Communication
616
Media
& Society
242 BRMB, Th 8:30-10:50 a.m.
Fall 2015
Instructor: Steve Thomsen, Ph.D.
Office: 324 BRMB
Office Hours: T, Th
from 2:30-4:00 p.m., or by appointment
Phone: 801-422-2078 (office), 801-361-5697 (cell)
Email: steven.r.thomsen@gmail.com
Class Website: communication616.blogspot.com
Course Description
This course is designed to explore the effects of mass media
on individuals, families, and institutions within modern society. In this
seminar, students will 1) explore the “media effects” literature and relevant
theories, and 2) examine what the literature tells us about media (print,
broadcast, online, social) influences on women, children, adolescents, and
families by exploring issues such as identity development, socialization,
crime, violence, substance abuse, sexual attitudes and behaviors,
marginalization of minority groups, and pathological health practices and other
anti-social behaviors. The course will prepare second-year grad students for
their comprehensive exams and more advanced graduate study in the area of media
effects.
This course is intended to be a seminar. In other words,
students will be expected to come to class prepared, having read the assigned
materials, having completed the required blogs, and willing to participate in
class discussions. Students are the ones who will make this course viable
through their pre-class preparation as well as their in-seminar participation
through discussions and presentations.
Learning Outcomes
Upon completion of this course students will be able to
accurately assess claims of both micro- and macro-level effects by applying
relevant theory and utilizing appropriate research findings. In addition,
students will be able to design and implement valid and reliable research
studies that examine and test media effects.
Text and Course Materials
No textbook purchases are required. I have compiled an
extensive reading list of articles and reading assignments that will be made
available through our class website (communication616.blogspot.com). Links to
these articles can be found under the “Pages/Course Readings” section of the
blogspot page. Here’s the link:
http://docutek.lib.byu.edu/eres/coursepage.aspx?cid=4928&page=docs.
The password is tho616.
Grading Policy
Deadlines. In the
world of journalism, publishing, and mass media, nothing is more sacred than a
deadline. You simply can’t miss them. In this class, deadlines will be
sacred—right down to the minute. Nothing will be accepted late for any reason.
So plan accordingly. All assignments must be typed and must conform to the
typographical and style specifications outlined in the 6th Edition
of the American Psychological Association style manual (these are available in
the bookstore).
Final Grades for the course will be based on the following:
Blogs (10 @ 20 points each) 25%
Midterm Exam 25%
Final Paper 40%
Class Participation 10%
Plagiarism. This
is the use of someone else’s ideas, words, or work without permission or proper
acknowledgement (citation, attribution). This also includes making up facts and
quotes. Plagiarism simply will not be tolerated, particularly at the graduate
level. It is a violation of the BYU Honor Code, a violation of school’s policy,
and a violation of every journalistic ethical standard. Students who are caught
plagiarizing will receive an E (zero)
for the assignment. A second violation will result in an E for the class, dismissal from the major, and a report to the BYU
Honor Council.
Grading Scale.
Final grades will be based on the following criteria: 92 percent of greater = A, 90-91 percent = A-, 88-89
percent = B+, 82-87 percent = B, 80-81 percent = B-, 78-79 percent = C+, 72-77
percent = C, 70-71 percent = C-, 68-69 percent = D+, 62-67 percent = D, 60-61
percent = D-, 59 percent or less = E.
Blogs
For
many of our class sessions you have been given a pre-class preparation
assignment. They are included in the course outline section of this syllabus. These
assignments are to be completed the day prior to class. To find these
assignments, please go to communication616.blogspot.com. I will post a prompt
for each assignment (in advance) as my blog. You are to post your blog
(response to the assignment) as a comment/response to my blog. Please make sure
you are clearly identified as the author of the blog so that you can receive
credit for the assignment. Each blog must be posted by 5 p.m. on the day before
we discuss the assignment in class. This will allow me to read them and to
incorporate your ideas in to my lesson plan for that particular day. Remember,
this is a Thursday class. The blogs are always due Wednesday at 5 p.m. (the
evening before class), unless otherwise specified on the course outline (see
below). I would encourage you to read and respond to your classmates’ blogs.
This will be an effective way to establish a writers’ forum for our class.
Midterm Exam
The
Midterm exam will be given as a take-home exam. It will be designed and
formatted similar to a comprehensive exam. The purpose of the midterm exam is
to give you preparation and practice for your comprehensive exams. The exam
will be available on Nov. 5 and will be due, no exceptions, Nov. 12 @ 5 p.m.
The exam is to be typed, double-spaced, and should conform to the APA (6th
Edition) style manual. All sources must be properly cited.
Final Paper
Students
will be required to produce a 15-page paper (this is the minimum length and
does not include the bibliography). The paper should explore and review a body
of literature in a specific effects area (of the student’s interest). This
paper should be an interpretive literature review that posits and responds to a
specific research question that should be clearly articulated in the paper’s
introduction (e.g., What is the effect of violence video game play on
adolescent behavior and socialization? Or, How does social media use influence
adolescent physical self-concept?). In effect, this paper could serve as a
chapter of a thesis or as a meta-review for a conference paper. This paper
should be theoretically ground and contain a minimum of 15 sources from scholarly,
peer-reviewed journals in communication and related fields (i.e.,
psychology, sociology, anthropology, cultural studies, communication, etc.).
The paper should follow the style guidelines of the APA style manual (6th
Edition).
Students are
to have their topics approved by the instructor no later than October 8.
Honor Code
In keeping with the
principles of the BYU Honor Code, students are expected to be honest in all of
their academic work. Academic honesty means, most fundamentally, that any work
you present as your own must in fact be your own work and not that of another.
Violations of this principle may result in a failing grade in the course and
additional disciplinary action by the university. Please refer to the earlier
discussion on plagiarism. Students are also expected to adhere to the Dress and
Grooming Standards. Adherence demonstrates respect for yourself and others and
ensures an effective learning and working environment. It is the university's
expectation, and my own expectation in class, that each student will abide by
all Honor Code standards. Please call the Honor Code Office at 422-2847 if you
have questions about those standards.
Sexual Harassment
Title IX of the
Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds.
The act is intended to eliminate sex discrimination in education and pertains
to admissions, academic and athletic programs, and university-sponsored
activities. Title IX also prohibits sexual harassment of students by university
employees, other students, and visitors to campus. If you encounter sexual
harassment or gender-based discrimination, please talk to your professor;
contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062
(24-hours), or http://www.ethicspoint. com; or contact the Honor Code Office at 801-422-2847.
Student Disability
Brigham Young
University is committed to providing a working and learning atmosphere that
reasonably accommodates qualified persons with disabilities. If you have any
disability which may impair your ability to complete this course successfully,
please contact the Services for Students with Disabilities Office (422-2767).
Reasonable academic accommodations are reviewed for all students who have
qualified, documented disabilities. Services are coordinated with the student
and instructor by the SSD Office. If you need assistance or if you feel you
have been unlawfully discriminated against on the basis of disability, you may
seek resolution through established grievance policy and procedures by
contacting the Equal Employment Office at 422-5895, D-285 ASB.
Academic Honesty
The first
injunction of the BYU Honor Code is the call to be honest. Students come to the
university not only to improve their minds, gain knowledge, and develop skills
that will assist them in their life's work, but also to build character.
President David O. McKay taught that "character is the highest aim of
education" (The Aims of a BYU Education, p. 6). It is the purpose of the
BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students
should seek to be totally honest in their dealings with others. They should
complete their own work and be evaluated based upon that work. They should
avoid academic dishonesty and misconduct in all its forms, including but not
limited to plagiarism, fabrication or falsification, cheating, and other
academic misconduct.
Plagiarism
Writing submitted
for credit at BYU must consist of the student's own ideas presented in
sentences and paragraphs of his or her own construction. The work of other
writers or speakers may be included when appropriate (as in a research paper or
book review), but such material must support the student's own work (not
substitute for it) and must be clearly identified by appropriate introduction
and punctuation and by footnoting or other standard referencing. The
substitution of another person's work for the student's own or the inclusion of
another person's work without adequate acknowledgment (whether done
intentionally or not) is known as plagiarism. It is a violation of academic,
ethical, and legal standards and can result in a failing grade not only for the
paper but also for the course in which the paper is written. In extreme cases,
it can justify expulsion from the University. Because of the seriousness of the
possible consequences, students who wonder if their papers are within these
guidelines should visit the Writing Lab or consult a faculty member who
specializes in the teaching of writing or who specializes in the subject
discussed in the paper. Useful books to consult on the topic include the
current Harcourt Brace College Handbook, the MLA Handbook, and James D.
Lester's Writing Research Papers.
Course Outline
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Date
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Topic
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Readings & Assignments
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9/3
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Introduction to course and syllabus review.
Understanding media
effects. The history of media effects research, understanding the concept
of effects. Scientific method and causality, methodological approaches.
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Readings:
Thomsen, S.R. (2007). Commentary: Searching for media
effects. International Journal of
Epidemiology, 36(5): 1078-79 [doi:10.1093/lje/dym155].
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9/10
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Unit 1:
Socio-Cognitive Models: Media and Behavior.
Childhood and
adolescence: Media use, socialization, and identity development. Uses and
Gratifications, Socio-Cognitive Theory, Social Learning Theory.
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Readings:
Arnett, J.J. (1995). Adolescents’ use of media for
self-socialization. Journal of Youth
and Adolescence, 24(5): 519-533.
Blog #1: Due 9/9 @ 5 p.m.
|
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9/17
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Media and Body Image:
Social Comparison Theory, normative beliefs, sociocultural ideals.
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Readings:
Thomsen, S.R., Bower, D., & Barnes, M. (2004).
Photographic images in women’s health, fitness, and sports magazines and the
physical self-concept of a group of adolescent female volleyball players. Journal of Sport and Social Issues,
28(3): 266-283.
Thomsen, S.R., McCoy, K., & Williams, M. (2001).
Internalizing the impossible: Anorectic patients’ experiences with women’s
beauty and fashion magazines. Eating
Disorders: The Journal of Prevention and Treatment, 9(1): 49-64.
Due: Blog #2, 9/16 @ 5 p.m.
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9/24
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No Class (I will be at a conference in England).
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Work on Research Paper topic ideas.
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10/1
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Parasocial
Interaction with Media Personalities and Characters: Identification,
maladaptive responses.
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Readings:
Cohen, J. (2001). Defining identification: A theoretical
look at the identification of audiences with media characters. Mass Communication and Society, 4(3):
245-264.
Eyal, K. & Cohen, J. (2006). When good Friends say goodbye: A parasocial
breakup study. Journal of Broadcasting
and Electronic Media, 50(3): 502-523.
Greenwood, D.N., & Long, C.R. (2011). Attachment,
belongingness needs, and relationship status predict imagined intimacy with
media figures. Communication Research,
38(2): 278-297.
Due: Blog #3, 9/30 @ 5 p.m.
|
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10/8
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Predicting Behavior:
Applications of the Theory of Planned Behavior. Outcome expectancies.
Pro-social media effects.
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Readings:
Thomsen, S.R. & Rekve, D. (2006). The relationship
between television viewing, expectancies, and intentions to drink alcohol
among a group of Norwegian adolescents. Scandinavian
Journal of Psychology, 47, 33-41.
Hornik, R. & Yanovitzky, I. (2003). Using theory to
design evaluations of communication campaigns: The case of the National Youth
Anti-Drug Media Campaign. Communication
Theory, 13(2): 204-224.
Due: Blog #4, 10/7 @ 5 p.m.
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10/15
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Unit 2: Media and
the Social Construction of Reality. Cultivation Approaches.
Violence: Does
TV Kill? Understanding the relationship between media use/exposure and
violence, aggression, and anti-social behavior.
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Readings:
Huesmann et al. (2003). Longitudinal relations between
children’s exposure to TV violence and their aggressive and violent behavior
in young adulthood: 1977-1992. Developmental
Psychology, 39(2): 201-221.
Gunter, B. (2008). Media violence: Is there a case for
causality? American Behavioral
Scientist, 51(8): 1061-1122.
Due: Blog#5, 10/14 @ 5 p.m.
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10/22
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Media, Gender, and
Minorities: Representation and Stereotyping.
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Readings:
Bott, S., Davidson, P., Fernandes, T., Jenson, B.,
Laitinen, R. Wood, & Thomsen, S. (2010). Does it matter if she’s black or
white? Using eye tracking to explore the effects of race on reader reaction
to magazine advertisements. Southwest
Journal of Mass Communication, 25(2): 1-14.
Vidmar, N. & Rokeach, M. (1974). Archie Bunker’s
bigotry: A study in selective perception and exposure. Journal of Communication, 24(1): 36-47.
Due: Blog #6, 10/21 @ 5 p.m.
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10/29
|
Media and Family.
The evolution of TV families, influence on relationships and marital
expectations, TV and romance. Sexual media content.
|
Readings:
Segrin, C. & Nabi, R.L. (2002). Does television
cultivate unrealistic expectations about marriage? Journal of Communication, 52(2): 247-263.
Olson, B. & Douglas, W. (1997). The family on
television: Evaluation of gender roles in situation comedy. Sex Roles, 36(5-6): 409-427.
Due: Blog #7, 10/28 @ 5 p.m.
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11/5
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Media and Sex.
The impact of sexual content and sexualized images in the media. What
children and adolescents learn. The consequences of pornography.
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Readings:
L’Engle, K.L., Brown, J.D., & Kenneavy, K. (2006). The
mass media are an important context for adolescents’ sexual behavior. Journal of Adolescent Health, 38, 186-192.
Ward, L.M. (2003). Understanding the role of entertainment
media in the sexual socialization of American youth: A review of empirical
research. Developmental Review, 23,
347-388.
Kingston, D.A., Malamuth, N.M., Federoff, P., &
Marshall, W.L. (2009). The importance of individual differences in
pornography use: Theoretical perspective and implications. Journal of Sex Research, 46(2-3):
216-232.
Due: Blog #8, 11/4 @ 5 p.m.
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11/12
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Midterm Exam is due
at 5 p.m.
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|
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11/12
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Unit 4: The New
Media: Understanding the Impact of the Internet and Social Media.
Facebook, Twitter,
and Self-Concept. Digital Identity and the presentation of self. Blogging
and reality.
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Readings:
Hargittai, E. & Hsieh, Y.P. (2011). From dabblers to
omnivores: A typology of social network site usage. In Z. Papacharissa (ed.),
A networked self: Identity, community,
and culture on social networked sites (pp. 146-168). New York: Routledge.
Mehdizadeh, S. (2010). Self-Presentation 2.0: Narcissism
and self-esteem on Facebook. Cyberpsychology,
Behavior, and Social Networking, 13(4): 357-364.
Park, N., Fee, K.F., & Valenzuela, S. (2009). Being
immersed in social networking environment: Facebook groups, uses and
gratifications, and social outcomes. Cyberpsychology
and Behavior, 12(6): 729-733.
Nahon, K., Hemsley, J., Walker, S., & Muzammil, H.
(2011). Fifteen minutes of fame: The power of blogs in the lifecycle of viral
political information. Policy &
Internet, 3(1): Article 2.
Due: Blog #9, 11/11 @ 5 p.m.
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11/19
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Video Games. Things
as they really are? What does research have to say?
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Readings:
Bushman, B.J. & Anderson, C.A. (2002). Violent video
games and hostile expectations: A test of the General Aggression Model. Personality and Social Psychology Bulletin,
28(12): 1679-1686.
Gentile, D.A. et al. (2009). The effects of prosocial
video games on prosocial behaviors: International evidence from
correlational, longitudinal, and experimental studies. Personality and Social Psychology Bulletin, 35(6): 752-763.
Due: Blog #10, 11/18 @ 5 p.m.
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11/26
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No Class—Thanksgiving Break
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12/3
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Student Appointments
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12/10
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Student Appointments
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12/17
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Final Paper is due today at noon.
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