Theory and Literature Revisiting Media Theories in the Digital Age RTF 395 / 09035 Wenhong Chen, PhD Fall 2017 Venue: M 9am-12pm, CMA 3.108 Email: wenhong.chen@austin.utexas.edu O: 512-471-4952 M:512-917-6317 F: 512-471-4077 Office hours: M 1:00-3:00; 4:30-5:30 or by appointment, CMA5.142, Please sign up http://bit.ly/1xpHy1c Theory is the foundation of knowledge production. Drawing on literature from the fields of media studies, communication, sociology, and management, this course aims to equip PhD students with skills to learn, use, and build media theories. The course has three major components: 1. We start with the foundational theorists and theories, broadly in social science and specifically in media and communication studies. We will examine whether and how these theorists and theories remain relevant in the digital age. We will discuss how digital media have challenged conventional modes of theorizing. 2. In the second part, we will draw on milestone studies to showcase how theories are applied, criticized, appropriated, revised, and reclaimed, crossing disciplinary and national boundaries. 3. In the third part, students are encouraged to engage with media theories through review and research. This course is one of the two RTF 395 courses on key theories of communication and media studies. This fall semester seminar focuses on foundational scholars and theories on communication contexts, processes, and audiences. The readings reflect the diverse theoretical streams and approaches in communication and media studies: historical, critical, and political economy approaches in social science, including the Chicago School, the Frankfurt School, the Columbia School, and the Toronto School. Students will be guided step-by-step to achieve the following goals: A1. Demonstrate a solid understanding of: a. Major theoretical approaches and their confluence in media studies, especially as applicable to recent advancements in digital media studies b. Modes and processes of theorizing media and society A2. Develop skills to apply major media theories to specific research topics A3. Recognize various opportunities, challenges, and implications of doing and communicating media theories in a rapidly changing digital media landscape 1 RTF Colloquium You are expected to attend the Thursday afternoon RTF Colloquium as part of your professional socialization. You are expected to ask meaningful questions at the talk. Requirements: Grading Policy: Grades are earned based on performance. Grades would not be changed on the basis of need or effort. The final grade uses a plus/minus system according to the following scale: 93-100 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 59 or lower A AB+ B BC+ C CD+ D DF The final grade will be based on the following distribution (tentative): Overview and Timeline Deadline Class Participation (50) Class Presentation (30) ongoing Class Participation (20) ongoing Final Project (50) Project Proposal (10) Nov 6 Project Presentation (20) Dec 11 Final Paper (20) Dec 15 Students are expected to take an active role. To fully understand and participate in the inclass discussions, it is necessary to complete the readings on time. Due to the class size, teamwork for the class presentation and the final project are strongly encouraged. However, the maximum size of a team is limited to 3 students to assure positive team dynamics. If you decide to form a team, you will be graded as a team for the class presentation and the final project. All other assignments are individual work and graded accordingly. 2 Class Presentation (30%) • Each student/group will be assigned TWO topics on a first come first served basis. After consultation with the instructor, each student/group will lead TWO class discussions. • The student/group should distribute discussion questions by Wed 9 am for class the coming Mon posting the questions on canvas. • The student/group should contact the instructor about how the readings are divided among team members by Wed 9 am for class the coming Mon. • The student/group is expected to present on the weekly reading. However, the presentation can also include any material relevant to the topic of the weekly reading. • A formal PowerPoint presentation is required. Please post your presentation on canvas to share with your peers and instructor by Fri 9 am. Class Participation • • Reaction paper (10%). Each student is required to post a reaction paper on the weekly reading on canvas by Wed 9 am for class the coming Mon. Please post on time so that the instructor and the student/group leading the class meeting would have enough time to integrate your reaction to their presentations.  Each reaction paper will be given 1 point.  Three of the reaction papers should be based on RTF colloquium as assigned by the instructor.  Late posting receives no points. Participation (10%)  In-class discussion (9%). Each student is expected to actively participate in the class discussion. You are welcome to bring in an article, image, chart/graph, screen capture, short video (less than three minutes), or any other relevant object.  Meeting with the course instructor F2F (1%). Each student is expected to meet the course instructor in person for self introduction within the first 4 weeks of the semester.  Attendance: Missing class more than THREE times without proper justification is considered as drop out. The Final Project Project Proposal (5 pages): The research proposal should lay out the research topic and its relevance/significance. Students will receive reviews from the instructor to further develop and improve their work. Final Project Presentation: As part of pre-professional training, all students are required to present the final project to the class. Students are encouraged to use multimedia to present. Each student/team will give a 15-minute presentation on the term project, including Q&A. The presentation should be posted on a social media site open to the public such as YouTube, Facebook, Slideshare, or WordPress. It is due 3 pm the day 3 before your presentation in the class. It is your responsibility to send the URL per email to the instructor and other students. Paper (15-30 pages) The paper should address one or more major theories in communication and media studies with a social science perspective. Students can choose from the following options:  a substantial literature review  a theoretical paper on communication and media  a research proposal/plan with theory and hypothesis  a research paper that tests theory and hypothesis  Paper should be typed, double-spaced, and include a list of references prepared according to the APA 6th format. All sources used must be cited.  Word format is preferred for the ease of commenting.  Please note and respect the page limit. Penalties for Late Assignment  Assignment is due in class unless indicated otherwise. There is a penalty for unexcused late assignment. Each day for the first 5 calendar days of lateness means a reduction of 5% of the grade. Assignment handed in the same day, after class, will be considered one day late. Papers later than 5 calendar days will not be graded. Originality  All written work should be original to this class. 4 Toolkits: Literature Search Research Tools http://www.lib.utexas.edu/resources/ Literature Review Tutorial: http://www.library.american.edu/Help/tutorials/lit_review/index.html Writing and Revising Reese, S. Research Paper Organization Guide. http://www.academia.edu/1746961/Research_paper_organization_guide Wellman, B. How To Write -- and Edit -- a Paper. http://www.chass.utoronto.ca/~wellman/publications/index.html Presentations Presentation Tips, Garr Reynolds: http://www.garrreynolds.com/Presentation/index.html Citation Formats APA Style, APA Online: http://www.apastyle.org/ 5 Important Statement Services For Students With Disabilities The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY. The University of Texas Honor Code The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the University is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community. Scholastic Dishonesty The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without the prior permission of the instructor. By accepting this syllabus, you have agreed to these guidelines and must adhere to them. Scholastic dishonest damages both the student’s learning experience and readiness for the future demands of a work-career. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. For more information on scholastic dishonesty, please visit the Student Judicial services Web site at http://deanofstudents.utexas.edu/sjs Undergraduate Writing Center The Undergraduate Writing Center, located in the FAC 211, phone 471-6222, http://www.utexas.edu/cola/centers/uwc/ offers individualized assistance to students who want to improve their writing skills. There is no charge, and students may come in on a drop-in or appointment basis. Religious Holidays Religious holy days sometimes conflict with class and examination schedules. If you miss a work assignment or other project due to the observance of a religious holy day you will be given an opportunity to complete the work missed within a reasonable time after the absence. It is the policy of the University of Texas at Austin that you must notify each of your instructors at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day. University Electronic Mail Notification Policy All students should become familiar with the University’s official e-mail student notification policy. It is the student’s responsibility to keep the University informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that certain communications may be time-critical. It is recommended that email be checked daily, but at a minimum, twice per week. The complete text of this policy and instructions for updating your e-mail address are available at 6 http://www.utexas.edu/its/policies/emailnotify.html. (Optional: In this course e-mail will be used as a means of communication with students. You will be responsible for checking your e-mail regularly for class work and announcements.) Use of Canvas This course uses Canvas, a Web-based course management system in which a passwordprotected site is created for each course. Copyright and Fair Use You may find the need to use copyrighted material this semester: music, photographs, movie clips, or any other expression. For many of your uses, you need to find the copyright holder and negotiate a license. You own the copyright to the work you produce in this class. As a copyright holder yourself, you understand the importance of copyright ownership. It is your responsibility to secure music and archival footage licenses as well as artwork, location and personal releases. You will find release templates on the RTF website. For some uses, however, neither you nor anyone else needs to license copyrighted material. This is because copyright law exists to encourage and support creativity. Copyright law recognizes that creativity doesn’t arise in a vacuum. As creators, we all stand on the shoulders of giants. New works of art (such as films, books, poems, paintings) all make use of what has gone before. Thus, copyright law not only protects authors with a copyright that lets them decide who can use their works, but also offers exemptions from the author’s control. For filmmakers, the most important exemption is the doctrine of fair use. You can rely on fair use, where appropriate, in the film and media projects you undertake for this course. If you are making a documentary film, consult the influential Documentary Filmmakers Statement of Best Practices in Fair Use (http://www.centerforsocialmedia.org/files/pdf/fair_use_final.pdf), which was created by a group of national filmmaker organizations, has been endorsed by the University Film and Video Association, and is now relied on by film festivals, insurers, cablecasters, distributors and public broadcasters. Fair use also applies in the fiction film environment, but not necessarily to the same extent or in the same way. As always, the central question is whether the new use is "transformative" -- i.e., whether it adds significant value by modifying or recontextualizing the original. For more understanding, including information on when you can use works for free (http://www.centerforsocialmedia.org/files/pdf/free_use.pdf) without even using fair use, why you (mostly) don’t need to worry about trademarks (http://www.centerforsocialmedia.org/files/pdf/free_use.pdf), what is in the public domain (http://www.centerforsocialmedia.org/rock/backgrounddocs/copyrightterm.pdf), how fair use lawsuits (http://www.centerforsocialmedia.org/videos/sets/fair_use_case_studies) have been settled, and on how fair use has been employed successfully (http://www.centerforsocialmedia.org/videos/sets/fair_use_case_studies) in documentary film, visit centerforsocialmedia.org/fairuse Counseling and Mental Health Services 7 Taking care of your general well-being is an important step in being a successful student. If stress, test anxiety, racing thoughts, feeling unmotivated or anything else is getting in your way, there are options available for support. For immediate support: - Visit/Call the Counseling and Mental Health Center (CMHC): M-F 8-5p | SSB, 5th floor | 512-471-3515 |cmhc.utexas.edu - CMHC Crisis Line: 24/7 | 512.471.2255 | cmhc.utexas.edu/24hourcounseling.html CARE Counselor in the Moody College of Communication is: Abby Simpson, LCSW - CMA 4.134 | 512-471-7642 (Please leave a message if she is unavailable) FREE Services at CMHC: - Brief assessments and referral services - Mental health & wellness articles - cmhc.utexas.edu/commonconcerns.html - MindBody Lab - cmhc.utexas.edu/mindbodylab.html - Classes, workshops, & groups - cmhc.utexas.edu/groups.html 8 Theory and Literature 9/11 Introduction: Jungles // Visit of PhD Cohort 2016 1. Gitlin, T. (1978). Media sociology: The dominant paradigm. Theory and society, 6(2), 205-253. doi:10.1007/BF01681751 2. Journal of Communication Volume 58, Issue 4 intersections • • • Pfau, M. (2008). Epistemological and disciplinary intersections. Journal of Communication, 58(4), 597-602. doi:10.1111/j.1460-2466.2008.00414.x Meyrowitz, J. (2008). Power, pleasure, patterns: Intersecting narratives of media influence. Journal of Communication, 58(4), 641-663. doi:10.1111/j.1460-2466.2008.00406.x Pooley, J., & Katz, E. (2008). Further notes on why American sociology abandoned mass communication Research. Journal of Communication, 58(4), 767-786. doi:10.1111/j.1460-2466.2008.00413.x 3. Waisbord, S. (2016). Communication Studies Without Frontiers? Translation and Cosmopolitanism Across Academic Cultures. International Journal of Communication,10(2016), 868-886. feb. 2016. ISSN 1932-8036. ***Hesmondhalgh, D., & Toynbee, J. (2008). The media and social theory (1st ed.). Hoboken: Taylor & Francis. doi:10.4324/9780203930472 Chapter 1 9/18 Technology, Policy, & Political Economy Guest speaker: Sharon Strover 1. Garnham, N. (1990). Media theory and the political future of mass communication. In N. Garnham & I. Fred. (Eds) Capitalism and communication: Global culture and the economics of information (pp.115-135). London: Sage. 2. Castells, M. (1996). The Rise of the network society. Malden, MA: Blackwell Publishers, 1-65. 3. Streeter, T. (1994). Selling the air: Property and the politics of US commercial broadcasting. Media, Culture & Society,16(1), 91-116. doi:10.1177/016344394016001006 4. Hesmondhalgh, D. (2012). The Cultural Industries (3rd ed.). London: Sage. Chapter 4 9/25 T1: Roots of the field: culture, class, mass media, and the academy 1. Weber, M. (1966). The Protestant Ethic and the Spirit of Capitalism. London: Unwin University Books. Introduction (pp. 13-31) and pp. 47-78; 155-183. 2. Durkheim, E. (2004). Readings from Emile Durkheim. London: Routledge. Sections on Division of Labor, Crime and Punishment; section on suicide (Part Four). 3. Livingstone, S. (2002). Part One: The changing social landscape. In L. Lievrouw & S. Livingstone (Eds.), The Handbook of new media: Social shaping and consequences of ICTs (pp.17-21). Thousand Oaks: Sage. 9 4. Lippman, W. (1974). The world outside and the pictures in our heads. In W. Schramm & D. Roberts, The Process and effects of mass communication (pp. 265286). Urbana: University of Illinois Press, (Original chapter published in 1922). 10/2 T2: Conceptualizing Communication: The Columbia School 1. Lasswell, H. (1948). The structure and function of communication in society. In Bryson, L. (Ed.), The Communication of Ideas (pp.37-51). New York: Harper and Brothers. 2. Lazarsfeld, P. and Robert Merton (1984). Mass communication, popular taste, and organized social action. In W. Schramm & D. Roberts (Eds.), Process and effects of mass communication (pp. 554-578). Urbana: University of Illinois Press. (Originally published in 1948). 3. Lazarsfeld, P. (1972). Administrative and critical communication research. In P. Lazarsfeld. Qualitative analysis: Historical and critical essays (pp. 155-167). Boston: Allyn and Bacon. 4. Katz, E. & Lazarsfeld, P. (1955). Personal influence. New York: Free Press, 15-42. * Wright, C. R. (1960). Functional analysis and mass communication. The Public Opinion Quarterly, 24(4), 605-620. doi:10.1086/266976 (recommended) 10/9 T3: Communication in the Public Sphere: Marx, The Frankfurt School and beyond 1. Marx, K. (1963). The eighteenth brumaire of louis bonaparte. New York: International Publishers. (selections). Originally published in 1869. 2. Horkheimer, M. & Adorno, T. (1987). The culture industry: Enlightenment as mass deception. In M. Horkheimer & T. Adorno. Dialectic of enlightenment (pp. 120-167). New York: Continuum. (originally published in 1944). 3. Gramsci, A. (1987). Prison Notebooks. New York: International Publishers. pp.5-13; 158-169; 323-342 (Various excerpts on intellectuals, economism, philosophy). 4. Habermas, J. (1989). Structural transformation of the public sphere. Cambridge: MIT Press. Chapters 1 and 2. 5. Noelle-Neumann, E. (1977). Turbulences in the climate of opinion: Methodological applications of the spiral of silence theory. Public Opinion Quarterly, 41(2), 143-158. doi:10.1086/268371 6. Dahlgren, P. (2005). The internet, public spheres, and political communication: Dispersion and deliberation. Political Communication, 22(2), 147-162. doi:10.1080/10584600590933160 *McCombs, M. & Shaw, D. (1972). The agenda-setting function of mass media. Public Opinion Quarterly, 36, 176-187. *Neff, G. (2012). Venture labor: Work and the burden of risk in innovative industries. MIT press. Chapter 1 *Anderson, B. (1983). Imagined Communities. London: Verso, pp. 9-36. *Carey, J. (1989). A cultural approach to communication. In J. W. Carey. 10 Communication as Culture (pp.13-36). London: Unwin Hyman. *Barbero, M. (1993) Communication, culture and hegemony. Newbury Park, Sage, pp. 6-22 and 62-83. *Fraser, N. (1993). Rethinking the public sphere: A contribution to the critique of actually existing democracy. In C. Calhoun (Ed.), Habermas and the public sphere. Boston: MIT Press, 109-142. 10/16 T4: Media Imperialism and Globalization part 1 1. Schiller, W. (1991). Not yet the post-imperialist era. Critical Studies in Mass Communication, 8(1), 13-28. 2. Canclini, N. G. (1988). Culture and power: The state of research. Media, Culture & Society, 10(4), 467-497. doi:10.1177/016344388010004005 3. Featherstone, M. (Ed.). (1990). Global culture: Nationalism, globalization and modernity. Newbury Park: Sage, 1-14. 4. Appadurai, A. (1990). Disjuncture and difference in the global cultural economy. In M. Featherstone (Ed.). Global culture: Nationalism, globalization and modernity (pp.295-310). Newbury Park: Sage. 5. Sparks, C. (2007). What's wrong with globalization? Global Media and Communication, 3(2), 133-155. doi:10.1177/1742766507078413 6. Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.). Handbook of Theory and Research for the Sociology of Education (pp. 241-258). New York: Greenwood. *Dyer-Witheford, N., & De Peuter, G. (2009). Empire@ Play: Virtual games and global capitalism. CTheory, 5-13. www.ctheory.net/articles.aspx?id=608. *Raboy, M. (2001). Communication policy and globalization as a social project. In Miller, T. (Ed.), Global Hollywood (pp. 293-310). London: British Film Institute. 10/23 T5: Media Imperialism and Globalization part 2 Guest speaker: Joe Straubhaar 1. Straubhaar, J. (2007). World Television: From Global to Local. Sage. Ch 1 2. Flew, T. & McElhinney, S. (2006). Globalization and the Structure of New Media Industries. In L. A. Lievrouw & S. Livingston (Eds.). The Handbook of New Media: Updated Student Edition (pp.287-306). London: Sage Publications. 3. Curtin, M. (2009). Thinking Globally: From Media Imperialism to Media Capital. In J. Holt & A. Perren (Eds.) Media Industries: History, Theory, and Method (pp. 108119). Willey-Blackwell. 4. Arsenault, A & Castells, M. (2008). The Structure and Dynamics of Global MultiMedia Business Networks. International Journal of Communication, 2(2008), 707748. 5. Reese, S. D. (2001). Understanding the global journalist: A hierarchy-of-influences approach. Journalism Studies, 2(2), 173-187. doi:10.1080/14616700118394 11 10/30 T6: Development Reconsidered Guest speaker: Karin Wilkins – Communication Theory special issues on social change 1. Freire, P. (1983). Pedagogy of the oppressed. New York: Continuum, 27-56. 2. Wilkins, K. G., Tufte, T., & Obregon, R. (2014). The handbook of development communication and social change. John Wiley & Sons. Chapter 1, 4, 9. 3. Wilkins, K. G. (2015). Editorial. Communication Theory, 25: 177–122. doi:10.1111/comt.12070 4. Dutta, M. J. (2015). Decolonizing Communication for Social Change: A CultureCentered Approach. Communication Theory, 25: 123–143. doi:10.1111/comt.12067 5. Waisbord, S. (2015). Three Challenges for Communication and Global Social Change. Communication Theory, 25: 144–165. doi:10.1111/comt.12068 6. Rogers, E. (1976). The passing of the dominant paradigm. In E. Rogers (Ed.), Communication and development: Critical perspectives (pp.121-148). Beverly Hills: Sage. *Beltran, L. (1976). Alien premises, objects and methods in Latin American communication research. In E. Rogers (Ed.), Communication and development: Critical perspectives (pp.15-42). Beverly Hills: Sage. 11/6 T7: Framing Guest speaker: Shuning Lu 1. Entman, R. M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4),51-58. 2. Reese, S. D. (2007). The framing project: A bridging model for media research revisited. Journal of communication, 57(1), 148-154. 3. Carragee, K. M., & Roefs, W. (2004). The neglect of power in recent framing research. Journal of communication, 54(2), 214-233. 4. D'Angelo, P. (2002). News framing as a multiparadigmatic research program: A response to Entman. Journal of communication, 52(4), 870-888. 11/13 T8: Toronto school 1. McLuhan, M. (2001). Understanding media: The extensions of man. London: Routledge. Chapter. 1-7 2. Blondheim, M., 1954, & Watson, R. P. M. (2007;2008;).The Toronto school of communication theory: Interpretations, extensions, applications. Toronto: University of Toronto Press. doi:10.3138/9781442689442 Chapter. 3 & Chapter. 4 3. Carey, J. (1989). Technology and ideology: The case of the telegraph. In J.W. Carey, Communication as culture: Essays on media and society (pp.201-230). Boston: Unwin Hyman. 4. Wellman, B. (2002). Little Boxes, Glocalization, and Networked Individualism. In M. Tanabe, Peter van den Besselaar, & T. Ishida (Eds.), Digital Cities II: 12 Computational and Sociological Approaches (pp. 10-25). Berlin: Springer. 5. Fulk, J. (1993). Social Construction of Communication Technology. The Academy of Management Journal, 36(5), 921-950. doi:10.2307/256641 6. Bennett, L. W., & Segerberg, A. (2012). The logic of connective action: Digital media and the personalization of contentious politics. Information, Communication & Society, 15(5), 739-768 11/20 T9: Media Institutions and Industries 1. McChesney, R. (1999). Rich media, poor democracy. Urbana: University of Illinois Press, 15-77. 2. Brown, J.S., & Duguid, P. (2000). The Social life of information. Boston: Harvard Business School Press, 147-172. 3. Ognyanova, K., & Monge, P. (2013). A multitheoretical, multilevel, multidimensional network model of the media system. Communication Yearbook, 37, 66–93. 4. Clayman, S. E., & Reisner, A. (1998). Gatekeeping in action: Editorial conferences and assessments of newsworthiness. American Sociological Review, 63(2), 178199. *Benkler, Y. (2006). The Wealth of networks. New Haven: Yale University Press, 212-272 (Chapter 7; entire book available on the web) 11/27 T10: Medialization, Privacy & Big data 1. Livingstone, S. (2009). On the Mediation of Everything: ICA Presidential Address 2008. Journal of Communication, 59(1), 1-18. doi:10.1111/j.14602466.2008.01401.x 2. Zuboff, S. (2015). Big other: surveillance capitalism and the prospects of an information civilization. J Inf technol, 30(1), 75-89. doi:10.1057/jit.2015.5 3. Turow, J. (2005). Audience construction and culture production: Marketing surveillance in the digital age. The Annals of the American Academy of Political and Social Science, 597(1), 103-121. doi:10.1177/0002716204270469 4. Beer, D. (2009). Power through the algorithm? Participatory web cultures and the technological unconscious. New Media & Society, 11(6), 985-1002 5. boyd, d., & Crawford, K. (2012). CRITICAL QUESTIONS FOR BIG DATA. Information, Communication & Society, 15(5), 662-679. doi:10.1080/1369118X.2012.678878 6. Monroe, B. L., Pan, J., Roberts, M. E., Sen, M., & Sinclair, B. (2015). No! Formal Theory, Causal Inference, and Big Data Are Not Contradictory Trends in Political Science. PS: Political Science & Politics, 48(01), 71-74. doi:doi:10.1017/S1049096514001760 *Zuboff, S. (1984). In the age of the smart machine. New York: Basic books, 126173. 12/4 T11: Intersectionality and Media 1. Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black 13 2. 3. 4. 5. 6. 7. 8. 12/11 feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. U. Chi. Legal F., 139. Hancock, A. M. (2007). Intersectionality as a normative and empirical paradigm. Politics & Gender, 3(2), 248-254. Pifer, M. J. (2011). Intersectionality in context: A mixed-methods approach to researching the faculty experience. New Directions for Institutional Research, 2011(151), 27-44. Collins, P. H. (2015). Intersectionality's definitional dilemmas. Annual Review of Sociology, 41, 1-20. Nash, J. C. (2017). Intersectionality and Its Discontents. American Quarterly, 69(1), 117-129. Brown, M., Ray, R., Summers, E., & Fraistat, N. (2017). # SayHerName: a case study of intersectional social media activism. Ethnic and Racial Studies, 40:11, 1831-1846, DOI: 10.1080/01419870.2017.1334934. McCall, L. (2005). The complexity of intersectionality. Signs: Journal of women in culture and society, 30(3), 1771-1800. Bartlett, Tom. (2017, 21 May). When a Theory Goes Viral Intersectionality Is Now Everywhere. Is That a Good Thing? The Chronicle of Higher Education, Retrieved from http://www.chronicle.com/article/The-Intersectionality-Wars/240095. Final presentation 14 Additional Readings for Important Theories Communication, Development and Diffusion of Innovations Lang, K. and Lang, G. (1974). The unique perspective of television and its effect: A pilot study. In W. Schramm and D. Roberts (Eds.), Process and effects of mass communication. Urbana: University of Illinois Press, 169-188 (Originally published in 1951). Katz, E., J. Blumler, and M. Gurevich (1975). Utilization of mass communication by the individual. In The Uses of mass communication. Thousand Oaks, CA: Sage, 19-32. Gerbner, G., Gross, L., Morgan, M., & Signorielli, N. (1980). The "mainstreaming" of America: Violence profile no. 11. Journal of Communication, 30(3), 10. Katz, E., & Liebes, T. (1990). Interacting with "Dallas": Cross cultural readings of American television. Canadian Journal of Communication, 15(1), 45-66. What are some of the advantages and deficiencies of uses and gratifications approaches? Does cultivation theory represent an improvement? What are the fundamental assumptions each article makes about audiences? Lerner, D. (1952). The passing of traditional society. Glencoe: Free Press, 19-42. Schramm, W. (1964). Mass media and national development. Stanford: Stanford University Press, 114-174. Granovetter, M. (1982). The strength of weak ties. American Journal of Sociology, 78 (6), 1360-1380. Rogers, E. M. (1995). Diffusion of innovations (4th ed.). New York: Free Press. pp. 1-174. McAnany, E. (1984, December). The diffusion of innovation: Why does it endure? Critical studies in mass communication, 439-442. Why do you think diffusion studies have continued throughout the history of the field? How does Rogers’ approach define development? Do you agree with his implicit or explicit definitions? What are the strengths and weaknesses of network analysis? What might be the weakness of strong ties? Audiences: Uses and Gratifications, Cultivation theories 15 Morley, D. (2006). Unanswered questions in audience research. The Communication Review, 9, 101-121. Williams, D. (2006). Virtual cultivation: Online worlds, offline perceptions. Journal of Communication, 56, 69-87. Livingstone, S. (2004). The Challenge of changing audiences. European Journal of Communication, 19 (1), 75-86. Radway, J. A., 1949. (1991). Reading the romance: Women, patriarchy, and popular literature. Chapel Hill: University of North Carolina Press. Chapter. 3 What are some of the assumptions Radway makes about her readers? To what extent does her approach resemble uses and gratifications approaches? How does it compare to other notions about audiences or readers? Where does the concept of social capital enter into considerations about audiences, users, or communities? 16