Speech Chapter 7 Mediated Communication And Social Media Objectives And Integrator Guide After

Chapter 7: Mediated Communication and Social Media

Chapter Objectives and Integrator Guide

After reading and thinking about this chapter, students should be able to:

Objective

Resources

1. Identify the reasons for

studying mediated

communication.

Key Terms: mediated

communication, mass

communication, mass media,

computer-mediated communication

(CMC), and media convergence.

In the Text:

Page Reference: pages 121–123

Connecting Globally: Social Media Use Around the Globe (p.

122)

Figure 7.1: Mass Communication, CMC, and the

Communication Model

Study Question 1 (p. 148)

IM Resources:

Discussion Starter 1: Mediated Communication and Daily Life

Activity 7.1: Media Use Log

2. Describe how mass media

influence behavior and

shape culture.

Key Terms: media violence,

gatekeeping, agenda-setting, and

cultivation effects.

In the Text:

Page Reference: pages 123–129

Figure 7.2: Effects of Mass Media on Behavior and Culture

Study Question 2 (p. 148)

IM Resources:

Discussion Starter 2: Examine Your Favorite Television

Program.

Activity 7.2: Television Programs and Culture

3. Demonstrate an

understanding of various

types of computer-mediated

communication and how they

affect interactions and

relationships.

Key Terms: synchronous

communication, asynchronous

communication, social media,

boundary-crossing medium, uses

and gratifications (U&G) theory.

In the Text:

Page Reference: pages 123–129

Study Question 3 (p. 148)

Figure 7.3: Synchronous Versus Asynchronous Communication

Figure 7.4: Who is Using Social Media?

Figure 7.5: Types of Social Media Platforms

Table 7.1: Important Characteristics of Social Media

Figure 7.6: Social Media User Profiles

Figure 7.7: Examples of Social Media Uses Across

Communication Contexts

IM Resources:

Discussion Starter 3: Characteristics of Social Media

Activity 7.3: Motives for Social Media Use

Discussion Starter 5: Social Media Use Across Contexts

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Key Terms: media literacy and

hyperpersonal perspective.

Communication

Activity 7.4: Critical Examination of News Framing

Study Question 4 (p. 148)

5. Know how to protect and

present yourself on social

media.

Key Terms: communication

privacy management (CPM)

theory, co-ownership rules linkage

rules, and permeability rules.

In the Text: 143-147

Table 7.2: Top Motivations for Deleting Social Media Content

Challenge Yourself: How should I manage social media to gain

and maintain friendships without getting in trouble with

others, including employers? (p. 145)

Skill Builder: Learn to Analyze Your Social Media Presence.

(p. 146)

Study Question 5 (p. 148)

IM Resources:

Discussion Starter 6: Social Media Privacy Management

Activity 7.6: Social Media Privacy Management

Mini-Prezi: Communication Privacy Management (CPM) Theory

(http://tinyurl.com/qxabtkk)

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Chapter Outline

I. Understanding Mediated Communication

Mediated communication refers to messages that are not transmitted directly

from person to person but through some other communication tool, such as print,

electronic, or digital communication devices.

A. Why study mediated communication?

The chapter advances three main reasons for studying mediated

communication:

B. Forms of mediated communication

i. Mass communication involves the use of print and electronic

technology by professional communicators to share messages over

II. Mass Communication and Mass Media

A variety of factors explain media-use behaviors, including informational needs;

entertainment needs; relaxation needs; escape needs; habit/addiction fulfillment

needs; companionship needs; excitement needs; social interaction needs; and

the need to have co-viewing experiences with others.

A. The influence of mass media on behavior

i. Media violence – research consistently demonstrates a relationship

B. The relationship between mass media and culture

i. Gatekeeping is the process of determining what news, information,

iii. Perpetuating stereotypes and challenging norms – the media depict

iv. Cultivating perception – the media affect culture through what is

C. Thinking critically about mass media messages

i. Media literacy refers to the ability to think critically about mediated

messages and how they influence us.

III. Computer-Mediated Communication and Social Media

A. Types of CMC and social media

i. CMC can be categorized by the degree to which the interactions

are synchronous or not.

1. Synchronous communication occurs when the people

2. Asynchronous communication occurs when the people

involved experience a delay in interacting with one another

and take turns being senders and receivers of information.

ii. Social media are platforms that include websites and applications

that allow users to connect and interact with acquaintances, friends,

family members, organizations, colleagues, and customers all over

the world through the exchange of user-generated content.

B. Features and uses of social media

i. Communication scholars describe social media as a boundary-

crossing medium because it is a communication channel whose

personal and professional uses span communication contexts.

ii. Social media:

2. accommodate a variety of devices

4. provides a rich interaction medium

C. Uses and gratifications theory

i. Uses and gratifications (U&G) theory is a particularly useful theory

for studying social media.

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ii. The theory suggests that people use social media to satisfy their

own needs and desires.

iii. U&G theorists do not view the effects of social media as either

positive or negative; the effects of social media use are tied to the

personality traits of individual users, not to the platform itself.

D. Evaluating your CMC interactions

i. One theory that has been particularly useful in evaluating CMC

interactions is called the hyperpersonal perspective.

ii. The hyperpersonal perspective contends that in certain

circumstances CMC can be evaluated as more rewarding that face-

to-face interaction.

1. The hyperpersonal perspective debunked much of the

2. Hyperpersonal interaction can occur when three factors are

present during CMC interactions:

3. Some CMC relationships evolve more quickly because of

rapid online disclosure and the asking of direct questions

through CMC.

E. Thinking critically about your CMC messages

i. The absence of nonverbal cues can result in misunderstandings

when interacting through CMC.

ii. When discussing concerns or sensitive issues, choose a channel

that allows the full range of both verbal and nonverbal expression.

1. Nonverbal communication helps convey important relational-

2. Employ careful use of capitalization and bolding in CMC.

IV. Social Media Use across Contexts

A. Interpersonal communication

i. Most people use social media to maintain existing ties rather than

seek out new relationships.

ii. Family networks benefit from the use of social media.

B. Organizational communication

C. Public relations and crisis communication

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manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

i. Over the past 10 years public relations and crisis communication

employees have increasingly used social media in their jobs.

ii. Viral social media campaigns are video messages created with the

intentions that people will forward and discuss them through social

media and that the messages will be widely seen.

D. Journalism and news reporting: many news agencies have developed a

E. Political communication

i. Social media play a prominent role in political election cycles.

F. Health communication

i. Healthcare providers are struggling with the unique challenges

G. Global communication: through advances in communication technology

and social media, individuals around the global can make contact with one

another.

V. Protecting and Presenting Yourself on Social Media

A. Managing your privacy online

i. Communication privacy management (CPM) theory focuses on the

processes people use to decide whether to reveal or conceal

private information and how to manage the private information they

share with others. Three sets of rules apply to managing social

media:

1. Co-ownership rules clarify your expectations for how much

2. Linkage rules clarify any specific people who should or

should not have access to your private information.

3. Permeability rules clarify how much private information,

regarding specific topics, you are comfortable with others

sharing.

ii. Privacy Turbulence can occur when people do not manage our

private information as we either request or desire. As such, they do

not uphold the stipulated obligations for managing private

information.

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iii. Another way to effectively manage privacy through social media is

to delete social media content when appropriate. People frequently

delete social media content for the following reasons:

2. to ensure safety needs

4. to minimize job-related problems

6. to regulate emotions

7. to remove any indicators of sour relationships

B. Presenting yourself online

i. Another useful framework for understanding social media

interactions is the concept of self-presentation.

ii. Sociologist Irving Goffman advanced the metaphor of actors in a

play to explain the different ways we present ourselves in different

social contexts.

1. In the content of social media, the internal dialogues, values,

2. The images, messages, links, videos, and friendships posted

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Discussion Starters

1. Mediated Communication and Daily Life: Think about the various forms of

mediated communication you use. What forms of mediated communication do you

use on an average day? How much time do you spend connected to mediated

devices? If you had to give up one mediated communication channel for a full day,

2. Examining Your Favorite Television Program: Think about your favorite television

program. What are the cultural values presented in that program: How does it

3. Characteristics of Social Media: What draws you to interact through social media?

4. Social Media Use and Hyperpersonal Communication: The hyperpersonal

perspective outlines circumstances under which someone might come to see their

5. Social Media Use Across Contexts: Which social media context do you know the

least about? Which context of social media use do you know the most about? What

6. Social Media Privacy Management: How do you manage your privacy through

social media? Has someone ever posted or said something about you through social

media that made you feel uncomfortable? How did you deal with it? Do you

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Activities

ACTIVITY 7.1 MEDIA USE LOG

Purpose: Students are often not aware of how much they use media in their daily lives.

This activity encourages students to critically evaluate their uses of media.

Procedure: Ask students to keep a log of every example of media they utilize in a

single day, from the minute they wake up, until they go to bed. Ask them to document

each type of media they used and how much time they devoted to each. Then, ask

them to group their entries in the log by type (i.e., mass communication or computer-

mediated communication).

Debriefing: Keeping track of media use and thinking critically about media consumption

practices will help students reflect on their digital lives. Some may come to the

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ACTIVITY 7.2 TELEVISION PROGRAMS AND CULTURE

Purpose: Despite the rapid growth of the internet, the television is still the most utilized

media. We encounter a range of attitudes, values, beliefs, and norms which are

embedded in the programming that we view. This activity helps students consider the

relationships between media and culture.

Procedure: Ask students to analyze a program that the frequently watch. When they

watch the program they should pay particular attention to the main characters, their

attributes (race, gender, income, sexual orientation, etc.), their roles, and the topics that

are addressed in the program.

Ask students to consider what someone who perhaps has never lived on this planet

might learn if their only lens for understanding people and our society was television

programming. Ask them to note some examples of how issues reflected what either

was or was not being widely discussed in society at the time. Ask students to also

Debriefing: Closely examining television programs and considering norms is often an

eye-opening experience for students. Students often like hearing others from different

backgrounds reflect on media and what they have come to learn about culture through

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ACTIVITY 7.3 MOTIVES FOR SOCIAL MEDIA USE

Purpose: This activity helps students think more about the reasons why they use social

media. Students can sometimes gravitate to generalizations about media use and the

types of effects that come about from the use of media. This activity focuses more on

how the individual person drives the use of media, and it allows for discussion about

how the effects are a factor in how media is used.

Procedure: The next page includes 36 statements that are frequently used by Uses

and Gratifications (U&G) theory researchers to explore media use and effects. The

items explore how an individual may utilize social media. These factors, along with

Ask students to fill out the items and think about what drives them to interact with others

through social media. After they fill out the survey, ask students to discuss with a

classmate which categories or reasons for using social media are most and least

prevalent for them, and how they think these motivations are related to the way they

think about social media overall. What similarities and differences existed among dyad

pairs in the class?

You can discuss as a class how multiple people use the same media for different

reasons. You can follow up the discussion about social media use and motivations by

having students consider how their responses might be different if you asked them to fill

Debriefing: The process of looking at different motivations for media use helps

students to have a more balanced perspective about the range of outcomes from media

use that people might experience, making them less likely to have simplistic views

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SOCIAL MEDIA MOTIVES SURVEY ITEMS

Directions: Below are several reasons people may have for using social media. For each statement,

please circle the number that is most like your own reasons for using social media:

(1=Not at All; 2=Not Much; 3=Somewhat; 4=A Lot; 5=Exactly)

ENTERTAINMENT

1. Because it is entertaining

2. Because it amuses me

3. Because it is enjoyable

4. Because it is fun just to play around and check things out

5. Because I just like to use it

1 2 3 4 5

SUBSITUTION

6. Just because it is there

7. Because it gives me something to occupy my time

8. Because it passes the time away, particularly when I’m bored

9. Because I can use it anytime

10. It gives me something to do to occupy my time

1 2 3 4 5

INTERPERSONAL CONNECTION

11. To show others encouragement

12. To belong to a group with the same interests as mine

13. To let others know I care about their feelings

14. Because I can talk as long or as little as I want

15. Because I can express myself freely

1 2 3 4 5

INFORMATION SEEKING

16. Because it is easier to get information

17. To search for information

18. To get information for free

19. Because it provides a new and interesting way to do research

20. To keep up with current issues and events

1 2 3 4 5

ESCAPE

21. So I can get away from what I’m doing

22. So I can forget about school, work or other things

23. So I can get away from family, friends or others

1 2 3 4 5

COVIEWING

24. So I can talk to other people about what is going on

25. So I can be with other family or friends who are using social media with me

26. Because it is something to do when friends come over

1 2 3 4 5

SOCIAL INTERACTION

27. To meet new people

28. To participate in discussions

29. I wonder what other people had to say

30. Get more points of view

31. I enjoy answering other people’s questions

1 2 3 4 5

MANAGING LONG-DISTANCE RELATIONSHIPS

32. To reconnect with people I’ve lost contact with

33. To find out what old friends are doing now

34. To maintain relationships with people I may not get to see very often

35. To find people I have not seen for a while

36. To connect with people I otherwise would have lost contact with

1 2 3 4 5

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ACTIVITY 7.4 CRITICAL EXAMINATION OF NEWS FRAMING

Purpose: Students should realize that the various people involved in producing the

news have a significant role in how the particular story or issue is presented for the

public. One way to help students see how the same issue is framed is to examine

summaries of the same story through more conservative versus liberal media networks.

Procedure: Prior to class look for a major controversial news story that has been

covered recently in the news. Find a brief report of the issue from a commentator on

Show students the two reports and ask them to think about how the issue is being

framed differently on one network versus the other. One example might be reports on

the father character being released from his Duck Dynasty contract by A&E because of

his remarks in an interview by GQ about various controversial issues. Ask students

Debriefing: One benefit of using this example (or something like it) is that it allows the

instructor to talk about being critical of the media we consume but also effective

ACTIVITY 7.5 SOCIAL MEDIA AND THE POWER OF WEAK TIES

Purpose: Students should be able to explain some of the ways that social media use

enables connection to a large network of people. This enables advantages and

disadvantages across the context of use for social media.

Procedure: Ask students to find an example of something that went viral through social

media and to bring it back to talk about with the class. Have the students share their

Global). Ask students to discuss what they think contributes to a message going viral

through a social media network. Are the considerations different based on the context

for communication?

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ACTIVITY 7.6 SOCIAL MEDIA PRIVACY MANAGEMENT

Purpose: The purpose of this activity is to help students see some of the various ways

that others recalibrate their privacy rules on social media sites by engaging in content

deletion practices. It can help students see how much privacy management occurs

through social media.

Procedure: Ask students to complete the 29-question social media post deletion and

privacy management scale on the next page. Pair up students in the class and have

them talk about the areas where they made the most and least deletions. Ask them to

reflect about their privacy rules that may be related to these deletion norms. Have

Debriefing: Students will leave this activity more aware of the types of breakdowns that

people who utilize social media encounter. It will help students to be more thoughtful

and purposeful about how they manage their privacy through social media.

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SOCIAL MEDIA POST DELETION AND PRIVACY MANAGEMENT

Directions: Listed below are statements that people make about why they delete information posted on

their social media sites. For each statement, indicate the number that best expresses your own reasons

for deleting information from your site, using the following scale:

(1=Not at All; 2=Not Much; 3=Somewhat; 4=A Lot; 5=Exactly)

MANAGING CONFLICT

1. Because I discussed too much detail about problems I was having with others

2. Because something I posted showed others in a negative light

3. Because the information was revealing things about others, not just me

4. Because I didn’t want to stir up more problems in my relationship

5. Because I was concerned people would be upset with me about what I wrote

1 2 3 4 5

PERSONAL IDENTITY SAFETY PROTECTION

6. Because the personal information gave away too many details about where to

find me

7. Because I decided it was unwise to post personal contact information

8. Because I didn’t want someone to use personal facts to steal my identity

9. Because someone I didn’t know was about to locate me from the posted

information

10. Because I didn’t want strangers to see it

1 2 3 4 5

FEAR OF RETRIBUTION

11. Because I was afraid I would get sued

12. Because the entry wasn’t getting clear comments from readers

13. Because I said something nasty about another person

14. Because talking with others made me realize I could be ridiculed for posting

the information

15. Because others started making fun of the information in the post

1 2 3 4 5

EMPLOYMENT SECURITY

16. Because I was concerned about jeopardizing my job

17. Because I was afraid my postings would prevent me from potential

employment

18. Because it showed me doing something that could be considered illegal

19. Because I was afraid future employers would find it inappropriate

1 2 3 4 5

IMPRESSION MANAGEMENT CONTROL

20. Because I was afraid that people important to me would be ashamed of me if

they saw it

21. Because I was concerned the entry would lead others to think less of me

22. Because I felt it put me in a compromising position

1 2 3 4 5

EMOTIONAL REGULATION

23. Because the information was posted in a fit of passion

24. Because I realized that I was not being rational

25. Because my friends gave me a hard time for expressing my feelings about

my personal relationships

26. Because I shared too much information about myself when I was very

emotional

1 2 3 4 5

RELATIONAL CLENSINGS

27. Because I didn’t want to allow memories of an old relationship to linger after

it had dissolved

28. Because I broke up with a romantic partner who I wanted to erase from my

life

29. Because I didn’t want future partners seeing information about a previous

1 2 3 4 5

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romantic relationship

Mini-Prezi COMMUNICATION PRIVACY MANAGEMENT (CPM) THEORY

Objective: The communication privacy management theoretical framework has been

Procedure: The mini-prezi presentation can be accessed through the following website

Presentation Script Information:

Look 1: Overview

• Communication privacy management theory explores how people make decisions about whether to

reveal to or conceal private information from others, how private information gets managed once it is

Look 2: Theoretical Conceptualizations

• Important to all of three of these principles is what constitutes private information. Private information

is anything that makes people feel vulnerable.

• What constitutes private information varies from person to person. For example, some people would

Look 2: Privacy Ownership

• The first principle of privacy ownership contends that people believe they have ownership rights over

private information. The theory visualizes this principle through a boundary metaphor.

• The bottom diagram reflects collective privacy boundaries. When private information is shared, the

informed person becomes a co-owner of that information. A collective privacy boundary is formed,

Look 3: Privacy Control of Privacy Boundaries

• The second principle, privacy control, helps explain how individuals make decisions about the

management of private information in individual versus collective boundaries.

• Individuals are more or less inclined to share private information with others based on a range of

factors, such as gender, culture, context, risk/benefit ratio analyses, and individual motivations. For

example, people who interact online are sometimes more willing to share private information with

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Look 4: Privacy Turbulence

• The final principle, privacy turbulence, occurs when people experience privacy breakdowns in the

overall management of private information.

• People usually experience privacy turbulence when they have not clearly coordinated privacy rules

Look 5: Conclusion

• Communication Privacy Management Theory helps us understand why privacy breakdowns occur

and how to prevent them. This theory is particularly useful now that so many of our interactions occur

Debriefing: You might end this presentation with more in-depth application of the

principles of privacy management practices in the social media context. This

information about the theory also links very nicely to the interpersonal communication