Course Introduction: Media, Communication, and Media Literacy Notes

Introduction and Course Groundwork

• The instructor greets students after a holiday weekend and frames this lecture as an introduction to the semester.
• He will work through the PowerPoint slides in class and will slow down if students feel the pace is too fast.
• Questions are welcome during class; there will also be time for questions on Thursday, and students may choose to save questions for then.
• PowerPoint slides are not posted after class on Canvas; they are available only during the lecture for attendees.
• If a student misses a class, they should ask a classmate for notes or the PowerPoint contents; the instructor is willing to revisit a slide after class if asked, but only for students present in class.
• Explicitly, students must be physically present to access the PowerPoint slides during the lecture.
• The instructor emphasizes accessibility to the material but notes the need for presence to receive slides.

What is communication? The four levels (increasing scope)

• The word “mass” in mass communication signals different levels of communication: intrapersonal, interpersonal, group, and mass communication.
• There are various kinds of communication; the first kind is intrapersonal communication, which occurs within oneself.
• Intrapersonal (inside the self) communication is a foundational form that shapes later interactions.
• The intrapersonal level is sometimes neglected but is the basis for all other communication forms.

Intrapersonal Communication

• Definition: the comments we make to ourselves and thoughts we register internally as we go about daily life.
• Examples of self-talk: expressions like "Gee, that made me very happy" or "Gee, that is annoying" or judgments about taste or experiences.
• This self-talk can be automatic or conscious; people may or may not pay attention to it.
• Early language development likely begins with a self-reflective stage and interaction with others; language is learned by listening to others and then internalized.

Interpersonal Communication

• Definition: one-on-one communication between two people.
• Real-world example: after class, asking questions directly to the instructor.
• This level is shaped by social and classroom rules about how to address people.
• Naming and formality matter: a student who insisted on being addressed by last name challenged the expected level of formality; the instructor prefers to be called "Dr. Overpack" due to extensive education and financial investment in earning the doctorate (
  • doctorates require years of study and significant cost).
• The instructor emphasizes respect for credentials and appropriate forms of address.
• Different groups may have other norms for addressing others in conversation.

Group Communication

• Definition: communication within a select number of individuals, more than two, with defined dynamics.
• Group dynamics require some order; participants typically signal readiness to speak (e.g., by raising hands).
• Group settings are less prone to constant overlapping speech than informal interpersonal exchanges because group rules and structure help maintain order.

Mass Communication

• Definition: communication with a large audience, often facilitated by technology and capable of international reach.
• Mass communication includes platforms like social media, email, and mass messaging, which enable interaction with broad audiences (e.g., people in different countries or continents).
• Distinction from group communication lies in the role of technology; mass communication requires mass media to reach large audiences.
• Mass media involve the means through which information passes (the medium itself).
• Mass media are energy-intensive and money-intensive due to the resources required to reach many people.
• The emergence of mass media as an industry is closely tied to funding and business models (e.g., startup funding and venture capital).

Medium, Mass Media, and the Role of Technology

• Medium: the means by which something passes from one point to another (e.g., a plane is the vehicle traveling through air; the medium is the route or channel of transmission).
• Mass media are those media capable of reaching a very large number of people simultaneously; the reach may be broad and international.
• The reach is not guaranteed to be instantaneous for all, but it is designed to reach large audiences quickly and broadly.
• Because mass media must reach many people, funding is essential; technology is required to disseminate messages broadly.
• Startup funding in media historically came from investors; modern dynamics include venture capital investments for new media ventures.
• Before digital age, newspapers could be started by individuals to serve a community; today, many major papers are owned by large companies (media conglomerates).
• Historical example: major U.S. newspapers include the Los Angeles Times, New York Times, Chicago Tribune, and Detroit Free Press; some remain independently operated while others are owned by larger corporations.
• The Washington Post is owned by Jeff Bezos, reflecting ownership structures where individuals or investment groups control major outlets through organizational arrangements.
• Media conglomerates have acquired numerous newspapers over the past decades (ownership consolidation).
• Gannett founded USA Today in $1984$ with the intention of creating America’s first national newspaper and delivering streamlined content to a broader audience.
• USA Today’s approach included shorter articles and simplified vocabulary aimed at a lower reading level, marketed to a broader audience; its content often supplements content from partner newspapers (e.g., Louisville Courier-Journal, Phoenix Sun Times) and has influenced content distribution across related properties.
• The United States historically lacked a true national newspaper; USA Today aimed to fill that role.
• Le Monde is cited as a French national newspaper example, illustrating international norms in national press.
• Networks and platforms: ESPN as a network; Hulu as a platform under broader corporate structures.
• Internet companies play a major role in controlling access to information by charging for services such as Wi-Fi; devices and apps (e.g., Instagram) act as both the medium and the portal to content; phones and computers serve as the access points to these media ecosystems.
• The instructor notes that media pervade everyday life and encourages students to reflect on daily media consumption (e.g., social media usage, radio/podcasts, streaming services).

The Internet Era and Everyday Media Use

• Students are encouraged to track how much media they consume daily and to consider what counts as mass media versus digital media.
• Newspapers are included in mass media; the status of books as mass media is debatable.
• The instructor emphasizes the pervasive role of media in daily life and asks students to put away electronic devices during class to focus on the material.
• Media literacy is defined as awareness of how prevalent media are, how messages are delivered, and how messages are shaped; it involves critical thinking about messages.
• The instructor warns that digital distractions (e.g., Google searching or Pinterest browsing) can cause students to miss crucial information presented in class.
• All electronic devices should be put away; the instructor will enforce this policy to ensure engagement.

Media Literacy, Ethics, and Practical Implications

• Media literacy involves understanding how media shape people’s perceptions and how people might miss direct information if distracted by online platforms.
• The instructor emphasizes the seriousness of staying attentive and the potential consequences of not doing so (e.g., class being cut off).
• A four-letter initialism (FAFO) is referenced as a reminder of seriousness and accountability; the precise phrase is discussed as being understood by students.
• The instructor expresses a strong belief in education and in students paying attention to realize educational outcomes.

Classroom Policy and Thursday’s Plan

• For Thursday, students will be allowed to use laptops for note-taking, and there will be no warning for device usage this time.
• If any student uses a cell phone, the instructor will terminate the lecture and re-air the content later or reconsider access; students will still be responsible for exam content.
• The instructor reiterates the importance of staying focused and warns about the potential penalties for distractions.
• A closing message wishes students well and acknowledges those who had to work over the weekend, hoping they find some free time.

Key Terms to Remember

• Intrapersonal communication
• Interpersonal communication
• Group communication
• Mass communication
• Medium (as a channel)
• Mass media
• Venture capital
• USA Today
• Gannett
• Telegenic (telegenicity)
• FAFO (four-letter initialism)
• Media literacy
• Broadcast vs digital media
• Content economy and ownership structures (e.g., The Washington Post, Bezos/Amazon)

Notable Dates and Figures (with LaTeX notation)

• First televised debates: $1960$ (Kennedy–Nixon)
• Use of television as a medium in politics precedes wide adoption post-World War II; debates are a milestone in media effects on politics.
• USA Today national newspaper launch attempt (Gannett): $1984$
• Reading level impact of USA Today content: aimed at $4^{th}$ grade reading level
• Early mass media examples pre-electronic amplification include the Gettysburg Address (audio amplification was not available on the battlefield), illustrating limitations of mass reach without modern technology
• Early broadcast limitations before long-range mass media (e.g., limited speaker technology and audience reach on the battlefield at Gettysburg)

Final Reflections for Thursday

• Reflect on how much media you consume daily and the implications for attention and learning.
• Be prepared to discuss the differences between intrapersonal, interpersonal, group, and mass communication in real-world contexts.
• Be ready to discuss the role of technology in enabling mass media and its economic implications (e.g., funding, startup culture, ownership consolidation).
• Consider ethical and practical implications of media literacy in your own media consumption and in evaluating sources of information.