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INSTRUCTOR’S RESOURCE MANUAL

MEDIA & CULTURE

Mass Communication in a Digital Age

Eleventh Edition

Bettina Fabos

Christopher R. Martin

Shawn Harmsen

Lewis Freeman

Bedford/St. Martin’s

Boston ♦ New York

Preface

As Chapter 1 of Media & Culture explains, we need to develop an informed critical perspective to

participate in a debate over media culture as a force that influences both democracy and consumerism.

Part of this perspective entails a concrete understanding of media history, the structure of media

industries, and their major players. Another part aims to encourage students to think beyond the dry facts

and consider how the media influence and are influenced by culture. Other media-communication texts

ask students to become only savvier consumers of media. Media & Culture asks students to become

cultural critics of media, connecting their own consumption of media to the larger issues of citizenship

and democracy.

This Instructor’s Resource Manual is designed to give instructors resources and suggestions that will

assist them in lectures, discussions, and exercises in media culture. The textbook already provides a good

start in this direction. At the end of each textbook chapter, the Common Threads section makes

connections between individual chapters and the larger themes of the book, challenging students to

critically analyze content. Review Questions then help students focus on major concepts. Finally, the

Questioning the Media section provides provocative, open-ended questions for launching classroom

discussions and writing exercises. An instructor can also build on the Extended Case Study at the end of

the textbook as well as the Media Literacy and the Critical Process boxes in each chapter as examples of

critical, rather than cynical, inquiry. This Instructor’s Resource Manual also includes sample answers and

feedback related to the open-ended discussion questions that accompany Media & Culture’s integrated

video program.

An instructor can never be too prepared, however, particularly in drawing analytical connections

about the intricate web of media and culture. In addition, instructors in courses about media and culture

may be lecturing to class sizes ranging from a dozen to several hundred students. Teaching backgrounds

may vary as well, from experienced professor to adjunct lecturer or teacher’s assistant. For any

instructional situation, this

Instructor’s Resource Manual

offers advice in critiquing the media and culture

and in formulating valuable and stimulating ideas to engage students.

It is also an invitation to be part of a growing community of committed instructors. We will continue

to relate our own experiences in how to teach this material. We also will be drawing on the experiences of

the many talented people who teach media and culture; our aim is to include as many good ideas in these

pages as possible. In addition, the LaunchPad for Media & Culture, at

macmillanlearning.com/mediaculture11e, offers more resources, including a full interactive e-book, video

activities, Video Tools, LearningCurve, prebuilt quizzes, and a full computerized test bank.

TEACHING PHILOSOPHY

The Teaching Philosophy section offers suggestions on how to shape and lead your course:

• Organizing the Course. This section explains why the text’s organization starts with electronic

media and works toward print. It also proposes course syllabi for several different approaches to the

course for both semester and quarter schedules.

• Advice from Seasoned Instructors. For any instructor who is new to this course material, this

section offers some wisdom and companionship. You are not alone.

• Facilitating In-Class Discussions. Creating participatory and democratic in-class discussions is

important in developing a critical approach to media and culture, and these tips—particularly aimed

at new faculty and graduate assistants—will help encourage student participation in your classes

and discussion groups.

• Strategies for Writing Assignments. Writing helps students develop and hone their critical

thinking skills, and the guidelines in this section will help you create three different kinds of

writing assignments.

• Assignments and Activities from Seasoned Instructors. For an instructor who is new to this

course material, this section provides useful activities.

• Using Media in the Classroom. Using media examples to illustrate your lecture points can be fun

and informative for your students. This section offers advice on how to incorporate media into your

lectures and discusses current thinking on the “fair-use” rights that educators have in using

copyrighted material in the classroom.

CHAPTERS 1 THROUGH 16

The following elements complement each of Media & Cul ture’s sixteen chapters with extensive

classroom lecture and discussion resources:

• Chapter Outlines

• Lecture Ideas

• Media Literacy Discussions and Exercises

• Classroom Media Resources

• Further Reading

MASS COMMUNICATION VIDEO RESOURCES

The final section of this Instructor’s Resource Manual presents an extensive annotated list of

contemporary and historical documentaries and media-related entertainment films, organized around

compelling cultural, ethical, and economic issues explored in Media & Culture.

A FINAL NOTE

If you have developed some teaching strategies or media literacy exercises that you would like to share

with a broader audience or have some lecture material that has been invaluable to you, please don’t

hesitate to contact us at mediaandculture@bedfordstmartins.com. We welcome any ideas that would help

instructors teach this material more effectively.

If you need the computerized or printed test bank for Media & Culture, contact faculty services at

800-446-8923.

Bettina Fabos

Christopher R. Martin

Shawn Harmsen

Lewis Freeman

Contents

Preface ii

TEACHING PHILOSOPHY III

CHAPTERS 1 THROUGH 16 IV

MASS COMMUNICATION VIDEO RESOURCES IV

A FINAL NOTE V

Teaching Philosophy 1

ORGANIZING THE COURSE 1

SAMPLE SYLLABI: SEMESTER SCHEDULE 2

THEMATIC APPROACH 2

CHRONOLOGICAL APPROACH 3

JOURNALISM APPROACH 4

SAMPLE SYLLABI: QUARTER SCHEDULE 6

THEMATIC APPROACH 6

CHRONOLOGICAL APPROACH 7

JOURNALISM APPROACH 8

ADVICE FROM SEASONED INSTRUCTORS 9

FACILITATING IN-CLASS DISCUSSIONS 12

BASIC SUGGESTIONS 12

SPECIFIC STRATEGIES 13

STRATEGIES FOR WRITING ASSIGNMENTS 15

ASSIGNMENTS AND ACTIVITIES FROM SEASONED INSTRUCTORS 16

24 USING MEDIA IN THE CLASSROOM

Chapter 1: Mass Communication: A Critical Approach 26

LECTURE IDEAS 27

MEDIA LITERACY DISCUSSIONS AND EXERCISES 29

HOW TIME SHIFTS CULTURAL ICONS AND MEANINGS 29

DEVELOPING A CRITICAL APPROACH 30

TELEVISION—QUALITY OR TRASH? 30

CLASSROOM MEDIA RESOURCES 31

LAUNCHPAD FOR MEDIA & CULTURE AT

MACMILLANLEARNING.COM/MEDIACULTURE11E 31

VIDEOS/DVDS/CDS 31

WEB SITES 31

FURTHER READING 191

Extended Case Studies from Previous Editions 192

EXTENDED CASE STUDY: MOBILE VIDEO REVEALS POLICE BRUTALITY AND RACISM (10TH

EXTENDED CASE STUDY: PATRIOT OR TRAITOR? UNVEILING GOVERNMENT

EXTENDED CASE STUDY: OUR DIGITAL WORLD AND THE SELF-INVASION OF PRIVACY

EDITION UPDATE, 2016) 193

EXTENDED CASE STUDY: SOCIAL MEDIA AND FINDING REAL HAPPINESS (10TH EDITION) 197

SURVEILLANCE OF US (9TH EDITION UPDATE, 2015) 203

SURVEILLANCE OF US (FULL TEXT) (9TH EDITION UPDATE, 2015) 208

(9TH EDITION, 2014) 215

EXTENDED CASE STUDY: OUR DIGITAL WORLD AND THE SELF-INVASION OF PRIVACY

(FULL TEXT) (9TH EDITION, 2014) 220

Mass Communication Video Resources 229

ADVERTISING: HISTORY 229

ADVERTISING: PRODUCTION 231

ADVERTISING: CULTURE 231

BOOKS: HISTORY 232

BOOKS: PRODUCTION 232

THE INTERNET: HISTORY 232

THE INTERNET: TECHNOLOGY 232

THE INTERNET: CULTURE 233

JOURNALISM: HISTORY 233

JOURNALISM: VALUES 234

JOURNALISM: ETHICS 234

JOURNALISM: DEMOCRACY 235

LEGAL ISSUES AND FREE SPEECH: HISTORY 237

LEGAL ISSUES AND FREE SPEECH: REGULATIONS 237

MAGAZINES: HISTORY 238

MASS MEDIA AND SOCIETY: HISTORY 238

MASS MEDIA AND SOCIETY: CULTURE 239

MEDIA ECONOMICS: HISTORY 239

MEDIA ECONOMICS: CULTURE 239

MEDIA EFFECTS: HISTORY 240

MEDIA EFFECTS: RESEARCH METHODS 240

MEDIA EFFECTS: CULTURE 241

MOVIES: HISTORY 242

MOVIES: PRODUCTION 244

MOVIES: DEMOCRACY 244

NEWSPAPERS: HISTORY 244

NEWSPAPERS: PRODUCTION 245

PUBLIC RELATIONS: HISTORY 245

PUBLIC RELATIONS: PRODUCTION 245

PUBLIC RELATIONS: DEMOCRACY 246

RADIO: HISTORY 246

RADIO: CULTURE 247

RADIO: DEMOCRACY 247

SOUND RECORDING: HISTORY 247

SOUND RECORDING: PRODUCTION 248

SOUND RECORDING: CULTURE 248

TELEVISION AND CABLE: HISTORY 248

TELEVISION AND CABLE: PRODUCTION 250

TELEVISION AND CABLE: CULTURE 251

Teaching Philosophy

Teaching a topic that students already know something about can be a luxury. Students have common

experiences watching the same television shows, listening to many of the same songs, and experiencing

media culture firsthand. Some students can even offer a considerable amount of personal expertise in

certain areas of the media.

Teaching a subject that is as universal as media presents a challenge, however. Students have grown

up with various media and have already formulated strong opinions about them. More often than not, they

have arrived at these evaluations without having gone through a critical process. Our job is to take our

students back through that process and help them analyze the media and culture within a deliberative,

informed context. We have found that it’s helpful to rely on the five critical steps—description, analysis,

interpretation, evaluation, and engagement—outlined in Chapter 1 of Media & Culture. The goal is to

bring in examples, scenarios, and case studies—we try to keep them as current as possible—and engage

students in thinking critically about them. Discussion sections offer a lot of latitude for students to be

experimental and creative, and they often work well when students have done assigned research

beforehand or can draw on their own expertise in a certain area.

It can sometimes take an entire semester for students to begin to question their own assumptions. But

participatory and democratic class discussions are where such critical processes can happen.

ORGANIZING THE COURSE

Media & Culture can be a text for a variety of classes and teaching schedules. The text is organized

thematically, but it also may be taught chronologically or with a focus on journalism and its relationship

to other mass media. The thematic approach of the text begins with Part 1, “Digital Media and

Convergence,” which introduces critical and ethical processes, the Internet, digital media, and the concept

of media convergence. The text continues with Part 2, “Sounds and Images,” which covers the recording