- •Module 1 Fundamentals of Communication
- •Module 2 Forms and Context of Communication
- •Module 4 Adjunct/Impact of the Mass Media
- •Course Marking Scheme
- •MODULE 1 FUNDAMENTALS OF COMMUNICATION
- •3.1.1 Understanding Communication
- •3.1.1 Understanding Communication
- •Therefore, there is no single definition of communication agreed upon by scholars. Psychologists, sociologists, medical practitioners, philosophers and communication specialists, all define communication based on their orientations and perspectives.
- •3.2 Functions of Communication
- •3.2.1 Functional Meaning of Communication
- •3.3 Attributes of Communication
- •SELF ASSESSMENT EXERCISE 3
- •Highlight and briefly discuss the major challenges that are militating against the communication process
- •UNIT 4 MODELS OF COMMUNICATION
- •3.1 Aristotle's Model
- •Fig. 3 SCHRAMM'S MODEL OF MASS COMMUNICATION 2
- •Schramm’s model of communication posits that communication is interactive and interpretive. Discuss
- •3.4 The Hub Model
- •UNIT 5 THEORIES OF MASS COMMUNICATION
- •3.0 MAIN CONTENT
- •3.1 Understanding Theory
- •3.1.2 Why Study Theories?
- •3.1.3 How Theories are arrived at
- •3.1.4 Relationship between Theory and Research
- •3.2.4. Social Responsibility Media Theory
- •3.3.1 Hypodermic Needle/ Magic Bullet Theory
- •3.3.2 Lasswell’s Propaganda Theory
- •3.3.3 Lippman’s Theory of Public Opinion Formation
- •3.4.1 The Post Stimuli-Response theory
- •3.5.2 Main Streaming/Synchronisation Theory
- •3.5.3 The Knowledge Gap Theory
- •3.5.4 Spiral of Silence Theory
- •3.5.5 Media Systems Dependence Theory
- •This theory assumes that the more an individual depends on having his/her needs gratified by media use, the more important will be the role that media play in the person’s life; and therefore the more influence those media will have on that person.
- •3.6.1 Uses and Gratification Theory
- •3.6.2 Reception Studies-Decoding and Sense Making
- •3.7.2 Aggressive Cues Theory
- •3.7.4 Reinforcement Theory
- •3.7.5 Linkage Theory
- •3.8.1 ‘Reflective-Projective’ Theory
- •7.0 REFERENCES/FURTHER READINGS
- •UNIT 6 FUNCTIONS OF MASS COMMUNICATION
- •MODULE 2 FORMS AND CONTEXT OF COMMUNICATION
- •3.1 Oral Communication
- •The engagement of mouth and tongue is very crucial to oral communication. Discuss
- •3.2 Written Communication
- •Compare and contrast the weaknesses and strength of oral and written communication.
- •UNIT 2 NON-VERBAL COMMUNICATION
- •3.1 Characteristics and Functions of Non-Verbal Communication
- •3.2 Types of Non-Verbal Communication
- •2.Types of Non-Verbal Communication and;
- •How functional is non-verbal communication to man?
- •Contexts of Communication
- •Contexts here mean the different levels at which communication occurs. It can also be referred to as the kinds of communication that are available. Under context of communication, we have the following:
- •3.2.2 Principles of Interpersonal Communication
- •Interpersonal Communication is Irreversible
- •Interpersonal Communication is Complicated
- •Interpersonal Communication is Contextual
- •3.2.3 Types of Interpersonal Communication
- •3.2.5 Barriers against Effective Interpersonal Communication
- •3.2.6 Overcoming the Barriers of Effective Interpersonal Communication
- •Unit 1 Print Media: Books, Newspaper, Magazine etc
- •Sambe (2005) highlights the following as functions of newspaper:
- •3.3.5 The Penny Press
- •3.2.6 Yellow Journalism
- •3.4.2 Convergence in Magazine Publishing
- •3.4.3 The Influence of Advertisers on Magazines
- •3.1.1 Four Important Periods in the History of the Book
- •Submission by Author or Agent
- •Acceptance and Negotiation
- •Editorial Stage
- •Prepress
- •3.1.3 Landmarks in Radio History
- •3.2 Television: The Most Influential Medium
- •3.4.1 Online-only Newspapers
- •MODULE 4 ADJUNCT AND IMPACT OF THE MASS MEDIA
- •Associated Press
- •4.0 CONCLUSION
- •3.3 Powerful Effects Paradigm
- •3.3.1 Media’s Harmful Effects: Violence and Delinquency
- •3.4 Uses and Gratifications Concept
- •3.4.3 Arguments against Uses and Gratifications Research
- •Cultural effects
- •4.0 CONCLUSION
MAC 111 |
INTRODUCTION TO MASS COMMUNICATION |
∙'political campaigns tend to reach the politically interested and converted', as shown for example in Lazarsfeld's research.
∙'mass media campaigns against racial prejudice tend to be unsuccessful', as demonstrated in Kendall and Woolf's analysis of reactions to anti-racist cartoons. The cartoons featured Mr Biggott whose absurdly racist ideas were intended to discredit bigotry. In fact 31% failed to recognise that Mr Biggott was racially prejudiced or that the cartoons were intended to be anti-racist (Kendall & Wolff (1949) in Curran (1990)).
∙'effects vary according to the prestige or evaluations attaching to the communication source', as demonstrated by Hovland.
∙'the more complete the monopoly of mass communication, the more likely it is that opinion change in the desired direction will be achieved' - as in totalitarian societies, such as Nazi Germany, for example.
∙'the salience to the audience of the issues or subject matter will affect the likelihood of influence: "mass communication can be effective in producing a shift on unfamiliar, lightly felt, peripheral issues - those that do not much or are not tied to audience predispositions"' (from Berelson and Steiner (1964)). This is also supported by the recent research of Hügel et al, who confirm other studies' findings that media agenda-setting effects are limited to unobtrusive issues. (Hügel et al (1989)).
∙'the selection and interpretation of content by the audience is influenced by existing opinions and interests and by group norms', as suggested by Hovland's research.
∙'the structure of interpersonal relations in the audience mediates the flow of communication content and limits and determines whatever effects occur', as suggested by Katz and Lazarsfeld's research.
∙(For more comment on limited effects, see the conclusions of the more recent research conducted on behalf of the BBFC)
SELF ASSESSMENT EXERCISE 2
'People respond to persuasive communication in line with their predispositions and change or resist change accordingly'. Discuss.
3.3Powerful Effects Paradigm
212
MAC 111 |
INTRODUCTION TO MASS COMMUNICATION |
Schramm (1982) points to three powerful effects which the media can exert:
7.the media can confer status on organisations, persons and policies. As Schramm suggests, we probably work on the assumption that if something really matters then it will be featured in the media; so, if it is featured in the media, it must really matter;
8.the media can enforce social norms to an extent. The media can reaffirm social norms by exposing deviation from the norms to public view - this connects with British research by Cohen into folk devils and moral panics;
9.the media can act as social narcotics; sometimes known as the narcotising dysfunction, this means that because of the enormous amount of information in the media, media consumers tend not to be energised into social action, but rather drugged or narcotised into inaction.
3.3.1 Media’s Harmful Effects: Violence and Delinquency
The empiricist vein of effect research was funded to a large extent by major corporations concerned to investigate the influence of their advertising and public relations and by political parties which wished to devise the most effective campaigns. Another important impetus came from the government which responded to widespread public concern about media (especially film and then, later, television) portrayals of violence and their possible link with juvenile delinquency. The nature of the assumed links was then and continues to be unclear and confused. Klapper (1960) reduced the assumptions to six basic forms: mass media messages containing the portrayal of crimes and acts of violence can:
∙be generally damaging
∙be directly imitated
∙serve as a school of crime
∙in specific circumstances cause otherwise normal people to engage in criminal acts
∙devalue human life
∙serve as a safety valve for aggressive impulses
In essence, it is these assumptions which continue to underlie public concern over the media's possible harmful effects, notably on children. This concern has been reflected in the government funding of research into media violence and delinquency, both here and abroad. It is also reflected in the very extensive legislation in the UK and in frequently
213