CMM1113D: MEDIA & SOCIAL CONTEXT

Assessment 2 – Media Journal 

From weeks 2 – 10 you need to identify one example of a media source (eg. Blog / News Story / Television show etc) and explain how the theoretical information presented in the weekly lecture and/or core reading can be identified in the media source.

For example, in week 2, you need to find a blog that is related to Ideology. In week 3 you need to find information from a large institution (eg Government) which is related to the theory of Discourse and Power.

Your Media Journal entry should include a link, screenshot or other evidence of the Media Source, as well as the analysis. All sources should be referenced and may include:

• An official website from a professional organisation (e.g. a government agency, the United Nations, or any official scholarly site)
• A blog (internet-based)
• A relevant social networking site. (This should not be, for example, Facebook generally, but a Facebook page or group. You may move beyond Facebook to Linkedin, FourSquare, Google+, Tumblr, Pinterest or any other social networking tool, but please be discerning).
• A film or television show
• A relevant film from YouTube
• An online or offline newspaper or magazine article

Note: Each of these types of resources needs to be referenced correctly.

Evaluative Criteria:

•   Careful selection of media source

•   Clear and coherent discussion of media source in relation to theory

•   Clear expression and structure

•   Effective and accurate use of writing and referencing

Assessment 3 – Major essay

Choose one (1) of the topics below. Discuss the way that various forms of the media are constructing meaning and representations of this topic in contemporary times. You should use examples from the current day media landscape and apply the theoretical approaches used in this unit to your discussion.

• Power and Politics           
• Nationalism                               
• Race and Otherness          
• Globalisation                      
• Gender, Youth and Desire   
• Environment
• Fashion and Identity  
• Media Activism

Evaluative Criteria:

•   Accurate use of the core terms

•   Clear and coherent argument

•   Clear expression and structure

•   Effective and accurate use of writing and referencing

FORMAT OF ASSIGNMENTS

Assignments must be word processed and have a title page containing your name; student number; unit code and title; the assignment title, and your tutor's name.

Your assignment should reflect current publication standards as follows:

• Word processed using size 12, black Times New Roman font and double-spaced
• Page layout: 3cm side margins and 2.5cm top and bottom margins
• Header information containing the unit code and title
• Footer information containing student name and number, and page number
• Primary headings: size 14, bold Arial font; sub-headings: size 12, bold Arial font

DISABILITY STANDARDS FOR EDUCATION (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes, Graduate Attributes and Assessment Requirements of this entry. PIBT will provide support (within the limits of reasonable adjustment) to those with special requirements. For further information regarding support for students with disabilities or medical conditions please contact the Student Counsellor.

GRADING CRITERIA FOR ASSESSMENTS

N                 Fail [0% - 49%]

A failure to satisfy the minimum requirements set. This grade can be a result of a late assignment or a poor quality piece of work which contains weak structure and grammar and many typographical errors. This grade is usually the result of insufficient work and effort or effort that has been misdirected.

C                Pass [50% - 59%]

The minimum requirements set have been satisfied to a basic degree. The level of critical engagement with unit content needs to be enhanced. Aspects of communication, such as structure and grammar, need to be closely reviewed; a significant number of typographical errors need to be eliminated.

CR              Credit Pass [60%-69%]

A developing grasp of the content has been demonstrated: terms and concepts have been generally defined and explained. A basic level of critical thinking is evident; a greater complexity needs to be applied. Aspects of communication, such as structure and grammar, need some improvement; frequent typographical errors need to be eliminated.

D                Distinction [70%-79%]

A very good grasp of the content has been demonstrated: terms and concepts have been effectively defined and interpreted. The core reading material and additional research have been critically engaged and synthesized in a coherent way. Elements of communication, such as structure and grammar, are of a sound level; few typographical errors are evident.

HD             High Distinction [80%-100%]

An outstanding grasp of the content has been demonstrated: terms have been activated with precision and major theorists and theories have been critically engaged, interpreted and integrated in a sophisticated, intelligent way. Elements of communication, such as structure and grammar, are of an excellent standard; at most, only very minor typographical errors are evident.

• TEXTS

There is no set textbook for this unit. All readings are available via the CMM1113D Moodle site.

REFERENCING:

PIBT adopts the APA (American Psychological Association) Referencing system which also complies with protocols used by ECU. 

• How to Reference APA Style – see easy-to-use flyer in your orientation pack.  Copies available at: http://www.pibt.wa.edu.au/students/documents
• Plagiarism Guidelines – See Student E-Café in PIBT portal

More in-depth information can be found at:

• ECU Referencing Guide – available at the ECU Bookshop or downloaded free at: http://www.ecu.edu.au/CLT/pdf/refguide.pdf
• American Psychological Association (APA) provides free tutorials at:

http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

More in-depth information can be found at:

• ECU Referencing Guide – downloaded free at: http://www.ecu.edu.au/CLT/pdf/refguide.pdf
• American Psychological Association (APA) provides free tutorials at:

http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

ACADEMIC MISCONDUCT:

Honesty in study and research is highly valued at PIBT and ECU, therefore academic misconduct is regarded as a serious offence.  Academic misconduct includes:

• Plagiarism;
• Unauthorised collaboration;
• Cheating in examinations;
• Theft of other students’ work;

Staff are expected to be critical of student work, looking for any evidence of plagiarism/cheating.  Staff may use search software to scan/record your work against the electronic works of others on the Internet.

"Plagiarism” means to knowingly or unknowingly present as one's own work the ideas or writings of another without appropriate acknowledgment or referencing, including…

• Paraphrasing text without acknowledging source (includes any copying)
• Paraphrasing text inadequately
• Copying another student's assignment (from any source)
• Copying of visual representations (cartoons, line drawings, photos, paintings, computer programs, images, tables, graphs)

Penalty:

First Offence: Award of zero for assessment

Second Offence: Award of zero for the unit

Third Offence: Possible risk of suspension from PIBT

Further information: See: Plagiarism Guidelines in the student portal.

Also see Assessment Policy and the Student Misconduct Policy which can be downloaded at: http://www.pibt.wa.edu.au/policies

ATTENDANCE:

Attendance is an important element of your success and as such it is compulsory, not only for visa regulations (for international students) but also a requirement for local students.  Students who are sick or absent from classes for valid reasons must…

• Submit an Explained Absence form to each lecturer for a signature of approval.  This should include a medical certificate or proof of valid reason for the absence.  This form must be submitted within 3 days (or at the next scheduled class if the lecturer is not available).
• Once completed, it is the student’s responsibility to submit the form and evidence to PIBT Reception as soon as possible.

In the event that attendance is considered unsatisfactory, formal written warnings will be sent to students and they may be required to see the Student Counsellor.

International students with a record of poor attendance and/or poor progress will be reported to DIBP. This may put your visa at risk.  Further information: See Attendance Policy at: http://www.pibt.wa.edu.au/policies

LATE SUBMISSION:

If a student is unable to submit a within-semester assessment task (i.e. assignment) on or by the due date, the penalty will be 5% (of the possible mark) per working day, and after one week the mark will be zero.

An exception may be granted if the student provides an Explained Absence form together with…

• Medical certificate (signed by lecturer and given to Reception by student), or
• Written explanation (signed by lecturer and given to Reception by student), in the case of personal circumstances which have the potential to significantly affect the performance of the student.

Evidence must be submitted within 3 days (or at the next scheduled class if the lecturer is not available – an email to the lecturer is also recommended). 

ADDITIONAL SUPPORT:

PIBT students have access to the following free support classes:

• English (ADU100) – enroll through the portal
• Computing or Mathematics – see the student portal for details
• Drop-in Help Sessions – see Course Coordinator or student portal for details
• Free online study skills seminars are available

http://central.pibt.wa.edu.au/studyskills/

The self-instructional materials cover study skills & time management, essay writing, oral presentations, referencing, revision/study techniques and preparing/writing for exams.

Further information: See Progress Policy at: http://www.pibt.wa.edu.au/policies

OTHER INFORMATION:

For other general information, refer to your PIBT Student Handbook or the online version at http://www.pibt.wa.edu.au/students/documents

LIST OF READINGS

Note: many of these readings are available via the CMM1113D site on Moodle. While you are not expected to use all of these readings, you will find them useful for completing your assessment tasks. Note: Core readings can be found on the weekly schedule. These are readings which will most commonly be referred to throughout this unit. 

Week 1

Cinque, T. (2012). What exactly is media and what is ‘new’ in new media? In T. Chalkley, A. Brown, T. Cinque, B. Warren, M. Hobbs & M. Finn (Eds.), Communication, new media, and everyday life (pp. 7-20). South Melbourne, Australia: Oxford University Press.

Herman, E. S., & Chomsky, N. (1988). Manufacturing consent: The political economy of the mass media. New York, NY: Pantheon Books.

O’Shaughnessy, M., & Stadler, J. (2008). Media & society: An introduction (4th ed.). South Melbourne, Australia: Oxford University Press.

Sardar, Z., & Van Loon, B. (1999). What is Cultural Studies? In R. Appignanesi (Ed.), Introducing Cultural Studies: A graphic guide (pp. 1-12). Cambridge, United Kingdom: Icon.

Week 2

Buchbinder, D. (1998). Performance anxieties: Re-producing masculinity. St. Leonards, Australia: Allen and Unwin.

Croteau, D., & Hoynes, W. (2003). Media society: Industries, images, and audiences. London, United Kingdom: Sage.

Thwaites, T., Davis, L., & Mules, W. (2002). Introducing cultural and media studies: A semiotic approach. New York, NY: Palgrave.

Week 3

Barker, C. (2000). Cultural Studies: Theory and practice. London, United Kingdom: Sage.

Bocock, R. (1992). Cultural formations of modern society. In S. Hall & B. Gieben (Eds.), Formations of modernity (pp. 229-274). Cambridge, United Kingdom: Polity.

Danaher, G., Schirato, T., & Webb J. (2000). Understanding Foucault. St. Leonards, Australia: Allen and Unwin.

Hall, S. (1992). The west and the rest: Discourses and power. In S. Hall & B. Gieben (Eds.), Formations of modernity (pp. 291-295). Cambridge, United Kingdom: Polity.

Hamilton, P. (1992). The Enlightenment and the birth of Social Science. In S. Hall & B. Gieben (Eds.), Formations of modernity (pp. 17-69). Cambridge, United Kingdom: Polity.

O’Shaughnessy, M., & Stadler, J. (2005). Media & society: An introduction (3^rd ed.). South Melbourne, Australia: Oxford University Press.

Week 4

Altheide, D. L. (2010). Fear, terrorism, and popular culture. In J. Birkenstein, K. Randell & A. Froula (Eds.), Reframing 9/11: Film, popular culture, and the “War on Terror” (pp. 11-22). London, United Kingdom: Continuum.

Bleiker, R., & Campbell, D. (2013). The Visual Dehumanisation of Refugees. Australia Journal of Political Science, 48(4), 398-416. doi: 10.1080/10361146.2013.840769

Fair, J. E., & Parks, L. (2001). Africa on camera: Television news coverage and aerial imaging of Rwandan refugees. Africa Today, 48(2), 35-57.

King, G. (2005). “Just like a movie”?: 9/11 and Hollywood spectacle. In G. King (Ed.), The spectacle of the real: From Hollywood to ‘reality’ TV and beyond (pp. 47-57). Bristol, United Kingdom: Intellect.

Sturken, M., & Cartwright, L. (2004). Practices of looking: An introduction to visual culture. London, United Kingdom: Oxford University Press.

Szorenyi, A. (2006). The images speak for themselves?: Reading refugee coffee-table books. Visual Studies, 21(1), 24-41. doi: 10.1080/14725860600613188

Wagman, Ira. (2012). The suspicious and the self-promotional: About those photographs we post on Facebook. In J. Finn (Ed.), Visual communication and culture: Images in action (pp. 145-154). London, United Kingdom: Oxford University Press.

Week 5

Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism. London, United Kingdom: Verso.

Avraham, E., & First, A. (2006). Media, power and space: Ways of constructing the periphery as the ‘other’. Social & Cultural Geography, 7(1), 71-86. doi: 10.1080/14649360500451741

Burney, S. (2002). Manufacturing nationalism: Post-September 11 discourse in United States media. Studies in Media & Information Literacy Education, 2(2), 1-9. doi: 10.3138/sim.2.2.003

Connell, J., & Gibson, C. (2003). Sound tracks: Popular music, identity, and place. London, United Kingdom: Routledge.

Crawford, E. (2011). Them and us: Why they are nationalists and we are not. An analysis of journalists’ language in relation to Others. Journalism, 13, 620-638. doi: 10.1177/1464884911431369

Fischer, A., & Sonn, C. (2002). Psychological sense of community in Australia and the challenges of change. Journal of Community Psychology, 30(6), 597-609.  

Pugsley, P. C., & Khorana, S. (2011). Asserting nationalism in a cosmopolitan world: Globalized Indian cultures in Yash Raj films. Continuum: Journal of Media and Cultural Studies, 25(3), 359-373.

Renan, E. (1882). What is a Nation? Retrieved from http://ucparis.fr/files/9313/6549/9943/What_is_a_Nation.pdf

Week 6

Akito, K. (2006). Orientalism and the binary of fact and fiction in Memoirs of a Geisha. Global Media Journal, 5(9), 1-22.

Hall, S. (Ed.). (1997). Representation: Cultural representations and signifying practices. London, United Kingdom: Sage.

Markus, A. (2002). Racism and refugees: An Australian tradition. The Australian Rationalist, 60/61, 16-22.

Said, E. (1978). Orientalism. London, United Kingdom: Routledge & Kegan Paul.

Sardar, Z., & Van Loon, B. (1999). Representation of the other. In R. Appignanesi (Ed.), Introducing Cultural Studies: A graphic guide (pp. 13-23). Cambridge, United Kingdom: Icon.

Week 7

Barry, P. (2002). Beginning theory: An introduction to literary and cultural theory. Manchester, United Kingdom: Manchester University Press.

Hutcheon, L. (2006). Postmodernism. In S. Malpas & P. Wake (Eds.), The Routledge companion to critical theory (pp. 115-126). London, United Kingdom: Routledge.

Jameson, F. (1998). Cultural turn: Selected writings on the postmodern 1983-1998. London, United Kingdom: Verso.

Lucy, N. (2010). POMO OZ: Fear and loathing Downunder. Fremantle, Australia: Fremantle Press.

O’Shaughnessy, M., & Stadler, J. (2005). Media & society: An introduction (3^rd ed.). South Melbourne, Australia: Oxford University Press.

Week 8

Ritzer, G. (2012). Globalization: A basic text. Chicester, United Kingdom: Wiley.

Ritzer, G. (2002). Obscene from any angle. In R. Araeen, S. Cubitt & Z. Sardar (Eds.), The third text reader in art, culture and theory (pp. 316-329). London, United Kingdom: Continuum.

Van Krieken, R. (2006). Sociology: Themes and perspectives (3^rd ed.). Frenchs Forest, Australia: Pearson Education.

Week 9

Dauvergne, P. (2007). The shadows of consumption: Consensus for the global environment. Cambridge, MA: MIT Press.

Robbins, R. H. (2001). Global problems and the culture of capitalism. London, United Kingdom: Allyn & Bacon.

Week 10

Fiske, J. (1989). Reading the popular. Cambridge, United Kingdom: Unwin Hyman.  

Orlebar, J. (2011). Television handbook. Hoboken, NJ: Taylor & Francis.

Railton, D., & Watson, P. (2005). Naughty girls and red blooded women: Representations of female heterosexuality in music video. Feminist Media Studies, 5(1), 51-63.

Week 11

Hebdige, D. (1979). Subculture: The meaning of style. Florence, SC: Routledge.

Kaiser, S. B. (2012). Fashion and Cultural Studies. London, United Kingdom: Berg.

Leitch, V. (1996). Costly compensations: Postmodern fashion, politics, identity. Modern Fiction Studies, 42(1), 111-128.

Week 12

Cammeats, B. (2007). Jamming the political: Beyond counter-hegemonic practices. Continuum: Journal of Media and Cultural Studies, 21(1), 71-90.

Jensen, P. K. (2013). Clever mashups: Online parodies and the contingency of meaning. Continuum: Journal of Media and Cultural Studies, 27(2), 283-293. doi: 10.1080/10304312.2013.766312

• GRADUATE ATTRIBUTES

Learning is not just about acquiring a static set of knowledge and skills, it is also about developing generic skills that can be used to further life-long learning and engagement with the community. PIBT has investigated the Graduate Attributes incorporated into ECU courses, Employability Skills as determined by the Australian Skills Quality Authority (ASQA) and Skills for Success as defined by Graduate Careers Australia and found overlap between learning outcomes identified by stakeholders. The PIBT Teaching and Learning Plan developed these Learning Outcomes through delivery of our courses, with different units sharing responsibility for different outcomes.