Syllabus JMC 5083/6083 Mass Comm Theory

Staying in

ABOUT MASS COMMUNICATION THEORY

COURSE DESCRIPTION

Over the course of this term we will cover mass communication theory from its inception as a field of study, to major trends, followed by current applications of previous paradigms, and finally into the development of new currents of thought. We live in an era in which the patterns of media consumption are changing rapidly, engendering the notion that theories of mass communication are particularly valuable. Why?

The predictive, explanatory, and insightful concepts of theory help us understand some of the underlying ways in which people will respond to and share different types of information. Theory can help make informed predictions about how media consumers will respond to content, images, news, music and other persuasive

messages. This class will provide you with an overview of some of the important theories in our field, and will encourage you to think about how these apply to the real world and how they will inform your future work as a media professional.

The premise of this course is that there is no single best way to do research, although there are certain ways that are more appropriate than others, depending on your research questions. The overall goal is for you to develop an appreciation for the theories and methodologies that can be employed depending upon the research question that is addressed.

We will spend a considerable amount of time discussion theory. What does it mean to theorize? What steps are involved? What must you consider when you theorize? We will also spend an amount of time and effort on concept explication, theoretical linkages among concepts and testing theory. While there are too many theories/models in mass communication to cover them all, we will examine the major theories in the field, both old and new ones.

LEARNING OUTCOMES

• Apply a working knowledge of the primary theoretical approaches, the theorists/authors, and their positions, the nature of the research and areas of conflict (assessment: Lecture discussion posts, reflection paper, class participation).

• Appreciation for the major philosophical approaches to theory and research in the field of journalism and mass communication research (assessment: Lecture discussion posts, reflection paper, class participation).

• Ability to synthesize the readings and analyze and critique recent publications in the areas covered (assessment: research article critique, lecture discussion posts, class discussions, thought questions).

• Apply appropriate theory to students’ main interest area (final researc h paper).

• Apply theory to identify limitations the mass communicator faces. We want to explore ways to overcome these limitations. (assessment: reflection paper, final research).

• Draw on theory to become better media producers and consumers (assessment: thought questions: lecture discussion posts, reflection paper).

Course Requirements

Professionalism/attendance points, reflection papers, research article critiques, a final research paper, academic research presentations and other learning tools will be used to help students reach the learning objectives and goals of the course. Deadlines and details on these assignments are given below.

All assignments are due at the beginning of class. Assignments turned in late are penalized, depending upon lateness and the nature of the assignment. If you have any questions about course requirements, check with the instructor well before the due date. If anything interferes with your ability to learn, let the instructor know. If you have questions about anything, please do not hesitate to ask.

Manuscript format: Please double space all work, include page numbers, put your full name at the top of the first page, identify the assignment and staple in top left corner. Do not provide cover pages or other frills.

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Teaching Philosophy

I believe that the most significant learning occurs in situations that are both meaningful and realistic. To do so, I employ academic tools and concepts combined with practical applications to challenge students. In this way, students retain knowledge thro ugh repetition of course materials in various settings. I believe that there are five essential elements that are conducive to learning. (1) The teacher's role is to act as a mentor, guide, and cheerleader; (2) Students must engage in hands-on learning activities; (3) Students should be able to make choices and let their curiosity direct their learning; (4) Students need the opportunity to practice critical thinking skills in a safe environment; and, (5) learning and understanding technology must be incorporated into the curriculum. As mentioned above, I use a variety of tools to enhance the learning experience of students in Mass Communication Theory. This semester we will create lecture discussion posts (LDP), complete a theory application assignment, a final paper and presentation, and a self-reflection paper. We’ll also have the opportunity to interact with one another via in-class discussions.

Expectations:

JMC 5083/6083 a graduate-level course and the work students submit in this course should be a reflection of higher-level cognition, critical thinking, writing, and overall academic abilities. In addition, I expect students to complete all assignments on time, to be respectful of one another and the instructor, and to do their best work. These expectations apply not only to interactions within Canvas, but also to communication via email, during live meetings, etc.

Student effort

As with any course, students will benefit from their own effort in learning the class materials and participating fully in activities, group work, readings, etc. Student grades are often a good reflection of their attitudes and motivations in coursework

Professionalism

Students are expected to maintain the appropriate level of professionalism, cooperation, and language in all aspects of this course including, but not limited to, weekly posts and responses to said posts, written assignments, presentations, and interactions with the instructor and colleagues. Students should also incorporate suitable standards for grammar, spelling, and word choice. Please see the Online Writing Lab (OWL) at Purdue for a refresher if necessary: https://owl.english.purdue.edu/.

Time management

Follow all deadlines as printed in the course syllabus and weekly modules. Assignments turned in late will be assessed a 5-point deduction per day late. Discussion posts (and comments) turned in late will receive a 1-point deduction per day late. Students should utilize time management skills when completing assignments, particularly when dealing with other concerns present in daily life (jobs, children, other commitments, etc.). Students are strongly encouraged to work ahead of schedule to avoid missed deadlines, particularly in the case of final assignments.

Communication

COURSE-RELATED POLICIES AND RULES

Email

Each student is expected to have access to their OU email account. If that is not your primary email you can set up a referral email and check it regularly. Email and cell phone text messages are the best ways to reach me outside of class time. I try to check my university email often M-F from 9 am – 5 pm and will answer you as soon as I possibly can. Don’t count on a reply from me during the weekends or at night. Although I may reply occasionally during those times, I often am focused on other obligations and am not consistent in checking email or text messages from students over the weekends. I will respond to all emails within 48 hours, EXCLUDING weekends and holidays.

• I expect you to use your OU email account and check your email on a regular basis to see if I have sent you a message or published important housekeeping notes for the class. Also please use proper etiquette when communicating with me (e.g., avoid hostile messages or calling me by my first name).

• You’d be wise to review your message before sending to make sure it reads well and that you did include the attachment.

• Cellular phones, pagers and other electronic devices not being used for instructional purposes should be kept off during class.

Personal Responsibility

You are responsible for knowing and following the course schedule of this syllabus. Please add all deadlines to your personal calendar during the first week of class. Not knowing or forgetting something is due is not an excuse for missing a deadline. Dr. Frisby will also regularly post information to the announcements section on Canvas. Read the announcements and your syllabus before contacting Dr. Frisby with questions to see if your answers are there, as we will not respond to questions that have been addressed in either resource. You are responsible for the content in both. It is our goal to post grades within a week of assignment deadlines.

Using LAP TOPS

When you are in class, it is expected that you give your instructor your complete and undivided attention. It has been my experience that students who are in class but using lap tops/power books tend perform worse on exams and other assignments than those students who are not using computers. As a result, we are going to go back to “old-fashioned note taking.” Those students who use class time to access e -mail accounts, visit web sites, and/or finish projects for other classes will lose at least 50 points each time they are caught on the computer. These points will be taken from your overall point total. If you must use your computer to take notes, please see Dr. Frisby within the first two days of classes.

Professor’s Academic Freedom Policy

Some of the material dealt with in this class may be perceived of as controversial or offensive to some students. While students are encouraged to respond to the material and to freely offer their opinions, if any student becomes uncomfortable with any of the topics or finds any of the material questionable, that student is urged to contact the professor immediately and discuss an alternative assignment.

MISSED DEADLINES

In short, don’t miss them. There are no make-ups, no extensions, and no excuses -- just like in the real world of advertising. Also, please note that computer or e-mail problems are not an acceptable excuse for not participating in discussions or for losing your homework. It will help if you write all due dates down on a calendar so that you can be sure to keep up. Late projects and assignments may be accepted but may NOT receive credit. In other words, you will receive a ZERO for the assignment, if an excuse is offered after the deadline, and/or your assignment is turned in even one minute after the deadline.

LECTURE NOTES

If you miss a lecture, it is YOUR responsibility to obtain the lecture notes. For those who think that “skipping lecture” is OK and does not hurt your grade, please be advised that my teaching method and tactics require that students are actively involved in lecture discussions. This means that reading the textbook alone WILL NOT help you adequately prepare for assignments or quizzes. Bottom Line: DO NOT ASK ME FOR MY LECTURE NOTES!

RECOMMENDATION LETTERS

I am happy to write recommendation letters and will do so only under special situations. Before you ask me to write a letter, be sure that you meet the following standards. I am honored to write recommendation letters for students who:

• have attended every lecture and successfully passed at least 3 exams obtaining higher than average scores on all 3 the exams.

• are prompt and attend class lectures regularly.

• are enthusiastic about the subject matter and course information.

• actively engage in class lectures.

• adhere to course syllabus and policies

• submit assignments & projects on /before deadlines

• assume personal responsibility for learning, and are mature and committed to success in their academic career and achieving goals. Students who meet this criteria often visit me during office hours and/or take time to discuss areas of concern or about unclear concepts, issues or discrepancies in and misunderstandings presented in lecture.

OFFICE HOURS

I do my best to make myself accessible to you. Your opportunity to learn and to get in touch with me is very important to me. I will do my best to be in my office during the designated office hours. However, it is always a good idea to call ahead, send an e-mail message, or otherwise set things up ahead of time, if you can. In order to accommodate busy schedules, I will conduct most of my office hours on zoom.

When I am not holding office hours, I am usually grading papers/assignments or working on other commitments, writing/editing a new textbook, publication deadlines, and/or conference papers. If you want my full attention, it is always a good idea to schedule a time that is good for both of us. If problems arise let me know immediately, particularly if those problems might potentially hamper your performance in my class.

Incompletes and postponed deadlines are more often granted in this class when a problem is noted early. If you have no documentation-and your excuse sounds like a last-ditch effort not to get a bad grade, you should probably forget talking to me about your missed deadline or unexcused absence.

Course expectations

This includes, at a minimum, the following:

• Complete all readings in a timely fashion.

• Ask questions of discussion leaders/guest speakers and display strong attentive non-verbals during each class meeting.

• Completely avoiding inappropriate use of cell phones, laptops, tablets during lectures, group meetings, and guest speaker presentations.

• Work effectively and efficiently in teams, including the use of all of the class time provided (not leaving early)

• Be curious and motivated

• Serve as an enthusiastic participant during in-class discussions, exercises, and activities.

• Attend class, arriving on time and ready to discuss the readings.

• Turn in assignments as required, following directions precisely.

• Participate in each class discussion with care given not to dominate the discussion or prevent other students from having time to contribute their ideas.

• HAVE FUN!

IMPORTANT UNIVERSITY OF OKLAHOMA POLICIES

ACADEMIC HONESTY AND INTEGRITY

Academic honesty is incredibly important within this course. Cheating is strictly prohibited at the University of Oklahoma, because it devalues the degree you are working hard to get. As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. For specific definitions on what constitutes cheating, review the Student’s Guide to Academic Integrity https://www.ou.edu/integrity/students#OUand-Integrity. Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs whenever a student’s act or omission would have such an improper effect and when the student either knows or reasonably should know that the act constitutes misconduct. “I didn’t mean to” is never an excuse for academic misconduct. Discussed below are some common examples of misconduct.

Improper Collaboration

• Academic Misconduct in Online Courses

• Submitting the Same Assignment For Different Classes

• Fabrication, Forgery, Alteration of Documents, Lying, etc., In Order to Obtain Academic Advantage

• Assisting Others in Academic Misconduct

• Attempting to Commit Academic Misconduct

• Destruction of Property, Hacking, etc

• Intimidation and Interference with the Integrity process

• Plagiarism

To be successful in this class, all work on exams and quizzes must be yours and yours alone. You may not receive outside help on assessments. On examinations and quizzes, you will never be permitted to use your notes, textbooks, calculators, or any other study aids. Should you see someone else engaging in this behavior, I encourage you to report it to myself or directly to the Office of Academic Integrity Programs. I encourage this because when someone else cheats, it can negatively impact the reputation of our entire program.

Therefore, all work and all grades should result from the student's own understanding and effort. It is my professional obligation to report academic misconduct, which I will not hesitate to do.

Academic dishonesty includes, but is not limited to, cheating, helping another person cheat, or plagiarizing on written work.

Academic dishonesty also includes fabricating excuses for absences from class or uploading or posting work for another student. If you are caught cheating at any point in the semester, you will fail the entire

course and I am obligated to report this behavior to our Academic Office.

Students caught violating this policy will be subject to the full authoritative action by the Honor Court. Students found in violation could receive an “F” for the assignment, an “F” in the course, and an “unforgivable F” that always will remain on the student academic record and/or dismissal from the University.

POLICY ON PLAGIARISM & FABRICATION

As future journalists and communicators, your reputation for honesty and integrity is the basis of your credibility. In this course, you will be held to the highest standard of ethical behavior. If you are caught cheating, or engaging in plagiarism or fabrication*, you could receive an “F” for the course, or an “F” for the assignment. You could also receive an “Unforgivable F” on your academic transcript. Plagiarism. The University defines plagiarism in terms of proscribed acts. Students are expected to understand that such practices constitute academic dishonesty regardless of motive. Those who deny deceitful intent, claim not to have known that the act constituted plagiarism, or maintain that what they did was inadvertent are nevertheless subject to penalties when plagiarism has been confirmed.

Plagiarism includes, but is not limited to, the following: Submitting as one’s own work the product of someone else’s research, writing, artistic conception, theme, thesis, dissertation, commercially prepared paper, musical piece or other written, visual, oral or electronic/computerized material that has been copied in whole or in part from the work of others, whether such source is published or unpublished.

Incorporating in one’s submission, without appropriate acknowledgment and attribution, portions of the works of others; that is, failing to use the conventional marks and symbols to acknowledge the use of verbatim and nearverbatim passages of someone else’s work or failing to name the source of words, pictures, graphs, etc., other than one’s own, that are

incorporated into any work submitted as one’s own.

Cheating. The University defines cheating and dishonest practices in connection with examinations, papers, and projects as including, but not limited to:

1. Obtaining help form another student during examinations.

2. Knowingly giving help to another student during examinations, taking an examination or doing academic work for another student, or providing one’s own work for another student to copy and submit as his own.

3. The unauthorized use of notes, books, or other sources of information during examinations.

4. Obtaining without authorization an examination or any part thereof.

TITLE IX RESOURCES AND REPORTING REQUIREMENT

Anyone who has been impacted by genderbased violence, including dating violence, domestic violence, stalking, harassment, and sexual assault, deserves access to resources so that they are supported personally and academically. The University of Oklahoma is committed to offering resources to those impacted, including: speaking with someone confidentially about your options, medical attention, counseling, reporting, academic support, and safety plans. If you would like to speak with someone confidentially, please contact OU Advocates (available 24/7 at 405-615-0013) or another confidential resource. You may also choose to report gender-based violence and discrimination through other means, including by contacting the Institutional Equity Office (ieo@ou.edu, 405-325-3546) or police (911). Because the University of Oklahoma is committed to the safety of you and other students, I, as well as other faculty, Graduate Assistants, and Teaching Assistants, are mandatory reporters. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This includes disclosures that occur in: class discussion, writing assignments, discussion boards, emails and during Student/Office Hours. For more information, please visit the Institutional Equity Office

RELIGIOUS OBSERVANCE

Adjustments for

Pregnancy/Childbirth Related Issues

It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty.

COURSE EVALUATIONS

End-of-the-semester course evaluations provide students the opportunity to give feedback to faculty about their experiences. These evaluations also provide professors with critical information for improving their classes.

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirthrelated issues, please contact your professor or the Accessibility and Disability Resource Center at 405/325-3852 as soon as possible. Also, see the Institutional Equity Office FAQ on Pregnant and Parenting Students’ Rights https://www.u.edu/eoo/faqs/pregnancy-faqs) for answers to commonly asked questions.

EMERGENCY PROTOCOL

2. Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.

3. Defend: As a last resort fight to defend yourself. For more information, visit https://www.youtube.com/watch?v=BsEOhGJIdI8

During an emergency, there are official university procedures that will maximize your safety. Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather 1. LOOK for severe weather refuge location maps located inside most OU buildings near the entrances 2. SEEK refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building. 3. GO to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows. 4. GET IN, GET DOWN, COVER UP. 5. WAIT for official notice to resume normal activities.

https://www.youtube.com/watch?v=BsEOhGJ

IdI8

aRMED SUBJECT/CAMPUS INTRUDER

If you receive an OU Alert to shelter-inplace due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:

1. Avoid: If you believe you can get out of the area WITHOUT encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.

FIRE ALARM/GENERAL EMERGENCY

If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:

1. LEAVE the building. Do not use the elevators. 2. KNOW at least two building exits

3. ASSIST those that may need help

4. PROCEED to the emergency assembly area

5 ONCE safely outside, NOTIFY first responders of anyone that may still be inside building due to mobility issues.

6. WAIT for official notice before attempting to re-enter the building.

Refer to: https://player.vimeo.com/video/123418137

MENTAL HEALTH SUPPORT SERVICES

If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment call (405) 3252911.

DEAD WEEK AND PRE-FINALS WEEK POLICIES

During pre-finals week, all normal class activities will continue; however, no assignment, test, or examination accounting for more than 3% of the course grade may be assigned, unless it is assigned in advance of pre-finals week and worth less than 10%, or scheduled at least 30 days prior if worth more than 10%. No activity or field trip may be scheduled that conflicts with another class. There are some exceptions and nuances, so please review the Final Exam Policies prior to designing your course schedule.

DIVERSITY POLICY

The Gaylord College of Journalism and Mass Communication is actively committed to presenting diversity of viewpoints to a general audience. We are vigorously engaged in seeking, nurturing and maintaining ties to a base of multicultural sources. In public relations and advertising, the school equates excellence in campaigns to representing and communicating with diverse clients and audiences. In news storytelling, excellence is equated with the ability to produce stories for and about a wide range of communities and audiences.

Diversity means respecting differences and values. It also means not discounting views and ideas that are at odds with our own and, in fact, mining those seemingly contrasting views and ideas for common experiences and understanding. A diverse University community enriches the academic experience for us all, from research to teaching to public service.

SOCIAL JUSTICE

I will strive to maintain a positive learning environment based upon open communication, mutual respect and non-discrimination. Any suggestions as to how to further such a positive and open environment are appreciated and will be given serious consideration. The pursuit of truth underlying the University’s mission focuses attention on issues of diversity, power, and perspective, so that students, faculty, and staff may study and work in a climate of academic freedom and social responsibility, developing the skills, knowledge, and self-esteem necessary for participation as world citizens.

Equal opportunity is a fundamental goal in a democratic society, and OU shares the responsibility for achieving that equity. The institution is committed, therefore, to ensuring that all persons, regardless of race, class, gender, religion, ethnicity, or economic background benefit from the many opportunities the institution provides. In keeping with this responsibility, members of the academic community are expected to demonstrate civility and respect for all persons; to understand and appreciate all persons; to express that perspective in every dimension of the institution’s life and mission; and to work cooperatively, representing not only the interests of their own groups but also those of the wider community.

REASONABLE ACCOMMODATIONS

The Accessibility and Disability Resource Center is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education. This includes your academics, housing, and community events. If you are experiencing a disability, a

mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include, but are not limited to, learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy. To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (ph.) 405.325.3852, or adrc@ou.edu.

Provisions to policies regarding attendance, makeup exams, and late projects will be given for the following situations ONLY:

• Observance of a religious holy day of your faith, upon approval by the instructor.

• Personal or family health conditions, certified by a physician or counselor and approved by the instructor.

• Personal or family legal conditions, warranting your attention during class time and certified by an attorney or judge and approved by the instructor;

• University business certified by a University official and approved by the instructor. The "excusable" reasons for missing class/exams and being allowed to make-up work or get notes from the teaching assistant include: severe illness (documentation must be provided by a physician), military obligation, religious holidays, and participation in university sponsored activities such as athletic competitions, debate, or music performances. Please be aware that oversleeping is NOT an acceptable excuse nor are job interviews or meeting with professors or advisors! You should also know that job interviews are and will not be excused. I recommend that you tell the interviewer that you have a class that meets at that time and that you need to find another time to schedule the interview. Trust me, your willingness to put your class work first communicates a more powerful message about you and your priorities than your willingness to “skip” class. Students who are absent from classes or exams because of these and other reasons should obtain the appropriate documentation (e.g. letters from advisors) contact me in writing AHEAD OF TIME.

PLEASE DO NOT EXPECT ME TO HEAR YOUR EXCUSE FOR MISSING CLASS/ASSIGNMENTS, AN EXAM, OR A CLASS PARTICIPATION ACTIVITY AFTER “THE EVENT” HAS PASSED! If you miss a class, exam, or project deadline without an acceptable reason approved IN ADVANCE, you missed out. You must and always should contact Dr. Frisby in the case of an emergency, regardless!

Netiquette Issues

Due to the nature of the course (and prior experience), it has been established that the instructor initiate rules regarding when and why students should send an electronic mail message to the instructor. Some, if not most, students think that professors can drop everything and read 250 pages at the drop of a hat. E-mail can often give the impression that professors are available or “on call” 24 hours a day.

The greatest and most problematic issue involving e-mail is that it can make students have no fear of giving offense, imposing on the professor's time or even of asking a question that may reflect badly on their own judgment. With that in mind, Dr. Frisby has created netiquette policies related to e-mail messages.Please allow Dr. Frisby 24 – 48 hours to respond to e-mail messages. In other words, do not expect AN IMMEDIATE RESPONSE from your professor. Be mindful that this is a very large lecture course, and one professor trying to adjust to various student needs and expectations. Your e-mail messages will be addressed in a first-come, first-served manner.

Dr. Frisby will respond to e-mail messages that:

Involve “quick” and simple questions regarding lecture content. I do not have time to answer e-mails that ask me to “review what we did in class today” or ask “are we (or did we do) doing anything important in class today” or to explain a complex and/or rather detailed concept. If a student has questions or concerns about a reading assignment, a theory, and/or other material that can not be answered in a “yes” or “no” type e-mail, the student is encouraged to call Dr. Frisby on her cell, 268-6232, at home 446-8071 or at the office 882-6232. I much

Dr. Frisby will NOT address

• Are argumentative or combative in any way. According to a recent study (2007), the “tone” in an email is misinterpreted 50 percent of the time. Furthermore, 90 percent of people think they've correctly interpreted the tone of emails they receive, making for serious conflicts between students and professors. So even if you did not INTEND for your message to come across argumentative/combative, it can be

rather talk to you on the phone than to spend time reviewing material in a lengthy e-mail message.

• Solicit clarification concerning announcements and/or other housekeeping notes that were made during the first five minutes of class time.

• Include the words “please,” and “thank you.” These two very important words should always appear in your e-mail messages.

e-mail

messages that:

interpreted that way because most humans interpret what people say through by “seeing” facial expressions and body language. Remember “Actions Speak Louder Than Words!”

• Grievances with grades or grading. If you do not like a lecture topic/discussion, an assignment or a grade on an exam/assignment, the mature and respectful way to handle this is to address

your concerns FACE-TO-FACE so that you can “openly” discuss your concern with Dr. Frisby personally. E-mail is an “easy way out,” and allows students to say and write things that are sometimes misconstrued and misunderstood.

• Appear to be offensive and even disrespectful. When in doubt, always try to see Dr. Frisby face-to-face. You do not want any miscommunications about the intent of your email!! If you feel you received an unfair grade, please bring the rubric and your assignment so we can work thru it together.

• Attempt to argue or negotiate points, exam questions/score(s), project grades, or a FINAL GRADE. If you missed a class for unexplained reasons, then you simply missed class!

PROFESSOR

STUDENT EXPECTATIONS

Dr. Frisby expects students to:

• Remember that “Students are not cus tomers, and teachers are not employees.”

• Know that students and teachers have obligations to each other.

• Know and understand my expectations (see course policies)

• Treat everyone in the class, including the professor, with the respect due to all human beings.

• Attend every class, give your full attention to the material, and conduct yourself in an appropriate manner.

• Agree to do the work outlined in the syllabus on time. Acknowledge that your

perception of YOUR effort, by itself, is not enough to justify a distinguished grade.

• Not plagiarize or otherwise steal the work of others.

• Accept the consequences -- good and bad -- of their actions.

Students can expect that Dr. Frisby will:

• treat you with the respect due to all human beings.

attempt to get to know you and your name and treat you as an individual but YOU must meet me halfway (e.g. realize that I teach large lectures of over 180 students.

• You have to work with me on this goal).

• not discriminate against you on the basis of your identity or your well-informed viewpoints.

• manage the class in a professional manner. That may include educating you in an appropriate behavior.

• prepare carefully for every class.

• begin and end class on time.

• teach only in areas of my professional expertise. If I do not know something, I will say so.

• continue to conduct scholarly research and publication with the aim of making myself a more informed teacher.

• pursue the maximum punishment for plagiarism, cheating, and other violations of academic integrity.

• keep careful records of your performance, and progress.

• investigate every excuse for nonattendance of classes and no completion of assignments.

• make myself available to you for advising.

• maintain confidentiality concerning your performance.

• provide you with professional support and write recommendations for you if appropriate.

• confiscate laptops and cell phones if used in class, during lectures.

• be honest

EVALUATION/PERFORMANCE DESCRIPTION OF ACTIVITY

POINTS POSSIBLE Professionalism/Attendance/Participation

This is based on your 16-week in- and out-of-class behavior (use of cell phones during lectures, etc). Communication, both oral and written, your netiquette, demeanor, ability to work in teams, and overall quality of your work. Points will be assigned at the end of the semester

135

Research Article Review/Critique

You will summarize and critique a research article from a recent (past five years) issue of an academic research journal that presents original research on mass communication. The article should relate to your term paper topic.

75

Lecture Discussion Posts

You will post your response to the week’s discussion topic, and, will respond to at least 2 of your classmates’ posts/week.

140

Discussion Leader

Lead the class discussion two times (2) during the semester. Leaders must submit a one-page summary of the articles scheduled for the class discussion and will prepare a 10-minute overview and present questions to the class for discussion.

50

Reflection Paper

100

Relate course material and theories to life experiences 100 Research/Scholarly Project APA Guidelines for writing empirical research

Written project (proposal complete with Press Releases, Mock ads/promotional products, etc

Total Points 600

Beginning on page 21 of this syllabus, students will find details and specifics about each of the learning tools and activities. For example, class participation, lecture discussions and discussion posts are used to foster open communication and group cohesion. The research paper, reflection paper, and article critique, provide students with opportunities to think about or use knowledge and information in new and different ways. These activities were chosen in order to support student development of critical thinking skills. The reflection paper starts with the student thinking about what they already know and have experienced in relation to the topic being explored/learnt in the course. This is then followed by analysis of why the student thinks about the theory/ies in the way they do, and what assumptions, attitudes and beliefs they have about, and bring to learning about the theory.

Your final grade will be based on your performance during class discussions, on writing assignments, class attendance and your behavior in class during lectures, as well as the final group project. Your grades are awarded at my discretion and are not subject to change. If you would like to discuss a grade received please e-mail me personally. A statement of why you feel you deserve a different grade should be presented at that time.

LEARNING TOOLS FOR UNDERSTANDING MASS COMMUNICATION THEORY

DOCTORAL student WORK

If you are a doctoral student enrolled in this course, then you MUST, you HAVE TO complete a work in addition to the work assigned for the course. For you to receive credit for 6083, you HAVE to meet with me, discuss your research interests, and create a plan of study to submit at the end of the semester. Most scholarly journals stipulate a maximum length for papers submitted for publication, and often this anywhere from 20 to 25 pages.

Organization of your research paper

A complete research paper in APA style that is reporting on experimental research will typically contain a Title page, Abstract, Introduction, Methods, Results, Discussion, and References sections. Many will also contain Figures and Tables and some will have an Appendix or Appendices. Generally speaking, 10 – 20 citations is a reasonable number of references to cite in a research paper. While there is NO prescribed number of articles, 3 or 4 is simply not enough. I suggest that you try to locate a study published on your topic and use that as a starting point, and update it with newer information.

How-To Videos

• Writing Research Paper Videos

APA Journal Article Reporting Guidelines

• Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 3.

• Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative metaanalytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 26.

External Resources

• Formatting APA Style Papers in Microsoft Word

• Sample APA Formatted Paper with Comments

• Sample APA Formatted Paper

Graduate students taking 6000-level courses that are cross-leveled with 5000-level courses will be given additional course requirements in order to warrant graduate credit received for those courses.” This means that the paper/project that you submit does not receive additional points nor will you be subjected to a different grading scale. I will grade your paper and determine that it was either “satisfactory” or “unsatisfactory.” And if you do not this additional course requirement (paper) means you will receive an F.

PROFESSIONALISM

The participation & professionalism points available in this course are awarded at the instructor’s discretion. Participation points encompass everything that yo u do in this class. The first participation points you earn will be for supplying the instructor with necessary information at the beginning of the course (i.e., intro survey, hot topic request, etc.). The remaining participation and professionalism points can be awarded for extra effort put into online interactions (i.e., Facebook postings) and taken away for sub-par efforts including constant tardiness with assignments, using computer during class for things other than note taking, failure to participate, and unprofessional behavior.

Professionalism: what it is, how it works, and how you will be assessed

The Gaylord College of Journalism and Communications is a professional school and professional decorum is always expected. Therefore, both the instructor and students adhere to workplace norms for collegial and respectful interaction. The instructor reserves the right to penalize any students who do not follow the following guidelines and who disrupt the class (via a 5-point final grade deduction for each occurrence).

• Students are expected to either log in and attend every class be it via Zoom or in the classroom, arrive and/or log in on time, stay engaged with the entire course until the scheduled end time. This means that students are not expected to leave early unless prior permission is granted and must wait for the class to end (and when we meet face-to-face, will wait before packing to leave).

• Students are expected to attend every team meeting as well as every meeting with the instructor.

• Whether we are meeting via Zoom or in the classroom, please note that cell phones, iPods, and other devices must be turned off completely during class and client meetings; Please note; setting your phone to vibrate is not considered having your phone turned off. Be it inclass or on Zoom, keep in mind that surfing the Internet, checking email, playing games, using social media, and doing other activities unrelated to class are strictly prohibited.

• Students are expected to conduct themselves in an honest, ethical, and courteous manner –with classmates, the instructor, and the client. Eating, drinking, and privately chatting do NOT demonstrate professional behavior. Talking while the instructor, the client, or another student is talking is unacceptable. Such actions can result in a lowering of your final grade.

• Students will be responsible for all material and procedures related to this course.

• Students will be responsible for completing all the assigned readings prior to the class period during which these readings will be discussed.

Research Article/Critique

You will summarize and critique a research article from a recent (past five years) issue of an academic research journal that presents original research on mass communication (not an essay, critique, review, etc.) The article should relate to your term paper topic. Show how the article led you to develop your final term paper for this course. The key to your success in writing this paper is critical thinking. My main purpose in assigning this activity is for students to learn how to bring up points that determine whether a published research article is reliable, valid, and practical.

• Before you start writing, you will need to take some steps to get ready for your critique:

• Choose an article that has been published in the last 5 years (210.8 and later).

• Be sure that the research topic is within your area of interest and research agenda

• Read the article to get an understanding of the main idea.

• Read the article again with a critical eye.

As you read, take note of the following:

• What are the credentials of the author/s? Is the author qualified to write about the topic?

• Are the chosen research methods appropriate to answer the research question(s)?

• Are there issues related to the generalizability of the results?

• Is there evidence of bias or a conflict of interest?

• Is the article timely and relevant or is it outdated?

• Did the author/s ground their research in theory and previous literature?

What is included in an article critique? An article critique has four main parts: (1) Introduction, (2) Summary, (3) Critique & (4) Conclusion. Due Feb. 28, 2023 before 11:59 pm

Sample of a Research Article Critique

These journals are good sources for articles that present original research on mass communication:

• Journalism & Mass Communication Quarterly

• Journal of Communication

• Communication Research

• Communication Theory

• Journal of Broadcasting & Electronic Media

• Newspaper Research Journal

• International Journal on Media Management

• Journal of Media Economics

• Journalism Studies

• Journal of Media Business Studies

• Journalism Practice

• Journalism & Mass Communication Educator

• Mass Communication & Society

• Public Opinion Quarterly

• International Journal of Public Opinion Research

Steps Toward Completing the Critique

1. On Feb. 7, 2023, turn in a complete and legible photocopy of the research journal article you propose to analyze/critique. The paper must be on an article that takes a hypothesis-testing approach (i.e., either tests an explicit hypothesis or hypotheses or addresses one or more explicit research question/s).

2. On Feb.21, 2023, submit your research article critique. In four to five pages (see manuscript format rules above), provide the following information:

a. a complete article reference that includes the author’s full name; article title; journal name, number, volume and year of publication, and page numbers; b. the author’s statements of the hypotheses tested or the research questions addressed.

c. the author’s definitions of each of the key concepts mentioned in the hypotheses and research questions; if a key concept is not defined by the author then you define it as you think the author intended; d. a brief description of the method(s) the author(s) used to obtain the data analyzed (that is, the information from which the findings were drawn; in this assignment, please do not focus on methodological details but simply identify the population studied, whether and how it was sampled, and the research method(s) used; and e. a summary of the study’s results. In addition, if you feel comfortable doing so, you may add (6) your own brief critique of the research, evaluating the quality and appropriateness of the theoretical framework, the strengths and weaknesses of the evidence presented and the importance of the findings; include suggestions for ways to advance study on the topic.

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FINAL RESEARCH PAPER

In writing your term paper, you may take one of two approaches:

The Topical Paper. Select a single major topic relevant to journalism or mass communication research. Propose theories that help explain that topic. For example, if your topic is children and media violence on television, then you might elaborate on theories of cognitive development, moral development and social learning, among others. If your topic is images of violence then you might elaborate on theories of cultivation, desensitization, catharsis, imitation, modeling and social learning, among others. If your topic is news learning then you might elaborate on theories of learning, cognition, schemas, framing, priming and agenda setting. The challenge here is to identify an important topic of current interest and then to identify relevant theories that you believe help advance our understanding of the topic.

The Theory/Model/Construct Paper. Select a single communication theory, model or construct (major general concept). Provide a critical literature review of the theory, model or construct. A critical literature review identifies, organizes and present s the existing literature, and then offers a critique of that literature, with the goal of illuminating directions for future research.

The paper will be about 20-25 pages, including the abstract, references, tables and/or illustrations, appendices, etc. On Feb 28, turn in a one-page research paper prospectus. In your prospectus, outline your topic and identify which of the two theoretical approaches you expect to take. Also note what library research you have done to date and attach a tentative bibliography. This is not a graded exercise. I will provide you feedback on whether the scope of the paper seems appropriate and whether other literature should be cited. APA-style, double-spaced, Times New Roman, 12 pt. font, 1” margins, no abstract, cover page or table of contents necessary. See the OWL at Purdue for assistance with APA-style writing. On May 2, submit your final research paper and give a fiveminute presentation on the paper, accompanied by a one-page class handout; make enough copies for all class members.

Lecture Discussion Posts (LDP)

Post (10 pts. each, 14 posts)

The class discussion post is a written 400-500 word submission to the discussion board that includes a student’s responses to questions posed during lecture. These questions will reference materials assigned in the ‘Read’ section of the module as well as information from the lecture itself. The question will be different each week and will only be located in the lecture. In addition to responding to questions from lecture, students will also pose questions of their own and engage in discussion with their peers. These questions are NOT included in the 400-500 word count. These questions should spur additional, thoughtful discussion among the students (not just ‘yes’ or ‘no’ questions). Then, comment with 100-300 word responses on at least TWO of their peer’s posts.

One of those two responses MUST be the person who posted directly above you on the discussion board. You may choose the second question set you’d like to respond to. This ensures each person will receive a response to his or her question(s).

Thought questions: In weeks where you ARE NOT the primary discussion leader,, you will prepare 2-4 thought questions/discussion points based on the assigned readings for each theory. These questions will be used to guide and stimulate class discussions on the theory(ies). You will upload your questions to the appropriate week in the Discussions section of the class in Canvas by 5 pm on Mondays before the Tuesday class. You should look over these questions prior to class on Tuesday. Be prepared to explain the context and thinking that led to your thought questions. You should also note or print out discussion questions from other students that interest you. Discussion leaders should be particularly interested in the questions on their theory and use these questions as a basis for focusing and encouraging class discussions.

Lecture Discussion posts (LDP) are due no later than Saturday at 11:59 PM EST each week. Students will comment on two other students’ LDPs with responses to their questions no later than Monday at 5:00 PM. (This allows approximately two days between submitting your LDP (Saturday) and responding to other students’ LDP questions (Monday). Here’s an example of how it works:

1. Saturday night: Gabby posts her overview of the focused theory(ies) in the related Lecture Discussion of the module. The post should be in the range of 400-500 words and adds four questions at the end of your summary.

2. Gabby then goes to two other students’ posts (Ally, who posted directly above her on the board, and Michael) and answers two of their questions (out of the total of 4 questions) in 100-300 word (total) responses no later than Monday @ 5:00 pm.

3. Gabby congratulates herself for meeting all deadlines and encouraging discussion, and celebrates by eating a cookie or ordering a treat from Amazon (smile).

There will be 14 assigned LDPs and all will be worth 10 points each. Create your post in Canvas, under the Discussion section.

Your professionalism/class discussion/class participation grade will also be based, in part, on your participation in seminar discussions. The class participation part of your grade is comprised of your contribution to in-class discussions.

Contribution to in-class discussions: It is not enough to just come to class. You must, you have to actively discuss the readings and engage in discussion with other students in the class. Your weekly thought questions should be the starting point for ideas you want to share with the class. It is my hope that these discussions will lead to the development of a classroom environment where ideas are discussed and debated in an open, maybe even heated, yet respectful way.

Presentations: On the last day of class, students will present their research to the class.

Rubric for Lecture Discussion Posts

No Post is written or the post includes plagiarized content (all content must be appropriately cited or student will receive a ‘0’)

The post fails to meet the word count requirement. The post does synthesize the material. The post is not well organized and fails to draw connections between the content of the readings and current applications and/or does not contain discussion question/responses for colleagues. There are many spelling or grammar errors or content is not appropriately cited.

The post fails to meet the word count requirement but does synthesize the material (or vice versa). The synthesis however, is not well presented or well thought out. Ideas are not organized nor do they offer something new to the discussion. There may be several grammatical or spelling errors or content is not appropriately cited. Or student fails to post/respond to 2 questions.

The post meets the word count requirement and synthesizes the readings. The level of response is average with disorganized ideas or the ideas are not well presented. There may be grammatical or spelling errors as well, or content is not appropriately cited and/or student fails to post/respond to 2 peers. Post could lack content.

Post is accurate, relevant and well written. The student addresses all questions in from lecture with thoughtful and reflective ideas that have substance and depth. Content is cited appropriately (Ex. “According to Frisby (2006)...”). Post either does not meet requirement for word count or has spelling or grammatical errors. Post includes questions and student responds to two other questions.

Post is accurate, relevant and well written. The student addresses all assigned readings/videos with reflective ideas that have substance and depth. Ideas are original and offer something new to the discussion. Content is cited appropriately (Ex. “According to Servaes (2006)...”) and/or hyperlinked and ALL assigned materials are referenced. Post meets requirements for word count and is without grammatical or spelling errors. Students pose and thoughtfully respond to at least 2 questions from other students.

Self-Reflection Paper (75 pts.)

Over the course of the semester, students will have ample occasion for relating the course materials to their own experiences. The self-reflection paper offers students the opportunity to share their thoughts on mass communication theory and applications from their own perspectives. This two- to three- (2-3) page paper should include references to class lectures, readings, activities, and assignments (i.e. in Lecture 2 we learned about...) but need not refer to outside readings. This is not a research paper. This paper should be more like an intelligent (albeit one-sided) conversation between mass communication colleagues that allows the writer to not only display their knowledge, but also make connections in their own lives and work.*

Questions that students might consider include:

• How is mass communication theory important to my field?

• How are mass communication theories and paradigms important to me as an individual?

• How have my communication approaches and tactics changed as a result of this course?

• Why should other students take this course? How would they benefit?

• What readings/activities/assignments were most meaningful to me in gaining application-based knowledge of mass communication theory?

• Which theories were most relevant to online communication and why?

• How will mass communication theories apply to my job in the future?

Students may find it helpful to record their thoughts throughout the semester for inclusion in this final paper. The page total does not include references.

*Do not plagiarize your discussion posts or any other written work when writing this paper. You can certainly refer to points made or ideas from your other assignments, but do not copy and paste material. This paper should be original.

Paper specifications: 2-3 pages, APA-style, double-spaced, Times New Roman, 12 pt. font, 1” margins, no abstract, cover page or table of contents necessary. See the OWL at Purdue for assistance with APA-style writing.

Discussion Leader

The third week of class, students will choose two weeks for which they will be the discussion leader. Discussion leaders are expected to do a couple of things;

1) Write a short (approximately three-page, double-spaced) overview of the theory(ies) identifying what it explains, what the key concepts and variables are, how they are defined, and the relationships between the concepts. This paper should be a synthesis of the readings, (not a simply summary of each reading). The overview should also identify the theorists contributing to the theory’s development and references to published research that has tested the theory. Discussion leaders will make their overview available for the entire class and distribute them electronically (Canvas e-mail). By the end of the term, students will have succinct overviews of about 20 important theories in our field.

2) Lead a class discussion on the theory(ies). We will spend about 75 minutes on a theory or set of theories. Discussion leaders should spend 20-30 minutes providing an overview of the theory or set of theories. You should not simply read your overview, but, prepare a presentation that is engaging and creative. You should cover the basics (what the theory explains, its key concepts and their relationships), but you can also consider ways of testing the theory in class or how the theory can be used to explain real-world phenomena. After the 20-30 overview , it is your responsibility to stimulate and guide discussion. You should use the discussion questions posted on canvas from students to create discussion ideas. This class works best as a seminar discussion.

Tips: Discussion leaders should not present for more than 30 minutes. The best presentations are those that stick to the basics of theory (what the theory explains, its key concepts, their definitions and conceptual relationships), provide some examples of how the theory has been tested (research), can show how the theory fits with other theories or paradigms, and integrate several thought questions. Doing these tasks well will take the time you have allotted. Create your handout in a way that works well with your presentation. Prepare, stay focused, and encourage discussion once the formal part of the presentation is completed.

Week Date Lecture Discussion

Topic

1 Jan. 17 Introduction; Course Expectations & Requirements

2 Jan. 24 History and Approaches to the Field of Journ and Mass Comm

Reading(s)

Ice Breakers Syllabus Review

• “What is Theory?”

• “15.2 Functions and Theories of Mass Communication”

• “Mass Communication Theories of Communication”

Discussion Leader *begins week 3

Assignment/Activity

Lecture Discussion Posts begin Saturday on next week’s readings.

LDPs: Due by 5:00 pm Monday

Sign up for discussion leader to begin week 4

3 Jan. 31 Social Scientific Approaches

• “An Integrated Approach to Communication Theory and Research” Read chapters 2 – 4 from the textbook. Pgs. 15-72

• Social Science Research; Theories and Practices pp. 1 – 55.

LDPs: Due by 5:00 pm Monday

4 Feb. 7 Media Uses & Gratifications

• “Uses and Gratifications by Katz”

• Perspectives on Media Effects: Binge-Watching Motivates Change” “Uses and Gratifications in the 21st Century.”

• “Why people use social media: A uses and gratifications approach”

• “ The Desire for Fame: An Extension of Uses and Gratifications Theory”

• View of Uses and Grats and Social Game Play

LDPs: Due by 11:59 pm Monday

Discussion leaders begin this week

5 Feb. 14 Spiral of silence

• Same Spiral, Different Day? Testing the Spiral of Silence Across Different Types.

• https://noelleneumann.de/scientific-work/spiralof-silence/

LDPs: Due by 5:00 pm Monday

Third person effect

• “Fear of Social Isolation: Testing an Assumption from the Spiral of Silence.”

• Social Media Defy Spiral of Silence Theory and Provides Baseline for new Spiral of Social Media Theory: Ground Perspective.

• ‘Was It Something I Said?’’ ‘‘No, It Was Something You Posted!’’ A Study of the Spiral of Silence Theory in Social Media Contexts

• On the Behavioral Component of the Third-Person Effect.pdf

• The Third Person Effect: A Critical Review

• Third person effects of fake news

• Exploring the Effectiveness of Distracted Driving PSA (Public Service Announcement)

• Examining the effectiveness of a fear appeal message regarding calling while driving: the role of perceived behavioral control, social norms, and the third-person perception

6 Feb. 21 News Framing/Priming

Knowledge Gap

• Race in Media Coverage of School Shootings: An application of framing theory and agenda-setting.

• Framing as a theory of media effects.

• Trumpism: How agenda setting in the media drove a moment.

• Hurricane Katrina: A content analysis of media framing.

• Framing, Agenda Setting, and Priming: The Evolution of Three Media Effects Models

LDPs: Due by 5:00 pm Monday

Due: photo copy or pdf of your selected journal article to critique. Upload to canvas by 11:59PM.

7 Feb. 28 Agenda Setting, Symbolic Annihilation

•

“Presidential Campaigns and Knowledge Gap”

• Revisiting the knowledge gap hypothesis: A meta-analysis of thirty-five years of research.

• What we do and don t know a meta analysis of the knowledge gap hypothesis

• Understanding the knowledge gap: The role of experts and journalists.

• Agenda Setting Theory (PPT)

• A Look at Agenda Setting: Past, Present and Future

• What a Difference a Day Makes: Effects of Repetitive Competitive News Framing Over Time.

• The Media’s Agenda Setting Power

• Symbolic Annihilation in cartoons

• Always a Bridesmaid, Never A Bride: Symbolic Annihilation of Women of Color on the Cover of Bridal Magazines

• Native American Representation in Print Media

• Underrepresentation and Symbolic Annihilation of Socially Disenfranchised Groups (“Out Groups”) in Animated Cartoons.

• “I Am That Girl’: Media reportage, anonymous victims and symbolic annihilation in the aftermath of sexual assault.

• #DiminishingDiscrimination: The symbolic annihilation of race and racism in news hashtags of ‘calling 911 on Black people’.

LDPs: Due by 5:00 pm Monday

Photo copy or upload PDF of article to critique by 11:50 pm TODAY

Mar. 7

Cultivation

• A Critical Analysis of Cultivation

• Yesterday’s New Cultivation Tomorrow

• Growing Up with Television; Cultivation Processes” (Chapter 3, p. 43)

Media Violence

• “Cultivation and Media Violence”

• Violence in Media and Entertainment

• The Cultivation of Fear and Sexual Violence in Women

• Campaign Advertising and the Cultivation of Worry.

9 Mar. 14 Attitude Change/Persuasion

• Attitude Change

• “Mass Media Attitude Change: Implications of the Elaboration Likelihood Model of Persuasion” (in uploaded tex book on canvas, chapters 7-8, pp. 155-214).

• Dainton, Chapter 5, “More on Persuasion”

• How People Cope with Persuasion Attempts”

• The Influence of Social Status and Group Identity on Persuasion

• Media Enjoyment and Attitude Research

•

Celebrity Influence Affecting Public Interest in Plastic Surgery Procedures- Google Trends Analysis

• Fans, Fandom or Fanaticism?

• Fandom & Controversy

Information Processing

• How the media affect what people think: An information processing approach.

• Just Laugh! You Don’t Need to Remember- The Effects of

LDPs: Due by 5:00 pm Monday

LDPs: Due by 5:00 pm Monday

11 Mar. 28 Social learning /Social Cognitive Theory

Entertainment Media on Political Information Acquisition and Information Processing in Political Judgment

• Explaining bias against black leaders: Integrating theory on information processing and goalbased stereotyping. Academy of Management Journal, 54(6), 11411158.

Cancel Culture Contagion theory

• Applying social learning theory to police misconduct.

• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.

• Social learning theory. The handbook of criminological theory, Chapter 12, pp. 230-240.

• Is Stalking a Learned Behavior? An Empirical Test of Social Learning Theory

• When Social Media Messages and Images Don’t Match

• DRAG THEM- A brief etymology of so-called “cancel culture.pdf

• Cancel Culture on Twitter

• Cancel Culture and Social Media

• Social Contagion Theory

• Explaining social contagion in sport applying Heider's balance theory- First experimental results

Mid-Term Grades DuePossible quiz on theories

LDPs: Due by 5:00 pm Monday

•

Contagious laughter: Laughter is a sufficient stimulus for laughs and smiles

• Spectator Booing and the Home Advantage: A Study of Social Influence in the Basketball Arena

• Effects of abusive spectators' behavior on-performance of home and visiting intercollegiate basketball team

12 Apr. 4 Political Communication

Race & Gender

• Political Communication and Public Opinion

• Dancing to the Partisan Beat: A First Analysis of Political Communication on TikTok

• The Emergence of COVID-19 in the US: A Public Health and Political Communication Crisis

• In a Different Voice? Explaining the Use of Men and Women as VoiceOver Announcers in Political Advertising

• Likable, funny or ridiculous? A Qsort study on audience perceptions of visual portrayals of politicians

• Sports fandom and Political attitudes

• Gender, Race, and Media Representation

• Nike unveils Muslim women athletes

• Metastereotypes, Racism, Hate Speech, and Social Media: A Systematic Review and Critique

• Agenda Setting Priming and Framing Revisited Another Look at Cognitive Effects of Political Communication

• Ethnicity and Ethnic Media Use

LDPs: Due by 5:00 pm Monday

13 Apr. 11 Selective Exposure/Perception

• Richard Sherman Speaks and Almost Breaks the Internet: Race, Media, and Football

• I SEE YOU I BELIEVE YOU I STAND WITH YOU MeToo and the performance of networked feminist visibility

• Gender, race, and media representation. Handbook of gender and communication, 16, 297-317.

• Framing Megan Williams: Intersecting discourses of race, class, and gender in television news coverage of racialized rape.

• The construction of gender in dating apps: An interface analysis of Tinder and Bumble.

• Delay of Game: A content analysis of Black and White Athletes in Sports News Articles

• Sexualization of Female Athletes

• Selective Exposure Theories

• Selective Exposure in the Age of Social Media: Endorsements Trump Partisan Source Affiliation When Selecting News Online

• Selective exposure and politics

• involvement, and influence: Effects of selective exposure and sharing on polarization and participation.

• Cognitive dissonance or credibility? A comparison of two theoretical explanations for selective exposure to partisan news.

• Feeling Validated versus Being Right: Confirmation Bias, Ingroup Bias, and Negativity Bias in Selective Exposure to Political Information

LDPs: Due by 5:00 pm Monday Article Critique due by 11:59 pm today!!

14

Apr. 18 Social Comparison SelfPresentation/Impression Management

• Misinformation and polarization in a high-choice media environment: How effective are political factcheckers?.

• Social Comparison Theory.

• Does Race Matter?

• Am I a Better Mother Than You ?” Media and 21st-Century Motherhood in the Context of the Social Comparison Theory

• Male Mammies A Social Comparison Perspective on How Exaggeratedly Overweight Media Portrayals of Madea, Rasputia and Big Momma Affect How Black Women

• The Psychology of Competition- A Social Comparison Perspective

• Social media is not real: The effect of ‘Instagram vs reality’images on women’s social comparison and body image.

• “Likes” as social rewards: Their role in online social comparison and decisions to like other People's selfies.

• “We Are What We Post? SelfPresentation in Personal Web Space”

• Multi-Level Review of Impression Management Motives and Behaviors

• Dating deception- Gender, online dating, and exaggerated selfpresentation

• Politicians and impression management

• Self-presentation and belonging on Facebook- How personality influences social media use and motivations

• Managing Impressions Online: Self-Presentation Processes in the Online Dating Environment

LDPs: Due by 5:00 pm Monday

•

Excuse-Making

08McCrea_CounterfactualsExcuses

• A Sorry Excuse for an Apology: Examining People’s Mental Representations of an Apologetic face.

• Regulatory focus, time perspective, locus of control and sensation seeking as predictors of risky driving behaviors.

• Prevalence and correlates of JUUL use among a national sample of youth and young adults.

• From information seeking to information avoidance: Understanding the health information behavior during a global health crisis.

15 Apr. 25 Diffusion of Innovation & Advances in Technology

• “Diffusion of Innovation Theory.”

• Chapters 2 and 3 of text Diffusion of Innovations Contributions and Criticisms.

• Traditions of Diffusion of Innovation

• Social Media from the Perspective of Diffusion of Innovation Approach

• What’s Wrong with Diffusion of Innovation

• A Content Analysis of TeenFavored Celebrities' Posts on Social Networking Sites: Implications for Teen FameValuation, Social comparison parasocial relationships and attachment style how and when do celebrities improve self-liking

• We are what we post: Self Presentation

• Tweeting about mental health to honor Carrie Fisher- How #InHonorOfCarrie reinforced the

LDPs: Due by 5:00 pm Monday

social influence of celebrity advocacy

• Driving Home the Message: Using a Video Game Simulator to Steer Attitudes Away From Distracted Driving

• Election Campaigning on Social Media Politicians Audiences and the Mediation of Political Communication on Facebook and Twitter