Using Communication Theory to Understand Cyberlaw and Its Discontents

Total Page:16

File Type:pdf, Size:1020Kb

Using Communication Theory to Understand Cyberlaw and Its Discontents USING COMMUNICATION THEORY TO UNDERSTAND CYBERLAW AND ITS DISCONTENTS Dean Colby* Robert Trager** I believe that if we were forced to select the principle that supports and infuses all human aspiration we would find it in the objective of 1 maintaining communication with our fellows. I. INTRODUCTION The emergence of technologies permitting cheap, high-speed digital communication and nearly costless information distribution has disrupted traditional legal approaches to regulating information and communication. Do these new technologies and their users need new law—Cyberlaw2—to solve the problems that these technologies might pose to traditional social relations in the production and distribution of information?3 Not everyone agrees that new law is needed for new * Lecturer, Program for Writing and Rhetoric, University of Colorado at Boulder. Ph.D., University of Colorado at Boulder. ** Professor, School of Journalism and Mass Communication, University of Colorado at Boulder. M.A., Ph.D., University of Minnesota; J.D., Stanford University. The authors would like to express their appreciation to Professor Matthew Bunker, University of Alabama, and Professor Steven Helle, University of Illinois at Urbana-Champaign, for their helpful comments on an earlier draft of this Article. 1. LON L. FULLER, THE MORALITY OF LAW 185 (1964). 2. The origin of the word “Cyberlaw” is unclear, but the term was inspired by William Gibson’s novel Neuromancer, which coined the word “cyberspace.” WILLIAM GIBSON, NEUROMANCER 51 (1984). Jonathan Rosenoer subsequently published a newsletter called CyberLaw in the early 1990s, and the neologism began to appear in law review articles shortly thereafter. See JONATHAN ROSENOER, CYBERLAW: THE LAW OF THE INTERNET, at vii–viii (1997) (discussing his CyberLaw column); I. Trotter Hardy, Electronic Conferences: The Report of an Experiment, 6 HARV. J.L. & TECH. 213, 232 (1993). 3. Recent scholarship on Cyberlaw’s justifications has focused on structural regulation, arguments from democracy, intellectual property, the Constitution, and cultural studies. See, e.g., Yochai Benkler, Through the Looking Glass: Alice and the Constitutional Foundations of the Public Domain, LAW & CONTEMP. PROBS., Winter/Spring 2003, at 173, 176–77 [hereinafter Benkler, Public Domain] (discussing how constitutional constraints on the creation of private rights in information are needed to protect democracy and autonomy); Anupam Chander, The New, New Property, 81 TEX. L. REV. 715, 717–18 (2003) (arguing that an international intellectual property regime governing uses of domain names conflicts with the integrity of other cultures); Dan Hunter, Cyberspace as Place and the 187 188 JOURNAL OF LAW, TECHNOLOGY & POLICY [Vol. 2005 technologies. Cyberlaw’s detractors believe technology plays a conceptually neutral part in providing for individual well-being and robust democracy.4 The anti-Cyberlaw argument generally admits that existing protection of rights in the production and distribution of information is adequate.5 That a technology is new is never a justification for degrading the status quo of social relations common to uses of old media.6 Conversely, Cyberlaw adherents claim that users of new media need law that considers the novel effects of digital communications. Such law might reflect sensitivity to ways in which new media endanger viewpoint diversity.7 Alternatively, Cyberlaw might be needed to provide efficient access to copyrighted works8 or to regulate uses that endanger privacy.9 The purpose of this Article is not to vindicate the corpus of Cyberlaw, though the Article does advance an argument that such law is needed. Rather, this Article is interested primarily in how Cyberlaw opponents and proponents justify their relative claims. Surprisingly, Tragedy of the Digital Anticommons, 91 CAL. L. REV. 439, 509–19 (2003) (arguing that the “metaphor of place” in describing rights in cyberspace creates an “anticommons” in which all resources are excluded as private property); Beth Simone Noveck, Designing Deliberative Democracy in Cyberspace: The Role of the Cyber-Lawyer, 9 B.U. J. SCI. & TECH. L. 1, 5 (2003) (arguing for the development of new media to accommodate contexts of democratic deliberation); Philip J. Weiser, The Internet, Innovation, and Intellectual Property Policy, 103 COLUM. L. REV. 534, 536 (2003) (suggesting a “competitive platforms model” that would “guide intellectual property policy in the Internet age”). 4. See, e.g., JOSEPH RAZ, ETHICS IN THE PUBLIC DOMAIN: ESSAYS IN THE MORALITY OF LAW AND POLITICS 3 (1994) [hereinafter RAZ, ETHICS]. Raz argues that “[i]n large measure our well-being consists in the (1) whole-hearted and (2) successful pursuit of (3) valuable (4) activities.” Id. Therefore, democracy should improve the conditions for improving well-being. Id. at 102 5. Cyberlaw’s detractors often look to stare decisis as a suitable means to resolve conflicts between traditional law and new media. See, e.g., Jack E. Brown, New Law for the Internet, 28 ARIZ. ST. L.J. 1243, 1258 (1996) (arguing that the rush to legislate new media is prone to mistakes and that “judicial rulings tailored to meet individual, discrete factual situations” produce more rational solutions). 6. New media might present difficulties for the application of established law, but these can be overcome. See Pavlovich v. Superior Court, 109 Cal. Rptr. 2d 909, 912–13 (Cal. Ct. App. 2001) (“The Internet, as a mode of communication and a system of information delivery is new, but the rules governing the protection of property rights, and how that protection may be enforced under the new technology, need not be.”); cf. UMG Recordings, Inc. v. MP3.com, Inc., 92 F. Supp. 2d 349, 350 (S.D.N.Y. 2000) (“[C]yberspatial communication may create difficult legal issues . .”). 7. For example, Sunstein argues that operators of a political Web site should provide links to other Web sites offering different political opinions, reasoning that this would expose people to alternative viewpoints. CASS SUNSTEIN, REPUBLIC.COM 186–90 (2001) [hereinafter SUNSTEIN, REPUBLIC.COM]. 8. In this sense, the anti-circumvention provisions of the Digital Millennium Copyright Act (DMCA) are Cyberlaw. See 17 U.S.C. § 1201 (2000). These provisions prohibit, in many cases, the novel use of software to circumvent access barriers which are intended to prevent unauthorized uses. Id. Although § 1201(c)(1) seems to protect fair use, defenses against a § 1201 DMCA claim are weakened because the action need not allege copyright infringement. Therefore, a declaration of a fair use is irrelevant. See, e.g., Universal Studios, Inc. v. Corley, 273 F.3d 429, 459 (2d Cir. 2001) (“Fair use has never been held to be a guarantee of access to copyrighted material in order to copy it by the fair user’s preferred technique or in the format of the original.”). 9. For example, the Communications Assistance for Law Enforcement Act (CALEA) requires providers of electronic services, like Internet service providers, to assist law enforcement in the installation of pen registers and wiretaps. See Pub. L. No. 103-414, 108 Stat. 4279 (1994) (codified as amended at 18 U.S.C. §§ 2510–2522 (2000)). No. 2] COMMUNICATION THEORY AND CYBERLAW 189 many of the justifications (on either side) do not adequately interrogate the value of communication and information exchange in a global society increasingly interconnected by digital communication. Legal scholarship on Cyberlaw has not adequately denied or defended basic principles of communication or the specific value that communication and information exchange has for individual well-being and democracy. This Article is critical of Cyberlaw because its justifications frequently do not acknowledge the novelty of emerging digital communications as technologies that can expand general access by directly assailing elite control over the production and delivery of information.10 This assessment of elite control considers whether access can and should be improved for cultural production (the creation, distribution, and storage of knowledge); the legitimation of institutional authority and the validation of law and other norms; and improvement in the access that individuals have to new media. Together, these forms of access can be referred to as “symbolic reproduction.”11 Too frequently, the justifications used to advocate or deny the importance of Cyberlaw fail to acknowledge the potential for new media to radically countervail the traditional social relations of symbolic reproduction that mostly favor elite control. This is no trivial problem. When the arguments for or against Cyberlaw fail to acknowledge how radically new media differ from old media, the implications of these new technologies for autonomy, legitimation, culture, and, indeed, democracy may be overlooked. Often, the only argument left between lovers and haters of Cyberlaw is whether the law, applied in the usual way to new media, deserves to be called Cyberlaw.12 Elite control of communications via new media is seldom defended or challenged in the many debates over the validity of Cyberlaw; rather, elite control of symbolic reproduction is simply taken for granted. This Article concerns itself primarily with the lack of adequate justifications in the debate over Cyberlaw. Secondarily, this Article is 10. According to Mills, “elite” refers to the “higher circles” in which power—primarily the power to allocate and appropriate productive resources—is withheld and enacted. See C. WRIGHT MILLS, THE MARXISTS 117–18
Recommended publications
  • Instructional Communication 8 the Emergence of a Field
    Instructional Communication 8 The Emergence of a Field Scott A. Myers ince its inception, the field of instructional communication has Senjoyed a healthy existence. Unlike its related subareas of communi- cation education and developmental communication (Friedrich, 1989), instructional communication is considered to be a unique area of study rooted in the tripartite field of research conducted among educational psychology, pedagogy, and communication studies scholars (Mottet & Beebe, 2006). This tripartite field focuses on the learner (i.e., how students learn affectively, behaviorally, and cognitively), the instructor (i.e., the skills and strategies necessary for effective instruction), and the meaning exchanged in the verbal, nonverbal, and mediated messages between and among instructors and students. As such, the study of instructional com- munication centers on the study of the communicative factors in the teaching-learning process that occur across grade levels (e.g., K–12, post- secondary), instructional settings (e.g., the classroom, the organization), and subject matter (Friedrich, 1989; Staton, 1989). Although some debate exists as to the events that precipitated the emer- gence of instructional communication as a field of study (Rubin & Feezel, 1986; Sprague, 1992), McCroskey and McCroskey (2006) posited that the establishment of instructional communication as a legitimate area of scholarship originated in 1972, when the governing board of the Inter- national Communication Association created the Instructional Communi- cation Division. The purpose of the Division was to “focus attention on the role of communication in all teaching and training contexts, not just the teaching of communication” (p. 35), and provided instructional communication researchers with the opportunity to showcase their scholarship at the Association’s annual convention and to publish their research in Communication Yearbook, a yearly periodical sponsored by the Association.
    [Show full text]
  • Social Scientific Theories for Media and Communication JMC:6210:0001/ 019:231:001 Spring 2014
    Social Scientific Theories for Media and Communication JMC:6210:0001/ 019:231:001 Spring 2014 Professor: Sujatha Sosale Room: E254 AJB Office: W331 AJB Time: M 11:30-2:15 Phone: 319-335-0663 Office hours: Wed. 11:30 – 2:30 E-mail: [email protected] and by appointment Course description and objectives This course explores the ways in which media impact society and how individuals relate to the media by examining social scientific-based theories that relate to media effects, learning, and public opinion. Discussion includes the elements necessary for theory development from a social science perspective, plus historical and current contexts for understanding the major theories of the field. The objectives of this course are: • To learn and critique a variety of social science-based theories • To review mass communication literature in terms of its theoretical relevance • To study the process of theory building Textbook: Bryant, J. & Oliver M.B. (2009). Media Effects: Advances in Theory and Research. 3rd Ed. New York: Routledge. [Available at the University Bookstore] Additional readings will be posted on the course ICON. Teaching Policies & Resources — CLAS Syllabus Insert (instructor additions in this font) Administrative Home The College of Liberal Arts and Sciences is the administrative home of this course and governs matters such as the add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have different policies. Questions may be addressed to 120 Schaeffer Hall, or see the CLAS Academic Policies Handbook at http://clas.uiowa.edu/students/handbook. Electronic Communication University policy specifies that students are responsible for all official correspondences sent to their University of Iowa e-mail address (@uiowa.edu).
    [Show full text]
  • COMMUNICATION STUDIES 20223: Communication Theory TR 11:00-12:20 AM, Moudy South 320, Class #70959
    This copy of Andrew Ledbetter’s syllabus for Communication Theory is posted on www.afirstlook.com, the resource website for A First Look at Communication Theory, for which he is one of the co-authors. COMMUNICATION STUDIES 20223: Communication Theory TR 11:00-12:20 AM, Moudy South 320, Class #70959 Syllabus Addendum, Fall Semester 2014 Instructor: Dr. Andrew Ledbetter Office: Moudy South 355 Office Phone: 817-257-4524 (terrible way to reach me) E-mail: [email protected] (best way to reach me) Twitter: @dr_ledbetter (also a good way to reach me more publicly) IM screen name (GoogleTalk): DrAndrewLedbetter (this works too) Office Hours: TR 10:00-10:50 AM & 12:30 PM-2:00 PM; W 11:00 AM-12:00 PM (but check with me first); other times by appointment. When possible, please e-mail me in advance of your desired meeting time. Course Text: Em Griffin, Andrew Ledbetter, & Glenn Sparks (2015), A First Look at Communication Theory (9th ed.). New York: McGraw-Hill. Course Description From TCU’s course catalog: Applies communication theory and practice to a broad range of communication phenomena in intrapersonal, interpersonal and public communication settings. You are about to embark on an exciting adventure through the world of communication theory. In some sense, you already inhabit this “world”—you communicate every day, and you may even be very good at it. But, if you’re like me, sometimes you might find yourself wondering: Why did she say that? Why did I say that in response? What there something that I could have said that would have been better? How could I communicate better with my friends? My parents? At school? At work? If you’ve ever asked any of these questions—and it would be hard for me to believe that there is anyone who hasn’t!—then this course is for you! By the end of our time together, I hope you will come to a deeper, fuller understanding of the power and mystery of human communication.
    [Show full text]
  • Introduction to Communication Theory ❖ ❖ ❖
    01-Dainton.qxd 9/16/2004 12:26 PM Page 1 1 Introduction to Communication Theory ❖ ❖ ❖ recent advertisement for the AT&T cellular service has a bold A headline that asserts, “If only communication plans were as simple as communicating.” We respectfully disagree with their assess- ment. Cellular communication plans may indeed be intricate, but the process of communicating is infinitely more so. Unfortunately, much of popular culture tends to minimize the challenges associated with the communication process. We all do it, all of the time. Yet one need only peruse the content of talk shows, classified ads, advice columns, and organizational performance reviews to recognize that communication skill can make or break an individual’s personal and professional lives. Companies want to hire and promote people with excellent communi- cation skills. Divorces occur because spouses believe that they “no longer communicate.” Communication is perceived as a magical elixir, one that can ensure a happy long-term relationship and can guarantee organizational success. Clearly, popular culture holds paradoxical views about communication: It is easy to do yet powerful in its effects, simultaneously simple and magical. 1 01-Dainton.qxd 9/16/2004 12:26 PM Page 2 2 APPLYING COMMUNICATION THEORY FOR PROFESSIONAL LIFE The reality is even more complex. “Good” communication means different things to different people in different situations. Accordingly, simply adopting a set of particular skills is not going to guarantee success. Those who are genuinely good communicators are those who under- stand the underlying principles behind communication and are able to enact, appropriately and effectively, particular communication skills as the situation warrants.
    [Show full text]
  • Media Influence: Communication Theories
    MEDIA INFLUENCE: COMMUNICATION THEORIES Hypodermic Needle Agenda Setting Reinforcement Theory Uses & Gratification Encoding/Decoding Theory Function Theory Theory YEAR 1920 - 1940 1972 1960 1974 1980 THEORIST Various Maxwell McCombs Joseph Klapper Jay Blumler Stuart Hall Donald Shaw Elihu Katz OVERVIEW A linear communication theory This theory suggests that the Klapper argued that the The Uses and Gratification Stuart Hall’s which suggests that the media media can’t tell you what to media has little power to Theory looks at how people Encoding/Decoding Theory has a direct and powerful think but it can tell you what influence people and it just use the media to gratify a suggests that audience influence on audiences, like being to think about. Through a reinforces our pre-existing range of needs – including derive their own meaning injected with a hypodermic process of selection, omission attitudes and beliefs, which the need for information, from media texts. These needle. and framing, the media have been developed by personal identity, meanings can be focuses public discussion on more powerful social integration, social dominant, negotiated or particular issues. institutions like families, interaction and oppositional. schools and religion entertainment. organisations. AUDIENCE Audiences are passive and Audiences are active but, Audiences are active and Audiences are active and Audiences are active in homogenous, this theory does not when it comes to making exist in a society where they can have power over the decoding media account for individual differences. important decisions like who are influenced by important media. If people don’t messages. They can to vote for, they draw on social institutions.
    [Show full text]
  • Communication Theory and the Disciplines JEFFERSON D
    Communication Theory and the Disciplines JEFFERSON D. POOLEY Muhlenberg College, USA Communication theory, like the communication discipline itself, has a long history but a short past. “Communication” as an organized, self-conscious discipline dates to the 1950s in its earliest, US-based incarnation (though cognate fields like the German Zeitungswissenschaft (newspaper science) began decades earlier). The US field’s first readers and textbooks make frequent and weighty reference to “communication theory”—intellectual putty for a would-be discipline that was, at the time, a collage of media-related work from the existing social sciences. Soon the “communication theory” phrase was claimed by US speech and rhetoric scholars too, who in the 1960s started using the same disciplinary label (“communication”) as the social scientists across campus. “Communication theory” was already, in the organized field’s infancy, an unruly subject. By the time Wilbur Schramm (1954) mapped out the theory domain of the new dis- cipline he was trying to forge, however, other traditions had long grappled with the same fundamental questions—notably the entwined, millennia-old “fields” of philos- ophy, religion, and rhetoric (Peters, 1999). Even if mid-century US communication scholars imagined themselves as breaking with the past—and even if “communica- tion theory” is an anachronistic label for, say, Plato’s Phaedrus—no account of thinking about communication could honor the postwar discipline’s borders. Even those half- forgotten fields dismembered in the Western university’s late 19th-century discipline- building project (Philology, for example, or Political Economy)haddevelopedtheir own bodies of thought on the key communication questions. The same is true for the mainline disciplines—the ones we take as unquestionably legitimate,thoughmostwereformedjustafewdecadesbeforeSchramm’smarch through US journalism schools.
    [Show full text]
  • Information Theory and Communication - Tibor Nemetz
    PROBABILITY AND STATISTICS – Vol. II - Information Theory and Communication - Tibor Nemetz INFORMATION THEORY AND COMMUNICATION Tibor Nemetz Rényi Mathematical Institute, Hungarian Academy of Sciences, Budapest, Hungary Keywords: Shannon theory, alphabet, capacity, (transmission) channel, channel coding, cryptology, data processing, data compression, digital signature, discrete memoryless source, entropy, error-correcting codes, error-detecting codes, fidelity criterion, hashing, Internet, measures of information, memoryless channel, modulation, multi-user communication, multi-port systems, networks, noise, public key cryptography, quantization, rate-distortion theory, redundancy, reliable communication, (information) source, source coding, (information) transmission, white Gaussian noise. Contents 1. Introduction 1.1. The Origins 1.2. Shannon Theory 1.3. Future in Present 2. Information source 3. Source coding 3.1. Uniquely Decodable Codes 3.2. Entropy 3.3. Source Coding with Small Decoding Error Probability 3.4. Universal Codes 3.5. Facsimile Coding 3.6. Electronic Correspondence 4. Measures of information 5. Transmission channel 5.1. Classification of Channels 5.2. The Noisy Channel Coding Problem 5.3. Error Detecting and Correcting Codes 6. The practice of classical telecommunication 6.1. Analog-to-Digital Conversion 6.2. Quantization 6.3 ModulationUNESCO – EOLSS 6.4. Multiplexing 6.5. Multiple Access 7. Mobile communicationSAMPLE CHAPTERS 8. Cryptology 8.1. Classical Cryptography 8.1.1 Simple Substitution 8.1.2. Transposition 8.1.3. Polyalphabetic Methods 8.1.4. One Time Pad 8.1.5. DES: Data Encryption Standard. AES: Advanced Encryption Standard 8.1.6. Vocoders 8.2. Public Key Cryptography ©Encyclopedia of Life Support Systems (EOLSS) PROBABILITY AND STATISTICS – Vol. II - Information Theory and Communication - Tibor Nemetz 8.2.1.
    [Show full text]
  • Communication Studies 1
    Communication Studies 1 • Must participate in the online graduate student development program COMMUNICATION STUDIES run through the graduate school. (Note: this training must be completed while the student is still an undergraduate student.) Undergraduate Program Information Eligible courses for the MAP Program in Communication Studies Communication Studies focuses on the complex role that human communication plays in everyday life. • Students may take any COMM course numbered 500 or higher. If students want to enroll in COMM 505 Research Methods, COMM 506 The undergraduate program in Communication Studies is designed to Qualitative Research Methods in Communication, or COMM 583 enhance students’ interpersonal skills, presentation skills, and critical Seminar in Theories of Communication, then they must receive thinking skills. Thus the successful graduate should be able to work permission from the Department Head. effectively with people, assimilate, organize and analyze information, • Students may elect to take all 12 credits numbered 500 or higher. solve problems, make effective presentations and show potential • Students have the option to take the following: for leadership. The program prepares students for careers in several professions, such as training and development, public relations, law, • Any two courses (6 credits) numbered 450 or above in the advertising and sales, government service, mediation, customer relations, Department of Communication Studies. human resources, international service, fundraising, and the ministry. • Students will not be allowed to use more than two courses (6 credits) for credit toward a graduate degree in Communication Studies. If a student Graduate Program Information uses courses numbered 450 or greater in the MAP program (up to 6 credits), then that student will not be able to use any other course below The Master of Arts in Communication Studies provides students with 500 to count toward the M.A.
    [Show full text]
  • Theories of Media Evolution W
    Media, Technology, and Society: Theories of Media Evolution W. Russell Neuman, Editor http://press.umich.edu/titleDetailDesc.do?id=293114 The University of Michigan Press, 2010 Theories of Media Evolution w. russell neuman Those who ignore history are doomed to repeat it. —George Santayana History does not repeat, but it does rhyme. —Mark Twain Our muse for this volume might well be the two-faced god Janus of the Roman pantheon who famously looked both forward and back- ward, the patron of beginnings, transitions, and new plantings. His name is the linguistic root for the month we call January. We will make the case here that the ongoing digital revolution in present-day media technology represents an important new beginning in public life and is likely to have a fundamental influence on how individuals, social groups, and societ- ies define themselves, how individuals come to know the world around them, and whether further generations succeed in sustaining an ener- getic public sphere and open marketplace of ideas. If these technical transitions offer us an opportunity to collectively construct institutions and digital systems that best serve our shared (although frequently con- tested) ideals of the public good, how might we proceed most thought- fully, realistically, and successfully? Our muse suggests a very careful look at the recent past. If we want to understand how the Internet is likely to evolve, perhaps we should take a long, hard look at the bizarre evolution of the infrastructures and institutions of the past century—newspapers, telephony, movies, radio, television, satellite-based cable TV, early digital networks.
    [Show full text]
  • THE MATHEMATICAL THEORY of COMMUNICATION by Claude E
    THE MATHEMATICAL THEORY OF COMMUNICATION by Claude E. Shannon and WarrenWeaver THE UNIVERSITY OF ILLINOIS PRESS . URBANA· 1964 Tenth printing, 1964 Also printed in paperbound edition, 1963 and 1964 First paperbound edition, 1963 Copyright 1949 by the Board of Trustees of t ho Umvorsity of Illinois. Manufactured in the United States of America. Library of Congress Catalog Card No. 49-11922. Preface Recent years have witnessed considerable research activity in communication theory by a number of workers both here and abroad. In view of the widespread interest in this field, Dean L. N. Ridenour suggested the present volume consisting of two papers on this subject. The first paper has not previously been printed in its present form, although a condensation appeared in Scientific American, July, 1949. In part, it consists of an expository introduction to the general theory and may well be read first by those desiring a panoramic view of the field before entering into the more mathe­ matical aspects. In addition, some ideas are suggested for broader application of the fundamental principles of communi­ cation theory. The second paper is reprinted from the Bell System Technical Journal, July and October, 1948, with no changes except the cor­ rection of minor errata and the inclusion of some additional references, It is intcnded that subscquent developments in the field will be treated in a projected work dealing with more general aspects of information theory. It gives us pleasure to express our thanks to Dean Ridenour for making this book possible, and to the University of Illinois Press for their splendid cooperation.
    [Show full text]
  • Communication Theory Syllabus Spring 2019
    COMM430 SYLLABUS 1 COMM430: Communication Theory Syllabus Spring 2019 COURSE DESCRIPTION Communication Studies addresses critical thinking, ANGELA MCGOWAN-KIRSCH, PHD communicative concepts and skills, and relational and CONTACT INFORMATION participatory effectiveness in personal, public, and professional Office: McEwen Hall 304A spheres. This is a Communication Studies course and as such, this • course will give you the tools needed to dissect your experiences • Office Phone: 716-673-3260 in our communicative world. Specifically, this course introduces • Email: [email protected] you to major issues and perspectives in communication studies OFFICE HOURS while helping you think about and analyze communication in a • MWF: 9:00-10:30 a.m. systematic way (i.e., in a theoretical way). Theories help us to CLASSROOM make sense of the world around us. Regardless of their scope, all • McEwen Hall 201 theories shape how we make judgments about reality, MEETING TIME relationships, circumstances, and decisions in our lives. This • MW: 2:00-3:20 p.m. course exposes you to theories of communication, both large and small, with the intention of better equipping you to make sense of the communicative aspects of your world. COURSE OBJECTIVES By the end of this course, you should be able to: 1. recognize conceptual domains of communication theory and understand how the disciplinary areas of communication guide scholarly inquiry; 2. outline the essential features of theories of human communication and use that knowledge to analyze communication phenomenon from different perspectives; 3. identify and explain major communication theories by applying knowledge of communication to events happening in our daily lives; 4.
    [Show full text]
  • THE ROLE of MEDIA and MASS COMMUNICATION THEORY in the GLOBAL PANDEMIC Mark DEUZE
    Communication Today, 2020, Vol. 11, No. 2 THE ROLE OF MEDIA AND MASS COMMUNICATION THEORY IN THE GLOBAL PANDEMIC Mark DEUZE A BSTR ACT: Throughout the history of the field of media and mass communication theory and research, claims have been made that ‘mass’ media and ‘mass’ communication are concepts that do not fit the contemporary media environment (anymore). However, contemporary developments and debates regarding the role of media and communication in the context of a global pandemic clearly suggest otherwise. In this article, the field of study regarding media and mass communication is reviewed based on the (7) fundamental theories explaining the role of media in society, as these have emerged out of a century of scholarship in media studies and communication science. The study aims to show how each of these theories can be considered to be ‘at work’ in current debates and concerns about the role of media and communication in the global coronavirus pandemic/infodemic. Prof. Dr. Mark Deuze, PhD. KEY WORDS: Department of Media Studies communication science, coronavirus, mass communication, McQuail, media theory, media studies Faculty of Humanities University of Amsterdam Turfdraagsterpad 9 1012XT Amsterdam Netherlands Introduction [email protected] In 2020, a new, 7th edition of one of the seminal handbooks of the field of media studies and communication Mark Deuze is Professor of Media Studies at the University of Amsterdam’s Faculty of Humanities. research, McQuail’s Media and Mass Communication Theory, was published.1 It is one of the foundational Publications of his work include over ninety papers in academic journals and books, including most recently texts that has in its various iterations contributed to establishing the fields of media studies and communication Making Media (2019; co-edited with Mirjam Prenger, published by Amsterdam University Press), and science, dating all the way back to 1969.
    [Show full text]