Ithaca
College
Senior
Seminar
Socialization of Children via Mass Media
TVR 46000
Fall 2015
Socialization of Children via Mass Media
TVR 46000
Fall 2015
Instructor: Dr. Jack Powers
Office: Park #368
E-mail: jpowers@ithaca.edu
Office Hours:
Mondays: 11:15 a.m. – 1:00 p.m.; and 3:00 p.m. – 4:00 p.m.
Wednesdays:
Additional
hours may be available by appointment.
Course description:
Children and the Media is a survey course designed to explore the role of media in the lives of children and adolescents—primarily from a social science perspective. Specifically, the course deals with three areas:
Course description:
Children and the Media is a survey course designed to explore the role of media in the lives of children and adolescents—primarily from a social science perspective. Specifically, the course deals with three areas:
1)
how the popular media socialize children;
2)
the future media environment; and
3)
policy issues and advocacy.
Through
lectures, class discussions, debates, presentations, and assignments, we shall
critically examine the impact the mass media have had on children in America
(primarily—with some emphasis on the effects of media on children outside the
United States).
Course Objectives/Goals:
By the end of the term, students enrolled in this course should be able to
1. Discuss and argue points of view related to children and media in the United States.
2. Understand and discuss the emergence of mediated learning in children’s lives.
3. Understand and discuss the impact of mass media on the lives of children.
4. Know the developmental stages in a child’s development and the role the media play at each stage.
5. Synthesize research material regarding children and mass media.
To achieve these goals, students will read extensively, write summary/reaction pieces, make formal presentations, actively participate in intellectual discussions, and write and present a research paper about children and the media.
Required texts:
Comstock, G., & Scharrer, E. (2007). Media and the American child. San Diego, CA: Academic Press.
Suggested texts:
Gentile, D. (Ed.) (2014). Media violence and children: A complete guide for parents and professionals, 2nd edition. Santa Barbara, CA: ABC-CLIO.
Shrum, L.J. (Ed.) (2012). The psychology of entertainment media: Blurring the lines between entertainment and persuasion, 2nd edition. New York, NY: Routledge.
Additional reading material will be made available to you throughout the term. Most of that material will be posted on the blog.
Evaluation and grading:
Overall grades will be based on the following percentages:
93 – 100 A
90 – 92 A-
87 – 89 B+
83 – 86 B
80 – 82 B-
77 – 79 C+
73 – 76 C
70 – 72 C-
67 – 69 D+
63 – 66 D
60 – 62 D-
00 – 59 F
Academic Integrity: Cheating in any form will not be tolerated. This includes plagiarism, passing off someone else's work as your own, and submitting the same papers/assignments for credit to multiple classes. Please refer to the Ithaca College student handbook for the college’s official stance. Feel free to speak to me concerning this subject.
Attendance:
Here is the official Ithaca College stance on attendance:
College Policy
Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class. At the beginning of each semester, instructors must provide students in their courses with written guidelines regarding possible grading penalties for failure to attend class. Students should notify their instructors as soon as possible of any anticipated absences. Written documentation that indicates the reason for being absent may be required. These guidelines may vary from course to course, but are subject to the following restrictions:
1. In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. Such students must notify their course instructors at least one week before any anticipated absence so that proper arrangements may be made to make up any missed work or examination without penalty. Faculty will not schedule examinations or quizzes on designated religious holidays on the calendar day following the designated holidays. Designed holidays are Rosh Hashanah (2 days), Yom Kippur, Good Friday, and Easter Sunday.
2. Any student who misses class due to a verifiable emergency - such as an illness requiring attention by the health center, or hospitalization, death, or serious illness of a family member, or required appearance in a court of law - shall be excused. Students may notify the Office of Student Affairs about any emergency, and that office will notify the appropriate faculty member.
A student may be excused for participation in college-authorized co-curricular and extracurricular activities such as athletic events, musical and theatrical performance, and professional conferences if, in the instructor's judgment, this does not impair the specific student's or the other students' ability to succeed in the course.
The course instructor has the right to determine if the number of absences has been excessive in view of the nature of the class that was missed and the stated attendance policy. Depending on the individual situation, this can result in the student being removed from or failing the course.
This is my addendum to that policy--
Obviously, a seminar does not work if students aren’t in class to engage in lively, intellectual discussion. The goal is to create an environment so that students will “want” to attend. Students who regularly miss class will see their participation grades suffer.
Course Objectives/Goals:
By the end of the term, students enrolled in this course should be able to
1. Discuss and argue points of view related to children and media in the United States.
2. Understand and discuss the emergence of mediated learning in children’s lives.
3. Understand and discuss the impact of mass media on the lives of children.
4. Know the developmental stages in a child’s development and the role the media play at each stage.
5. Synthesize research material regarding children and mass media.
To achieve these goals, students will read extensively, write summary/reaction pieces, make formal presentations, actively participate in intellectual discussions, and write and present a research paper about children and the media.
Required texts:
Comstock, G., & Scharrer, E. (2007). Media and the American child. San Diego, CA: Academic Press.
Suggested texts:
Gentile, D. (Ed.) (2014). Media violence and children: A complete guide for parents and professionals, 2nd edition. Santa Barbara, CA: ABC-CLIO.
Shrum, L.J. (Ed.) (2012). The psychology of entertainment media: Blurring the lines between entertainment and persuasion, 2nd edition. New York, NY: Routledge.
Additional reading material will be made available to you throughout the term. Most of that material will be posted on the blog.
Evaluation and grading:
Overall grades will be based on the following percentages:
93 – 100 A
90 – 92 A-
87 – 89 B+
83 – 86 B
80 – 82 B-
77 – 79 C+
73 – 76 C
70 – 72 C-
67 – 69 D+
63 – 66 D
60 – 62 D-
00 – 59 F
Academic Integrity: Cheating in any form will not be tolerated. This includes plagiarism, passing off someone else's work as your own, and submitting the same papers/assignments for credit to multiple classes. Please refer to the Ithaca College student handbook for the college’s official stance. Feel free to speak to me concerning this subject.
Attendance:
Here is the official Ithaca College stance on attendance:
College Policy
Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class. At the beginning of each semester, instructors must provide students in their courses with written guidelines regarding possible grading penalties for failure to attend class. Students should notify their instructors as soon as possible of any anticipated absences. Written documentation that indicates the reason for being absent may be required. These guidelines may vary from course to course, but are subject to the following restrictions:
1. In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. Such students must notify their course instructors at least one week before any anticipated absence so that proper arrangements may be made to make up any missed work or examination without penalty. Faculty will not schedule examinations or quizzes on designated religious holidays on the calendar day following the designated holidays. Designed holidays are Rosh Hashanah (2 days), Yom Kippur, Good Friday, and Easter Sunday.
2. Any student who misses class due to a verifiable emergency - such as an illness requiring attention by the health center, or hospitalization, death, or serious illness of a family member, or required appearance in a court of law - shall be excused. Students may notify the Office of Student Affairs about any emergency, and that office will notify the appropriate faculty member.
A student may be excused for participation in college-authorized co-curricular and extracurricular activities such as athletic events, musical and theatrical performance, and professional conferences if, in the instructor's judgment, this does not impair the specific student's or the other students' ability to succeed in the course.
The course instructor has the right to determine if the number of absences has been excessive in view of the nature of the class that was missed and the stated attendance policy. Depending on the individual situation, this can result in the student being removed from or failing the course.
This is my addendum to that policy--
Obviously, a seminar does not work if students aren’t in class to engage in lively, intellectual discussion. The goal is to create an environment so that students will “want” to attend. Students who regularly miss class will see their participation grades suffer.
Standards of Academic Conduct:
A.
|
Academic honesty is a cornerstone of
the mission of the College. Unless it is otherwise stipulated, students may
submit for evaluation only that work that is their own and that is submitted
originally for a specific course. According to traditions of higher
education, forms of conduct that will be considered evidence of academic
misconduct include but are not limited to the following: conversations
between students during an examination; reviewing, without authorization,
material during an examination (e.g., personal notes, another student's
exam); unauthorized collaboration; submission of a paper also submitted for
credit in another course; reference to written material related to the course
brought into an examination room during a closed-book, written examination;
and submission without proper acknowledgment of work that is based partially
or entirely on the ideas or writings of others. Only when a faculty member
gives prior approval for such actions can they be acceptable.
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B.
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It is the responsibility of
instructors to inform students clearly in writing specific rules, procedures,
and/or expectations pertinent to their particular course that differ from
those identified in paragraph A of this section. In those courses where
limited consultation among students is permitted in the preparation of
assignments, it is extremely important for instructors to clarify the
guidelines for appropriate conduct.
|
C.
|
In situations where a student may
have difficulty in distinguishing between acceptable behavior and
academic misconduct, it is the responsibility of the student to confer
with the instructor. This is particularly important for avoiding plagiarism
when written sources are used in the preparation of papers or take home
examinations.
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Because Ithaca College is an academic
community, ignorance of the accepted standards of academic
honesty in no way affects the responsibility of students who violate
standards of conduct in courses and other academic activities.
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|
D.
|
All members of the academic community
are expected to assist in maintaining the integrity of Ithaca College, which
includes reporting incidents of academic misconduct. Such instances may be
reported to a faculty member, the dean of the school involved, or the
director of judicial affairs.
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Plagiarism:
Whether intended or not, plagiarism is a serious offense against
academic honesty. Under any circumstances, it is deceitful to represent as
one's own work, writing or ideas that belong to another person. Students should
be aware of how this offense is defined. Plagiarism is the unacknowledged use
of someone else's published or unpublished ideas, whether this use consists of
directly quoted material or paraphrased ideas.
Although various disciplines follow styles of documentation that
differ in some details, all forms of documentation make the following demands:
- That each quotation or paraphrase be
acknowledged with a footnote or in-text citation;
- That direct quotations be enclosed
in quotation marks and be absolutely faithful to the wording of the
source;
- That paraphrased ideas be stated in
language entirely different from the language of the source;
- That a sequence of ideas identical
to that of a source be attributed to that source;
- That sources of reprinted charts or
graphs be cited in the text;
- That all the sources the writer has
drawn from in paraphrase or direct quotation or a combination of
paraphrase and quotation be listed at the end of the paper under
"Bibliography," "References," or "Works
Cited," whichever heading the particular style of documentation
requires.
A student is guilty of plagiarism if the student fails,
intentionally or not, to follow any of these standard requirements of
documentation.
In a collaborative project, all students in a group may be held
responsible for academic misconduct if they engage in plagiarism or are aware
of plagiarism by others in their group and fail to report it. Students who
participate in a collaborative project in which plagiarism has occurred will
not be held accountable if they were not knowledgeable of the plagiarism.
What, then, do students not have to document? They need not cite
their own ideas, or references to their own experiences, or information that
falls in the category of uncontroversial common knowledge (what a person
reasonably well-informed about a subject might be expected to know). They
should acknowledge anything else.
Other
Forms of Academic Dishonesty
Other violations of academic honesty include, but are not limited
to, the following behaviors:
- Handing in to a class a paper
written by someone else;
- Handing in as an original work for a
class a paper one has already submitted to another course;
- Handing in the same paper
simultaneously to two courses without the full knowledge and explicit
consent of all the faculty members involved;
- Having someone else rewrite or clean
up a rough draft and submitting those revisions as one's own work.
These offenses violate the atmosphere of trust and mutual respect
necessary the process of learning.
Note: Students who would like help in learning how to paraphrase or
document sources properly should feel free to come to the Writing Center in
Smiddy 107 for assistance.
Students with disabilities:
In compliance with Section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Act, reasonable accommodation will be
provided to students with documented disabilities on a case-by-case basis.
Students must register with the Office of Academic Support Services and provide
appropriate documentation to the College before any academic adjustment will be
provided.
Dealing with Stress while
at College:
Diminished mental health, including significant stress, mood
changes, excessive worry, or problems with eating and/or sleeping can interfere
with optimal academic performance. The source of symptoms might be strictly
related to your course work; if so, please speak with me. However, problems
with relationships, family worries, loss, or a personal struggle or crisis can
also contribute to decreased academic performance.
Ithaca College provides a Counseling Center to support the
academic success of students. The Counseling Center provides cost-free services
to help you manage personal challenges that threaten your well-being.
In the event I suspect you need additional support, I will express
my concerns and the reasons for them, and remind you of resources (e.g.,
Counseling Center, Health Center, chaplains, etc.) that might be helpful to
you. It is not my intention to know the details of what might be bothering you,
but simply to let you know I am concerned and that help, if needed, is
available.
Getting help is a smart and courageous thing to do -- for yourself
and for your loved ones.
Title IX:
Title IX is a federal act mandating that
educational institutions must provide sex and gender equity. All students thus
have the right to a campus atmosphere free of sexual harassment, sexual
violence, and gender discrimination. For questions about sexual misconduct, see
the Ithaca SHARE website (Sexual Harassment and Assault Response and Education): http://www.ithaca.edu/sacl/share/). To report or discuss sexual assault or harassment, or
general issues, please contact Tiffani Ziemann, Title IX Coordinator; tziemann@ithaca.edu 607-274-3300.
Student safety:
You must respond to and report conditions and actions that may
jeopardize your safety, or that of other people and/or equipment. Report to the
responsible College employee. During class sessions that person would be your
instructor or lab assistant. Outside of class the person might be your
instructor, lab supervisor, co-curricular manager, equipment and facilities
manager, or one of the engineering support staff. You must be aware that misuse
of equipment or use of damaged equipment can create the risk of serious injury,
infectious contamination, and expensive damage. You may be liable for damage or
injury resulting from such use. Unsupervised use of facilities puts you at
risk. Failure to be alert to safety problems, or to report them, may have
serious consequences for you or others.
Course material:
Assigned readings should be completed prior to class. Lectures and
assignments are intended to enhance and/or supplement the readings. Some of the
material will come from sources other than the assigned readings. You are
responsible for this material as well as for the material in the readings—even
if it is not specifically covered in class. If you have any difficulty
understanding the material, it is your responsibility to ask for clarification.
Often, I will ask if anyone has any questions.
Make-up policy:
As a general rule, make-up assignments are not allowed except in
cases of emergency. It is your responsibility to complete the assignments. If
an emergency does arise, it is imperative for you to contact me PRIOR to the
scheduled due date. Do not expect to make-up a missed assignment without
clearing it with me ahead of time. Incompletes are rarely given. In fact, an
incomplete is only given if you are unable to complete the coursework because
of a serious illness, accident, emergency, or other crisis. A formal request
must be made prior to the end of the term. An incomplete can only be granted
with permission from the Dean.
Late Assignments:
As a general rule, late assignments are not accepted. In specific
circumstances, late assignments may be accepted, but with a substantial
penalty.
Assignments:
Each student is required to submit:
1) Five summary reaction pieces.
The summary reaction pieces must deal with the assigned readings for that current week. Once a week has passed, you may not submit a reaction for that article. This will help us to stay current. You may only submit/post up to one summary reaction piece per week.
2) In addition, each student is responsible for two Talking Points Memo presentations on the assigned articles.
3)
Students must complete two online class assignments.
4) Finally, working in teams of 2 or alone, students will write a seminar paper and present his or her findings in a formal setting. Details of the assignments and paper will be further discussed in class during the first two weeks.
Grading:
4) Finally, working in teams of 2 or alone, students will write a seminar paper and present his or her findings in a formal setting. Details of the assignments and paper will be further discussed in class during the first two weeks.
Grading:
Overall
grades will be based on the following:
Participation— (50 points)
Summary/reaction pieces— (100 points) (20 points each)
Talking Points Memos — (50 points) (25 points each)
Participation— (50 points)
Summary/reaction pieces— (100 points) (20 points each)
Talking Points Memos — (50 points) (25 points each)
Talking Points Memos
Facilitation—(50
points) (25 points each)
Online class assignments—(50 points) (25 points
each)
Final paper and presentation— (100 points)
__________
Total: 400 points (100%)
Final paper and presentation— (100 points)
__________
Total: 400 points (100%)
Letter Grade Breakdown:
372
– 400 A
360
– 371 A-
352
– 359 B+
340
– 351 B
320
– 339 B-
312
– 319 C+
300
– 311 C
280
– 299 C-
272
– 279 D+
260
– 271 D
240
– 259 D-
000
– 239 F
There
is no curve.
Tentative Course Schedule:
Tentative Course Schedule:
Week of August 24
Course
overview; Syllabus; Introductions; The Role of Media in Our Lives
Week of August 31
The
Role of Media in Our Lives, Continued
Week of September 7
1.
Mass Media and Comedy
2.
Media Preferences
3.
Media and Fear in Children & Adolescents
4.
Cyberbullying
Week of September 14
5.
Extraordinary Appeal of Screen Media
6.
Examining Popular Misconceptions regarding Media
7.
Cognitive Stage of Development
Week of September 21
Online
Assignment- Media Socialization
8. World as Portrayed by Media
9. Media and Childhood Obesity
Week of September 28
10.
Media and Body Image
11. Behavior of Media Characters
12. TV as an Effective Teaching Tool
Week of October 5
13.
Media Portrayals of Minorities
14. Exposure to Educational TV
15. TV’s Influence on the Developing Intellect
Week of October 12
16. Media and Alcohol Consumption + Media and Smoking
17. Media and Drug Use
18. Sex and TV
Week of October 19
19. Music and Sex
20. Sex and Media
21. ‘Friends’ and Condom Use
Week of October 26
22. Kids and Advertising
23. Scholastic Achievement
24. Violence and Aggression
Week of March 30
25.
Kids and Violence
26. Learning Rules and Norms
27. Theoretical Explanations for How Media Affect Us
Week of November 2
28. Children and Media Policy
29. Media Ratings
30. Kids and Music
30. Kids and Music
Week of November 9
31. Effects of Music
32. Romantic Relationships and Mass Media
33. Mass Media and Politics
Week of November 16
34. Kids and Video Games
35. Media Violence and Video Games
36. Knowledge for What?
Week of November 23
Thanksgiving Break- No Classes
Week of November 30th
Week of November 30th
37. Contemporary issues
38. Contemporary issues
39. Contemporary issues
Week of December 7
Monday, December 14, 2015
40. Contemporary issues
41. Contemporary issues
42. Contemporary issues
Monday, December 14, 2015
Formal
Presentations of Final Papers
10:30 a.m. – 1:00 p.m.
(During
our Final Exam slot)
The
instructor reserves the right to amend this syllabus as necessary. It is meant
as a guideline. Any changes will be announced in advance.
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