Sweet Home Alabama and the representation of whiteness through frames of class and gender (PDF)
Friday, October 28
Rhetorical approaches (cont.)
Monday, October 31
Concerns over effects: Attitudes vs. Behaviors
Read Jensen, J. D., Bernat, J. K., Wilson, K. M., & Goonawardene, J. (2011). The delay hypothesis: The Manifestation of media effects over time. Human Communication Research, 37(4), 509-528.
Wednesday, November 2
Concerns over effects: Violence
Read Raney, A. A., & Kinnally, W. (2009). Examining perceived violence in and enjoyment of televised rivalry sports contests. Mass Communication & Society, 12(3), 311-331.
Friday, November 4
Concerns over effects: Violence (cont.)
Monday, November 7
Concerns over effects: Depictions of Sex
Read Eyal, K., & Finnerty, K. (2009). The portrayal of sexual intercourse on television: How, who, and with what consequence? Mass Communication & Society, 12(2), 143-169.
Wednesday, November 9
Concerns over effects: Public Opinion
Read Glynn, C., Hoffman, L., Border Sietman, R., Huge, M., & Thomson, T. (2005). The process of public opinion: Understanding psychological, social and political filters. Paper presented at the annual meeting of the International Communication Association, New York, NY.
Friday, November 11
Concerns over effects: Public Opinion (cont.)
Monday, November 14
Economic Effects: Marxism
Read Fernback, J. (2007). Selling ourselves? Critical Discourse Studies, 4(3), 311-330.
Wednesday, November 16
Cultural Effects: Cultural Theory
Read Ivory, D., & Kalyanaraman, S. (2009). Video games make people violent – well, maybe not that game: effects of content and person abstraction on perceptions of violent video games’ effects and support of censorship. Communication Reports, 22(1), 1-12.
Friday, November 18
Cultural Effects: Cultural Theory (cont.)
Monday, November 21
THANKSGIVING BREAK – No Class
Wednesday, November 23
THANKSGIVING BREAK – No Class
Friday, November 25
THANKSGIVING BREAK – No Class
Monday, November 28
Research Study work day
Wednesday, November 30
Cultural Effects: Postmodernism
Read Chidester, P., Campbell, Campbell, S., & Bell, J. (2006). “Black is blak”: Bamboozled and the crisis of a postmodern racial identity. Howard Journal of Communications, 17(4), 287-306.
Friday, December 2
Cultural Effects: Postmodernism (cont.)
RESEARCH STUDY PAPER DUE
Monday, December 5
PRESENTATIONS: Group A
Wednesday, December 7
PRESENTATIONS: Group B
Friday, December 9
FINAL REVIEW
FINAL EXAMINATION:
To Be Announced