Communication 2101 Introduction to Mass Communication, Spring 2012-- January 17- May 3, 2012

Professor D.S. Petersen-Perlman / Office: 407 A.B. Anderson Hall/ Email: dpeters1@d.umn.edu
Phone: 726-7528 (direct line & 24 hour message line via voice mail)
Class Meeting: Tuesdays and Thursdays, 2:00 p.m.- 3:15 p.m., Montague 80
Office Hours: Tuesdays 9:00 a.m. - 10:30 a.m., Wednesdays 10-11:30 a.m. and by appointment.

Text: Vivian, John. The Media of Mass Communication. 10th Ed., Boston., MA: Pearson Education, 2011.
New York Times: I recommend you read the New York Times for class discussion and assignments. You may purchase your copy at the Kirby Information desk.

Course Description: Communication 2101 is an elective in the Communication major. This course also fulfills three credits of Liberal Education Category 8: Contemporary Social Issues and Analysis.

Class Goal: Students in Comm 2101 will become more critical users and students of the U.S. mass media.

Class Objectives: This class will introduce students to the history, structure and impact of the American mass media as well as concepts of American journalism such as freedom of expression, media as the fourth and fifth estates of government, and the quintessentially American journalistic principles of objectivity, balance and fairness.
* Students will learn about the history, structures and functions of the American media industries.
* Students will learn about the opportunities and limitations inherent in the American media complex.
* Students will learn about and question the image of the American media complex in other countries.
* Students will learn about the role of American media (both economic and political) in the international media marketplace.
* Students should question the power and potential harms and benefits generated by mediated images.
* Students will become familiar with the practices of journalism: education, preparation (research, contacts, etc.), methods (investigation, inquiry, evaluation, analysis), etc.
* Students will become critical readers/users of the mass media, particularly with regard to issues of accuracy, balance, objectivity, fairness and ethical journalistic practice.

I encourage students in this class to pursue issues associated with the mass media by way of in-class assignments (including independent writing, small group work and general class discussions, as well as your independent study of current events.

I welcome your questions and contributions. In an effort to get to know you, I request that when you do make such comments that you preface your remarks by stating your name. I have found that a friendly climate wherein we use each other's names is much more conducive to lively discussions and exchanges of ideas. If time does not permit a question in class, please use my office hours or make an appointment. I also welcome alternative forms of participation (including short presentations, submissions of clippings and recordings on relevant topics, etc.)--all I ask is that you consult with me, and then as you share identify these contributions with your name, the class number and the date and source of your submission.

The class will promote open and exploratory learning by way of active learning strategies. Questions based on the readings and previous class experiences will spur class discussion. Our classes will be conducted in this fashion as much as possible. I want you to go beyond the class activities and readings to using our questioning approach in everyday life. I want you to question facts, to challenge authority and to perceive the social construction of reality. I want you to take personal responsibility for your own learning.

The class discussions and examinations will help promote an informed citizenry.

Using the text: This book is carefully designed with you in mind; it is very user-friendly. You will note that within each sub-section of the chapter a study preview helps orient your reading. Each chapter ends with a number of review questions to help you focus on the most important points from the material you've just read. There are numerous aids provided in the marginalia of the text. Your book identifies many websites which I hope you will visit. There are many other useful aids contained within the chapters. Use them as you read. I recommend that you use these previews and review questions to guide your study sessions and in preparation for the tests. You are expected to read the entire chapter and are held accountable for that reading in your examinations. Your understanding of these preview and review materials depends on a thorough reading. Additionally, the chapters contain information boxes highlighting media databanks, people, online information and much more. These boxes are worth reading.

The University system as a whole is committed to diversity. We will be addressing diversity issues related to media as we move through the semester. In the course of lecture, discussion and activities I intend to bring up other points of view, and I hope that you will too. I hope you will see the text and class sessions as complementary components of this class experience.

Examinations: We will have two midterms worth 25% each of your final grade (worth 100 grade points each) and a final exam worth 25% of your final grade (worth 100 grade points).

Exercises/Class Participation: On occasion we may use 5 to 10 minutes of class time for independent writing which will be submitted and recorded, but not graded. You must make a good faith effort to address the writing topic for the exercise in question. Completion of these writing exercises, class attendance and participation in class discussions make up 25% of your final grade (100 grade points). Your assessment on this portion of your final grade will be based on the number of class sessions you attend and the number of exercises which you complete in good faith, as well as those discussions in which you participate.

Explanation of grading: I use a standard grading scale:
A = 94-100; A- = 90-93; B+ = 87-89; B = 84-86; B- = 80-83; C+ = 77-79; C = 74-76; C- = 70-73; D = 67-69; D = 60-66; F = 59 and below.

F: Failure; Non-acceptability means that you have not met the requirements of the assignment as articulated in the assignment description.

I encourage you to develop a news habit. To that end, I strongly encourage you to start listening to the radio on a daily basis. All News Radio is your best bet and we're lucky to have access to such a station in our market. Set your clock radio to 100.5 F.M. (WSCN), Minnesota Public Radio. "Morning Edition" runs from 5:00 a.m. to 9:00 a.m. Monday through Friday and 7:00 a.m.-10:00 a.m. on the weekends. The news stories are repeated on the hour. "All Things Considered" runs from 3:00 p.m. to 6:30 p.m. Monday through Friday, and 4:00 p.m.-5:00 p.m. on the weekends.

As for television news, your best bets are the 5:30 p.m. national news programs on ABC and NBC, 6:00 p.m. for CBS in our market, CNN, and PBS's "News Hour with Jim Lehrer" (it's on PBS Channel 8, WDSE, broadcast, from 6-7 p.m. M-F). Consider watching ABC's "Nightline", Monday through Friday 10:30 p.m. for more detailed examinations of the day's top stories. There are a plethora of Cable News channels from which you can select as well.

Obviously, you can review news on a host of online sites. Try to vary the sites you peruse to get the broadest perspective possible.

For an analysis of the veracity of claims offered in the stories you review, here are a few sites that might be helpful: http://www.factcheck.org/, http://www.propublica.org/, http://www.washingtonpost.com/blogs/fact-checker, http://www.journaliststoolbox.org/archive/general-resourcesfact-checkinglibraries/.

General Class Policies & Expectations:
Apply your very best writing and analysis to the completion of all assignments. Make sure ALL of your assignments are proofread, spell checked, and grammar checked.

Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructor at the start of the semester. Adaptation of methods, materials, or testing may be made as required to provide for equitable participation.

You must complete the examinations and in-class exercises in order to receive a passing grade.

Makeup tests are possible, but only on the basis of advanced personal consultation, verified by e-mail, with/by the instructor. Makeup tests will have an alternative format to that distributed during the regularly scheduled time. In those cases when advanced warning is not possible, every effort should be made to contact the instructor at the earliest possible opportunity (note: my phone picks up messages 24 hours a day, every day and e-mail is almost always a reliable means of notification).

Verifiable illnesses and family emergencies are willingly excused; weddings and trips to the Bahamas (or fill in your favorite vacation destination) are not. Incompletes are rarely given because they are rarely completed.

The University Bulletin outlines the policy on scholastic misconduct. Cheating on assignments, examinations, plagiarizing or any other "act which violates the rights of another student in academic work or that involves misrepresentation of your own work will result in a failing grade" for the work in question.

• I expect that you will attend every class session. If you miss 30% or more of the assigned class periods (nine class periods), you will fail this class. Points will be deducted if you miss class.
• I expect that you will come to class on time and prepared.
• I expect this class to be conducted in an open and respectful manner.
• I expect that you will give the class session your full attention. This means putting away materials not being used in class (including newspapers and other textbooks, calendars, etc., turning off cell phones--NO TEXT MESSAGING, and ceasing use of headphones). If I catch you using such equipment I will ask you to surrender those devices; they will be returned at the end of the class period.
  

Assumptions and Ground Rules to Guide us in Class Discussion: The following is based in part on suggestions made by Lynn Weber Cannon in "Fostering Positive Race, Class, and Gender Dynamics in the Classroom".
We can assume that discrimination exists in many forms (e.g. sexism, racism, classism, ageism, homophobia, anti-Semitism, ableism, etc.). Any critical understanding of these various -isms means that we need to recognize that we have been taught misinformation about our own group as well as about members of other groups. This is true for both dominant (e.g. white, male, upper class, heterosexual, able-bodied, etc.) and subordinate (e.g. people of color, women, poor, and working class, gay/lesbian, disabled, Jew, etc.) group members.
Based on these assumptions then, let's agree that we cannot be blamed for the misinformation we have learned, but we are responsible when we repeat misinformation after we have learned otherwise. People and groups are not to be blamed for their subordinate positions. Let's assume that people are always doing the best they can. Let's actively pursue information about our own groups and those of others. Let us share information about our own groups with other members of the class but never demean, devalue, or in any way put down people for their experiences. We each have an obligation to actively combat the myths and stereotypes about our own groups and other groups so that we can break down the walls which prohibit group cooperation and group gain. Let's create a safe atmosphere for open discussion.

Reading and Assignment Calendar
The following list represents the sequence in which we will read the text. Please note that the daily chapter notes represent the homework I expect you to have prepared for the following class session. I have identified the material to be covered by each quiz. I recommend putting in your planner the dates for the Midterm, Final and paper submissions. These dates will not change.

January 17: Class Overview; Read Chapter 1: Mass Media Literacy. Please complete the student information sheet and submit to me. Please download one copy for yourself so you can keep track of your progress in class.

January 19 & 24: Read Chapter 8: News

January 26 & 31: Read Chapter 14: Media and Democracy;

February 2: Read Chapter 15: Mass Media Globalization

February 7: Read Chapter 2: Technology

February 9: Midterm #1: Chapters 1, 2, 8, 14, 15

Week of February 14 Read Chapter 3: Economics

Week of February 21: Read Chapter 4: Ink on Paper

March 1: Read Chapter 9: Entertainment

Week of March 6: Read Chapter 5: Sound Media/Empire of the Air

March 8: Makeup Midterm #1 over chapters 3, 4, 5, 9

Week of March 20: Read Chapter 6: Motion Media

March 22: Read Chapter 7: New Media Landscape

Week of March 27 Read Chapter 10: Public Relations

Week of April 3: Read Chapter 11 Advertising

April 5: NEW Midterm #2 over chapters 6, 7, 10, 11

Week of April 10:  Read Chapter 12: Mass Audiences

Week of April 17: Read Chapter 13: Mass Media Effects

Week of April 24: Read Chapter 16: Media Law
Week of May 1:  Read Chapter 17: Ethics

Friday, May 11 4:00-5:55 p.m., Montague 80.: NEW Final Exam (chapters 12, 13, 16, 17) (worth 25%/100 grade points)

A number of extra credit opportunities will occur throughout the semester. Students can receive five points (per paper) of extra credit each for no more than four short (two pages) papers written about the extra credit opportunities they've attended. These papers should address:

• The publicity for the events they've attended.
• The size and composition of the audience.
• The interaction between the featured speakers/presenters of the event and the audience.
• Important points learned during the event/presentation.
• These papers are due no later than one week after the event.
• Attach a copy of the program, signed by the presenter/sponsor AFTER THE PROGRAM has concluded.
• No one is obligated to participate in these extra credit opportunities, but experience has shown that these short papers can make a difference between a higher or lower grade.