Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

New Course OR Existing Course

Author(s): Cindy McGrath

Subject Area/Course No.: Journalism 100 Units: 3

Course Title: Mass Communication Discipline(s): Journalism, Mass Communication, Communication Studies, Film Studies, Media Production, Broadcasting Technology, Telecommunication Technology

Pre-Requisite(s): none Co-Requisite(s): none

Advisories: none

Catalog Description:

This survey of mass communication examines the origins, development, role and impact of the mass media in society — books, newspapers, magazines, radio, television, film, recordings, video games, social media — as well as the internet’s connection to convergence and globalization. It analyzes media messages within the cultural landscape: entertainment, journalism, advertising, public relations and social media. It also explores current and future trends and issues in mass communication and media literacy, and laws and ethics involved with the mass media and related industries.

Schedule Description:

Experience and examine the mass media — books, newspapers, magazines, radio, television, film, recordings, internet, video games and social media — analyzing their impact on society and culture, as well as on your own life. You will also explore current trends, issues, laws and ethics involved with the mass media and related industries.

Hrs / Mode of Instruction: Lecture: 54 Scheduled Lab: 0 HBA Lab: 0 Composition: 0 Activity: 0 Total Hours: 54

Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Student Choice (SC) 2 3

Last date of Assessment: Spring 2019 Cohort #: 2

Please apply for:

LMC General Education Requirement(s): C. Arts and Humanities

Transfer to: CSU UC IGETC Area — 4G CSU GE Area — D7 C-ID Number — 100

Course is Baccalaureate Level: Yes No

Form Revised 5-18-2016 Page 1 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

Signatures:

Department Chair Date Oct. 30, 2019

Librarian Date

Dean (Technical Review) Date

Curriculum Committee Chair Date

President/Designee Date

CCCCD Approval Date (Board or Chancellor's Office) Date

STAND ALONE COURSE: YES NO

Course approved by Curriculum Committee as Baccalaureate Level: YES NO

LMC GE Requirement Approved by the Curriculum Committee: ______

FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______Catalog year 20____/20_____ Class Max: ______Dept. Code/Name:______T.O.P.s Code: ______Crossover course 1/ 2: ______ESL Class: ____Yes / No______DSPS Class: _Yes / No_____ Coop Work Exp: ___Yes / No_____

Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced

Form Revised 5-18-2016 Page 2 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

Institutional Student Learning Outcomes: General Education SLOs: At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives.

None

Program-Level Student Learning Outcomes (PSLOs): At the completion of the Journalism Program, the student should:

1. Be academically prepared to transfer to a journalism program at a four-year university or to obtain an entry-level job in journalism or a related field.

2. Demonstrate the knowledge, attitudes and skills necessary for careers in journalism and related fields.

3. Possess a portfolio of published work suitable for internship/job applications and interviews.

Course-Level Student Learning Outcomes (CSLOs): At the completion of Journalism 100, students should be able to:

1. Describe the communication process, explain the similarities and differences among journalism, advertising, public relations, entertainment and social media messages, demonstrate media literacy, and analyze excerpts from a variety of mass media sources. (GESLO 1, 2 and 3; PSLO 1 and 2)

2. Explain the history and function of the diverse mass media industries — books, newspapers, magazines, radio, television, film, recordings, internet, video games, advertising and public relations — evaluate their performance, and analyze their impact on individuals and on society. (GESLO 1, 2 and 3; PSLO 1 and 2)

3. Explain major press theories, analyze how the media interact within different cultural and governmental systems worldwide, and demonstrate how freedom of expression works within modern American society. (GESLO 1, 2, 3 and 5; PSLO 1 and 2)

4. Identify, explain and analyze legal and ethical issues pertinent to the mass media, and apply moral reasoning to ethical dilemmas posed by exercising freedom of expression. (GESLO 1, 2, 3, 4 and 5; PSLO 1 and 2)

5. Identify, explain and analyze the personal and cultural biases of media organizations, media communicators and media consumers locally, nationally and globally. (GESLO 1, 2, 3, 4 and 5; PSLO 1 and 2)

Assessment Instruments:

CSLOs 1, 2, 3, 4 and 5: Quizzes and/or exams, including a final, contain a variety of objective and essay questions designed to assess each CSLO. The questions are derived from textbook and supplementary readings, as well as from class lectures, activities and discussions. In addition, the projects, papers and presentations assigned during the course each assess targeted CSLOs. The following are just a few examples of typical exam questions and assignments.

Typical short answer exam questions CSLO 1: What are the similarities and differences among the following types of communication messages: advertising, journalism and public relations? CSLO 2: What was the impact on society and on communication theory of the 1938 “War of the Worlds” broadcast and its aftermath?

Form Revised 5-18-2016 Page 3 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

CSLO 3: List and describe the Four Theories of the Press. How and under which system/s does the U.S. press function? CSLO 4: Define and describe the two categories of media law (often referred to as “journalistic malpractice” laws) that give individuals avenues to address grievances against the media. Use examples. CSLO 5: What is the difference between the Mercator and Peter’s Projection maps? What does it say about perspective and world communication, and why is the issue important?

Typical essay exam questions

Essay example 1: The globalization of the mass media has brought profound change in the world. McLuhan dubbed it the Global Village. Critics call its effects cultural intrusion, or latter-day cultural imperialism. Others see it as transnational cultural enrichment. How do you see it? Discuss and evaluate both arguments as you explain how and why your own view on this issue has been shaped. (CSLO 1, 2, 5) Essay example 2: Discuss the videos “Constructing Public Opinion” and “Fear and Favor in the Newsroom” with respect to the concepts of gatekeeping, agenda setting and status conferral, as well as to the over-riding role of the press in society. What are some of the problems these videos address, and what can be done about them? Wind up your answer by offering your opinion about whether the news media, as a whole, is fulfilling its responsibilities to society. Be sure to back up your opinion with examples. (CSLO 2, 3, 4)

Typical problem-solving analysis (CSLO 2, 4 and 5) Respond to one of the following scenarios by writing an ethical analysis essay based on the Potter’s Box decision-making process identified on a handout and discussed in class. Make sure to explain your options and their accompanying consequences, as well as your values and ethical principles. Then explain what you choose to do and why. Scenario 1: You are a reporter. Your assignment editor hands you a news tip about a rape and asks you to cover the story for tomorrow morning’s newspaper. You follow up. Here is a summary of the news and what transpires in your initial research: A woman on the county commission is raped. The afternoon newspaper reports she was hospitalized following an assault but does not indicate it was a sexual attack. A conservative and anti-feminist, she has blocked the expenditure of public monies for a rape crisis center at the county hospital. This has been a much-publicized controversy for the past six months. But now she tells you that she plans to rethink her position on the crisis center. She also makes clear the deep personal trauma she is suffering as a result of the assault and asks that you not say she was raped. What do you do? Scenario 2: You are the editor of your local daily and accepted an invitation to a party at the mayor’s home. During the evening you overheard the mayor tell several jokes critical of the racial and religious minorities in your community. The mayor has often been accused of insensitivity to the problems of minority groups in the city but in the past, the mayor always denied the charges. You were a guest in his home and were listening in — unnoticed — to his conversation with friends. Yet the mayor invited you, a member of the press, to his home and never said the party was “off the record.” What would you do?

Typical media analysis — Critical Review (CSLO 1, 2, 5) Write a critical review of a creative work selected from the following media categories: a newly published book, a newly released recording or movie, a new television show, or a new video game. New is defined as within the past month (for a TV show, a new current series). Reviews must be a minimum of 400 words and a maximum of 700 words in length. A packet of information on writing reviews is attached, and includes a “How to,” with examples.

Typical project — First Amendment Project (CSLO 1 and 3) The First Amendment guarantees freedom of expression in this country. It was developed and drafted two centuries ago in reaction to an authoritarian government that restricted the freedom of its citizens. What does it mean to you as an individual? What does it mean to modern American society? Submit an individual original project that reflects your own interpretation of "freedom of expression" from a personal and/or a societal perspective. The project may take the form of a thoughtful essay, poem, song, video, short story, play, piece of art — and all work will be shared in a class presentation. Essay length should range from 650 to 1,000 words. Other project forms should be creative as well as meaningful, and substantive for the particular medium.

Form Revised 5-18-2016 Page 4 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

Typical writing assignment — Forum of Public Opinion (CSLO 1, 3 and 5) We most often think of news organizations as bringing us information and entertainment. And they do their best to persuade us through editorials and commentaries. But, many of us forget that they also serve as a forum of public opinion through letters-to- the-editor and guest columns. Write two letters-to-the-editor: one to a commercial news organization, magazine, or broadcast news show of your choice, the other to the LMC college newspaper. Type your opinion about an issue/s you are concerned with, sign and make a copy of each letter. Turn in the copies (for grade purposes), and the originals (the letter to the off-campus media should be inside a stamped, addressed envelope for mailing). If you e-mail a letter, cc the instructor and print out a copy to turn in. As you write your letters, make sure to consider the different audiences for each, express your opinions clearly and concisely, and support them with fact. It may be helpful to read published examples of letters to the editor before you begin. The letters may not be anonymous.

Typical oral presentation — News report about the media (CSLO 1, 2 and 3) Keep up on current events regarding the mass media, clipping out media-related stories from current newspapers, magazines or journals (or printing newly posted articles from the internet) and bring them in to share with the class. The key points to remember are that the selected articles must be current (published for the first time within the previous week) and they must be about media industries, trends, leaders, issues, etc. Acceptable: An article on a recently released report about the correlation between violence in the media and violence in society. Unacceptable: An article on rising violence in society. Your assignment: 1. Read the timely article you select, then create a detailed presentation outline summarizing the article, highlighting its impact and importance, and connecting it to media concepts, issues, trends, etc. from the book, other class readings and/or lectures/discussions. In addition to the outline, write a thought-provoking question to pose to the class about the article you present. Paper clip the following in an organized packet to hand in to the instructor at the beginning of the class presentation: a. Media Report Grade form: Write your name, the title of the article and its source in the spaces provided at the top of the form, but leave the scoring portion blank for instructor grading. b. Copy of the article: Write at the top of the article or in another appropriate spot the publication date and the source. For example: New York Times, Feb. 24, 2019, section A, page 8. c. An outline of your article presentation: Should be clear, organized, detailed and focused on connecting the article to course content. d. Question for discussion: Write a thought-provoking question to pose to the class. 2. Bring copies of the article (not the outline) to class to share. 3. Hand out a copy of the article to each member of the class, then give a brief report summarizing the article, 3 to 5 minutes in length. After your report is finished, pose your question to the class and moderate the ensuing discussion. Be prepared to field questions about the article from the class as part of the discussion. Note that the Q&A is in addition to your 3-5 minute article report. The entire presentation should last about 5-10 minutes depending on the number of questions and comments made by other members of the class.

Typical online project — Your Source for News (CSLO 1) For F2F sections supplemented with online, or partially or fully online sections

What's your source for news? Studies tell us 84% of millennials read news online, but not at any particular news site, just online somewhere, from a Facebook feed, Snapchat or other media. Where does that news actually come from? Is it real, manufactured to convince, deliberately deceptive, or even a re-circulated conspiracy theory? Are the sources quoted in the stories real sources with real authority? Or is this a made-up story with only a grain a truth, and a bunch of facts, designed as click bait?

During this project students in assigned groups will apply critical thinking to understand and identify the components of legitimate news versus unreliable sources, and analyze the differences and their cultural impact. By the conclusion of the project, students will know how to identify and discern legitimate news sources from manufactured “fake” news.

Tasks: Your group will find and select a story circulated on social media. It could be a story you chose because you were skeptical, or one seemed too weird to be true. You will search for, identify and describe the original source for the story. Evaluate that source as a group, applying a rubric and other course materials to help make a determination on whether the story is legitimate, or created to deceive, convince, create outrage or gather support for a political cause. The final step is to present your project via Zoom for the class, and then entertain and respond to questions from your classmate via the discussion section of the Learning Management System.

Form Revised 5-18-2016 Page 5 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

PART 1 1. First, to choose a story/topic to use for this assignment, post to your group discussion at least one original suggestion. 2. Read topics posted by the other members of your group and reply to each. 3. Find consensus in group and post selection of your group’s story.

PART 2 Research your group’s story, using the steps below. Choose a lead for each section, but all must contribute to each piece. Description: Provide a brief synopsis on the story’s content. Include: 1. What made you suspect this story’s authenticity or veracity? Give a specific example or two. 2. How and why did you select this story? Are other comparable versions circulating? 3. Include a link from social media or original sighting. 4. Go to the original source of that story and list the url. Note: Original source is the organization that produced or generated it, not your friend Joe who posted it. 5. What does the “About us” page say about the organization? Be specific. 6. What kind of source is it? (news, political organization with a point of view, institute or think tank with a point of view, sponsored site as in advertising, news org like LATimes.com, etc.) 7. Post a link to the original story. Analysis: Review Snopes and Factcheck.org websites for information on spotting fake news, and/or NPR’s story about watching out for fake news. Then go to the original source of your story and list the url. Research it: 1. What is this site? How long have they been around? Are they part of a political movement? Are they a non-profit? Affiliated with a university or other reputable organization? Is one person the editor/publisher of the entire site? What other types of attributes might indicate their legitimacy or lack of legitimacy? 2. Who are the author/s of the story? What is their background? Have they been affiliated with other sites or organizations that indicate a bias or point of view, or advocacy? If so, what? 3. What sources are used within the story? What are their backgrounds? Are they legitimate authoritative sources on this topic? (i.e. a scientist talking about science, etc.) 4. Has this story been covered by reputable news organizations also, or only by this site? Evaluate and Interpret: Based on the readings and videos, and your analysis. 1. What red flags did you see that first made you suspect the story was not real. 2. Do the authors use language that indicates their opinion or bias? Cite examples. 3. Is your source a legitimate and trustworthy source for news? What’s the difference if it’s a think tank for a conservative group or liberal group, or if it’s a source like the New York Times, NBC, The National Report, CNN or John Oliver? 4. Finding: T for Trust or D for Don’t Trust. Justify your finding. Cite and provide the evidence. Presentation: Based on all of the above steps, divide your presentation into equal parts for your group. Create slides for each member to present. Plan your presentation of about 5 minutes total. Present your project via Zoom live. The project will be recorded and added to a discussion item. For that discussion, group members act as facilitators, dividing responsibilities to respond to all posts. Typical semester-end self-reflection — Mastery of SLOs (CSLO 1, 2, 3, 4 and 5) Student Learning Outcomes, or SLOs, are defined as the knowledge, skills and abilities students should have attained as a result of their learning experiences in a particular course, or in a set of courses — a major program of study, for example. All courses and programs have them, including this course. Note on the scale below each SLO your own sense of how well you mastered each of these outcomes. Circle the number that corresponds best with your learning. Then assign yourself a course grade and write a paragraph of thoughtful self-evaluation that relates both to your understanding of the SLOs and to your completion of course work.

At the completion of Journalism 100: Mass Communication, students should be able to:

1. Describe the communication process, explain the similarities and differences among journalism, advertising, public relations, entertainment and social media messages, demonstrate media literacy, and analyze excerpts from a variety of mass media sources.

Mastered this SLO Not mastered

5 4 3 2 1

[NOTE: All CSLOs are evaluated; CSLOs 2 through 5 have been eliminated on this COOR for brevity.] Form Revised 5-18-2016 Page 6 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

Method of Evaluation/Grading:

Students will be graded approximately as indicated using the traditional A-F grading scale, but they should consult the first-day handout for details and modifications: Papers and major assignments, 40% Homework, class activities and participation, 30% Tests and quizzes, including final exam or substantive final project, 30%

CSLOs and evaluation: The five CSLOs should be weighted at 20% each, but such weighting is an approximation only and may change relative to actual assessments used by instructors teaching the course. This weighting should serve as a guideline for instructors in structuring course activities, assignments and assessments included on the syllabus.

Characteristics of A-level content proficiency Characteristics of C-level content proficiency Reference CSLOs on page 4 Reference CSLOs on page 4 Students will master the CSLOs with Students will meet the CSLOs at a basic level with a accuracy, clarity, depth and precision fair amount of accuracy, reasonable clarity, some depth

Characteristics of A-level papers/essays Characteristics of C-level papers/essays Paper directly addresses assignment prompt Paper attempts to address prompt but drifts off topic Content presented is thorough and thoughtful Content presented could use more depth or breadth Balance and objectivity in factual research assignments Opinion creeps into some factual research assignments Opinion well supported in work requiring commentary Some unsupported opinion in written work Comprehensive reference list where appropriate Uses appropriate references, but too few of them Strong, appropriate use of reference quotations Relies on use of reference quotes too much or too little Accurate information Fairly accurate, but some incorrect information Clear, concise writing Writing somewhat clear but wordy Logically organized structure Shows coherent organization, needs some revision Strong thesis or opening paragraph, grabs attention Average thesis or opening paragraph, uninspiring Smooth sentence and paragraph transitions Makes transitions but they’re sometimes weak/missing Correct grammar, spelling and usage Several grammar/spelling/usage errors Follows technical directions (typed, DS, font size, etc.) Follows some but not all technical directions

Characteristics of A-level oral presentations Characteristics of C-level oral presentations Written outline clear and detailed Written outline somewhat clear, lacks detail Handouts/visuals on point and add valuable info Handouts/visuals loosely connected or superfluous Appears well prepared, knows material Finds it necessary to rely heavily on outline, notes Material presented is clear and organized Material presented somewhat clear but disorganized Material presented is thorough and on topic Material lacks depth, some information off topic Material presented clearly connected to course content Material’s connection to course content tenuous Makes appropriate use of time allotted for presentation Presentation somewhat short or long Makes consistent eye contact with audience Makes some eye contact, but looks down a lot Speaks clearly with proper pronunciation Speaks somewhat clearly, occasionally mumbles Speaks loudly enough to be heard in the back of the room Sometimes speaks too softly to be clearly understood Speech is well paced Sometimes speaks much too fast or too slow Shows good presence, appears at ease Appears somewhat nervous in front of audience Responds to questions with confidence Answers questions but response lacks confidence

Characteristics of A-level class participation Characteristics of C-level class participation Consistently responds to questions without prodding Responds to questions only if called upon Responses to questions thorough and thoughtful Responses to questions show limited understanding Often takes leadership role in group activities Participates as a follower in groups, lets others lead In-class worksheets thorough and thoughtful Some in-class worksheets incomplete, lack depth Consistently follows directions Can follow directions but sometimes fails to do so Consistently prepared for class Sometimes prepared, but forgets books/homework, etc.

Form Revised 5-18-2016 Page 7 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

Course Content:

I. Introduction to mass communication and the mass media A. Communication theory, process and effects B. Pervasiveness of mass communication C. Roles of mass media in society D. Emerging media technologies E. ISSUES — Demassification, conglomeration, globalization, melding, convergence

II. Media and culture

A. Evolution of mass communication and its impact on the cultural landscape B. Media literacy C. Entertaining the masses: Storytelling and critical analysis D. Transmission of culture within and across societies, and across time E. ISSUES — Commercialization, profit and quality; cultural intrusion vs. enrichment

III. Media and government A. Press theories: Libertarian, Authoritarian, Communist, Social Responsibility, and other developing systems 1. Role of government 2. Worldwide historical context B. Freedom of expression in America C. Impact of the Fourth Estate D. ISSUES — Media manipulation; mediated national and foreign policy

IV. Media industries A. Books 1.The importance of books and reading in human history and national development 2. Innovations and marketing 3. ISSUES — The book business and commercialism: populist vs. elitist views B. Newspapers and journalism 1. Evolution of journalism: Partisan press, penny press, yellow journalism, advocacy journalism, objective journalism 2. Evolving news industry and the challenges it faces 3. Gatekeeping, agenda-setting, status conferral, and cognitive dissonance 4. ISSUES — Media in conflict: service or business? reporter or citizen? objectivity vs. subjectivity; fake news C. Magazines 1. Evolution of magazines as first national news medium 2. The muckraking movement and other journalistic innovations 3. Trend from general interest to specialized publications to ’Zines 4. ISSUES — Cover politics: Beauty, youth and the American self-image D. Radio 1. Technological innovations and the evolution of broadcasting 2. Social implications of radio during Golden Age and beyond 3. Redefining radio, first in the age of TV, now in the age of the internet 4. ISSUES — Awesome power: from War of the Worlds to payola

E. Recording industry 1. Recorded music as social force 2. Culture and commercialization 3. Changing technology: from plastic records to downloads 4. ISSUES — Censorship and labeling; piracy

Form Revised 5-18-2016 Page 8 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

F. Television 1. Radio with pictures takes America by storm 2. Changing technology and delivery systems 3. TV programming: entertainment and news 4. ISSUES — Stereotyping; sex and violence on the air

G. Movie industry 1. Technical development of film 2. Hollywood’s cultural influence 3. Melding of movies and TV, TV and the internet 4. ISSUES — The Hollywood 10 and anti-communism

H. Internet, video games and social media 1. The newest mass media 2. Non-linear communication 3. Technological convergence 4. ISSUES — Communications Decency Act; video games and gender; social media, deception and privacy

V. Related media industries A. Public relations 1. A marketing tool of big business 2. Relationships with the major news media 3. ISSUES — Truth and image B. Advertising 1. Origins and development of advertising 2. Pitching messages 3. Research and psychology 4. ISSUES — Regulation; advertising clutter; consumerism

VI. Law, ethics and other issues A. Media law 1. Access laws: meetings and information 2. Individual protections: Copyright, libel and privacy laws 3. ISSUES — Right to know vs. right to privacy; fair trial vs. free press B. Media ethics 1. Sorting out ethics, law, prudence and practice 2. Moral principles and process vs. outcome ethics 3. Professional journalistic standards and codes of ethics 4. ISSUES — Plagiarism; deception and misrepresentation; freebies; newsworthiness and privacy C. Multicultural sensitivity 1. Personal and cultural bias of media organizations, communicators and consumers 2. The power of words and images, and the language of multiculturalism 3. ISSUES: Political correctness; stereotyping; clash of cultures in the age of globalization

Form Revised 5-18-2016 Page 9 of 10 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Mass Communication Subject Area/Course Number: JOURN-100

Lab By Arrangement Activities (If Applicable):

Not applicable

Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) ______

Textbooks:

Current print text: John V. Pavlik and Shawn McIntosh, Converging Media: A New Introduction to Mass Communication, Oxford University Press, 6th edition, 2018 (or updated edition)

OER/Commons option: Understanding Media and Culture: An Introduction to Mass Communication, University of Minnesota Libraries Publishing, 2016; https://open.umn.edu/opentextbooks/textbooks/143

Optional reader: Alison Alexander and Jarice Hanson, Taking Sides: Clashing Views in Mass Media and Society, McGraw-Hill, 15th edition, 2018 (or updated edition)

Other approved texts for this course include: (year as noted or updated edition)

Stanley Baran, Introduction to Mass Communication: Media Literacy and Culture, McGraw-Hill, 2018

Shirley Biagi, Media/Impact: An introduction to Mass Media, Wadsworth, 2016

Richard Campbell, Christopher R. Martin, and Bettina G. Fabos, Media and Culture: An Introduction to Mass Communication, Bedford/St Martins, 2019

Ralph E. Hanson, Mass Communication: Living In A Media World, Sage, 2018

Joseph Straubhaar, Robert LaRose, and Lucinda Davenport, Media Now: Understanding Media, Culture, and Technology, Wadsworth, 2017

Joseph Turow, Media Today: Mass Communication in a Converging World, Routledge, 2016

Commons: Other emerging Open Educational Resources as deemed appropriate by the department and/or course faculty.

Other readers not listed here may be selected by faculty for individual sections to supplement an approved textbook

Form Revised 5-18-2016 Page 10 of 10