Day 1 Notes: Media in Society

Day 1 Notes – Media in Society

  • Welcome and logistics

    • First day of the semester; emphasis on engaging with the material and the value of being present.
    • Class time is 11 AM; student engagement and seating dynamics mentioned informally.
    • Course title: Media in Society; topics include movies, TV, news, journalism, sports, and the role of mobile devices in media.

  • Core questions introduced

    • What is communication? How do we define it?
    • How do we communicate from one person to another vs. from one to many?
    • Distinction between sender/receiver dynamics and channel used.
    • Mediated vs. face-to-face communication; introduction to gatekeepers and mediated transmission.

  • Mass media vs. social media

    • Mass media: broad transmission of ideas from a few to many; examples include big news outlets and mainstream channels.
    • Social media: direct interaction with content creators; user comments, likes, and real-time feedback are possible; algorithmic tailoring is common.
    • Example discussion: CSU football communications through Instagram, email, press releases, coaches shows, etc.; campus residents receive timely game-day updates.
    • Key takeaway: mass media enables broad reach; social media enables targeted, interactive engagement.

  • Mediated communication and gatekeeping

    • Mediated communication is information transmitted through technology rather than face-to-face.
    • Gatekeepers are individuals or organizations that decide what content is transmitted to the public.
    • Example from the speaker’s experience: as a newspaper editor, selecting which AP stories (out of ~10,000 daily AP stories) fit into the paper’s limited space (roughly 10–12 stories).
    • Gatekeeping can hide content or decide how much content to publish based on space/time constraints.
    • Tone and context can be lost or distorted in mediated communication (illustrative sketch discussed).

  • A brief media literacy sketch example

    • A short clip illustrating how tone/context can be distorted in mediated messages (e.g., a bar scene interpreted differently via text vs. in-person interaction).
    • Consequence: always consider tone, context, and medium; follow up if unsure.

  • Instructor introduction and background

    • Professor profile: 6+ years teaching at CSU and other institutions; ~25 years in academia and media roles (wire editor, various newspapers).
    • Education: Master’s in media communication, University of Wyoming; Bachelor’s in journalism.
    • Family and pets: wife, two children, three dogs, and a cat.

  • GTAs and recitations

    • GTAs for the semester: Sujan Gupta; Victor Kalanda; Rajul (on paternity leave until November); Suleiman (joining soon, visa issues).
    • Roles: grading in-class work, leading recitation sections, and assisting with three major essays.
    • Recitations are designed to support essay preparation and provide hands-on guidance.
    • Students may see GTAs more in recitations than in lecture; GTAs are a key grading and feedback resource.

  • Office hours and accessibility

    • Professor’s office hours: Tuesdays and Thursdays, 11:00–12:30.
    • Availability for meetings outside office hours; in-person or via Teams/Zoom/FaceTime/Google Meet/phone.
    • TAs have mini bios and office hours listed on Canvas; use them as first point of contact for grading or assignment questions.

  • Course objectives and scope

    • Learn how the modern media operates for a wide range of actors: consumers, conglomerates, journalists, advertisers, PR specialists, influencers, photographers, video producers, writers, editors, etc.
    • Emphasize media economics and how we pay for content (ads vs. subscriptions).
    • Discuss disinformation and misinformation; recognize AI-assisted content and how to differentiate real vs. manipulated information.
    • Example of disinformation humor: “79% of all statistics are made up on the spot.” This illustrates the need for critical evaluation of data.
    • The course also covers how media developed with society and how to use media effectively in an age of widespread misinformation.

  • Textbook and digital access

    • Text: Media and Culture: Mass Communication in a Digital Age.
    • Day One Access required via Canvas for digital textbook and assignments; first Sunday due date for initial assignment.
    • Access options:
    • If you already bought the textbook: go through Macmillan Learning link in Canvas or via the modules/course information page.
    • Day One Access: purchase the digital copy; the Day One link remains active until purchase is complete.
    • Check junk folder for bookstore emails about access if not received.
    • If you prefer a physical copy: options include CSU Bookstore, Amazon, Chegg, etc.; ensure you get the latest edition.
    • Note on editions and accessibility: ensure you have the newest edition when buying physical copies.

  • iClicker and class participation

    • iClicker is required; bring a device (phone, laptop, tablet).
    • Sign-up options:
    • Scan the provided code now;
    • Check email; or
    • Use a link in Canvas under Course Information > FAQ > Start of the semester: How do I get signed up?
    • CSU account login required; CSU funds the iClicker system.
    • Use will begin on Wednesday; poll questions will be used to gauge opinions and understanding.
    • Participation policy: five points per class for answering polls; failure to answer may reduce participation credits.
    • Polls serve as a quick feedback tool and can create a personal study guide (screenshots of questions).
    • If you miss class, iClicker participation may be affected; a few lectures may have participation drops at the instructor’s discretion.

  • Grading structure (overview)

    • Three exams: each worth 375 points; non-cumulative across modules 1–5, 6–10, and 11–15, respectively.
    • Essays: three major essays, each worth 100 points (totals 300 points).
    • Learning curve quizzes and weekly reflections; and iClicker participation contribute to the overall grade (roughly totaling ~1000 points for participation-related components).
    • Do not round grades; final letter grade follows raw point totals without rounding.
    • Exams are take-home, open for a week, with two formats to choose from (see below).
    • Final grade calculation includes three exam scores plus essay scores plus participation-related points; exact weights are tied to the point totals described.

  • Take-home exams: formats and policies

    • First three exams are non-cumulative and take-home, open for one week (open Monday, close Sunday).
    • Exam formats: choose between two formats for each exam
    • Multiple-choice format (Canvas auto-graded; traditional mix of MC, true/false, matching).
    • Essay format (open-ended questions requiring written responses).
    • You may select a different format for each exam; both formats are within the same grading category.
    • If you take both formats for an exam, the higher score is counted; the lower score is dropped (Canvas applies the drop).
    • If you miss an exam, the policy discussed is that you can consider the missed option as a zero; the instructor did not explicitly state a formal make-up policy in this portion (the emphasis is on the two-format option and dropping the lower if both are attempted).
    • Timing: exams are untimed; do not keep the exam open excessively; Canvas timeouts can occur if left open too long—plan to complete within one sitting once started.
    • If you need accommodations or a quiet space to test, notify the instructor to arrange an appropriate setting.
    • Proctoring: no lockdown browsers or online proctoring; students are encouraged to maintain integrity and rely on the honor system.
    • Honesty and self-reliance: cheating is acknowledged as possible but discouraged; emphasis on learning essential skills (e.g., essay writing) that are valuable beyond the course.

  • Essay policy and resubmission

    • Essays are worth 100 points each; three essays total (300 points).
    • Essays must be submitted electronically on Canvas as either
    • a DOCX file or
    • a PDF file (Pages support may be used, but DOCX/PDF are preferred).
    • All three essays must be completed to fulfill AUCC writing credit; failing to complete all three automatically reduces the final grade to an overall D.
    • Grading turnaround: essays are returned within about two weeks (with three GTAs grading three essays for ~50 students each); feedback will be provided.
    • Resubmission policy: you may resubmit each essay once after receiving TA feedback; the higher score is retained. Changes must be highlighted to show what was revised.
    • Deadlines: resubmissions are typically given about one week to complete; instructors will specify timing on Canvas.
    • If you miss the first submission or do poorly, you can revise and improve; hot garbage is better than a zero, but you should still submit something for feedback.

  • Minimum standards and consequences

    • Missing an essay results in a default D for that portion, unless you complete all three essays as specified.
    • If you miss an essay, your grade can drop accordingly, highlighting the importance of completing all three major essays.
    • The instructor emphasizes accountability and responsible completion of assignments; extensions are generally granted if requested before due dates.

  • Study tips and course resources

    • Read the assigned chapters and answer end-of-chapter reading comprehension questions; these are helpful for exams.
    • The instructor will provide study guides roughly one week before each test.
    • Review sessions may be organized online or off-site in the evenings; attendance is optional but encouraged.
    • The course schedule on Canvas lists daily lectures, readings, and due dates; use it for planning.
    • Don’t rely solely on memorization; focus on understanding concepts and being able to articulate them in essays.

  • Disinformation, AI, and media literacy focus

    • Distinguish between disinformation, misinformation, and disinformation with intent; AI-generated content can blur truth, so verification is essential.
    • Discussion of how disinformation can arise and how to assess sources in the era of AI tools.
    • 79% of all statistics are made up on the spot (humor used to illustrate critical thinking about data).

  • Textbook access details and module navigation

    • Day One Access provides digital textbook access through Canvas; purchase via Day One link or Macmillan Learning portal.
    • If you already own the textbook, use the Macmillan Learning link or Canvas modules; there's also a Day One Access option for new purchases.
    • First major assignment due Sunday; plan accordingly and keep track of due dates on the course schedule.

  • Course structure and schedule reminders

    • Recitation sections: three recurring sessions that align with major essays; GTAs run these sessions.
    • Class format includes both lectures and recitations; assignments and grading flow through the TAs and the instructor.
    • The schedule page outlines daily topics, readings, and due dates; students should consult it regularly.

  • Practical implications and real-world relevance

    • Understanding how mass media and social media shape public discourse and individual behavior.
    • Recognizing the role of gatekeepers in shaping the information landscape and the ethical responsibilities of media professionals.
    • Developing critical thinking and writing skills essential for any major or career, including journalism, communications, marketing, PR, and content creation.

  • Quick tips for success

    • Engage in class polls via iClicker to earn participation points and use the results as quick study aids.
    • Be proactive: request extensions or accommodations in advance; communicate clearly with the instructor.
    • Complete all three essays to avoid automatic grade penalties; use the resubmission option to improve your work.
    • Review and reflect on feedback from TAs to improve subsequent submissions; highlight changes for clarity.

  • Quick reference to formulas and numbers ( LaTeX )

    • Exams: each exam worth
      375 ext{ points}; total exam points = 3 imes 375 = 1125.
    • Essays: each essay worth
      100 ext{ points}; total essay points = 3 imes 100 = 300.
    • Overall participation points: P{ ext{clicker}} = 5 imes N{ ext{classes}} (subject to end-of-semester drops).
    • Participation components (learning curves, weekly reflections, iClicker) collectively described as "about a thousand points" in the syllabus overview.
    • Disinformation statistic mentioned: 79\% of all statistics are made up on the spot.

  • Note on inclusivity and fairness

    • The instructor emphasizes an honor-based approach and personal responsibility.
    • Open channels for accommodations and alternative testing spaces; no punitive measures for legitimate needs.

  • What’s next

    • Next class will delve into course content and begin exploring how media evolved with society.
    • Continued discussion on how to navigate disinformation and AI-era media literacy.