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

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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,
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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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© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
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
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
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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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
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
1 2 3 4 5
1 2 3 4 5
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
1 2 3 4 5
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

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