Mass Communication Commons^™

Critical Media Literacy And Gender: Teaching Middle School Students About Gender Stereotypes And Occupations, Laurel Puchner, Linda Markowitz, Mark Hedley

Journal of Media Literacy Education

This study examined the effectiveness of the implementation of a small-scale critical media literacy curriculum unit focused on gender stereotypes, especially as they pertain to occupations. The research question was whether students exposed to the critical media literacy (CML) curriculum were more likely than students not exposed to believe: that women experience discrimination in the workplace; that the media constructs stereotypical messages about women and men, especially regarding occupations; and that the media influences people’s thinking. Participants were students in 5 seventh grade classes, who were exposed to a 4-workshop curriculum, and students in 5 eighth grades classes, who were …

Message Design Logics And Messaging In The Ebola Crisis, Gregory M. Bieger

Symposium of Student Scholars

O'Keefe's (1988) theory of message design logics explains why some messages are more

persuasive than others. The first, expressive design logic, is the most basic and focuses on

expressing individual thoughts and opinions (O’Keefe, 1988). This type of message design

merely states what the persuader wants. The second, conventional design logic, appeals to

typical reasons or emotional appeals that would be suitable for any audience. The third,

rhetorical message design logic, is the most complex and sophisticated message design focusing

on achieving an agreement between the sender and receiver in which the message provides

context. Unlike conventional design logic, rhetorical …

Connecting, Creating, And Composing: A Shared Multimodal Journey, Margaret B. Krause

Journal of Media Literacy Education

Given the dynamic nature of our society, literacy conceptualizations are constantly being redefined. While print literacy continues to be the primary literacy within elementary classroom, the growing nature of technological capabilities, social networking, and multimodal affordances require educators to delve into explorations of how children can be successful in negotiating meaning in our world. As an elementary educator, university instructor, and mother of three children, the author explores personal views of literacy through a shared multimodal journal experience with her children. This article highlights the experiences of her son through the journaling process and how he selects material for a …

Developing Media Literacy: Managing Fear And Moving Beyond, Katherine G. Fry

Journal of Media Literacy Education

One way to view the development of the media literacy movement is through the various different ways in which strains of media literacy education have been called on to allay fears that accompanying new media technologies. This article focuses on how one media literacy organization,The LAMP, deals with two very different arenas —the internet safety arena and the news literacy arena--where fear of digital media has created narrow pockets of concern seeking narrow solutions. As media literacy grows and develops the hope is that these fears subside, a perception of separateness dissolves, and a broader media literacy vision advances.

Dusty But Mighty: Using Radio In The Critical Media Literacy Classroom, Miglena S. Todorova

Journal of Media Literacy Education

In a culture dominated by images, what is the capacity of radio-making to enact the ideals and meet the objectives of critical medial literacy education that empowers learners and expands democracy? This article conceptualizes a radio-based critical media literacy approach drawing upon a course project called “Borderless Radio,” where fifty-two students in a large urban Canadian university produced short radio programs narrating how they view and experience “multiculturalism.” Radio making in the classroom is soundscaping that politicizes intimacy, disrupts hegemonic discourses, and allows for teaching and learning to transgress; yet it also illuminates the ways in which self-positionality poses limitations …

Measuring News Media Literacy, Adam Maksl, Seth Ashley, Stephanie Craft

Journal of Media Literacy Education

News media literacy refers to the knowledge and motivations needed to identify and engage with journalism. This study measured levels of news media literacy among 500 teenagers using a new scale measure based on Potter’s model of media literacy and adapted to news media specifically. The adapted model posits that news media literate individuals think deeply about media experiences, believe they are in control of media’s influence, and have high levels of basic knowledge about media content, industries and effects. Based on measures developed to assess news media literacy, highly news literate teens were found to be more intrinsically motivated …

Guiding Digital And Media Literacy Development In Arab Curricula Through Understanding Media Uses Of Arab Youth, Jad P. Melki

Journal of Media Literacy Education

The role of new media in the Arab uprisings and the news of widespread surveillance of digital and mobile media have triggered a renewed interest in Arab audiences research, particularly as it pertains to these audiences’ critical abilities and digital media literacy competencies. Taken for granted have been Arab youth’s widespread use of social media for activism and political expression and their suspicion of government monitoring and privacy threats. This study questions these assumptions and attempts to provide a more accurate picture of Arab youth’s media uses, with the goal of informing the development of digital and media literacy curricula …

“Media Violence Is Made To Attract And Entertain People”: Responses To Media Literacy Lessons On The Effects Of And Institutional Motives Behind Media Violence, Laras Sekarasih, Kimberly R. Walsh, Erica Scharrer

Journal of Media Literacy Education

This study investigated the following research question: How do sixth-graders respond to a media literacy lesson that was designed to, among other goals, introduce the concept of the presence of commercial interest in media production, particularly regarding the prevalence of media violence? Forty-seven responses were analyzed thematically using constant comparison. Students’ responses illustrate their critical thinking and understanding about producers’ intent in including violence in media, although recognizing the commercial interest behind media violence still seems to be a challenge. Findings also suggest the task of striking a balance between instilling critical thinking skills and acknowledging children’s personal media experiences.

Controlling Environmental Crisis Messages In Uncontrollable Media Environments: The 2011 Case Of Blue-Green Algae On Grand Lake O’ The Cherokees, Ok, Alicia Mason, James Triplett

Faculty Submissions

This chapter documents a content analysis of 62 media reports related to the 2011 blue-green algae (BGA) outbreak on Grand Lake O’ the Cherokees, Oklahoma. A three-stage crisis model is used to understand the media framing and crisis communication related to the event. Media reports were categorized according to modality. The data set included: traditional media reports (n=21, 33%), online blogs (n=7, 11%), and online press releases (n=34, 54%). These units of analysis represent both controlled and uncontrolled media representations of the crisis event. The objectives of this analysis are to understand how risk and crisis communication strategies were utilized …

The Power Of Creativity: How Web-Based Parody Encourages Chinese Civil Participation, Amber Boczar

International ResearchScape Journal

This article investigates that relationship between e’gao (parody using web-based media) and Chinese civil participation. E’gao (恶搞 EUH-gow) uses videos, images, and text based campaigns that use humor to remove fear of political commentary and action. By detailing the development of China’s internet use, and the creation of the e’gao movement, I argue that e’gao removes the fear of participating in campaigns and movements, which criticize government policy and actions on both local and state levels, by using humor and anonymity of large online numbers. E’gao can provide a way for the common citizens to mold policy, and hold authority …

Cultural Awareness Training: Preparing New Instructors For The Millennial Student, Trisha K. Hoffman, Tara Franks, Belle Edson

Basic Communication Course Annual

It is not unusual for instructors to face challenges relating to, understanding, or motivating their students. Educators can chalk this up to a variety of factors, including differences in and between education levels, life experiences, and ascribed power roles. We argue, however, that it is the generational differences between instructors and their students that pose a much greater challenge toward the establishment of a productive teacher-student relationship and the facilitation of learning. With the age of the Millennial college student upon us, we make the case that the most important area of training for new instructors is developing cultural awareness …

A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace

Basic Communication Course Annual

The purpose of this essay is to provide clarity and direction for developing and maintaining outcome-driven courses for inclusion in general education curricula. The focus is on the basic course in Communication, but the principles can be applied to nearly any course. The outcome-driven perspective changes many traditional conceptions of the basic communication course and provides an opportunity to integrate communication content into a student’s broader college education and subsequent career. A model is proposed that can provide guidance in the development of sustainable courses that emerged from the experience with course development and implementation.

Back Cover

Basic Communication Course Annual

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Front Cover

Basic Communication Course Annual

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Title Page

Basic Communication Course Annual

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Editorial Board

Basic Communication Course Annual

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Editor's Page, Joseph M. Valenzano Iii

Basic Communication Course Annual

Despite its nom de guerre, there is nothing “basic” about the basic communication course in colleges and universities. It has served as a locus for research into communication skills, instructional technology, speech anxiety, instructional design and pedagogical practices. All of the research on these topics impacts more than just the basic course, as it is often relevant to instruction in other courses. The work done in the basic communication course is complex and important for both our students and the discipline.

In this, the 27th volume of the Basic Communication Course Annual, there continue to appear studies that examine the …

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

The Invaluable Nature Of Speech Evaluation Training For New Basic Course Instructors, T. Kody Frey, John F. Hooker, Cheri J. Simonds

Basic Communication Course Annual

Recent reforms in higher education recognize the centrality of communication in general education programs (e.g., Association of American Colleges and Universities, American Association of State Colleges and Universities, LEAP, Common Core State Standards). As oral communication knowledge and skills are becoming recognized as integral to general education programs across the country, many basic course directors are finding themselves in the position of offering multiple sections of the course taught by multiple instructors. Additionally, basic course directors find themselves with the responsibility of providing clear measures of what they do and how well they do it. Because oral communication assessment is …

Preparing To Prepare Quality Speakers: What New Basic Course Instructors Need To Know, Luke Lefebvre, William Keith

Basic Communication Course Annual

Students should focus on practicing speaking skills, not just preliminary activities such as learning concepts about speaking. A common obstacle for training instructors is to describe the valued activity in an appropriate way. Often instructors first think the assignments included in the basic course simply are the activity the course teaches, but they are not. For example, giving an "informative speech" is supposed to help students become better public or oral communicators in general – the speech is a means to that, not an end itself.

As we contemplate the important elements for training new basic course instructors two variables …

Instructional Discussion: The Most Important Area Of Training For New Basic Course Instructors, Cheri J. Simonds, John F. Hooker, Anna M. Wright

Basic Communication Course Annual

In order to determine the most important concept to teach new basic course instructors, it is important to know what we want students to be able to do as a result of the basic course and what teaching method will best reach that outcome. One main goal of the basic course is to teach students to communicate orally and give them practice doing so. This can be accomplished through what Muller (2014) defines as instructional discussion, or “an instructional interaction where teachers and students engage together in an exploration of problems, ideas, and questions in ways that incorporate the knowledge …

Shaking In Their Digital Boots: Anxiety And Competence In The Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta

Basic Communication Course Annual

In response to a call for increased research on educational quality of online public speaking courses, this study assessed online course impacts on students’ (N = 147) speaker anxiety and self-perceived communication competence. A significant decrease in speaking anxiety occurred over the course of the semester, supporting efficacy of the online basic speech course at the university level. However, the predicted significant increase in self-perceived communication competence was not found, warranting additional considerations in online course designs. The significant reduction in speaking anxiety within the online course is promising and suggests that this learning goal can be met in this …

From The Outside Looking In: Employers’ Views Of The Basic Course, John F. Hooker, Cheri J. Simonds

Basic Communication Course Annual

This essay is designed to connect specific communication skills desired by employers in industry to basic course concepts. While communication is often identified as one of the most important skills for graduates seeking employment, this broad view makes it nearly impossible for basic course directors and instructors to design their pedagogy to satisfy students’ future needs. This manuscript examines a part of the 2014 Basic Course Conference where industry leaders were invited to present what they felt to be the most important communication skills and knowledge in employees and then engaged in a discussion with the attending basic course directors …

Comparisons Of Speech Anxiety In Basic Public Speaking Courses: Are Intensive Or Traditional Semester Courses Better?, Mary Z. Ashlock, William A. Brantley, Katherine B. Taylor

Basic Communication Course Annual

Students of public speaking are often asked if a basic public speaking course helped them deal with their fear of public speaking. Comparisons of anxiety levels between students enrolled in traditional 15-week semester courses and those enrolled in intensive courses has received little attention. The purpose of this exploratory, quasi-experimental study was to determine whether students enrolled in intensive public speaking courses reported higher levels of communication apprehension, i.e., speech anxiety. Participants were 722 undergraduate students who completed the Personal Report of Public Speaking Anxiety instrument. The findings indicated that students enrolled in intensive public speaking courses had significant moderate …

Connecting To Veterans In Public Speaking Courses, Alisa Roost

Basic Communication Course Annual

While much research has analyzed the role of military veterans’ centers on campus, faculty can also purposefully support veterans, a diverse group that may benefit from some accommodations. Intentional pedagogy that keeps the needs of veterans in mind can help us better support diverse populations regardless of military status. Specific issues professor may better engage include student alienation and connection, anxiety, language and clarity of directions. Professors can address issues of alienation and connection by working to create a welcoming classroom without singling veterans out. Professors should take communication anxiety among veterans very seriously as communication anxiety may be linked …

Author Biographies

Basic Communication Course Annual

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Submission Guidelines

Basic Communication Course Annual

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Basic Communication Course Annual Vol. 27

Basic Communication Course Annual

Full issue (196 pages, 7.0 MB)

What Makes A Good Ted Talk?, Jack R. Grodahl

CMC Senior Theses

Have you ever listened to a speech, seriously attempted to discern the speaker’s message, then realize you have forgotten most of, if not, the entire message moments after the speech is finished? Far too often audiences sit through a presentation focusing as best as they can, only to have the speaker craft a message in a way that is nearly impossible for the audience to remember. The best speakers not only deliver a memorable message, but also one that inspires their audience to action or change of mindset. Speakers at Ted Conferences are faced with a difficult challenge: they are …

Review Of “The Teacher’S Guide To Media Literacy: Critical Thinking In A Multimedia World” By Cyndy Scheibe And Faith Rogow, Julie Smith

Journal of Media Literacy Education

This article reviews “The Teacher’s Guide to Media Literacy: Critical Thinking in a Multimedia World” by Cyndy Scheibe and Faith Rogow