BETHEL UNIVERSITY
COM 610
ADVANCED MEDIA COMMUNICATION
MASTER OF ARTS IN COMMUNICATION
Professor: Scott Sochay
Office: HC327F
Office Phone: (651) 638-6199
Home Phone: (651) 646-1521
Email: scott-sochay@bethel.edu
PO Box: 16
Graduate School
Bethel University
3900 Bethel Drive
St. Paul, MN 55112
COM 610
ADVANCED MEDIA
COMMUNICATION
MASTER OF ARTS
IN COMMUNICATION
3 Semester Credits
(Thursdays 5:30 Ð 9:30)
The course explores the interplay between the mass media and various facets of modern society, including political, economic, and cultural issues. An examination of media on a global scale will facilitate contrasts and comparisons of media systems, highlighting how media communication influences the quality of human life.
The objectives of this course are integrated with the general outcomes of the graduate degree, MA in Communication. Upon completion of this course, you should be able:
1. to identify and review major historical and theoretical foundations in the study
of media communication as a discipline (philosophical base);
2. to critique existing media theories and research designs (research methods);
3. to appraise how meaning is mediated through the effective use of media
technologies and develop a heightened sense of media literacy
(communication skills, new technologies);
4. to evaluate mass communications from a Biblical perspective (Christian
ethics);
5. to examine the interplay between popular culture, cross cultural content and
the mass media, and analyze the implications of this interplay (theoretical
application, contemporary assimilation)
Baran, Stanley J. & Davis, Dennis K. (2003). Mass
Communication Theory
(Third Edition). Belmont, CA: Wadsworth.
Postman, Neil (1985). Amusing Ourselves to Death: Public
Discourse in the Age of
Show Business. NY: Penguin Books.
Bradbury, Ray (1979). Fahrenheit 451. NY: Del Rey/Ballantine.
1. Complete all readings as assigned and participate in class discussions and group activities.
2. Students will write a 4-5 page critique/response paper based on the book "Fahrenheit 451" Students should address two areas: First, critique the book in terms of storyline, character development, writing style etc. discussing what you liked and didn't like about the book as well as any other observations you may have. Second, specifically discuss Bradbury's view of the media and its impact on individuals and society.
3. Students will write a 4-5 page response to Postman, critiquing and analyzing his view of the media. Use of outside sources to bolster your critique is encouraged but not required.
4. Students will complete a group project that explores a current media issue and its relevance to today's society. The project should explore theoretical issues, practical applications and concerns, and Biblical responses. The project will consist of two components; a group paper (10-15 pages) and a presentation. The paper will consist of an introduction to the topic, a literature review exploring theoretical and research approaches to the topic, and recommendations for how research could be conducted by the group to further explore the topic. In addition, each group will present their topic to the rest of the class during the final class session. Group project topics must be approved by the instructor.
More information on these requirements will be given in class.
Class participation |
35% |
451 paper |
15% |
Postman critique |
20% |
Group project |
30% |
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COM 610
ADVANCED MEDIA
COMMUNICATION
MASTER OF ARTS
IN COMMUNICATION
TENTATIVE CALENDAR
Preliminary Assignment:
Begin thinking about possible group topics.
Read Chapters 1 - 2 in Baran & Davis.
Bring a Bible.
Introduction to the course.
Lecture/Discussion on Biblical View of Mass Communication.
Lecture/Discussion on Media Communication.
Formation of Groups.
December 9
Preliminary Assignment:
Read ÒFahrenheit 451.Ó
451 paper due.
Read Chapters 3 - 5 in Baran & Davis.
Class Agenda:
Discussion of ÒFahrenheit 451.Ó
Lecture/Discussion on Chapters 3 - 5 in Baran & Davis.
Approval of Group Project Topic.
Preliminary Assignment:
Read Chapters 6 - 9 in Baran & Davis.
Class Agenda:
Lecture/Discussion on Chapters 6 - 9 in Baran & Davis.
Preliminary Assignment:
Read "Amusing Ourselves to Death."
Postman paper due. (This paper should be submitted electronically as an email attachment)
Class Agenda:
Participate in on-line discussion forum (Postman).
Note: Forum will open on 12/17 and run until the end of class on 1/13.
Session Five
Preliminary Assignment:
Read Chapters 10-12 in Baran & Davis.
Group preparation for presentations.
Class Agenda:
Lecture/Discussion on Chapters 10-12 in Baran & Davis.
Session Six
Preliminary Assignment:
Prepare group paper and presentation.
Class Agenda:
Present.
Group papers due.
Andriacco,
Dan (2000). Screen Saved: Peril and Promise of Media in Ministry.
Cincinnati,
OH: St. Anthony Messenger Press.
* Babin, Pierre (1991). The New Era in Religious Communication. Minneapolis,
MN: Augsburg Fortress.
* Babin, Pierre, & Zukowski, Angele Ann (2001). The
Gospel in Cyberspace:
Nurturing Faith in the Internet Age. Chicago, IL: Loyola Press.
* Berners-Lee, Tim (1999). Weaving the Web: The Original
Design and Ultimate
Destiny of the World Wide Web by Its Inventor. San Francisco, CA:
HarperSanFrancisco.
*Birkerts, Sven (1994). The Gutenberg Elegies. New York: Fawcett Columbine.
* Briner,
Bob (1993). Roaring Lambs. Grand Rapids,
MI: Zondervan Publishing
House.
Bryant, Jennings, & Zillman,
Dolf (Eds.) (1986). Perspectives on Media Effects.
Hillsdale,
NJ: Lawrence Erlbaum Associates, Publishers.
*Bryant, Jennings, & Zillmann,
Dolf (Eds.) (1994). Media Effects: Advances in
Theory
and Research. Hillsdale, NJ: Lawrence
Erlbaum Associates, Publishers.
**Bryant, Jennings, & Zillmann,
Dolf (Eds.) (2002). Media Effects: Advances in
Theory
and Research (Second Edition). Hillsdale,
NJ: Lawrence Erlbaum
* Chesebro, James W. & Bertelsen,
Dale A. (1996). Analyzing Media. New York:
The Guilford
Press.
Czitrom, Daniel J. (1982). Media
and the American Mind. Chapel Hill, N.C.:
University
of North Carolina Press.
* Ellul, Jacques (1985). The
Humiliation of the Word. Grand Rapids,
MI: William
B. Eerdmans
Publishing Company.
Forster, E. M. (1947). Collected
Short Stories of E. M. Forster (The Machine Stops).
London:
Sidgwick & Jackson Limited.
* Groothuis, Douglas (1997). The
Soul in Cyberspace. Grand Rapids, MI:
Baker
Books.
* Healey, Jane M. (1990) Endangered
Minds. New York: Simon & Schuster.
Postmodern World. Wheaton, IL:
Crossway Books.
* Huxley, Aldous (1998). Brave
New World. New York, NY: Perennial Classics.
Innis, Harold A. (1991). The
Bias of Communication. Toronto: University
of
Toronto
Press.
Jeffres, Leo W. (1997). Mass
Media Effects (Second Edition). Prospect
Heights, IL:
Waveland
Press, Inc.
Lewis, Tom (1991). Empire of
the Air: Men Who Made Radio. New York,
NY:
Edward
Burlingame Books.
NJ: Hampton Press.
McKibben, Bill (1992). The Age
of Missing Information. New York: Random
House.
* McLuhan, Marshall (1999). Understanding
Media: The Extensions of Man.
Cambridge,
MA The MIT Press.
* Medved, Michael (1992). Hollywood
vs. America. New York, NY:
HarperCollinsPublishers.
* Myers, Kenneth A. (1989). All
God's Children and Blue Suede Shoes.
Westchester,
IL: Crossway Books.
* Negroponte, Nicholas (1995).
Being Digital. New York, NY: Vintage
Books.
Press.
* Ong, Walter (1988). Orality
and Literacy. New York: Routledge.
* Orwell, George (1983). 1984.
New York, NY: A Signet Classic.
* Pavlik, John V. (1998). New
Media Technology: Cultural and Commercial
Perspectives
(Second Edition). Boston, MA: Allyn and
Bacon.
* Postman, Neil (1979). Teaching
As A Conserving Activity. New York, NY:
Delacorte
Press.
Postman, Neil (1992). How to
Watch TV News. New York, NY: Penguin
Books.
* Postman, Neil (1992). Technopoly. New York, NY: Alfred A. Knopf.
Postman, Neil (1994). The Disappearance of Childhood. New York: Vintage Books
Postman, Neil (1999). Building
a Bridge to the 18th Century. New York: Vintage Books.
* Potter, W. James (2001). Media
Literacy (Second Edition). Thousand Oaks,
CA:
Sage Publications.
* Putnam, Robert D. (2000). Bowling
Alone. New York: Simon & Schuster.
* Romanowski, William D. (1996).
Pop Culture Wars. Downers Grove, IL:
InterVarsity Press.
* Romanowski, William D. (2001).
Eyes Wide Open: Looking for God in Popular
Culture. Grand Rapids, MI: Brazos Press.
* Schultze, Quentin J. (Ed.) (1990).
American Evangelicals and the Mass Media.
Grand
Rapids, MI: Academie Books.
* Schultze, Quentin J. et al. (1991).
Dancing in the Dark. Grand Rapids,
MI:
William
B. Eerdmans Publishing Company.
* Schultze, Quentin J. (1992).
Redeeming Television. Downers Grove,
IL:
InterVarsity Press.
* Schultze, Quentin J. (2000).
Communicating For Life: Christian Stewardship in
Community
and Media. Grand Rapids, MI: BakerAcademic.
Schultze, Quentin J. (2002) Habits
of the High-Tech Heart. Grand Rapids,
MI:
Brazos
Press.
* Slouka, Mark (1995). War of
the Worlds: Cyberspace and the High-Tech Assault
on
Reality. New York, NY: Basic Books.
* Sommerville, C. John (1999).
How the News Makes Us Dumb. Downers
Grove,
IL: InterVarsity
Press.
Sparks, Glenn G. (2002). Media Research Effects: A Basic Overview. Belmont, CA:
Wadsworth Thomson Learning.
Standage, Tom (1998). The Victorian
Internet. New York, NY: Walker and
Company.
Stevens, Mitchell (1998). The
Rise of the Image, The Fall of the Word.
New York: Oxford
University
Press.
* Stoll, Clifford (1999). High
Tech Heretic. New York: Doubleday.
* Veith, Gene Edward Jr. (1994).
Postmodern Times: A Christian Guide to
Contemporary
Thought and Culture. Westchester, IL:
Crossway Books.
Veith, Gene Edward Jr., & Stamper,
Christopher L. (2000). Christians in a .com
World:
Getting Connected Without Being Consumed.
Wheaton, IL:
Crossway
Books.
* Wallace, Patricia (1999). The
Psychology of the Internet. New York,
NY:
Cambridge University Press.
* Webber, Robert E. (1980). God
Still Speaks: A Biblical View of Christian
Communication. Nashville, TN: Thomas Nelson Publishers.
InterVarsity Press.
Technology, Identity, & Culture. Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers.
* means the book is available in the LRC or the Seminary Library
** means the book is available as an e-book through the Bethel Library
Group Project Paper Guidelines
A research paper generally starts with a question exploring a relationship. For example, "Does watching violent programming affect children?" I would suggest that you explore a relationship your group is interested in or wants to learn more about (or even thinking long-term, what might make for a good thesis!).
Once a research question has been formulated, you can then start asking "What do we already know about this relationship?" This is where you'll dig into the research and find out what we already know. Further, you can ask "How has this relationship been studied?" which will tell you something about the methodologies that have been applied.
As you gather this information, you need to synthesize it and present it in a clear and concise fashion. Reinard in "Introduction to Communication Research" suggests several organizational strategies:
1. Known to unknown |
Reviews literature by considering what is known separately about each variable in the research question and then announces what remains to be learned. |
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2. Deductive |
Reviews literature by considering what is known in general categories followed by increasingly specific categories that are related to the topic. |
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3. Problem-Solution |
A problem and its cause are suggested followed by a research suggestion that might solve the problem |
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4. Chronological |
Studies are summarized in their order of publication from the oldest to the most recent. |
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5. Inductive |
Study findings in a general area are summarized by producing general propositions that are demonstrated by each subcollection of them (studies are grouped by their findings). |
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6. Topical |
Studies are summarized by reference to content categories into which the studies fall. |
Once what is known has been presented, your task is to describe how you would further the study of your relationship. For example, after you synthesize what is known about the relationship between violent programming and children, propose how you would add to that body of knowledge. You may find conflicting evidence that you could test, you might find gaps that need addressing or you may even find that the knowledge about your relationship suggests an hypothesis that no one has tested before or a methodology that hasn't been tried. I only require you to tell me how you would add to the body of knowledge. I don't expect you to carry out that study. For example, if you find that violent cartoons have been studied in terms of their effects on children but that no one has really looked at how violent radio programming affects children, you could propose a course of research that would help address that gap in knowledge. Furthering the example, you might find that the vast body of research has been experimental and that you might want to try a focus group approach.
Participation Criteria
for On-line discussion
1. There are two ways students can address a question on the Discussion Board:
2. Postings will be graded according to the following rubric:
á "A" range - entry is complete and thoughtful and includes references to readings or class discussions/speakers. Students should also use appropriate grammar and spelling. This means that students should proofread postings before submitting them. Use of appropriate emoticons
" :)" or shorthand (LOL, BTW etc.) is allowed.
á "B" range and below - entry includes only opinion, doesnÕt use any rationale from readings or class discussions, and/or responds to another personÕs post by merely agreeing or disagreeing rather than adding anything to the otherÕs comments. Grammar and spelling indicate a hasty or less than well thought out response.
In addition to the "quality" dimension addressed above, participation grades will also be influenced by the "quantity" of postings each student submits. There is no set formula that says so many postings equals an "A" or so many a "B" etc. Rather, your participation grade will be based upon both quality and quantity dimensions. However, please note that I would rather have students emphasize quality rather than quantity. In other words, don't post just to post.
In addition to the above criteria, the final discussion grade will also include performance during the two face to face class sessions.