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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 32
Chapter 2: The Internet, Digital Media, and Media Convergence 33
LECTURE IDEAS 34
MEDIA LITERACY DISCUSSIONS AND EXERCISES 38
INFORMATION TECHNOLOGIES THEN AND NOW 38
ELECTRONIC MEDIA “FAST” 38
HACKTIVISM 39
GOOGLE-SOFT?! 39
ONLINE PRIVACY 39
THE INTERNET AND NEW TECHNOLOGIES 40
TRACKING RECENT DEVELOPMENTS ABOUT THE INTERNET:
A SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 41
LAUNCHPAD FOR MEDIA & CULTURE AT
CLASSROOM MEDIA RESOURCES 41
MACMILLANLEARNING.COM/MEDIACULTURE11E 41
VIDEOS/DVDS/CDS 41
WEB SITES 42
FURTHER READING 42
Chapter 3: Digital Gaming and the Media Playground 43
LECTURE IDEAS 44
MEDIA LITERACY DISCUSSIONS AND EXERCISES 47
INAPPROPRIATE GAME CONTENT 47
ELECTRONIC GAMING AND NEW TECHNOLOGIES 47
TRACKING RECENT DEVELOPMENTS IN THE DIGITAL GAMING INDUSTRY:
A SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 47
CLASSROOM MEDIA RESOURCES 48
LAUNCHPAD FOR MEDIA & CULTURE AT
MACMILLANLEARNING.COM/MEDIACULTURE11E 48
VIDEOS/DVDS/CDS 48
WEB SITES 49
FURTHER READING 49
Chapter 4: Sound Recording and Popular Music 50
LECTURE IDEAS 51
MEDIA LITERACY DISCUSSIONS AND EXERCISES 55
55 HOW DO YOU GET YOUR MUSIC?
THE PERVASIVENESS OF ROCK MUSIC 55
SOUNDTRACK OF YOUR LIFE ASSIGNMENT 55
INVESTIGATING THE INDIES 55
TRACKING RECENT DEVELOPMENTS IN THE SOUND RECORDING INDUSTRY:
A SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 56
CLASSROOM MEDIA RESOURCES 57
LAUNCHPAD FOR MEDIA & CULTURE AT
MACMILLANLEARNING.COM/MEDIACULTURE11E 57
VIDEOS/DVDS/CDS 57
WEB SITES 57
FURTHER READING 57
Chapter 5: Popular Radio and the Origins of Broadcasting 59
LECTURE IDEAS 60
TRACKING RECENT DEVELOPMENTS IN THE RADIO INDUSTRY:
LAUNCHPAD FOR MEDIA & CULTURE AT
MEDIA LITERACY DISCUSSIONS AND EXERCISES 64
RADIO LISTENING HABITS 64
CENSORSHIP AND TALK RADIO 65
UNDERSTANDING WAR OF THE WORLDS 65
FORMAT SPECIALIZATION 66
NPR VERSUS COMMERCIAL RADIO NEWS 66
A SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 67
CLASSROOM MEDIA RESOURCES 68
MACMILLANLEARNING.COM/MEDIACULTURE11E 68
68 VIDEOS/DVDS/CDS
WEB SITES 68
FURTHER READING 68
Chapter 6: Television and Cable: The Power of Visual Culture 70
LECTURE IDEAS 71
MEDIA LITERACY DISCUSSIONS AND EXERCISES 79
WHAT IS "TELEVISION" IN THE SECOND DECADE OF THE 21ST CENTURY? 79
UNITY IN CULTURE THROUGH TELEVISION 79
TELEVISION AND SOCIAL MEDIA 79
DESIGNING A NEW CABLE CHANNEL 79
FAILED TELEVISION PROGRAMS: A CRITICAL PROCESS EXERCISE 79
CREATING A TELEVISION SHOW 80
CABLE’S FRAGMENTED AUDIENCE: A CRITICAL PROCESS EXERCISE 80
TRACKING RECENT DEVELOPMENTS IN THE TELEVISION INDUSTRY:
A SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 81
CLASSROOM MEDIA RESOURCES 81
LAUNCHPAD FOR MEDIA & CULTURE AT
MACMILLANLEARNING.COM/MEDIACULTURE11E 81
VIDEOS/DVDS/CDS 82
WEB SITES 82
FURTHER READING 83
Chapter 7: Movies and the Impact of Images 84
LECTURE IDEAS 85
MEDIA LITERACY DISCUSSIONS AND EXERCISES 90
90 THEATER OR DVD?
STAR WARS 91
FILM SUCCESS: FINDING THE BALANCE BETWEEN FAMILIARITY
TRACKING RECENT DEVELOPMENTS IN THE MOTION PICTURE INDUSTRY: A SEMESTER-
LAUNCHPAD FOR MEDIA & CULTURE AT
HOLLYWOOD REPRESENTATIONS OF OTHER COUNTRIES 91
WRITING A MOVIE CRITIQUE 91
AND NOVELTY 91
LONG CRITICAL PROCESS EXERCISE AND PAPER 92
CLASSROOM MEDIA RESOURCES 93
MACMILLANLEARNING.COM/MEDIACULTURE11E 93
VIDEOS/DVDS/CDS 93
WEB SITES 94
FURTHER READING 94
Chapter 8: Newspapers: The Rise and Decline of Modern Journalism 95
LECTURE IDEAS 96
MEDIA LITERACY DISCUSSIONS AND EXERCISES 101
NEWSPAPERS AND DEMOCRACY 101
NEWSPAPER ANALYSIS 101
COVERING INTERNATIONAL NEWS 101
THE SWEETER EXPERIENCE: PRINT VERSUS ONLINE NEWSPAPERS 102
THE EVOLUTION OF JOURNALISM 102
TRACKING RECENT DEVELOPMENTS IN THE NEWSPAPER INDUSTRY: A SEMESTER-LONG
CRITICAL PROCESS EXERCISE AND PAPER 103
CLASSROOM MEDIA RESOURCES 104
LAUNCHPAD FOR MEDIA & CULTURE AT
MACMILLANLEARNING.COM/MEDIACULTURE11E 104
VIDEOS/DVDS/CDS 104
WEB SITES 104
BLOGS 105
FURTHER READING 105
Chapter 9: Magazines in the Age of Specialization 107
LECTURE IDEAS 108
MEDIA LITERACY DISCUSSIONS AND EXERCISES 111
MAGAZINES AND YOU 111
MAGAZINE ADVERTISEMENTS 111
THE SHELF LIFE OF A MAGAZINE 111
IDEOLOGICAL DIVERSITY IN NEWS MAGAZINES 112
THE THIN LINE BETWEEN EDITORIAL CONTENT AND ADS 112
TRACKING RECENT DEVELOPMENTS IN THE MAGAZINE INDUSTRY: A
SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 113
LAUNCHPAD FOR MEDIA & CULTURE AT
CLASSROOM MEDIA RESOURCES 114
MACMILLANLEARNING.COM/MEDIACULTURE11E 114
VIDEOS/DVDS/CDS 114
WEB SITES 114
FURTHER READING 115
Chapter 10: Books and the Power of Print 116
LECTURE IDEAS 117
TRACKING RECENT DEVELOPMENTS IN THE BOOK PUBLISHING INDUSTRY: A
LAUNCHPAD FOR MEDIA & CULTURE AT
MEDIA LITERACY DISCUSSIONS AND EXERCISES 121
THE COST OF COLLEGE TEXTBOOKS 121
BOOKS AND YOU 122
BOOK READING 122
BANNED BOOKS 122
HOW DO YOU FIND OUT ABOUT BOOKS? 123
THE BIG BOOK BUSINESS 123
SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 124
CLASSROOM MEDIA RESOURCES 125
MACMILLANLEARNING.COM/MEDIACULTURE11E 125
VIDEOS/DVDS/CDS 125
WEB SITES 125
FURTHER READING 126
Chapter 11: Advertising and Commercial Culture 127
LECTURE IDEAS 128
MEDIA LITERACY DISCUSSIONS AND EXERCISES 134
ADVERTISING’S EFFECT ON YOUR CAMPUS 134
WHAT’S YOUR PSYCHOGRAPHIC PROFILE? 134
ANALYZING MAGAZINE ADS 134
MALE STEREOTYPES IN TELEVISION ADS 135
136 ADVERTISING ANALYSIS (PAPER ASSIGNMENT)
TRACKING RECENT DEVELOPMENTS IN THE ADVERTISING INDUSTRY: A
SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 137
LAUNCHPAD FOR MEDIA & CULTURE AT
CLASSROOM MEDIA RESOURCES 137
MACMILLANLEARNING.COM/MEDIACULTURE11E 137
VIDEOS/DVDS/CDS 138
WEB SITES 138
FURTHER READING 139
Chapter 12: Public Relations and Framing the Message 140
LECTURE IDEAS 141
TRACKING RECENT DEVELOPMENTS IN THE PUBLIC RELATIONS INDUSTRY: A
LAUNCHPAD FOR MEDIA & CULTURE AT
MEDIA LITERACY DISCUSSIONS AND EXERCISES 144
RESHAPING A CONTROVERSIAL IMAGE 144
HELPING YOUR COLLEGE RELATE TO ITS PUBLICS 145
THE INFLUENCE OF PRESS RELEASES 145
PERSUADING PEOPLE TO ACT FOR THE GREATER GOOD 145
SEMESTER-LONG CRITICAL PROCESS EXERCISE AND PAPER 146
CLASSROOM MEDIA RESOURCES 147
MACMILLANLEARNING.COM/MEDIACULTURE11E 147
VIDEOS/DVDS/CDS 147
WEB SITES 148
FURTHER READING 148
Chapter 13: Media Economics and the Global Marketplace 149
LECTURE IDEAS 150
MEDIA LITERACY DISCUSSIONS AND EXERCISES 152
MARKETING FOR INDEPENDENT COMPANIES 152
FEMALE AND MINORITY OWNERSHIP IN MEDIA INDUSTRIES 152
GOOGLE-SOFT?! 152
DISNEY’S CULTURE OF MARKETING SYNERGY 152
NEWSPAPER READERSHIP IN INDIA AND THE UNITED STATES 152
DECONSTRUCTING THE CONGLOMERATES 153
TRACKING RECENT DEVELOPMENTS IN MEDIA OWNERSHIP: A SEMESTER-LONG
CRITICAL PROCESS EXERCISE AND PAPER 154
CLASSROOM MEDIA RESOURCES 155
LAUNCHPAD FOR MEDIA & CULTURE AT
MACMILLANLEARNING.COM/MEDIACULTURE11E 155
VIDEOS/DVDS/CDS 155
WEB SITES 155
FURTHER READING 155
Chapter 14: The Culture of Journalism: Values, Ethics, and Democracy 157
LECTURE IDEAS 158
MEDIA LITERACY DISCUSSIONS AND EXERCISES 167
QUESTIONABLE/ILLEGAL REPORTING PRACTICES AND ETHICAL ISSUES 167
NEWS VALUES 167
EXAMINING EXPERT SOURCES 167
CONVENTIONAL NEWS AND PUBLIC JOURNALISM 168
168ANALYZING THE QUALITY OF NEWS
TRACKING RECENT DEVELOPMENTS IN JOURNALISM: A SEMESTER-LONG CRITICAL
PROCESS EXERCISE AND PAPER 169
CLASSROOM MEDIA RESOURCES 170
LAUNCHPAD FOR MEDIA & CULTURE AT
MACMILLANLEARNING.COM/MEDIACULTURE11E 170
VIDEOS/DVDS/CDS 170
WEB SITES 171
FURTHER READING 171
Chapter 15: Media Effects and Cultural Approaches to Research 173
LECTURE IDEAS 174
MEDIA LITERACY DISCUSSIONS AND EXERCISES 178
SOLVING NEGATIVE MEDIA EFFECTS 178
CODING VIOLENCE 178
HOW TO APPROACH MEDIA RESEARCH 178
SCIENCE MEETS THE MUSIC REVIEWS 179
CLASSROOM MEDIA RESOURCES 179
LAUNCHPAD FOR MEDIA & CULTURE AT
MACMILLANLEARNING.COM/MEDIACULTURE11E 179
VIDEOS/DVDS/CDS 180
WEB SITES 180
FURTHER READING 180
Chapter 16: Legal Controls and Freedom of Expression 182
LECTURE IDEAS 183
MEDIA LITERACY DISCUSSIONS AND EXERCISES 188
ADVERTISING NC–17 FILMS 188
MODELS OF EXPRESSION AND SPEECH 188
“PUBLIC INTEREST”? 188
AGE-RESTRICTION POLICIES 189
DOES EXPRESSION ON THE INTERNET NEED LAWS? 189
CLASSROOM MEDIA RESOURCES 190
LAUNCHPAD FOR MEDIA & CULTURE AT
MACMILLANLEARNING.COM/MEDIACULTURE11E 190
VIDEOS/DVDS/CDS 190
WEB SITES 190
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: 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
