Oh, I almost forgot-- have a great weekend! Get out and enjoy the nice weather (if you're somewhere where that's the case).
Peace,
Jack
Friday, May 29, 2009
Second Reaction Blog Post
Greetings,
Please post your second blog reactions in the comments' section of this post (based on the Perspectives of Mass Communication info posted previously).
Specifically, I'd like for you to provide an example for each of the functions of mass communication. Which of the functions do you believe is the most popular? Why?
In terms of how we use media, you read about two interesting concepts-- "conversational currency" and "parasocial relationships." Can you provide one or two personal examples of each?
For example, I feel as though I have a parasocial relationship with David Letterman. I've never met him, he's never met me, but yet I feel as if I kind of know him-- as if we'd get along well if we went out for lunch.
Also, I think that part of the reason why I pay attention to the entertainment industry the way I do (keeping up with the trade journals, web sites, new TV shows, the movies, etc.) is so that I can converse with others. Another example is that I can tell you all about Kris Allen and Adam Lambert from American Idol (and even Susan Boyle from Britain's Got Talent) and that's an example of conversational currency...
You can have until Monday @ midnight to post your second blog reaction (since I'm putting up the info so late).
Peace,
Jack
Please post your second blog reactions in the comments' section of this post (based on the Perspectives of Mass Communication info posted previously).
Specifically, I'd like for you to provide an example for each of the functions of mass communication. Which of the functions do you believe is the most popular? Why?
In terms of how we use media, you read about two interesting concepts-- "conversational currency" and "parasocial relationships." Can you provide one or two personal examples of each?
For example, I feel as though I have a parasocial relationship with David Letterman. I've never met him, he's never met me, but yet I feel as if I kind of know him-- as if we'd get along well if we went out for lunch.
Also, I think that part of the reason why I pay attention to the entertainment industry the way I do (keeping up with the trade journals, web sites, new TV shows, the movies, etc.) is so that I can converse with others. Another example is that I can tell you all about Kris Allen and Adam Lambert from American Idol (and even Susan Boyle from Britain's Got Talent) and that's an example of conversational currency...
You can have until Monday @ midnight to post your second blog reaction (since I'm putting up the info so late).
Peace,
Jack
Thursday, May 28, 2009
Perspectives on Mass Communication Info
Perspectives on Mass Communication
Models to guide how we think about mass communication processes. Examples of paradigms include the functional and the critical/cultural approaches. Paradigms are helpful because they:
. provide a perspective from which to examine mass communication
. generate concepts to understand media behavior
. help us identify important components or elements in the process
FUNCTIONAL ANALYSIS
In is simplest form, the functional approach holds that something is best understood by examining how it is used. In mass communication, this means examining the uses that audiences make of their interactions with the media.
The Role of Mass Communication
. different media provide different primary uses.
. macroanalysis considers what functions the media provide for society as a whole.
. microanalysis considers what functions the media provide for the individual.
Functions of Mass Communication for Society
For society to exist, certain communication needs must be met. These needs existed long before the advent of mass media. As society became larger, these functions became too large to be handled by single individuals. We should consider the consequences of performing these communication functions via the mass media. Some of these consequences are harmful or negative and are called dysfunctions.
Surveillance.
Refers to role media plays in relaying news and information. There are two main types. Warning (beware) surveillance: occurs when the mass media warn us about impending dangers such as storms, economic declines, military threats, etc.; also used to warn of long-term dangers such as diseases, pollution, population growth, etc. Instrumental surveillance: information that is useful and helpful in everyday life such as movie schedules, stock quotes, sports scores, fads, new products, how-to pieces, etc. Note that not all examples of surveillance occur in the news media; instrumental surveillance often comes from a wide variety of other media sources.
There are several consequences of relying on the mass media for surveillance:
. news (accurate accounts as well as mistaken ones) travels further and faster than ever.
. news of events comes to us second-hand and is usually not personally verifiable; as such,
we’ve come to place our trust in media, or grant the media credibility.
. as a dysfunction, media surveillance can create unnecessary anxiety
. being featured by the mass media may give individuals or issues status conferral, a belief
by the audience—justified or not—that simply being featured is a sign of importance.
Interpretation.
Refers to role media plays in giving meaning and significance to events. Gatekeepers provide interpretations, comments, analysis, and opinions on various events so as to give the audience a better understanding of the event’s relative importance to society.
There are several benefits of relying on the mass media for interpretation:
. audiences are exposed to a wider range of often contrasting viewpoints
. allows us to weigh all sides of an issue before deciding on our position
. gives us a greater depth of expertise upon which to draw conclusions
There are several potential consequences of relying on the mass media for interpretation:
. no guarantee that media interpretations are accurate or valid
. individuals could become overly dependent on media interpretation and lose the ability to
analyze situations or think for themselves
Linkage.
Brings together various elements of society that are not directly connected. The linkage can be based on common interests, usually matching wants with needs, e.g., buyer with seller; dating services; lost and found; Internet outlets such as e-Bay, WebMD, chat rooms, newsgroups, and listservs.
Transmission of Values (socialization).
Refers to ways in which an individual comes to adopt the behavior and values of a group. Individuals exposed to media portrayals of certain types of behavior and value systems are likely to grow up and accept them as their own, and thus pass along these values from one generation to another.
There are several consequences of relying on the mass media for socialization:
. helps stabilize society by creating common bonds between members in terms of shared values
and experiences
. bear in mind that the values and cultural information presented in the media is usually selected
by large groups that encourage the status quo.
. the media can also transmit values by enforcing social norms
Television may play a special role in socialization:
. of all mass media, television has the greatest potential for establishing common social values
. by age 18, the average person has spent more time watching TV than doing anything else
except sleep
. dysfunctions can occur if youngsters watching violent content are socialized into accepting
violence as a means of problem solving
. TV serves as a source of knowledge (accurately or not) about occupations and role models
. many TV images of minority groups reflect the stereotypes held by White Anglo-Saxon
Protestant males
Entertainment.
The importance of this media function has grown proportionately to the rise in our collective leisure time, and we are spending increasing amounts of that leisure time being passively entertained by all forms of the mass media.
There are several consequences of relying on the mass media for entertainment:
. most entertainment content is designed to appeal to the lowest common denominator of taste
. being passively entertained may inhibit our ability to actively entertain ourselves
How People Use the Mass Media
At the individual level, the functional approach is called the uses-and-gratifications model. This model holds that audience members have certain needs or drives that are satisfied by using both non-media and media sources. Media uses are generally broken down into four categories: cognition, social utility, diversion, and withdrawal.
Cognition.
The process of coming to know something, which is closely parallel to the surveillance function. On the individual level, there are two different types of cognitive functions:
. using media to keep up with current events
. using media to satisfy a desire for general knowledge
Diversion.
Using the media to “get away from it all.” Types of diversion include stimulation, relaxation, and emotional release.
. Stimulation involves seeking some sort of emotional or intellectual mental activity.
. Relaxation involves seeking relief from sensory overload. The type of content is not
the defining factor, because different people find different media material relaxing.
. Emotional release involves seeking some type of emotional catharsis, generally by
creating a vicarious participation in, or empathy with, a situation (fictional or otherwise)
depicted in the media.
Social Utility.
Seeking social integration or affiliation with others, generally by using the mass media as a common denominator of experience. Social utility can manifest itself in several forms, including:
. Conversational currency: Provides a common ground of information and experiences, which can be used to strike up a conversation
. Parasocial relationships: develop when individuals develop feelings of kinship or
friendship with media characters (fictional or not).
Withdrawal.
Using media to create a barrier or buffer zone between oneself and other people or activities.
Content and Context.
It’s important to remember that it’s not only the media content that determines media use, but also the social context within which the media exposure occurs. For example, when going to the theater, the content of a film may be perceived as having less value than the opportunity to socialize with one's peers.
The functional approach to studying mass media makes several assumptions:
. Audiences take an active role in their interaction with various media, and people's needs
provide motivation for media use.
. The mass media are not the only sources to satisfy people's needs; for example, relaxation can be achieved by taking a nap.
. The uses-and-gratification approach assumes that people are aware of their own needs and are able to verbalize them. The approach relies on survey methodology.
Models to guide how we think about mass communication processes. Examples of paradigms include the functional and the critical/cultural approaches. Paradigms are helpful because they:
. provide a perspective from which to examine mass communication
. generate concepts to understand media behavior
. help us identify important components or elements in the process
FUNCTIONAL ANALYSIS
In is simplest form, the functional approach holds that something is best understood by examining how it is used. In mass communication, this means examining the uses that audiences make of their interactions with the media.
The Role of Mass Communication
. different media provide different primary uses.
. macroanalysis considers what functions the media provide for society as a whole.
. microanalysis considers what functions the media provide for the individual.
Functions of Mass Communication for Society
For society to exist, certain communication needs must be met. These needs existed long before the advent of mass media. As society became larger, these functions became too large to be handled by single individuals. We should consider the consequences of performing these communication functions via the mass media. Some of these consequences are harmful or negative and are called dysfunctions.
Surveillance.
Refers to role media plays in relaying news and information. There are two main types. Warning (beware) surveillance: occurs when the mass media warn us about impending dangers such as storms, economic declines, military threats, etc.; also used to warn of long-term dangers such as diseases, pollution, population growth, etc. Instrumental surveillance: information that is useful and helpful in everyday life such as movie schedules, stock quotes, sports scores, fads, new products, how-to pieces, etc. Note that not all examples of surveillance occur in the news media; instrumental surveillance often comes from a wide variety of other media sources.
There are several consequences of relying on the mass media for surveillance:
. news (accurate accounts as well as mistaken ones) travels further and faster than ever.
. news of events comes to us second-hand and is usually not personally verifiable; as such,
we’ve come to place our trust in media, or grant the media credibility.
. as a dysfunction, media surveillance can create unnecessary anxiety
. being featured by the mass media may give individuals or issues status conferral, a belief
by the audience—justified or not—that simply being featured is a sign of importance.
Interpretation.
Refers to role media plays in giving meaning and significance to events. Gatekeepers provide interpretations, comments, analysis, and opinions on various events so as to give the audience a better understanding of the event’s relative importance to society.
There are several benefits of relying on the mass media for interpretation:
. audiences are exposed to a wider range of often contrasting viewpoints
. allows us to weigh all sides of an issue before deciding on our position
. gives us a greater depth of expertise upon which to draw conclusions
There are several potential consequences of relying on the mass media for interpretation:
. no guarantee that media interpretations are accurate or valid
. individuals could become overly dependent on media interpretation and lose the ability to
analyze situations or think for themselves
Linkage.
Brings together various elements of society that are not directly connected. The linkage can be based on common interests, usually matching wants with needs, e.g., buyer with seller; dating services; lost and found; Internet outlets such as e-Bay, WebMD, chat rooms, newsgroups, and listservs.
Transmission of Values (socialization).
Refers to ways in which an individual comes to adopt the behavior and values of a group. Individuals exposed to media portrayals of certain types of behavior and value systems are likely to grow up and accept them as their own, and thus pass along these values from one generation to another.
There are several consequences of relying on the mass media for socialization:
. helps stabilize society by creating common bonds between members in terms of shared values
and experiences
. bear in mind that the values and cultural information presented in the media is usually selected
by large groups that encourage the status quo.
. the media can also transmit values by enforcing social norms
Television may play a special role in socialization:
. of all mass media, television has the greatest potential for establishing common social values
. by age 18, the average person has spent more time watching TV than doing anything else
except sleep
. dysfunctions can occur if youngsters watching violent content are socialized into accepting
violence as a means of problem solving
. TV serves as a source of knowledge (accurately or not) about occupations and role models
. many TV images of minority groups reflect the stereotypes held by White Anglo-Saxon
Protestant males
Entertainment.
The importance of this media function has grown proportionately to the rise in our collective leisure time, and we are spending increasing amounts of that leisure time being passively entertained by all forms of the mass media.
There are several consequences of relying on the mass media for entertainment:
. most entertainment content is designed to appeal to the lowest common denominator of taste
. being passively entertained may inhibit our ability to actively entertain ourselves
How People Use the Mass Media
At the individual level, the functional approach is called the uses-and-gratifications model. This model holds that audience members have certain needs or drives that are satisfied by using both non-media and media sources. Media uses are generally broken down into four categories: cognition, social utility, diversion, and withdrawal.
Cognition.
The process of coming to know something, which is closely parallel to the surveillance function. On the individual level, there are two different types of cognitive functions:
. using media to keep up with current events
. using media to satisfy a desire for general knowledge
Diversion.
Using the media to “get away from it all.” Types of diversion include stimulation, relaxation, and emotional release.
. Stimulation involves seeking some sort of emotional or intellectual mental activity.
. Relaxation involves seeking relief from sensory overload. The type of content is not
the defining factor, because different people find different media material relaxing.
. Emotional release involves seeking some type of emotional catharsis, generally by
creating a vicarious participation in, or empathy with, a situation (fictional or otherwise)
depicted in the media.
Social Utility.
Seeking social integration or affiliation with others, generally by using the mass media as a common denominator of experience. Social utility can manifest itself in several forms, including:
. Conversational currency: Provides a common ground of information and experiences, which can be used to strike up a conversation
. Parasocial relationships: develop when individuals develop feelings of kinship or
friendship with media characters (fictional or not).
Withdrawal.
Using media to create a barrier or buffer zone between oneself and other people or activities.
Content and Context.
It’s important to remember that it’s not only the media content that determines media use, but also the social context within which the media exposure occurs. For example, when going to the theater, the content of a film may be perceived as having less value than the opportunity to socialize with one's peers.
The functional approach to studying mass media makes several assumptions:
. Audiences take an active role in their interaction with various media, and people's needs
provide motivation for media use.
. The mass media are not the only sources to satisfy people's needs; for example, relaxation can be achieved by taking a nap.
. The uses-and-gratification approach assumes that people are aware of their own needs and are able to verbalize them. The approach relies on survey methodology.
E-book info (for Mike and anyone else interested)
Greetings,
If you're interested in purchasing the e-book, you can order directly from the publisher here--
Dynamics of Mass Communication E-book
Peace,
Jack
If you're interested in purchasing the e-book, you can order directly from the publisher here--
Dynamics of Mass Communication E-book
Peace,
Jack
Tuesday, May 26, 2009
Post your first Blog Reactions Here
Greetings,
Your first blog entry should be posted as a response here.
Your first blog entry is going to be your reaction to the video and the reading.
Specifically, where do you think the mass media are headed? Are we heading toward convergence? Do you see any examples of divergence? Is television content becoming more or less important? Why or why not?
What about print newspapers?
Feel free to give your thoughts on how the digital revolution is affecting each of the major mass media.
The reaction only needs to be 1-2 pages (250-500 words).
Let me know if you have any questions (jackpowers2@gmail.com).
Peace,
Jack
Your first blog entry should be posted as a response here.
Your first blog entry is going to be your reaction to the video and the reading.
Specifically, where do you think the mass media are headed? Are we heading toward convergence? Do you see any examples of divergence? Is television content becoming more or less important? Why or why not?
What about print newspapers?
Feel free to give your thoughts on how the digital revolution is affecting each of the major mass media.
The reaction only needs to be 1-2 pages (250-500 words).
Let me know if you have any questions (jackpowers2@gmail.com).
Peace,
Jack
Understanding the influence of new media
Just over a year ago, the Writers' Guild (the organization/union of writers for entertainment media) went on strike.
The guild subsequently put together a YouTube video to help explain their position. I'm posting it here because it helps us to understand the concepts of convergence and disintermediation.
Similarly, the Screen Actors Guild was thinking of going on strike for similar reasons, but they have tentatively reached a deal.
The guild subsequently put together a YouTube video to help explain their position. I'm posting it here because it helps us to understand the concepts of convergence and disintermediation.
Similarly, the Screen Actors Guild was thinking of going on strike for similar reasons, but they have tentatively reached a deal.
Communication Overview
Communication:
Mass and Other Forms
___________________________________________________________________
THE COMMUNICATION PROCESS
At a general level, communication events involve the following elements:
. a source
. a process of encoding
. a message
. a channel
. a process of decoding
. a receiver
. the potential for feedback
. the chance of noise
Transmitting the Message
The Source. The source, or sender, initiates the communication process by having a thought or an idea that he or she wishes to transmit to some other entity. Sources can be individuals, groups, or even organizations.
Encoding the message. Encoding includes all the activities that a source goes through to translate thoughts and ideas into a form that can be perceived by the senses. It can take place one or more times in any given communication event. In a face to face conversation, the speaker encodes thoughts into words; if a telephone is used, subsequently encodes sound waves into electrical energy
Message. The message is the actual physical product that the source encodes which may range from the short, simple and inexpensive to the long, complex and costly. Humans usually have a large number and wide range of messages at their disposal that they can choose to send. Messages can be directed to an individual or to millions.
Channels. Channels refer to the ways in which the message travels to the receiver. These include sound waves, light waves, air currents, and touch. Some messages may go through multiple channels.
Decoding the message. Decoding the message is the opposite of the encoding process. It's the process by which a message is translated into a form the receiver can understand. Both people and machines can be message decoders. Some messages can involve many decoding stages.
Receiver. The receiver is the target of the message. The target can be an individual, a group, or an anonymous collection of people. Most people receive far more messages than they send. Receivers can be targeted for a message (a phone call) or they can self-select themselves (choosing which movie to watch). Receivers and senders can be in immediate contact (talking on the phone) or they can be separated by space and time (reading a Shakespearean play).
Feedback. Feedback refers to responses from the receiver that shape and alter later messages from the source. Feedback represents the reversal of the communication flow (sender becomes receiver). It answers the source’s unstated question, “How am I doing?”
. positive feedback: encourages current communication message or pattern
. negative feedback: tries to change the communication or even terminate it
. feedback can be immediate or delayed
Noise. Noise is anything that interferes with the delivery of the message.
. semantic noise occurs when people have different meanings for different words
. mechanical noise occurs when there is a problem with a machine being used for
communication
. environmental noise occurs when noise external to the communication process
interferes with communication
. as noise increases, message fidelity (how closely the message sent resembles the
message received) degrades
. the more immediate and better the feedback, the more chance a source has to reduce
or eliminate noise interference with the message
COMMUNICATION SETTINGS
Interpersonal Communication
Interpersonal communication involves one person (or group) interacting with another person (or group) without the aid of a mechanical device. The source and receiver are in the immediate physical presence of one another. Characteristics of interpersonal communication include the following:
. source and receiver can be individuals or groups
. encoding is usually a one-step process
. a variety of channels are usually available for use
. messages are relatively difficult for receiver to terminate
. produced at little or no expense
. messages can be private or public
. message can pinpoint highly specific targets
. decoding is usually a one-step process
. feedback is immediate
. noise can be semantic or environmental
Machine-Assisted Interpersonal Communication
Machine-assisted interpersonal communication involves one or more people communicating by means of a mechanical device or devices with one or more receivers. It combines characteristics of interpersonal and mass communication situations and blurs the line between the two types of communication, especially when involving the Internet and World Wide Web. Machines can give communication permanence and/or extend its range. The source and receiver can be separated by time and space. A great deal of modern communication falls into this category. Characteristics of machine-assisted interpersonal communication include the following:
. source may be an individual or group; may or may not be easy to identify
. source may or may not have first-hand knowledge of the receiver
. the encoding process can range from the simple to the complex
. Two encoding stages:
(1) source translates his/her thoughts into words or other symbols
(2) machine encodes the message for transmission or storage
. channel options are more restricted than interpersonal communication
. machine-assisted messages have at least one machine between source and receiver
. message customizability varies; messages can be private or public
. messages relatively inexpensive to send
. decoding requires one or more stages depending upon the encoding process
. receiver may be an individual or group; may or may not be easy to identify
. receivers can be selected by the sender for a message or they can self-select themselves
. feedback can be immediate or delayed; may be difficult or limited to one channel
. noise can be semantic, environmental, and mechanical
. use of mechanical-assisted interpersonal communication will continue to grow
Mass Communication
Mass Communication is the process by which a complex organization produces and transmits public messages directed at large, heterogeneous and scattered audiences with the aid of one or more machines. Many communication situations will fall in a gray area between machine-assisted and mass communications, especially when considering the Internet and World Wide Web. Characteristics of mass communication include the following:
. source can be a group of individuals who usually act within the predetermined roles
of an organizational setting, or, since the advent of the Internet, one person
can become a mass communicator
. sender usually has little detailed information about particular audiences
. encoding is always a multi-stage process
. channel options are more restricted than interpersonal communication
. mass media channels characterized by the imposition of at least one and usually more
than one machine in the process of sending the message
. messages are public, and the same message is sent to all receivers
. message termination is easiest here
. typically requires multiple decoding
. message flow is generally one-way, from source to receiver
. feedback is usually harder to initiate than in interpersonal communication
. noise can be semantic, environmental, and mechanical
A prime distinction between mass communication and interpersonal and mechanical communication is that audience members are:
. large
. heterogeneous
. geographically dispersed
. largely anonymous to one another
. almost always self-defined
Defining Mass Media
A medium is the channel through which a message travels from source to receiver (“medium” is singular; “media” is plural). Mass media include not only the mechanical devices that transmit messages, but also the institutions that use these devices. A media vehicle is a single component of the mass media, such as a newspaper, radio station, or magazine.
TRADITIONAL MEDIA ORGANIZATIONS
Traditional defining characteristics of mass communicators include the following:
. complex and formal organizations
. multiple gatekeepers
. need large amount of money to operate
. exist to make a profit
. highly competitive
Formal Organizational Structure
Mass media typically have a well-defined organizational structure characterized by specialization, division of labor, and focused areas of responsibility. Communication is generally the product of a bureaucracy, with decisions made on multiple levels, often within highly formalized channels (group decisions and committees, for example)
Many Gatekeepers
A gatekeeper is any person (or group) who has control over what material eventually reaches the public; the more complex the organization, the more gatekeepers will be found.
High Operating Expenses
It often costs millions of dollars to buy and maintain a mass media organization, which is one reason for the current trend towards media consolidation of ownership.
Competition for Profits
Most media organizations in the US exist to make a profit; if they don’t they will soon go out of business. Most profits are usually made by selling audiences to advertisers; hence media organizations compete with one another to attract audiences.
THE INTERNET
AND MASS COMMUNICATION
The Internet created a new channel for machine-assisted and mass communication, and brings the cost of mass communication to a level at which many can afford it. In addition, the personal ability to “publish” on the World Wide Web creates new definitions of what it takes to be a “mass communicator,” many of which are at variance with the traditional defining characteristics of mass communicators. For example:
. Web sites can be produced by a single individual, so there’s little need for large staffs
or formal organizational structure
. Web sites may bypass gatekeepers; creativity reigns (although there are, conversely, no
safeguards that what is “published” is tasteful, worthwhile, or even accurate).
. Web sites are characterized by low start up and maintenance costs
. Web sites may or may not exist for profit
. competition for audiences, typical of traditional mass media, often doesn’t play a vital
role in individual web sites
The Internet seems to be evolving into more of an interpersonal than a mass medium. At least for now, most Americans go online to communicate with others, rather than for news or movies.
MODELS FOR STUDYING
MASS COMMUNICATION
The Traditional Mass Communication Model
This one-way model of mass communication is adapted from an early model presented by Wilbur Schramm. In it, communication flows from left to right. According to this traditional model, information (news and entertainment) comes from the environment and is filtered through a mass media organization. The information is decoded, interpreted, and encoded. Messages passing through the gatekeepers are reproduced multiple times and sent through the appropriate channel. Each copy of the message is identical. Audience members are not passive; they decode, interpret, and encode messages themselves. They are socially connected to others, and the messages may be discussed, reinterpreted, and acted upon. Some audience behavior is observed by the media organization and serves as feedback to shape future messages. There is little direct interaction between sources and receivers.
An Internet Mass Communication Model
This model allows several levels of communication:
. one to one (email)
. one to many (CNN.com)
. few to few (chat rooms, Web logs)
. many to many (e-Bay)
This is not a left-to-right model; communication flows inward. In this model, content can be provided by organizations and by individuals. There are no organizational gatekeepers. One person decodes, interprets, and encodes the content. The receiver initiates the process, choosing the time and manner of the interaction.
Messages flowing through the model are not identical, nor are they linear. The Internet’s use of hypertext (a means of presenting information that allows you to jump between one source of information or another in whatever order you choose) allows the receiver to access information in any order he or she sees fit. Some writers have characterized the traditional mass communication model as a “push” model (wherein the sender pushes the information to the receiver) whereas the Internet model is a “pull” model (wherein the receiver pulls only the information that he or she wants to receive).
Individuals and organizations are linked in a computer-mediated environment. This makes interaction and feedback easier, and supports totally new forms of interaction.
THE FUTURE OF MASS MEDIA
Segmentation
Mass communication has become less mass and more selective over the past few decades. This process is called fractionalization or segmentation of the mass media audience. Causes include:
. an increase in one-parent families
. a decrease in discretionary personal time
. an increase in the number of media vehicles from which to choose
. less time devoted to the media
. an increase in demand for special interest content
. commercial organizations are turning from mass-marketing to target-marketing
Despite these changes, the definition of mass communication given earlier still applies. Organizations are still complex, audiences still large. The channels of mass communications remain the same, though more mass media are using those channels to reach more selective audiences. Specialization is evident, but the potential for reaching a mass audience still exists.
Convergence
Convergence means coming together or uniting in a common theme or focus. It has become common in discussions of media trends. There are several levels of convergence.
Corporate convergence. Originally referred to in the 1980s as "synergy," corporate convergence occurs when companies acquire assets that extended the range of their activities. For example, a movie studio might acquire a distribution channel such as cable TV. The biggest example of corporate convergence was the 2001 merger of AOL and Time Warner. It looked like a good idea, but it didn't work, and in 2003 AOL was officially dropped from the company name. The current trend in corporate circles seems more toward divergence than convergence.
Operational convergence. Occurs when owners of several media properties in one market combine their operations. For example, a newspaper, a Web site, and a local cable news channel might operate a joint (converged) news department. Currently, about 50 instances of this kind of convergence are operating. Critics worry whether this will result in fewer independent and diverse forms of journalism.
Device convergence. One mechanism contains the functions of two or more devices. Examples include laptop computers, which can play DVDs and cell phones with digital video cameras.
Disintermediation
Disintermediation refers to the process whereby access to a product or service is given directly to the consumer, thus eliminating the intermediary, or “middleperson,” who might typically supply the product or service. This phenomenon is particularly evident now on the Internet and on the World Wide Web. Disintermediation is of special concern to traditional media organizations because any large disruption of the distribution process can wreak economic havoc in the traditional distribution and production processes.
Mass and Other Forms
___________________________________________________________________
THE COMMUNICATION PROCESS
At a general level, communication events involve the following elements:
. a source
. a process of encoding
. a message
. a channel
. a process of decoding
. a receiver
. the potential for feedback
. the chance of noise
Transmitting the Message
The Source. The source, or sender, initiates the communication process by having a thought or an idea that he or she wishes to transmit to some other entity. Sources can be individuals, groups, or even organizations.
Encoding the message. Encoding includes all the activities that a source goes through to translate thoughts and ideas into a form that can be perceived by the senses. It can take place one or more times in any given communication event. In a face to face conversation, the speaker encodes thoughts into words; if a telephone is used, subsequently encodes sound waves into electrical energy
Message. The message is the actual physical product that the source encodes which may range from the short, simple and inexpensive to the long, complex and costly. Humans usually have a large number and wide range of messages at their disposal that they can choose to send. Messages can be directed to an individual or to millions.
Channels. Channels refer to the ways in which the message travels to the receiver. These include sound waves, light waves, air currents, and touch. Some messages may go through multiple channels.
Decoding the message. Decoding the message is the opposite of the encoding process. It's the process by which a message is translated into a form the receiver can understand. Both people and machines can be message decoders. Some messages can involve many decoding stages.
Receiver. The receiver is the target of the message. The target can be an individual, a group, or an anonymous collection of people. Most people receive far more messages than they send. Receivers can be targeted for a message (a phone call) or they can self-select themselves (choosing which movie to watch). Receivers and senders can be in immediate contact (talking on the phone) or they can be separated by space and time (reading a Shakespearean play).
Feedback. Feedback refers to responses from the receiver that shape and alter later messages from the source. Feedback represents the reversal of the communication flow (sender becomes receiver). It answers the source’s unstated question, “How am I doing?”
. positive feedback: encourages current communication message or pattern
. negative feedback: tries to change the communication or even terminate it
. feedback can be immediate or delayed
Noise. Noise is anything that interferes with the delivery of the message.
. semantic noise occurs when people have different meanings for different words
. mechanical noise occurs when there is a problem with a machine being used for
communication
. environmental noise occurs when noise external to the communication process
interferes with communication
. as noise increases, message fidelity (how closely the message sent resembles the
message received) degrades
. the more immediate and better the feedback, the more chance a source has to reduce
or eliminate noise interference with the message
COMMUNICATION SETTINGS
Interpersonal Communication
Interpersonal communication involves one person (or group) interacting with another person (or group) without the aid of a mechanical device. The source and receiver are in the immediate physical presence of one another. Characteristics of interpersonal communication include the following:
. source and receiver can be individuals or groups
. encoding is usually a one-step process
. a variety of channels are usually available for use
. messages are relatively difficult for receiver to terminate
. produced at little or no expense
. messages can be private or public
. message can pinpoint highly specific targets
. decoding is usually a one-step process
. feedback is immediate
. noise can be semantic or environmental
Machine-Assisted Interpersonal Communication
Machine-assisted interpersonal communication involves one or more people communicating by means of a mechanical device or devices with one or more receivers. It combines characteristics of interpersonal and mass communication situations and blurs the line between the two types of communication, especially when involving the Internet and World Wide Web. Machines can give communication permanence and/or extend its range. The source and receiver can be separated by time and space. A great deal of modern communication falls into this category. Characteristics of machine-assisted interpersonal communication include the following:
. source may be an individual or group; may or may not be easy to identify
. source may or may not have first-hand knowledge of the receiver
. the encoding process can range from the simple to the complex
. Two encoding stages:
(1) source translates his/her thoughts into words or other symbols
(2) machine encodes the message for transmission or storage
. channel options are more restricted than interpersonal communication
. machine-assisted messages have at least one machine between source and receiver
. message customizability varies; messages can be private or public
. messages relatively inexpensive to send
. decoding requires one or more stages depending upon the encoding process
. receiver may be an individual or group; may or may not be easy to identify
. receivers can be selected by the sender for a message or they can self-select themselves
. feedback can be immediate or delayed; may be difficult or limited to one channel
. noise can be semantic, environmental, and mechanical
. use of mechanical-assisted interpersonal communication will continue to grow
Mass Communication
Mass Communication is the process by which a complex organization produces and transmits public messages directed at large, heterogeneous and scattered audiences with the aid of one or more machines. Many communication situations will fall in a gray area between machine-assisted and mass communications, especially when considering the Internet and World Wide Web. Characteristics of mass communication include the following:
. source can be a group of individuals who usually act within the predetermined roles
of an organizational setting, or, since the advent of the Internet, one person
can become a mass communicator
. sender usually has little detailed information about particular audiences
. encoding is always a multi-stage process
. channel options are more restricted than interpersonal communication
. mass media channels characterized by the imposition of at least one and usually more
than one machine in the process of sending the message
. messages are public, and the same message is sent to all receivers
. message termination is easiest here
. typically requires multiple decoding
. message flow is generally one-way, from source to receiver
. feedback is usually harder to initiate than in interpersonal communication
. noise can be semantic, environmental, and mechanical
A prime distinction between mass communication and interpersonal and mechanical communication is that audience members are:
. large
. heterogeneous
. geographically dispersed
. largely anonymous to one another
. almost always self-defined
Defining Mass Media
A medium is the channel through which a message travels from source to receiver (“medium” is singular; “media” is plural). Mass media include not only the mechanical devices that transmit messages, but also the institutions that use these devices. A media vehicle is a single component of the mass media, such as a newspaper, radio station, or magazine.
TRADITIONAL MEDIA ORGANIZATIONS
Traditional defining characteristics of mass communicators include the following:
. complex and formal organizations
. multiple gatekeepers
. need large amount of money to operate
. exist to make a profit
. highly competitive
Formal Organizational Structure
Mass media typically have a well-defined organizational structure characterized by specialization, division of labor, and focused areas of responsibility. Communication is generally the product of a bureaucracy, with decisions made on multiple levels, often within highly formalized channels (group decisions and committees, for example)
Many Gatekeepers
A gatekeeper is any person (or group) who has control over what material eventually reaches the public; the more complex the organization, the more gatekeepers will be found.
High Operating Expenses
It often costs millions of dollars to buy and maintain a mass media organization, which is one reason for the current trend towards media consolidation of ownership.
Competition for Profits
Most media organizations in the US exist to make a profit; if they don’t they will soon go out of business. Most profits are usually made by selling audiences to advertisers; hence media organizations compete with one another to attract audiences.
THE INTERNET
AND MASS COMMUNICATION
The Internet created a new channel for machine-assisted and mass communication, and brings the cost of mass communication to a level at which many can afford it. In addition, the personal ability to “publish” on the World Wide Web creates new definitions of what it takes to be a “mass communicator,” many of which are at variance with the traditional defining characteristics of mass communicators. For example:
. Web sites can be produced by a single individual, so there’s little need for large staffs
or formal organizational structure
. Web sites may bypass gatekeepers; creativity reigns (although there are, conversely, no
safeguards that what is “published” is tasteful, worthwhile, or even accurate).
. Web sites are characterized by low start up and maintenance costs
. Web sites may or may not exist for profit
. competition for audiences, typical of traditional mass media, often doesn’t play a vital
role in individual web sites
The Internet seems to be evolving into more of an interpersonal than a mass medium. At least for now, most Americans go online to communicate with others, rather than for news or movies.
MODELS FOR STUDYING
MASS COMMUNICATION
The Traditional Mass Communication Model
This one-way model of mass communication is adapted from an early model presented by Wilbur Schramm. In it, communication flows from left to right. According to this traditional model, information (news and entertainment) comes from the environment and is filtered through a mass media organization. The information is decoded, interpreted, and encoded. Messages passing through the gatekeepers are reproduced multiple times and sent through the appropriate channel. Each copy of the message is identical. Audience members are not passive; they decode, interpret, and encode messages themselves. They are socially connected to others, and the messages may be discussed, reinterpreted, and acted upon. Some audience behavior is observed by the media organization and serves as feedback to shape future messages. There is little direct interaction between sources and receivers.
An Internet Mass Communication Model
This model allows several levels of communication:
. one to one (email)
. one to many (CNN.com)
. few to few (chat rooms, Web logs)
. many to many (e-Bay)
This is not a left-to-right model; communication flows inward. In this model, content can be provided by organizations and by individuals. There are no organizational gatekeepers. One person decodes, interprets, and encodes the content. The receiver initiates the process, choosing the time and manner of the interaction.
Messages flowing through the model are not identical, nor are they linear. The Internet’s use of hypertext (a means of presenting information that allows you to jump between one source of information or another in whatever order you choose) allows the receiver to access information in any order he or she sees fit. Some writers have characterized the traditional mass communication model as a “push” model (wherein the sender pushes the information to the receiver) whereas the Internet model is a “pull” model (wherein the receiver pulls only the information that he or she wants to receive).
Individuals and organizations are linked in a computer-mediated environment. This makes interaction and feedback easier, and supports totally new forms of interaction.
THE FUTURE OF MASS MEDIA
Segmentation
Mass communication has become less mass and more selective over the past few decades. This process is called fractionalization or segmentation of the mass media audience. Causes include:
. an increase in one-parent families
. a decrease in discretionary personal time
. an increase in the number of media vehicles from which to choose
. less time devoted to the media
. an increase in demand for special interest content
. commercial organizations are turning from mass-marketing to target-marketing
Despite these changes, the definition of mass communication given earlier still applies. Organizations are still complex, audiences still large. The channels of mass communications remain the same, though more mass media are using those channels to reach more selective audiences. Specialization is evident, but the potential for reaching a mass audience still exists.
Convergence
Convergence means coming together or uniting in a common theme or focus. It has become common in discussions of media trends. There are several levels of convergence.
Corporate convergence. Originally referred to in the 1980s as "synergy," corporate convergence occurs when companies acquire assets that extended the range of their activities. For example, a movie studio might acquire a distribution channel such as cable TV. The biggest example of corporate convergence was the 2001 merger of AOL and Time Warner. It looked like a good idea, but it didn't work, and in 2003 AOL was officially dropped from the company name. The current trend in corporate circles seems more toward divergence than convergence.
Operational convergence. Occurs when owners of several media properties in one market combine their operations. For example, a newspaper, a Web site, and a local cable news channel might operate a joint (converged) news department. Currently, about 50 instances of this kind of convergence are operating. Critics worry whether this will result in fewer independent and diverse forms of journalism.
Device convergence. One mechanism contains the functions of two or more devices. Examples include laptop computers, which can play DVDs and cell phones with digital video cameras.
Disintermediation
Disintermediation refers to the process whereby access to a product or service is given directly to the consumer, thus eliminating the intermediary, or “middleperson,” who might typically supply the product or service. This phenomenon is particularly evident now on the Internet and on the World Wide Web. Disintermediation is of special concern to traditional media organizations because any large disruption of the distribution process can wreak economic havoc in the traditional distribution and production processes.
Overview of the course
Greetings,
In a nutshell, this course is an introductory survey to the ever-growing and ever-evolving field of mass media.
We'll cover the major mass media (typically, the major mass media are those media you find in the news and entertainment industries) and the major careers affiliated with them (including journalism, advertising, public relations, Hollywood-related jobs, video games, etc.).
The major mass media are usually presented in two groups-- print media (traditionally print, as most print media today is also available in digital form) and electronic/digital media.
The print media include 1) books, 2) magazines, and 3) newspapers.
The electronic/digital media include 1) sound recordings, 2) movies, 3) radio, 4) television, 5) video games, and 6) the Internet.
The field of mass media is a sub-set of the field of communication. There are different types of communication--
Intrapersonal communication-- This is how we communicate with ourselves internally. We think, sometimes we talk to ourselves, we figure out what we have to do, and so on. Most of what we know about this area comes from psychology.
Interpersonal communication is typically one-to-one communication, but it can involve more than 2 people. Most of our relationships take place here. The relationships we have with our friends, our families, our romantic partners, and so on. An off-shoot of this type of communication is "mediated interpersonal communication"-- that is, interpersonal communication that uses a tool such as facebook, a cell, texting, IMing, and so on.
Small group communication deals with a small group of people that come together usually with some goal and usually with some kind of decision-making process. Sometimes it's informal (a group of friends trying to figure out where they should go for dinner or what movie to see), and other times it's more formal (a small group project for class, for example).
Organizational communication deals with how we communicate inside formal organizations (for profit or otherwise). Obviously, there is some overlap with small group communication.
Public communication is when one person speaks to many in real time and place. A commencement speaker, a student giving a formal presentation in class, a business presentation, a marketing pitch, and so on.
Mass media communication is when one source sends out a message to the masses using some kind of mediated device such as the web, television, radio, movies, and so on. The Internet, of course, helps to blur the line between interpersonal and mass communication. If Ashton Kutcher gets a million followers on Twitter, are his tweets and example of mass media communication or mediated interpersonal communication? See how this can get tricky?
All types of communication, however, stem from the basic communication process, best illustrated by the SMCR model.
In the SMCR model, the S stands for "source," the M stands for "message," the C stands for "channel," and the R stands for "receiver."
In order for a message to be sent, it must first be originated by the source. Then the source must encode the message using an agreed-upon system ("language" of some sort) and send it via a channel (a text, a newspaper article, a blog, a TV show, etc.) where it is then "received" by, of course, the receiver. The receiver must then decode the message. If he/she is unfamiliar with the system used to encode it, then it doesn't make any sense.
In addition, all forms of communication contain some type of feedback. In some cases it's instantaneous (as when we talk to someone in a face-to-face environmnent), and in other cases, it's delayed (email, text, TV ratings, box office receipts, opinion surveys, critical reviews, and so on).
In this class, we concentrate primarily on mass media communication.
Your first order of business is to read through all of the materials posted on the blog thus far and to post any questions you may have at this point.
Later today, I will post some material for you that you'll be using as the basis for your first blog reaction piece that is due by tomorrow (Weds., May 27th) by midnight (you'll get more specific information in a different post).
Peace,
Jack
In a nutshell, this course is an introductory survey to the ever-growing and ever-evolving field of mass media.
We'll cover the major mass media (typically, the major mass media are those media you find in the news and entertainment industries) and the major careers affiliated with them (including journalism, advertising, public relations, Hollywood-related jobs, video games, etc.).
The major mass media are usually presented in two groups-- print media (traditionally print, as most print media today is also available in digital form) and electronic/digital media.
The print media include 1) books, 2) magazines, and 3) newspapers.
The electronic/digital media include 1) sound recordings, 2) movies, 3) radio, 4) television, 5) video games, and 6) the Internet.
The field of mass media is a sub-set of the field of communication. There are different types of communication--
Intrapersonal communication-- This is how we communicate with ourselves internally. We think, sometimes we talk to ourselves, we figure out what we have to do, and so on. Most of what we know about this area comes from psychology.
Interpersonal communication is typically one-to-one communication, but it can involve more than 2 people. Most of our relationships take place here. The relationships we have with our friends, our families, our romantic partners, and so on. An off-shoot of this type of communication is "mediated interpersonal communication"-- that is, interpersonal communication that uses a tool such as facebook, a cell, texting, IMing, and so on.
Small group communication deals with a small group of people that come together usually with some goal and usually with some kind of decision-making process. Sometimes it's informal (a group of friends trying to figure out where they should go for dinner or what movie to see), and other times it's more formal (a small group project for class, for example).
Organizational communication deals with how we communicate inside formal organizations (for profit or otherwise). Obviously, there is some overlap with small group communication.
Public communication is when one person speaks to many in real time and place. A commencement speaker, a student giving a formal presentation in class, a business presentation, a marketing pitch, and so on.
Mass media communication is when one source sends out a message to the masses using some kind of mediated device such as the web, television, radio, movies, and so on. The Internet, of course, helps to blur the line between interpersonal and mass communication. If Ashton Kutcher gets a million followers on Twitter, are his tweets and example of mass media communication or mediated interpersonal communication? See how this can get tricky?
All types of communication, however, stem from the basic communication process, best illustrated by the SMCR model.
In the SMCR model, the S stands for "source," the M stands for "message," the C stands for "channel," and the R stands for "receiver."
In order for a message to be sent, it must first be originated by the source. Then the source must encode the message using an agreed-upon system ("language" of some sort) and send it via a channel (a text, a newspaper article, a blog, a TV show, etc.) where it is then "received" by, of course, the receiver. The receiver must then decode the message. If he/she is unfamiliar with the system used to encode it, then it doesn't make any sense.
In addition, all forms of communication contain some type of feedback. In some cases it's instantaneous (as when we talk to someone in a face-to-face environmnent), and in other cases, it's delayed (email, text, TV ratings, box office receipts, opinion surveys, critical reviews, and so on).
In this class, we concentrate primarily on mass media communication.
Your first order of business is to read through all of the materials posted on the blog thus far and to post any questions you may have at this point.
Later today, I will post some material for you that you'll be using as the basis for your first blog reaction piece that is due by tomorrow (Weds., May 27th) by midnight (you'll get more specific information in a different post).
Peace,
Jack
Monday, May 25, 2009
Info about the book...
FYI,
I just wanted to let you know that it's ok if you get a previous edition of the book (they're a whole heck of a lot cheaper-- though I wouldn't go earlier than the 8th edition).
The book is also available as an e-book. An e-book is cheaper than a printed copy and you can download it immediately.
Finally, I've set up the class so that you have until next Monday (a full week) to get the book (but, obviously, the sooner the better).
Peace,
Jack
I just wanted to let you know that it's ok if you get a previous edition of the book (they're a whole heck of a lot cheaper-- though I wouldn't go earlier than the 8th edition).
The book is also available as an e-book. An e-book is cheaper than a printed copy and you can download it immediately.
Finally, I've set up the class so that you have until next Monday (a full week) to get the book (but, obviously, the sooner the better).
Peace,
Jack
Your First Task
Greetings,
Your first "task" is to sign in to the blog and post an introductory note to this message. The basics will suffice (name, major, hometown, year in school, and maybe something about yourself that you'd like us to know).
I'll go first--
My name is Jack Powers and (as an undergraduate) I double-majored in French and Communications. I'm from Cleveland (I'm a big sports fan and am currently expecting the Cleveland Cavaliers, featuring LeBron James, to collapse to the Orlando Magic in the playoffs. When you're from Cleveland, you expect all of your sports teams to collapse in the playoffs).
As for something about me that I'd like you to know? I love my job. I know a lot of people say that, but I really, really mean it.
Peace,
Jack
Your first "task" is to sign in to the blog and post an introductory note to this message. The basics will suffice (name, major, hometown, year in school, and maybe something about yourself that you'd like us to know).
I'll go first--
My name is Jack Powers and (as an undergraduate) I double-majored in French and Communications. I'm from Cleveland (I'm a big sports fan and am currently expecting the Cleveland Cavaliers, featuring LeBron James, to collapse to the Orlando Magic in the playoffs. When you're from Cleveland, you expect all of your sports teams to collapse in the playoffs).
As for something about me that I'd like you to know? I love my job. I know a lot of people say that, but I really, really mean it.
Peace,
Jack
Course Syllabus
Course Info:
Ithaca College
Introduction to Mass Media
TVR-12100
Summer 2009
Instructor Info:
Instructor: Dr. Jack Powers
E-mail: jackpowers2@gmail.com
Office Hours: via email and Google chat (daily)
Course description: Mass Media is an online course designed to introduce the new communication student to the vast and ever-so-pervasive world of the mass media. Through lectures, class discussions, debates, videos, presentations, and assignments, we shall examine the impact the mass media have had on American Culture. We’ll begin with a brief history of the mass media followed by a description of each mass medium (books, magazines, newspapers, radio, sound recordings, film, television, and the Internet). We will also examine how the mass media may affect consumers. The Ithaca College Course Catalog succinctly sums up the course:
TVR 12100 - Introduction to Mass Media
Survey of American mass media with emphasis placed on the historical development, structure, organization, function, and effects of mass media in society. Discussion includes issues such as ethnic, racial, age, and sex-role stereotyping; violence; children and the media; and economic control and the role of governmental regulation.
Course Objectives/Goals:
By the end of the term, students enrolled in Intro to Mass Media should be able to:
• Recognize the elements of the communication process in different settings;
• Explain the implications of “disintermediation” of the media;
• Understand and explain the concept of convergence;
• Identify a variety of career options in the Mass Media;
• Know about and recognize the impact of media regulation;
• Describe and recognize the major events/developments of media history;
• Understand and explain important ethical principles of media;
• Discuss the societal impact of media in terms of social effects and how these effects are measured.
Students will have the opportunity to demonstrate the meeting of these objectives/goals by performing well on the exam, completing a media project, and participating in intellectual online discussions in the form of blog reaction pieces.
Required texts:
Dominick, Joseph. R. The Dynamics of Mass Communication. 10th ed. New York: McGraw-Hill, 2008.
(Additional readings will be provided to you).
Examinations and grading:
Grades will be based on the following:
8 Blog Reactions (80 points—10 points each)
1 Exam (100 points)
1 Final Project (100 points)
Overall grades are based on the following percentages:
93 – 100 A
90 – 92 A-
87 – 89 B+
83 – 86 B
80 – 82 B-
77 – 79 C+
73 – 76 C
70 – 72 C-
67 – 69 D+
63 – 66 D
60 – 62 D-
00 – 59 F
Online Mass Media Project
The mass media represent one of the few industries where those outside the “profession” consistently believe they can do a better job than those working inside the profession. The media are constantly under attack by different groups—including college students. This group project represents your chance to prove that you can do just as good a job (or better) producing something for the media.
Here is a list of projects your group may or may not want to consider:
produce an online magazine or newspaper that really appeals to college students
create an appropriate media web site
produce a podcast documentary
produce an online radio/television newscast
write and produce an online comedy skit
create an advertising campaign (complete with radio/print/TV commercials)
create an online game show
create an online video game
write an investigative report concerning a campus issue (security, drugs, sex, date-rape, STDs, HIV, sororities, faculty, administration, athletic programs, cheating in the classroom, etc.)
create an online Public Relations Campaign for a local organization
choose any other relevant topic (with approval)
The projects will be evaluated as follows:
Project Content (media)-- 80 points
Production fluency (video, audio, etc.)-- 10 points
Creativity-- 10 points
Additional information regarding the project will be provided online. You will have the option of working alone, or working with a partner from class. In either case, you will be evaluated individually.
(From the IC Student Handbook) Standards of Academic Conduct
A. Academic honesty is a cornerstone of the mission of the College. Unless it is otherwise stipulated, students may submit for evaluation only that work that is their own and that is submitted originally for a specific course. According to traditions of higher education, forms of conduct that will be considered evidence of academic misconduct include but are not limited to the following: conversations between students during an examination; reviewing, without authorization, material during an examination (e.g., personal notes, another student's exam); unauthorized collaboration; submission of a paper also submitted for credit in another course; reference to written material related to the course brought into an examination room during a closed-book, written examination; and submission without proper acknowledgment of work that is based partially or entirely on the ideas or writings of others. Only when a faculty member gives prior approval for such actions can they be acceptable.
B. It is the responsibility of instructors to inform students clearly in writing specific rules, procedures, and/or expectations pertinent to their particular course that differ from those identified in paragraph A of this section. In those courses where limited consultation among students is permitted in the preparation of assignments, it is extremely important for instructors to clarify the guidelines for appropriate conduct.
C. In situations where a student may have difficulty in distinguishing between acceptable behavior and academic misconduct, it is the responsibility of the student to confer with the instructor. This is particularly important for avoiding plagiarism when written sources are used in the preparation of papers or take home examinations.
Because Ithaca College is an academic community, ignorance of the accepted standards of academic honesty in no way affects the responsibility of students who violate standards of conduct in courses and other academic activities.
D. All members of the academic community are expected to assist in maintaining the integrity of Ithaca College, which includes reporting incidents of academic misconduct. Such instances may be reported to a faculty member, the dean of the school involved, or the director of judicial affairs.
7.1.4.1 Plagiarism
As amended by the Ithaca College Board of Trustees May 18, 2001.
Whether intended or not, plagiarism is a serious offense against academic honesty. Under any circumstances, it is deceitful to represent as one's own work, writing or ideas that belong to another person. Students should be aware of how this offense is defined. Plagiarism is the unacknowledged use of someone else's published or unpublished ideas, whether this use consists of directly quoted material or paraphrased ideas.
Although various disciplines follow styles of documentation that differ in some details, all forms of documentation make the following demands:
• That each quotation or paraphrase be acknowledged with a footnote or in-text citation;
• That direct quotations be enclosed in quotation marks and be absolutely faithful to the wording of the source;
• That paraphrased ideas be stated in language entirely different from the language of the source;
• That a sequence of ideas identical to that of a source be attributed to that source;
• That sources of reprinted charts or graphs be cited in the text;
• That all the sources the writer has drawn from in paraphrase or direct quotation or a combination of paraphrase and quotation be listed at the end of the paper under "Bibliography," "References," or "Works Cited," whichever heading the particular style of documentation requires.
A student is guilty of plagiarism if the student fails, intentionally or not, to follow any of these standard requirements of documentation.
In a collaborative project, all students in a group may be held responsible for academic misconduct if they engage in plagiarism or are aware of plagiarism by others in their group and fail to report it. Students who participate in a collaborative project in which plagiarism has occurred will not be held accountable if they were not knowledgeable of the plagiarism.
What, then, do students not have to document? They need not cite their own ideas, or references to their own experiences, or information that falls in the category of uncontroversial common knowledge (what a person reasonably well-informed about a subject might be expected to know). They should acknowledge anything else.
7.1.4.2 Other Forms of Academic Dishonesty
Other violations of academic honesty include, but are not limited to, the following behaviors:
• Handing in to a class a paper written by someone else;
• Handing in as an original work for a class a paper one has already submitted to another course;
• Handing in the same paper simultaneously to two courses without the full knowledge and explicit consent of all the faculty members involved;
• Having someone else rewrite or clean up a rough draft and submitting those revisions as one's own work.
These offenses violate the atmosphere of trust and mutual respect necessary the process of learning.
Note: Students who would like help in learning how to paraphrase or document sources properly should feel free to come to the Writing Center in 228 Roy H. Park Hall for assistance.
Attendance:
Here is the official Ithaca College stance on attendance:
College Policy
Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class. At the beginning of each semester, instructors must provide students in their courses with written guidelines regarding possible grading penalties for failure to attend class. Students should notify their instructors as soon as possible of any anticipated absences. Written documentation that indicates the reason for being absent may be required. These guidelines may vary from course to course, but are subject to the following restrictions:
1. In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. Such students must notify their course instructors at least one week before any anticipated absence so that proper arrangements may be made to make up any missed work or examination without penalty. Faculty will not schedule examinations or quizzes on designated religious holidays on the calendar day following the designated holidays. Designated holidays are Rosh Hashanah (2 days), Yom Kippur, Good Friday, and Easter Sunday.
2. Any student who misses class due to a verifiable emergency - such as an illness requiring attention by the health center, or hospitalization, death, or serious illness of a family member, or required appearance in a court of law - shall be excused. Students may notify the Office of Student Affairs about any emergency, and that office will notify the appropriate faculty member.
A student may be excused for participation in college-authorized co-curricular and extracurricular activities such as athletic events, musical and theatrical performance, and professional conferences if, in the instructor's judgment, this does not impair the specific student's or the other students' ability to succeed in the course.
The course instructor has the right to determine if the number of absences has been excessive in view of the nature of the class that was missed and the stated attendance policy. Depending on the individual situation, this can result in the student being removed from or failing the course.
It is expected that students will regularly attend class, take notes, pay attention, and participate in discussion/activities. Students who miss more than 3 classes (unexcused) will have their overall grades docked by one full letter.
Students with disabilities:
In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis. Students must register with the Office of Academic Support Services and provide appropriate documentation to the College before any academic adjustment will be provided.
Student safety:
You must respond to and report conditions and actions that may jeopardize your safety, or that of other people and/or equipment. Report to the responsible College employee. During class sessions that person would be your instructor or lab assistant. Outside of class the person might be your instructor, lab supervisor, co-curricular manager, equipment and facilities manager, or one of the engineering support staff. You must be aware that misuse of equipment or use of damaged equipment can create the risk of serious injury, infectious contamination, and expensive damage. You may be liable for damage or injury resulting from such use. Unsupervised use of facilities puts you at risk. Failure to be alert to safety problems, or to report them, may have serious consequences for you or others.
Academic Integrity: Cheating in any form will not be tolerated. This includes plagiarism; copying from another student’s exam; preparing cheat sheets; using devices to cheat; obtaining copies of the exam prior to the test date; and so on. Please refer to the Ithaca College student handbook for the college’s official stance. Feel free to speak to me concerning this subject.
Course material: Assigned readings should be completed prior to the due date. Lectures/online discussions are intended to enhance and/or supplement the readings. Some of the lecture/online material will come from sources other than the assigned readings. Your are responsible for this material as well as for the material in the readings—even if it is not specifically covered in class. If you have any difficulty understanding the readings, it is your responsibility to ask for clarification. Often, I will ask if anyone has any questions.
Make-up policy: As a general rule, make-up exams are not administered except in cases of emergency. It is your responsibility to complete the exams and the assignments. If an emergency does arise, it is imperative for you to contact me PRIOR to the scheduled exam time. Do not expect to make-up a missed exam without clearing it with me ahead of time. Incompletes are rarely given. In fact, an incomplete is ONLY given if you are unable to complete the coursework because of a serious illness, accident, emergency, or other crisis. A formal request must be made prior to the final exam. An incomplete can only be granted with permission from the Dean.
Course Schedule:
Week 1 (May 26-30)
Introduction to class; expectations for course
Course overview; syllabus discussion; Blog 1 Wed.
(1) communication overview; mass vs. other forms of communication
(2) mass media perspectives; (3) historical and cultural context of mass media Blog 2 Fri.
Week 2 (June 1-5)
Print media-- (6) books Blog 3 Tue.
(4) newspapers, (5) magazines
Sound recordings (8) Blog 4 Thu.
Week 3 (June 8-12)
Movies (9), TV (10), Internet (11) Blog 5 Tue.
Exam #1 (Chapters 1-6; 9-11 + reading material) FRIDAY
Week 4 (June 15-19)
Video games Blog 6 Tue.
(12) News gathering
(13) Advertising and (14) PR Blog 7 Thu.
Week 5 (June 22-26)
(15) Media Law Blog 8 Tue.
(18) Social Effects of Media
Final Projects Due FRIDAY
The instructor reserves the right to amend this syllabus as necessary. Any changes will be announced in advance.
Ithaca College
Introduction to Mass Media
TVR-12100
Summer 2009
Instructor Info:
Instructor: Dr. Jack Powers
E-mail: jackpowers2@gmail.com
Office Hours: via email and Google chat (daily)
Course description: Mass Media is an online course designed to introduce the new communication student to the vast and ever-so-pervasive world of the mass media. Through lectures, class discussions, debates, videos, presentations, and assignments, we shall examine the impact the mass media have had on American Culture. We’ll begin with a brief history of the mass media followed by a description of each mass medium (books, magazines, newspapers, radio, sound recordings, film, television, and the Internet). We will also examine how the mass media may affect consumers. The Ithaca College Course Catalog succinctly sums up the course:
TVR 12100 - Introduction to Mass Media
Survey of American mass media with emphasis placed on the historical development, structure, organization, function, and effects of mass media in society. Discussion includes issues such as ethnic, racial, age, and sex-role stereotyping; violence; children and the media; and economic control and the role of governmental regulation.
Course Objectives/Goals:
By the end of the term, students enrolled in Intro to Mass Media should be able to:
• Recognize the elements of the communication process in different settings;
• Explain the implications of “disintermediation” of the media;
• Understand and explain the concept of convergence;
• Identify a variety of career options in the Mass Media;
• Know about and recognize the impact of media regulation;
• Describe and recognize the major events/developments of media history;
• Understand and explain important ethical principles of media;
• Discuss the societal impact of media in terms of social effects and how these effects are measured.
Students will have the opportunity to demonstrate the meeting of these objectives/goals by performing well on the exam, completing a media project, and participating in intellectual online discussions in the form of blog reaction pieces.
Required texts:
Dominick, Joseph. R. The Dynamics of Mass Communication. 10th ed. New York: McGraw-Hill, 2008.
(Additional readings will be provided to you).
Examinations and grading:
Grades will be based on the following:
8 Blog Reactions (80 points—10 points each)
1 Exam (100 points)
1 Final Project (100 points)
Overall grades are based on the following percentages:
93 – 100 A
90 – 92 A-
87 – 89 B+
83 – 86 B
80 – 82 B-
77 – 79 C+
73 – 76 C
70 – 72 C-
67 – 69 D+
63 – 66 D
60 – 62 D-
00 – 59 F
Online Mass Media Project
The mass media represent one of the few industries where those outside the “profession” consistently believe they can do a better job than those working inside the profession. The media are constantly under attack by different groups—including college students. This group project represents your chance to prove that you can do just as good a job (or better) producing something for the media.
Here is a list of projects your group may or may not want to consider:
produce an online magazine or newspaper that really appeals to college students
create an appropriate media web site
produce a podcast documentary
produce an online radio/television newscast
write and produce an online comedy skit
create an advertising campaign (complete with radio/print/TV commercials)
create an online game show
create an online video game
write an investigative report concerning a campus issue (security, drugs, sex, date-rape, STDs, HIV, sororities, faculty, administration, athletic programs, cheating in the classroom, etc.)
create an online Public Relations Campaign for a local organization
choose any other relevant topic (with approval)
The projects will be evaluated as follows:
Project Content (media)-- 80 points
Production fluency (video, audio, etc.)-- 10 points
Creativity-- 10 points
Additional information regarding the project will be provided online. You will have the option of working alone, or working with a partner from class. In either case, you will be evaluated individually.
(From the IC Student Handbook) Standards of Academic Conduct
A. Academic honesty is a cornerstone of the mission of the College. Unless it is otherwise stipulated, students may submit for evaluation only that work that is their own and that is submitted originally for a specific course. According to traditions of higher education, forms of conduct that will be considered evidence of academic misconduct include but are not limited to the following: conversations between students during an examination; reviewing, without authorization, material during an examination (e.g., personal notes, another student's exam); unauthorized collaboration; submission of a paper also submitted for credit in another course; reference to written material related to the course brought into an examination room during a closed-book, written examination; and submission without proper acknowledgment of work that is based partially or entirely on the ideas or writings of others. Only when a faculty member gives prior approval for such actions can they be acceptable.
B. It is the responsibility of instructors to inform students clearly in writing specific rules, procedures, and/or expectations pertinent to their particular course that differ from those identified in paragraph A of this section. In those courses where limited consultation among students is permitted in the preparation of assignments, it is extremely important for instructors to clarify the guidelines for appropriate conduct.
C. In situations where a student may have difficulty in distinguishing between acceptable behavior and academic misconduct, it is the responsibility of the student to confer with the instructor. This is particularly important for avoiding plagiarism when written sources are used in the preparation of papers or take home examinations.
Because Ithaca College is an academic community, ignorance of the accepted standards of academic honesty in no way affects the responsibility of students who violate standards of conduct in courses and other academic activities.
D. All members of the academic community are expected to assist in maintaining the integrity of Ithaca College, which includes reporting incidents of academic misconduct. Such instances may be reported to a faculty member, the dean of the school involved, or the director of judicial affairs.
7.1.4.1 Plagiarism
As amended by the Ithaca College Board of Trustees May 18, 2001.
Whether intended or not, plagiarism is a serious offense against academic honesty. Under any circumstances, it is deceitful to represent as one's own work, writing or ideas that belong to another person. Students should be aware of how this offense is defined. Plagiarism is the unacknowledged use of someone else's published or unpublished ideas, whether this use consists of directly quoted material or paraphrased ideas.
Although various disciplines follow styles of documentation that differ in some details, all forms of documentation make the following demands:
• That each quotation or paraphrase be acknowledged with a footnote or in-text citation;
• That direct quotations be enclosed in quotation marks and be absolutely faithful to the wording of the source;
• That paraphrased ideas be stated in language entirely different from the language of the source;
• That a sequence of ideas identical to that of a source be attributed to that source;
• That sources of reprinted charts or graphs be cited in the text;
• That all the sources the writer has drawn from in paraphrase or direct quotation or a combination of paraphrase and quotation be listed at the end of the paper under "Bibliography," "References," or "Works Cited," whichever heading the particular style of documentation requires.
A student is guilty of plagiarism if the student fails, intentionally or not, to follow any of these standard requirements of documentation.
In a collaborative project, all students in a group may be held responsible for academic misconduct if they engage in plagiarism or are aware of plagiarism by others in their group and fail to report it. Students who participate in a collaborative project in which plagiarism has occurred will not be held accountable if they were not knowledgeable of the plagiarism.
What, then, do students not have to document? They need not cite their own ideas, or references to their own experiences, or information that falls in the category of uncontroversial common knowledge (what a person reasonably well-informed about a subject might be expected to know). They should acknowledge anything else.
7.1.4.2 Other Forms of Academic Dishonesty
Other violations of academic honesty include, but are not limited to, the following behaviors:
• Handing in to a class a paper written by someone else;
• Handing in as an original work for a class a paper one has already submitted to another course;
• Handing in the same paper simultaneously to two courses without the full knowledge and explicit consent of all the faculty members involved;
• Having someone else rewrite or clean up a rough draft and submitting those revisions as one's own work.
These offenses violate the atmosphere of trust and mutual respect necessary the process of learning.
Note: Students who would like help in learning how to paraphrase or document sources properly should feel free to come to the Writing Center in 228 Roy H. Park Hall for assistance.
Attendance:
Here is the official Ithaca College stance on attendance:
College Policy
Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class. At the beginning of each semester, instructors must provide students in their courses with written guidelines regarding possible grading penalties for failure to attend class. Students should notify their instructors as soon as possible of any anticipated absences. Written documentation that indicates the reason for being absent may be required. These guidelines may vary from course to course, but are subject to the following restrictions:
1. In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. Such students must notify their course instructors at least one week before any anticipated absence so that proper arrangements may be made to make up any missed work or examination without penalty. Faculty will not schedule examinations or quizzes on designated religious holidays on the calendar day following the designated holidays. Designated holidays are Rosh Hashanah (2 days), Yom Kippur, Good Friday, and Easter Sunday.
2. Any student who misses class due to a verifiable emergency - such as an illness requiring attention by the health center, or hospitalization, death, or serious illness of a family member, or required appearance in a court of law - shall be excused. Students may notify the Office of Student Affairs about any emergency, and that office will notify the appropriate faculty member.
A student may be excused for participation in college-authorized co-curricular and extracurricular activities such as athletic events, musical and theatrical performance, and professional conferences if, in the instructor's judgment, this does not impair the specific student's or the other students' ability to succeed in the course.
The course instructor has the right to determine if the number of absences has been excessive in view of the nature of the class that was missed and the stated attendance policy. Depending on the individual situation, this can result in the student being removed from or failing the course.
It is expected that students will regularly attend class, take notes, pay attention, and participate in discussion/activities. Students who miss more than 3 classes (unexcused) will have their overall grades docked by one full letter.
Students with disabilities:
In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis. Students must register with the Office of Academic Support Services and provide appropriate documentation to the College before any academic adjustment will be provided.
Student safety:
You must respond to and report conditions and actions that may jeopardize your safety, or that of other people and/or equipment. Report to the responsible College employee. During class sessions that person would be your instructor or lab assistant. Outside of class the person might be your instructor, lab supervisor, co-curricular manager, equipment and facilities manager, or one of the engineering support staff. You must be aware that misuse of equipment or use of damaged equipment can create the risk of serious injury, infectious contamination, and expensive damage. You may be liable for damage or injury resulting from such use. Unsupervised use of facilities puts you at risk. Failure to be alert to safety problems, or to report them, may have serious consequences for you or others.
Academic Integrity: Cheating in any form will not be tolerated. This includes plagiarism; copying from another student’s exam; preparing cheat sheets; using devices to cheat; obtaining copies of the exam prior to the test date; and so on. Please refer to the Ithaca College student handbook for the college’s official stance. Feel free to speak to me concerning this subject.
Course material: Assigned readings should be completed prior to the due date. Lectures/online discussions are intended to enhance and/or supplement the readings. Some of the lecture/online material will come from sources other than the assigned readings. Your are responsible for this material as well as for the material in the readings—even if it is not specifically covered in class. If you have any difficulty understanding the readings, it is your responsibility to ask for clarification. Often, I will ask if anyone has any questions.
Make-up policy: As a general rule, make-up exams are not administered except in cases of emergency. It is your responsibility to complete the exams and the assignments. If an emergency does arise, it is imperative for you to contact me PRIOR to the scheduled exam time. Do not expect to make-up a missed exam without clearing it with me ahead of time. Incompletes are rarely given. In fact, an incomplete is ONLY given if you are unable to complete the coursework because of a serious illness, accident, emergency, or other crisis. A formal request must be made prior to the final exam. An incomplete can only be granted with permission from the Dean.
Course Schedule:
Week 1 (May 26-30)
Introduction to class; expectations for course
Course overview; syllabus discussion; Blog 1 Wed.
(1) communication overview; mass vs. other forms of communication
(2) mass media perspectives; (3) historical and cultural context of mass media Blog 2 Fri.
Week 2 (June 1-5)
Print media-- (6) books Blog 3 Tue.
(4) newspapers, (5) magazines
Sound recordings (8) Blog 4 Thu.
Week 3 (June 8-12)
Movies (9), TV (10), Internet (11) Blog 5 Tue.
Exam #1 (Chapters 1-6; 9-11 + reading material) FRIDAY
Week 4 (June 15-19)
Video games Blog 6 Tue.
(12) News gathering
(13) Advertising and (14) PR Blog 7 Thu.
Week 5 (June 22-26)
(15) Media Law Blog 8 Tue.
(18) Social Effects of Media
Final Projects Due FRIDAY
The instructor reserves the right to amend this syllabus as necessary. Any changes will be announced in advance.
Sunday, May 24, 2009
Welcome to Intro to Mass Media (online)
Welcome to Introduction to Mass Media.
I'm Jack Powers and I'll be your online instructor for the next five weeks (feel free to call me Jack).
If you've never taken an online course before, you should know two things--
1) It's probably more work than you imagine; and
2) You'll be surprised at how much you learn in an online environment.
This blog is our home base for the course and it's where all the action takes place.
Peace,
Jack Powers
I'm Jack Powers and I'll be your online instructor for the next five weeks (feel free to call me Jack).
If you've never taken an online course before, you should know two things--
1) It's probably more work than you imagine; and
2) You'll be surprised at how much you learn in an online environment.
This blog is our home base for the course and it's where all the action takes place.
Peace,
Jack Powers
Subscribe to:
Posts (Atom)
