Course Syllabus
Global Media and Society
1128-MMC3303VC1128-88278
GENERAL INFORMATION
Professor Information
Professor's Photo
Instructor:
Prof. Carlos Suris
Phone:
(305) 919-5269
Office:
ACII., 319A (BBC)
Fax:
(305) 919-5215
Office Hours:
By appointment
E-mail:
 
Course Description and Purpose

The course will familiarize the student with a multi-cultural global perspective of a multi-media world. The aim of the course is to create a foundation of media literacy through exposure to communication events using videos, selected readings, and online resources. Central to the course lays the concept of media as it manifests in a world that depends on multi-media to feed a populace with an increasing need for instantaneous information. Implicit is a global community that more and more places media in all its formats at the core of its perception of reality while at the same time uses it as its primary escape from such perceived realities.

The class will present basic media and communication elements that are foundational and commonly found in all or most international media formats. The presentation of formats and elements will be based using the US as our comparative model but with a global perspective. The emphasis is the current reality that media is no longer driven solely by western media but a more globally engaged media industry now drives media content. The presentation of essential elements such as a free press, branding, agenda setting, propaganda, stereotyping, globalization, etc., will be covered.

Consequently, the focus of the course will be to define global media communication and to build a foundation of definitions of common elements found in media around the world. Ultimately, the course presents the global media industry as a homogenous phenomenon bound in similarities through the above stated elements and yet uniquely dressed by differing cultural influences.

Course Objectives

Global Awareness:

Global Learning Student Learning Outcome Addressed:

  • Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems.

Course Learning Outcome:

  • Students will be able to demonstrate knowledge of the interrelatedness of international media characteristics as they manifest in various globalized content and localized content.

Global Engagement:

Global Learning Outcome Addressed:

  • Students will be able to demonstrate engagement in local, international, intercultural, and global problem solving.

Course Learning Outcome:

  • Students will demonstrate willingness to cultivate information from diverse international media sources in order to engage critically in the problems presented by the production, distribution, and consumption of global media products with an understanding of the social, political, and economic influences that shape these globalized cultural products.

Global Perspective:

Global Learning Student Learning Outcome Addressed:

  • Students will be able to conduct a multi-perspective analysis of local, global, international, and intercultural problems.

Course Learning Outcome:

  • The course will analyze basic media and communication elements found in all or most international media formats and products.
IMPORTANT INFORMATION
Policies

Please review the policies page as it contains essential information regarding guidelines relevant to all courses at FIU and additional information on the standards for acceptable netiquette important for online courses.

Technical Requirements & Skills

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy we mean being able to manage and organize computer files efficiently, and learning to use your computer's operating system and software quickly and easily. Keep in mind that this is not a computer literacy course; but students enrolled in online courses are expected to have moderate proficiency using a computer. Please go to the "What's Required" page to find out more information on this subject.

Basic online research and navigation required. Basic knowledge of PowerPoint or Web site design would be useful for the course project.

For detailed information about the technical requirements, please click here.

Accessibility And Accommodation

For detailed information about the specific limitations with the technologies used in this course, please click here.

For more information about Blackboard's Accessibility Commitment, click here.

For additional assistance please contact our Disability Resource Center.

Course Prerequisites

For more information about prerequisites, click here.

Proctored Exam Policy

This online section does not require an on-campus meeting and/or exam.

Please note that the information contained in this section applies only if your course requires a proctored exam.

It is the student’s responsibility to determine whether this online course requires proctored exams by carefully reviewing this syllabus. For detailed instructions please visit our Proctored Exam Resources page on the FIU Online website.

Textbook
Textbook cover

Media & Culture, An Introduction to Mass Communications (Required)
Campbell, R; Martin, C.; Fabos, B.
Bedford/St. Martin's, Eighth Edition, 2011

ISBN 10: 0312644655
ISBN 13: 978-0312644659

Click here to buy your textbook online at the FIU Bookstore.

The assigned chapters are from the following e-text: Media & Culture 8th edition

The rest of the reading materials are directly linked in each module

There are also embedded videos within each reading folder under the link titled Presentation (Notes & Video). These videos may be referred to in the posted blogs and therefore they are required to be watched.

E-Text Access Instructions
The registration to the e-text listed below is accessible through the following link:
http://ebooks.bfwpub.com/mediaculture8e.php

Expectations of this Course

This is an online course, meaning that most of the course work will be conducted online. Expectations for performance in an online course are the same as for a traditional course; in fact, online courses require a degree of self-motivation, self-discipline, and technology skills that can make them more demanding for some students.

Students are expected to:

  • Review the how to get started information located in the course content
  • Introduce yourself to the class during the first week by posting a self introduction in the appropriate discussion forum
  • Take the practice quiz to ensure that your computer is compatible with Blackboard
  • Interact online with instructor/s and peers and keep up with all assignments.
  • Review and follow the course calendar
  • Log in to the course 7 days per week or once a day
  • Respond to discussion boards, blogs and journal postings within 10 days
  • Respond to emails/messages within 1 day
  • Submit assignments by its corresponding deadline

The instructor will :

  • Log in to the course 6 days per week
  • Respond to discussion boards, blogs and journal postings within 10 days
  • Respond to emails/messages within 2 days
  • Grade assignments within 10 days of the assignment deadline
COURSE DETAIL
Course Communication

Communication in this course will take place via Messages.

Messages are a private and secure text-based communication that occurs within a Course and among Course members. Users must log on to Blackboard to send/receive/read messages. The Messages tool is located on the left side Course Menu (Blackboard user interface). It is recommended that students check their messages routinely to ensure up-to-date communication. 

For more information on professional writing and technical communication click here.

Discussion Forums

Keep in mind that forum discussions are public, and care should be taken when determining what to post.

  • The course requires participation in 6 discussions associated with the 6 modules or sections of the course. These will be found as a link in each module and also listed in the blogs link.
  • Discussions will basically be based on the response to the instructors’ initial posting.
    • The approximate length of a response is not based on word count but on a concise response to the instructor’s posting
    • Students are only required one response per discussion.
  • While the recommended time to each posting is during the second week of each module, as they may be supportive to understanding the essence of module (thus helping in studying for quizzes), the discussions will remain open until the last week of the semester.
  • Students will receive 5 points for a fully comprehensive and complete response to the topic. 4 points is an acceptable response and 3 points would be an unsatisfactory response.
  • Grades on discussions should be expected within two weeks of each posting.
Quizzes

In order to mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz" from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your computer meets the minimum hardware requirements.

Quizzes are based on the content of each module and are available as follows:

  • Module 1 Quiz August 27 (12:00 am) through September 2 (11:59 pm)
  • Module 2 Quiz September 10 (12:00 am) through September 16 (11:59 pm)
  • Module 3 Quiz September 24 (12:00 am) through September 30 (11:59 pm)
  • Module 4 Quiz October 8 (12:00 am) through October 14 (11:59 pm)
  • Module 5 Quiz October 22 (12:00 am) through October 28 (11:59 pm)
  • Module 6 Quiz November 5 (12:00 am) through November 11 (11:59 pm)
  • Quiz duration  (1 hour and 15 minutes)

Results of the quizzes provided as follows:

  • Grades will be available immediately after exam and all of the questions & answers will be provided as well.

Assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If you need further assistance please contact FIU Online Support Services.


Project

PROJECT OUTLINE

Students will be assigned projects organized by countries. Each student will be assigned a topic/element from the listing below. These topics/elements correspond to those that we have covered throughout the course which outlined and defined media.

Each student will then present their assigned topic/element as it plays out in the media of the specific country that has been assigned. In other words, each student is assigned a specific country and each student is also assigned a specific topic/element. For example, you may be assigned Australian media and individually you were assigned to journalism/censorship as a topic/element. So, you will be reporting on how the topic/element of journalism/censorship plays out in Australian media.

Each student will create a Web page or PowerPoint presentation outlining with creative flair the characteristics of the media by assigned topic/element and country. The projects, submitted individually, should include each element covered (see below) along with all references used for the project listed by element (web pages with addresses, articles or textbooks used, etc.).

Once finished, these projects will be uploaded using the Project Assignment Dropbox (specific instructions will be emailed to each student regarding this procedure later on in the semester). The due dates for the projects will be listed in the home page.

DETAILED INFORMATION ON THE PROJECT IS FOUND IN THE PROJECT OUTLINE LINK

Adobe Connect Pro Meeting

The Adobe Connect Pro Meeting is an online meeting room in which you can interact with your Professor and fellow students by sharing your computer, screens or files, chat, broadcast live audio and take part in other interactive online activities.

Requirements for using Adobe Connect Pro Meeting:

  • Disable any window pop-up blocker.
  • Adobe Flash Player is required to successfully run your Connect Pro meeting. You can test your computer to make sure that you are set up with all of the tools you will need to participate in the meeting.
  • Use of a combination headset and microphone  with USB connection is recommended to ensure quality sound and reduce technical difficulties.

    Please click here for additional information on Adobe Connect (Tutorials & Help).
Grading
Course Requirements Weight
Quizzes (Note: The lowest score will be dropped) 40%
Discussion / Blogs 20%
Project 40%
Total 100%

 

Letter
Grade
Range Letter
Grade
Range Letter
Grade
Range
A Above or = 90 B- 79 D+ 65 - 68
A- 89 C+ 75 - 78 D 60 - 64
B+ 85 - 88 C 70 -74 D- 59
B 80 - 84 C- 69 F < 5
COURSE CALENDAR
Weekly Schedule
Module 1
August 20 - September 2

To-Do List:
Chapter 1: Mass Communication: A Critical Approach

  • Associated documentary video: Hartley, David, and David P. Stone. Media History. Story of film, TV and media. Princeton, NJ: Films for the Humanities & Sciences, 1998.

Chapter 2: The Internet and New Technologies: Media at the Crossroads

  • Associated documentary videos:
  • Goodman, Rachel D, Douglas Rushkoff, Sam Shinn, Stephen McCarthy, R A. Fedde, and Joel Goodman. Frontline: Digital Nation. Boston, MA: WGBH Educational Foundation, 2010.
  • "America Offline:" Stories from the digital divide. Retrieved September 2010 from http://www.youtube.com/watch?v=DEJIgDTrgho
  • Bridging the Digital Divide in Uganda. Retrieved September 2010 from http://www.youtube.com/watch?v=qt1rdqf6mHA
  • Global Learning Goal(s) – Global Awareness – Global Perspective

Shi, Anbin. “The taming of the shrew: global media in a Chinese perspective.“Global Media and Communication, April 2005; vol. 1: pp. 33-36. Global Learning Goal(s) – Global Awareness – Global Perspective

  • Associated documentary video: Murray, Karen. Windows on Asia-Pacific: The Medium Is the Masses. Princeton, NJ: Films for the Humanities & Sciences, 1999.
  • Global Learning Goal(s) – Global Awareness – Global Perspective

Wang, Georgette T , Goonasekera, Anura, and Servaes, Jan. “To Globalize, Regionalize or Localize Us, That is the Question: Japan's Response to Media” exerpt from: The New Communications Landscape: Demystifying Media Globalization. Routledge research in cultural and media studies, 7. London: Routledge, 2000. Global Learning Goal(s) – Global Awareness – Global Perspective

Module 1 Week 2

To-Do List:

Complete all readings and videos.

Complete the blog/discussion pertaining to Module 1

Take practice quiz

Complete Quiz 1

Module Learning Objectives:

Students will become aware and acquire the foundational concepts of media communications revolutions and globalization

Module 2
September 3 - September 16

To-Do List:

Chapter 9: Books and the Power of Print

  • Associated documentary video: Stone, David P, and David Hartley. Print History. The story of film, TV and media. Princeton, NJ: Films for the Humanities & Sciences, 1998.

Chapter 7: Newspapers and the Rise of Modern Journalism
Chapter 13: The Culture of Journalism: Values, Ethics, and
Democracy

Chapter 15: Legal Controls and Freedom of Expression

  • Associated documentary video: Kjær, Karsten. Bloody Cartoons. Why democracy?. Princeton, N.J: Films for the Humanities and Sciences, 2008.
  • Global Learning Goal(s) – Global Awareness – Global Perspective

Becker, Jonathan. “Lessons from Russia: A Neo-Authoritarian Media System.” European Journal of Communication, June 2004; vol. 19: pp. 139-163. Global Learning Goal(s) – Global Awareness – Global Perspective

  • Associated documentary video: Amirani, Taghi. Red lines and Deadlines : inside Iran's reformist media. Princeton, NJ: Films for the Humanities & Sciences, 2005
  • Global Learning Goal(s) – Global Awareness – Global Perspective
Module 2 week 2

To-Do List:

Complete all readings and videos.

Complete the blog/discussion pertaining to Module 2

Complete Quiz 2

Module Learning Objectives:

Students will become aware and acquire the foundational concepts of media free speech, censorship, agenda setting and journalism

Module 3
September 17 - September 30

To-Do List:
Chapter 4: Popular Radio and the Origins of Broadcasting

  • Associated documentary video: Stone, David P, and David Hartley. Radio History. The story of film, TV and media. Princeton, NJ: Films for the Humanities & Sciences, 1998.

Chapter 11: Public Relations and Framing the Message

  • Associated documentary videos: Blanco, Ligia. Hugo Chavez. Princeton, N.J: Films for the Humanities & Sciences, 2006.
  • Edward Bernays on Propaganda and Public Relations. Retrieved September 2010 from http://www.youtube.com/watch?v=V0OrT-8gXMs
  • Global Learning Goal(s) – Global Awareness – Global Perspective

Dimitrova, Daniela V.  “War on the Web: The Immediate News Framing of Gulf War II.”, The Harvard International Journal of Press/Politics, Winter 2005; vol. 10: pp. 22-44.
Global Learning Goal(s) – Global Awareness – Global Perspective

Case Study - Rwanda  a study of  Radio Television Libre des Mille Collines (RTLM) from INTERNEWS (2003). http://www.internews.org/pubs/mediainconflict/mic_rwanda.shtm. Global Learning Goal(s) – Global Awareness – Global Perspective

  • Associated documentary video: Ellenwood, Lisa, Neil Docherty, and Will Lyman. On Our Watch. Arlington, VA: Distributed by PBS Home Video, 2007.
  • Global Learning Goal(s) – Global Awareness – Global Perspective
Module 3 week 2

To-Do List:

Complete all readings and videos.

Complete the blog/discussion pertaining to Module 3

Complete Quiz 3

Module Learning Objectives:

Students will become aware and acquire the foundational concepts of media propaganda, framing and public relations

Module 4
October 1 - October 14

To-Do List:
Chapter 5: Television and The Power of Visual Culture

  • Associated documentary video: Stone, David P. Television History. Princeton, NJ: Films for the Humanities & Sciences, 1998.

Chapter 10: Advertising and Commercial Culture

Pelletier, Michel, Emmanuelle Garnaud, Joanne Forgues, Christiane Hamelin, and Lisa B. Moore. In Brands We Trust. Princeton, NJ: Films for the Humanities & Sciences, 2003. Global Learning Goal(s) – Global Awareness – Global Perspective

Chalaby, Jean K. ”Transnational Television in Europe: The Role of Pan-European Channels.” European Journal of Communication, June 2002; vol. 17: pp. 183-203.  Global Learning Goal(s) – Global Awareness – Global Perspective

  • Associated documentary video: Gray, Susan. The Prime Minister and the Press: The State of the Italian Media. Princeton, N.J: Films for the Humanities and Sciences, 2006.
  • Global Learning Goal(s) – Global Awareness – Global Perspective
Module 4 week 2

To-Do List:

Complete all readings and videos.

Complete the blog/discussion pertaining to Module 4

Complete Quiz 4

Module Learning Objectives:

Students will become aware and acquire the foundational concepts of media branding and advertising

Module 5
October 15 - October 28

To-Do List:
Chapter 3: Sound Recording and Popular Music

  • Associated documentary video: excerpts from the Time-Life series History of Rock ‘N’ Roll

Chapter 6: Movies and the Impact of Images
Chapter 14: Media Effects and Cultural Approaches to Research

  • Associated documentary video: Earp, Jeremy, Scott Morris, Sut Jhally, George Gerbner, and Michael Morgan. The Mean World Syndrome: Media Violence & the Cultivation of Fear. Northampton, MA: Media Education Foundation, 2010.

Miller, Jade L. “Ugly Betty goes global: Global networks of localized content in the telenovela industry.”
Global Media and Communication, August 2010; vol. 6, 2:pp. 198-217.

  • Associated documentary video: Lecture from MIT on Global Media focusing on the section with Carolina Acosta –Alzur speaking of the globalization of Telenovelas
    Global Learning Goal(s) – Global Awareness – Global Perspective

Chim, Dobbo. “ Hybridity and the Rise of Korean Popular Culture in Asia.” New Culture & Society, 2006; Vol. 28 #1:Global Learning Goal(s) – Global Awareness – Global Perspective

Cullity, Jocelyn. “The Global Desi: Cultural Nationalism on Mtv India.”  Journal of Communication Inquiry, October 2002; vol. 26: pp. 408-425.  Global Learning Goal(s) – Global Awareness – Global Perspective

  • Associated documentary video: Pelpola, Charith, and Karan Johar. Cinema Asia: India. Hamilton, NJ: Films for the Humanities & Sciences, 2007.
  • Global Learning Goal(s) – Global Awareness – Global Perspective
Module 5 week 2

To-Do List:

Complete all readings and videos.

Complete the blog/discussion pertaining to Module 5

Complete Quiz 5

Module Learning Objectives:

Students will become aware and acquire the foundational concepts of media pop culture, storytelling and media effects

Module 6
Octobe 29 - November 11

To-Do List:
Chapter 8: Magazines in the Age of Specialization
Chapter 12: Media Economics and the Global Marketplace

  • Associated documentary videos: Gerbner, George, Michael Morgan, and Sut Jhally. The Crisis of the Cultural Environment: Media & Democracy in the 21st Century. Northampton, MA: Media Education Foundation, 1997.
  • Sun, Chyng-Feng, and Miguel Picker. Mickey Mouse Monopoly. Northampton, MA: Media Education Foundation, 2001.
  • Global Learning Goal(s) – Global Awareness – Global Perspective

Deuze,  Mark. “Ethnic media, community media and participatory culture.”   Journalism, August 2006; vol. 7, 3:pp. 262-280
Global Learning Goal(s) – Global Awareness – Global Perspective

Creeber, Glen. “Hideously White”: British Television, Glocalization, and National Identity.”  
Television & New Media, February 2004; vol. 5: pp. 27-39.
Global Learning Goal(s) – Global Awareness – Global Perspective

Wang, Georgette T , Goonasekera, Anura, and Servaes, Jan. Geolinguistic Region as Global Space: The Case of Latin America excerpt from: The New Communications Landscape: Demystifying Media Globalization. Routledge research in cultural and media studies, 7. London: Routledge, 2000
Global Learning Goal(s) – Global Awareness – Global Perspective

Girls and Women from the Media Awareness Network (Canada) – analysis of gender stereotyping in global advertising from http://www.media-awareness.ca/english/issues/stereotyping/women_and_girls/

  • Associated documentary video: Jhally, Sut, and Jean Kilbourne. Killing Us Softly 4: Advertising's Image of Women. Northampton, MA: Media Education Foundation, 2010. Global Learning Goal(s) – Global Awareness – Global Perspective

 

Module 6 week 2

To-Do List:

Complete all readings and videos.

Complete the blog/discussion pertaining to Module 6

Complete Quiz 6

Module Learning Objectives:

Students will become aware and acquire the foundational concepts of media presentations affecting ethnicity, race, diversity and stereotyping

Module 7
November 12 - December 2

To-Do List:

Finalize all research and assimilate the project.

Complete any missing blogs/discussions

Complete any approved make up work

Upload projects in the Assignment Dropbox

Finals Week

No Final scheduled for this course