Media & Society

School of Journalism & Communication - J201 - CRN 33063 Spring 2015

MW 12 1:20 a.m. 221 Allen
Instructor:
Office:
Office hours:
Email:

Prof. Jennifer Schwartz

323 Allen
Mondays 1:30 to 2:30 or by appointment
jschwar1@uoregon.edu (please write J201 in the subject for a faster reply)

Teaching assistants:
Younsong Lee younsong@uoregon.edu
TBA

Jenny Dean dean2@uoregon.edu

TBA

Course blackboard site: http://blackboard.uoregon.edu

Course description:
Welcome to Media & Society, a comprehensive introduction to the study of media within a
historical, economic and cultural context. In this course, we will explore the historical
development and context of media, major media innovations, the roles and influences (for good
and bad) of media in society, and media economics and industry practices. You will gain a broad
perspective of your media environment and a critical (thoughtful and active) understanding of
your role in the media process. Throughout this term, we will cover many interesting topics
related to the interplay between media and society, including development, roles, media effects
of books, newspapers, magazines, radio, television, movies, the Internet, advertising and public
relations.
Required text: Campbell, R., Martin, C.R., and Fabos, B. (2013). Media Essentials: A Brief
Introduction, Second Edition [ISBN-978-1-4576-0108-8]. Available at the bookstore.
Other material for this course will be provided in the form of class lectures, additional reading
assignments on Blackboard, and media examples, such as photographs, videos and print material.
Lectures are designed to enhance your understanding of the text and its major themes. I may not
cover all material in the required reading, but you will be responsible for all assigned reading
material.
By the end of this course, students should be able to:
Develop a critical understanding of different media industries and messages (news,
public information, opinion or persuasion)
Explain media theories and evaluate media effects (good and bad) in society, culture
and individuals
Understand the role of media within shifting political, social and cultural dynamics
Describe historical transformations of media and media milestones
Acquire a basic understanding of the first amendment and media law
Understand how economic factors shape media decisions
Interview and write a typographically free and clear historical and journalistic essay

 Design, apply theory and write a well-structured, thoughtful research study of

individual-level media effects
These goals will be accomplished primarily through assigned readings, lectures, class
discussions, and written assignments. These goals will be tested through exams, writing an oral
history essay, and writing a media effects research paper based on original research. Your work
in this class will draw on your understanding of media and society, as learned through lectures,
readings and discussions, as well as your skills as researchers and writers gained in previous
classes and reinforced in this one.
Classroom conduct:
Students are expected to assist in maintaining a classroom environment that encourages learning.
In order to assure that all students have the opportunity to gain from time spent in class, students
are prohibited from using cells phones, listening to music, excessive tardiness, leaving the lecture
early, making offensive remarks, and reading non-classroom material.
Student responsibilities:
Classroom attendance is a necessary part of this course because classroom participation is part of
your final grade. You are responsible for all material, including assigned reading, class lectures,
and media examples shown in class. Exams cover all assigned reading material and all lecture
material. You will write two papers to demonstrate your ability to research, think critically, and
write clearly and correctly. In the event of an illness or an emergency, contact me in advance of
the class. In order to grant make-ups on any assignment, I will expect proper paperwork
documenting the circumstances of your absence. If you are absent, you will be responsible for
the material you missed. You may obtain notes from a classmate.
Grading and evaluation:
Your letter grade will be determined at the end of the quarter by your overall performance in the
class. Assignments will be weighted based on the following grade breakdown. For example, each
exam is worth 25 percent of your final grade. Your final grade for the course is calculated
according to the percentage score scale listed below. There are no curves and no extra credit
other than opportunities announced in class for all students.
Exam 1
25%
Exam 2
25%
Exam 3
25%
Exam 4
(lowest exam score of four exams dropped)
Media Effects Project
10%
Oral History Essay
10%
Participation
5%
______________________________________________
100%
A+
970 and over
C+
770-799
A
940-969
C
740-769
A900 939
C700-739
B+
870-899
D+
670-699
B
840-869
D
640-669

B-

800-839
F below 600

D-

600-639

Note: 899 is a B and is not rounded to 900 (same is the case with 799, 699 and 599).
Exams
Examinations test course material and conceptual understanding of lectures and text. The
purpose of your exams is to allow you to demonstrate your knowledge of media industries,
messages, media theories, media effects, media roles in society, historical developments of media
industries, media law, and media economics. To do well on the examsstudy assigned readings
and lecture notes. Exams typically consist of multiple choice, true/false questions, fill-in-theblank, and short answer questions. Exams will require you to show an understanding of material
and ability to apply it to practical and conceptual situations. Exams must be taken at the
scheduled time unless a change is approved for special circumstances at least a week in advance.
Media effects project
Each student will choose one media effects study to conduct from a list of possible experiments.
You will provide a complete definition of the media effects theory that guides your study, design
and conduct an experiment, gather detailed notes, evaluate the information, and clearly and
correctly summarize your study and results. The purpose of the media effects paper is to give you
a chance to gain a deeper understanding of media effects theory through summarizing a theory
and applying it. This project will give you practice conducting independent, critical and creative
research (similar to the type of research conducted within media studies) and writing correctly
and clearly. You will be graded on content (design, notes and analysis), theory, coherence, clarity,
formatting, grammar and spelling. A full grading rubric is posted on Blackboard. See attached
project guidelines.
Oral history essay
Each student will interview a person 60 or older about their early experience, childhood through
early 20s, with one medium. Your interview and paper will be informed by the themes and
concepts discussed in class and your textbook. Your paper will include your and your subjects
perspective of this medium. The purpose of this project is to give you second-hand experience in
how a medium has changed over time and to gain an understanding of how a medium and
society has evolved from two perspectives. You will gain experience interviewing and using a
journalistic style of writing that is clear, grammatically correct, and thorough. You will be graded
on content (interview), connections to course themes, coherence, formatting, clarity, grammar
and spelling. A full grading rubric is posted on Blackboard. See attached essay guidelines.
Mandatory attendance:
All journalism courses are covered by the universitys mandatory attendance policy: "Academic
departments may require students to attend the first and/or second meetings of designated
classes. These classes are identified in the class schedule. Students who do not attend the first
two sessions of these classes may be directed by the academic department to drop the course so
that the seat may be given to another student. Students are responsible for dropping the class;
there is no automatic drop. The university refund schedule applies."
Diversity:

Open inquiry, freedom of expression, and respect for difference are fundamental to a
comprehensive and dynamic education. This course is committed to upholding these ideals by
encouraging the exploration, engagement, and expression of divergent perspectives and diverse
identities.
Accessibility:
The University of Oregon is working to create inclusive learning environments. If there are
aspects of the instruction or design of this course that result in barriers to your participation,
please notify me as soon as possible. You are also welcome to contact Disability Services in 164
Oregon Hall at 346-1155 or disabsrv@uoregon.edu. If you are not a student with a documented
disability through Disability Services, but you would like for me to know about class issues that
will impact your ability to learn, I encourage you to come visit with me during my office hours
so that we can strategize how you can get the most out of this course.
Academic misconduct code: University Student Conduct Code (available at
conduct.uoregon.edu) defines academic misconduct. Students are prohibited from committing or
attempting to commit any act that constitutes academic misconduct. By way of example, students
should not give or receive (or attempt to give or receive) unauthorized help on assignments or
examinations without express permission from the instructor. Students should properly
acknowledge and document all sources of information (e.g. quotations, paraphrases, ideas) and
use only the sources and resources authorized by the instructor. If there is any question about
whether an act constitutes academic misconduct, it is the students obligation to clarify the
question with the instructor before committing or attempting to commit the act. Additional
information about a common form of academic misconduct, plagiarism, is available at
www.libweb.uoregon.edu/guides/plagiarism/students.
Premajor grades and admission GPA: A students GPA is a major factor in the admissions
decision. Students with a GPA of 3.25 or higher are guaranteed admission to the major.
Applicants with grade point averages between 2.9 and 3.24 are evaluated and judged
competitively by an admissions committee as applications are received. The admissions
committee considers the requirements listed above and:
Completed 24 or more graded credits of course work at the University of
Oregon, earning a cumulative GPA of at least 2.9
Completed WR121 and WR122 or WR123 with grades of P or C or better
Completed the schools premajor core curriculum (J100, J101, and J201) with
grades of C or better
Admission to the SOJC is competitive. Students with a GPA below 2.9 may petition the
committee for admission. The committee has the option of waiving any of the requirements listed
above if evidence of a candidates high potential for success in the major is presented and
approved
Course Schedule

Schedule subject to change if necessary. You will be notified of any changes as quickly as
possible. Please complete readings by the assigned date.
Week 1
March 30
Week 2
April 6

Week 3
April 13

Week 4
April 20

Week 5
April 27

Week 6
May 4
Week 7
May 11
Week 8
May 18

Week 9

Introduction to the course (Preview Chapter 1); pp. 3-19

Mass Communication: A Critical Approach (Chapter 1); pp. 20-30
Social Scientific and Cultural Approaches to Media Research (Chapter
16); pp. 477-500
Video: Cultivation theory (30 min.)
Media effects project discussion
Books and the Power of Print (Chapter 2); pp. 33-47; pp. 52-58
Newspapers: The Rise and Decline of Modern Journalism (Chapter 3); pp.
61-92.
Video: Newspaper industry in the digital age (30 min.)
Magazines in the Age of Specialization (Chapter 4); pp. 95-114; pp. 119124.
Monday EXAM 1
Sound Recording and Popular Music (Chapter 5); pp. 127-149; pp. 155158.
Video: Roots of American music (30 min.)
Oral history essay discussion
Wednesday - MEDIA EFFECTS PROJECT DUE
Popular Radio and the Origins of Broadcasting (Chapter 6); pp.161-190.
Monday EXAM 2
Movies and the Impact of Images (Chapter 7); pp. 193-213; pp. 218-222.
Video: The Warner Bros. studio (30 min.)
Television, Cable, and Specialization in Visual Culture (Chapter 8); pp.
225-260.
Video: Ted Turner and cable (20 min.)
Monday EXAM 3

May 25

Week 10
June 1

The Internet and New Technologies: The Media Converge (Chapter 9);
pp. 263-288.
Extra credit: 1 page summary of How Luther Went Viral
http://www.economist.com/node/21541719
Advertising (Chapter 11); pp. 321-352.
Wednesday - ORAL HISTORY ESSAY DUE
Public Relations and Framing the Message (Chapter 12); pp. 355-380.
Video: Ivy Lee (30 min.)
Legal Controls and the Freedom of Expression (Chapter 14); pp. 415-444.

Week 11
Tuesday, June 9 in Allen 221

EXAM 4 (10:15 a.m. 11:45 a.m.)

Have a great term!

Media effects project guidelines:

Option 1) Observe an individual (someone you know) who is engaged in playing an aggressive,
high action (or violent) video game for at least 1 hour (you must not be a participant; simply an
outside observer). Make notes on how the game influences his or her behavior and answer the
following questions: Which video game did they play? Where did they play it? Did they play
alone or with others? How did his or her demeanor change during the course of the hour? What
is their normal demeanor? How was their behavior different while playing than under normal
circumstances (did they say things or acts in ways that are not typical)? After making the
observations, interview the individual to assess his or her observations of how he or she may
have been physically or emotional affected. Ask them under what circumstances do they feel the
same emotions? Ask them if there are other non-physical activities when they feel the same way?
Why do they think they reacted the way they did? Why do you think they reacted the way they
did? Was there an effect?
Media effects theory: Social Learning Theory
Option 2) For 45 minutes, observe a child (under the age of 12) as he or she watches television.
Answer the following questions: What show did they watch? Was this a kids show or not?
How did the child actually interact with the television? In other words, how would you describe
the actual process of watching and the impact it had on the child? How absorbed did they
appear to be? How active or inactive are they as they watch? How did they respond to the
commercials? What were the commercials? Who were the commercials targeting? How much of
the storyline did they understand? What was most compelling for them? Why did you arrive at
these conclusions? Explain. Interview the child about what they watched (ask them to explain
what the program was about). How close is their understanding about the storyline to your
understanding about the storyline? Did they remember any of the commercials? If so, which
commercials and why?
Media effects theory: Social Learning Theory
Option 3) View 1 hour of childrens TV programming (e.g., Saturday morning network or cable
programs, not PBS or educational or Disney) and pay special attention to the advertisements.
Answer the following questions: List and describe the show you watched and all of the products
advertised. What was the length of the show? How many ads were shown? What were the
products advertised? How many were specifically directed to children? How many of these
advertisements involved food (drinks, candy, general food, etc.)? Describe these food products
and the persuasive strategies used to sell the product. What is your assessment of the potential
health effects of these products on children? What is assessment of the effects of these ads on
children? In Europe, many countries prohibit or severely restrict advertising directly to children,
particularly for food-related products. Do you think this is a good idea? Why or why not?
Media effects theory: Social Learning Theory
Option 4) View 1 hour of childrens TV programming on the Disney channel and pay special
attention to the advertisements. Answer the following questions: List and describe the show you
watched and all of the products advertised. How many are specifically directed to children? How

many of these advertisements involve Disney-related products (other programs, movies, toys,
etc.)? Describe these products and the persuasive strategies used to sell the product. Do you think
these advertisements are persuasive? What is your assessment of the potential effects of these
products? In Europe, many countries prohibit or severely restrict advertising directly to children,
particularly for food-related products. Do you think this is a good idea? Why or why not?
Media effects theory: Elaboration Likelihood Model
Option 5) Select a health or fitness magazine (if you are male select magazine directed to men;
if you are a female, select a magazine that targets women). Spend some time reading and
viewing the magazine. Immediately after reading the magazine, reflect (and write about) how
you feel about your own physical appearance. At this moment, are you more likely pleased or
displeased with your physical self and your health? Do you feel more or less motivated than
normal to exercise, diet, or engage in physical activities? Do you feel happy or sad? In other
words, how is your mood relative to how you felt before reading the magazine? How might this
magazine have influenced your definition of what a typical man or woman should look like? Cut
out and include ten photos that may have influenced your mood. For each photograph, explain in
a couple sentences why.
Media effects theory: Social Learning Theory
Option 6) Pick a current (or recent) newsworthy topic. Compare how that topic is
covered/treated (i.e. framed) by five different media outlets. Analyze how the topic is primarily
portrayed. If the topic lends itself to this analysis, ask the coverage from the five media outlets
the following three questions. What is the problem? What is the cause of the problem? What is
the solution to the problem? Here is another way to think about this study. In the wake of a huge
snowfall, the media could concentrate on winter recreation and the fun the children in the area
have playing with snowballs and sledding. On the other hand, the media could focus on how
slowly snow removal is progressing and attempt to track down local government officials to
comment on the problem. Depending on which way the snowstorm is framed, consumers may
have different thoughts as a result of reading the news. What message are these media sources
sending implicitly as a result of these frames?
Media effects theory: Framing
Option 7) Among a number of narratives that recur over and over again in our culture, one has
the potential effect of preparing a population to be more willing to accept violence as the default
problem solver and, more specifically, to accept war as a means of resolving international
disputes. In brief, this recurring narrative unfolds as follows: (1) a simplistic dichotomy is
established between good and evil; (2) evil does something that cries out for a response; and (3)
the only satisfactory response is found to be violence (There are many possible variations on
these three basic features). Examples of this narrative in blockbuster films include Batman, Star
Wars, Spiderman, Lord of the Rings, The Lion King, Iron Man, Harry Potter, Independence Day,
Indiana Jones, The Bourne Identity, James Bond, Mission Impossible, Superman, 300, Die Hard,
Alien, Terminator, and Gladiator. Similar narratives are also found in news media. Identify a
recurring narrative in the media, provide at least 10 examples of the narrative, and explain its

potential effect on peoples attitudes. The potential effect on peoples attitudes in the example
above is preparing a population to be more willing to accept violence as the default problem
solver and, more specifically, to accept war as a means of resolving international disputes. Make
sure the 10 examples you cite make a compelling case for the potential effect you argue.
Media effects theory: Social Learning Theory
Paper guidelines:
Fully define the media effects theory associated with the study you choose. Who
developed the theory? How does it work? How does it relate to your study? Please reference
your textbook and one academic article from the UO library Articles by Subject database (select
Journalism/Mass Media database). Search for the theory under subject or keyword, e.i., social
learning theory or framing. Your discussion of the media effects theory should be thorough and
clear. Choose one of the listed media effects studies to conduct your research. Keep detailed
notes of your study and attach them to the end of your paper. Your research notes may be hand
written and are in addition to the four-page paper. Answer every question listed in the study you
have chosen. If you are required to interview a subject, make sure it is a thorough and thoughtful
interview.
Formatting your paper:
Your finished paper must be at least four pages long, double spaced. It may be longer based on
the option you choose. It must be formatted using Times New Roman, 12-point font, double
spacing, and 1-inch margins. I expect your paper to be thoughtful, organized and grammatically
correct, so please revise and proofread carefully before submitting your paper. Use the
accompanying grammar and style sheet when you edit.
Submitting your paper:
Bring a printed and stapled hard copy of your paper to class the day it is due. Failure to follow
these instructions will result in a 5-point reduction from your overall paper grade.

A FEW STYLE SUGGESTIONS:

NOTE: This guide is provided in order to limit the number of errors that tend to recur in student
papers.
Titles
Class assignments are not written in AP style (news writing style); therefore, the names of
newspapers, books, magazines, radio and television shows should be in italics (i.e., USA Today,
The New York Times).
Commas
Use a comma to separate two independent clauses (complete sentences) connected by a
coordinating conjunction (and, but, for, or, yet, while, nor, etc.).
Ruth wanted to buy an Elvis record, but her parents forbid her from listening to Elvis.
(subject #1 = Ruth) (verb #1 = wanted)

(subject #2 = parents) (verb #2 = forbid)

Do not add a comma to a compound predicate (two or more verbs that serve the same subject).
Ruth loved movies and went to the theater every weekend.
(subject #1 = Ruth) (verb #1 = loved) (verb #2 = went)
Colloquialisms
This paper is based off of my interest in music.
The correct grammatical construction would be:
This paper is based on my interest in music.
Other common colloquialisms include being as or seeing as instead of because.
Being as it was in the publics best interest, I decided to do it.
The correct form would be:
Because it was in the publics best interest, I decided to do it.

Another option:
Since it was in the publics best interest, I decided to do it.
Another common colloquialism is using anyways instead of anyway.
The decision turned out to be in everyones best interest anyways.
Anyways is not a word. Anyway is the correct usage.
Use of quotation marks
Periods and commas always go inside quotation marks.
My teacher said, Always put periods and commas inside quotation marks when you
quote someone in print.
If a question is in quotation marks, the question mark should be placed inside the quotation
marks.
He asked, Will you go to the gym with me?
If the sentence itself is the question (not the quote) place the question mark outside the
quotation mark.
Do you agree with the saying, A penny saved is a penny earned?
Use single quotation marks for quotes within quotes. Note that the period goes inside all
quotation marks.
She said, Elizabeth said, I am tired of quotation marks.
I said, I agree.

Oral History Essay guidelines:

Interview a person 60 or older. Friends or family members are great resources. Find
someone who likes to talk. Ask them questions about their early media experiences. Focus on
their childhood through their mid-20s. Use the questions below as a starting point. Write your
paper using a journalistic style of writing.
a. Sound recording:
What records did you listen to?
What kind of record player did you have? Where was it in your home?
Was there any kind of music you werent supposed to listen to? If so, why?
How much did a record cost?
Where did you buy your records?
How did you find out about new artists?
What did your parents think about records and record players?
How important was recorded music to you for entertainment?
How important was recorded music to you for socialization (influencing your behavior
and attitudes)?
b. Radio:
What do you remember about your experiences with radio?
What kind of radio did you have? Where was it in your home?
Do you remember anything about early radio commercials?
What kind of programs did you listen to? Did you listen alone or with others?
Was it a local station? Did it focus on your community? Do you remember the Deejay?
Did you listen to AM or FM radio?
How important was radio to you for entertainment?
How important was radio to you for socialization (influencing your behavior and
attitudes)?
c. Television:
When did you first start watching TV? What kind of TV programs?
What was the viewing experience like? Alone or social?
What kind of TV set did you have and what factors figured into its purchase?
What was reception like?
How did your family use TV?
What do you remember about TV commercials?
How does the television from your youth compare with television today?
What were your favorite TV programs when you were young? Why?
How important was TV to you for entertainment?
How important was TV to you for socialization (influencing your behavior and
attitudes)?
d. Movies:
What were your early movie going experiences like and how are they different from
today?
Who did you go to the movies with? How many times did you go each month?
What were some of your favorite films growing up? Why?

Where there films you were not allowed to see? Why?

Are there any films from your childhood that stand out? Why?
What were movie theaters like when you were a child? How are they different from
today?
How important were movies to you for entertainment?
How important were movies to you for socialization (influencing your behavior and
attitudes)?
Write your name, the participants name, age, phone number, and your relationship at the
top of the paper. Write a section for each category or focus your interview on one or two topics,
i.e. just TV and movies. Paraphrase your interview, unless you have a great quote. Include at
least 10 detailsprogram names, film titles, actors, musicians, TV brands, theater names, city
names, etc. Bold three responses that were interesting or poignant to you. Discuss three
trends, issues or themes from your textbook or that weve discussed in class that relate to
your interview. If you interview someone about a medium we have not covered yet, you will
have to read ahead in your textbook.
Formatting your paper:
Your finished paper must be at least three pages long, double spaced. It may be longer based on
the option you choose. It must be formatted using Times New Roman, 12-point font, double
spacing, and 1-inch margins. I expect your paper to be thoughtful, organized and grammatically
correct, so please revise and proofread carefully before submitting your paper. Use the
accompanying grammar and style sheet when you edit.
Submitting your paper:
Bring a printed and stapled hard copy of your paper to class the day it is due. Failure to follow
these instructions will result in a 5-point reduction from your overall paper grade.
A FEW STYLE SUGGESTIONS:

NOTE: This guide is provided in order to limit the number of errors that tend to recur in student
papers.
Titles
Class assignments are not written in AP style (news writing style); therefore, the names of
newspapers, books, magazines, radio and television shows should be in italics (i.e., USA Today,
The New York Times).
Commas
Use a comma to separate two independent clauses (complete sentences) connected by a
coordinating conjunction (and, but, for, or, yet, while, nor, etc.).
Ruth wanted to buy an Elvis record, but her parents forbid her from listening to Elvis.
(subject #1 = Ruth) (verb #1 = wanted)

(subject #2 = parents) (verb #2 = forbid)

Do not add a comma to a compound predicate (two or more verbs that serve the same subject).
Ruth loved movies and went to the theater every weekend.
(subject #1 = Ruth) (verb #1 = loved) (verb #2 = went)
Colloquialisms
This paper is based off of my interest in music.
The correct grammatical construction would be:
This paper is based on my interest in music.
Other common colloquialisms include being as or seeing as instead of because.
Being as it was in the publics best interest, I decided to do it.
The correct form would be:
Because it was in the publics best interest, I decided to do it.
Another option:

Since it was in the publics best interest, I decided to do it.

Another common colloquialism is using anyways instead of anyway.
The decision turned out to be in everyones best interest anyways.
Anyways is not a word. Anyway is the correct usage.
Use of quotation marks
Periods and commas always go inside quotation marks.
My teacher said, Always put periods and commas inside quotation marks when you
quote someone in print.
If a question is in quotation marks, the question mark should be placed inside the quotation
marks.
He asked,Will you go to the gym with me?
If the sentence itself is the question (not the quote) place the question mark outside the
quotation mark.
Do you agree with the saying, A penny saved is a penny earned?
Use single quotation marks for quotes within quotes. Note that the period goes inside all
quotation marks.
She said, Elizabeth said, I am tired of quotation marks.
I said, I agree.