mcc236/ mcc566 media audiences and the public

MCC236/ MCC566 Media Audiences and the Public Unit Information and Learning Guide Unit Coordinator Dr. Jennifer Robinson Interactive Television Research Institute & Media, Communication and Culture Contact details Office: E&H 2.044 p: 9360.2041 or 9360.7494 e: [email protected]

© Published by Murdoch University, Perth, Western Australia, January 2010. Originally written by Sharon Delmege, Dec 2008 Revised by Jennifer Robinson, Jan 2010 This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of the publisher.

CONTENTS

Unit Information Introduction 1

Aims & Objectives (Alignment Table) 3 Study Schedule 7

Resources for the unit 8 Assessment 10 Lecture/Tutorial Learning Guide Topic 1 Audiences & Publics 19 Topic 2 Media-Audience Relationship 21 Topic 3 Audience Research 23 Topic 4 Media Reach 25 Topic 5 Media Effects 27 Topic 6 Responding to the Screen 29 Topic 7 Trends in Audience Research 31 Topic 8 Persuasion & Social Marketing 33 Topic 9 Social/Citizen Media 35 Topic 10 Agenda setting, Issues & Activism 37 Topic 11 Public Opinion, Image & Performance 38 Topic 12 Final Test 39

Media Audiences and the Public MCC236/ MCC566

Unit Information

This information should be read in conjunction with the online learning materials that can be found on

your MyUnits page.

MCC236/566 Unit Information 1

ONE Introduction

Unit overview Welcome to Media Audiences and the Public. Media technologies and digital forms of access and delivery provide audiences with so many ways of engaging with the media that the role of the media in our lives has never been more important or more difficult to identify and discuss. Media and communications professionals have different reasons for wanting to study audiences and the public, so this unit will provide practical knowledge about how media audiences/publics are analysed and review major theoretical issues in audience analysis. The relationship between media and audiences changes with different content and media. For example, an independent filmmaker will be primarily focused on the individual viewer’s experience of the content and how they interpreted its meaning. Conversely, a video game designer will be interested in measuring the same experience so they can improve and tailor the content & design, not to analyse its meaning. We will be exploring different approaches to understanding and analysing an audience’s experience, including broad social effects, individual responses to the screen, trends in audience fragmentation, persuasion, and user generated content. Everyday, we are also addressed as part of a ‘public’ from newspaper stories about the views of ‘the Australian public’ courtesy of the latest opinion poll to television advertisements that instruct us about the dangers of drinking copious amounts of alcohol. The public in this broad sense is mainly encountered in mediated forms and constituted through mass media discourse. We will therefore also consider theories that inform public and political communication, focusing specifically on the media-public dynamic.

2 MCC236/566 Unit information

Lectures: Mondays 10:30-11:20 ECL.4 It is vital that you attend the lectures as tutorial discussions relate to lecture material (external and offshore students should view the lectures captured on Lectopia that has both audio and a capture of the projected screen). This unit information and learning guide is on the LMS site and you can listen to the lecture recordings on Lectopia. Lecture notes, when available, will also be posted on LMS.

Unit Coordinator details

Unit Coordinator: Dr. Jennifer Robinson MCC Office: E&H 2.044 Phone: 9360.2041 or 9360.7494 Consultation time: Monday 3-4:30pm & Thursday morning by appointment Email: [email protected]

Tutor contact details

Tutor’s name: ______________________ Room: ______________________ Phone: ______________________ E-mail: ______________________ Consultation time: ______________________

Technical help

For technical difficulties contact the IT Service Desk: [email protected] or phone 9360 2000. For difficulties with other online materials contact your Unit Coordinator.

Prerequisites

You will need to have completed MCC108 or have the permission of the Unit Coordinator to participate in this unit


Aims and objectives (see details in the alignment table)

Unit aims The broad aims of this unit are to:

1. Build knowledge and skills related to identifying and analysing an audience and/or public.

2. Develop critical thinking and professional writing skills

Learning objectives On successful completion of the unit you should be able to:

1. Communicate orally and in writing to a developed standard 2. Collect, analyse and evaluate information and ideas clearly and critically 3. Cooperate in team learning 4. Take responsibility for your own learning 5. Display a professional commitment to ethical practice on a daily basis 6. Apply key concepts and theoretical approaches of media audience theory and

public communication. 7. Be proficient at conducting and writing up an audience analysis

Graduate Attributes This unit will contribute to the development of the following Graduate Attributes See http://www.murdoch.edu.au/teach/studyat/attributes.html

1. Communication: Professional communication and information technology skills for writing, speaking and listening

2. Critical & creative thinking: Collect, analyse and evaluate information and ideas by thinking clearly, critically and creatively

3. Social interaction. Relates to & collaborates with others to exchange views and ideas and achieve desired outcomes through teamwork, negotiation & conflict management.

4. Independent and lifelong learning. Capacity to be a self-directed learner and thinker and to study and work independently.

5. Ethics: An awareness of and sensitivity to ethics and ethical standards on interpersonal and social levels, a field of study and profession.

6. In-depth knowledge of a field of study. A comprehensive and in-depth knowledge of media audience theory, public & political communication, how to conduct a public communication campaign and write a case study.


Alignment Table MCC236 Media Audiences and the Public

Learning outcomes aligned with graduate attributes, teaching and learning activities, and assessment: level 2 Developed

Intended Learning Outcomes

Murdoch University Graduate Attributes

Student Learning Activities

Assessment Criteria 1

Audience Analysis 30%, 3000 words


Essay 25% 2000–2500 words

Assessment Criteria 3 Test 25% 50 mins


Tutorials 20%

Upon successful completion of this unit, students should be able to:

Graduates of the School of MCC will be able to demonstrate

To help students develop these outcomes and graduate attributes

To allow students to demonstrate



Participation and weekly reports for students to demonstrate

1.Communicate orally and in writing to a developed standard: -Present written information clearly and concisely -Listen with respect -Participate confidently in discussion -Provide a clearly structured professional report

Communication Professional communication and information technology skills for writing, speaking and listening.

-Prepare and participate for each tutorial discussion. -Draft, edit and turn in an audience analysis, essay and tutorial weekly reports

-Accurate audience report structure, format acceptable for a client -Clear and concise written expression of ideas using appropriate language and referencing skills

-Coherent and convincing written argument to support case study. -Clear and concise written expression of ideas using appropriate language and referencing skills

-Clear and concise written expression

-Clearly structured responses to readings -Relevance, clarity of contribution. -Listens to others with respect.

2. Collect, analyse and evaluate information and ideas clearly and critically: -Critically evaluate contemporary mass media -Collect primary data -Analyse data for findings and implications -Revise judgements in light of new evidence.

Critical & creative thinking Collect, analyse and evaluate information and ideas by thinking clearly, critically and creatively

-Access materials in required texts, online or in the library and read them critically. -Make own notes from lectures and readings and review them critically. -Research and evaluate the usefulness of information found.

-Apply a range of relevant research appropriately. -Collect primary & secondary data -Analyse data for findings and implications -Coherent and convincing synthesis & analysis

-Apply a range of relevant research appropriately. -Critical engagement with research. -Coherent and convincing argument. -Demonstrate a voice.

-Critical application of theory and concepts

-Contribution to understanding, critical analysis, originality, comparative insight -Consistency of valuable contribution -Evidence of learning in the unit of study


Intended Learning

Outcomes Murdoch University Graduate Attributes

Student Learning Activities

Assessment Criteria Audience Analysis

Assessment Criteria Essay

Assessment Criteria Test

Assessment Criteria Tutorials

3. Co-operates in team activities (displays teamwork)

Social interaction Relates to & collaborates with others to exchange views and achieve desired outcomes through teamwork, negotiation & conflict management.

-Tutorial class and group activities

-Work collaboratively in and out of class. -Pose questions that increase learning of the class -Raise current examples that relate to your class

4. Takes responsibility for own learning -Self-reliant and able to work independently -Organization skills to complete assessments with required components -Prioritise time to meet the needs of study, work, family

Independent and lifelong learning Capacity to be a self-directed learner and thinker and to study and work independently.

-Required to make own notes from lectures and readings. -Required to conduct own research. -Required to adhere to timetables and deadlines.

-Evidence of well thought through, relevant primary research. -Access materials in required texts, online or library. -Meet submission deadlines.

-Evidence of extra relevant research. -Access materials in required texts, online or library. -Meet submission deadlines.

-Review semester independently. -Use appropriate time management in the exam.

-Attend all classes. -Complete assigned weekly activities.

5. Professional commitment to ethical practice on a daily basis.

Ethics An awareness of and sensitivity to ethics and ethical standards on interpersonal and social levels, a field of study and profession.

-Required to acknowledge all sources fully and appropriately. -Give truthful answers to in-class surveys -Report accurate research methodology

-Honest account of method & data -All ideas and sources cited fully using APA, Chicago or the Harvard system. -A full and accurate Reference list.

-No plagiarism -All ideas and sources cited fully using APA, Chicago or the Harvard system. -A full and accurate Reference list supplied.

-No cheating. -Complete own work for tutorial reports -Participate honestly in unit exercises & discussions

6. Apply key concepts & theoretical approaches of media audience theory and public communication. 7. Proficient practical skills for audience analysis

In-depth knowledge of a field of study A comprehensive and in-depth knowledge of media audience theory, public communication, and audience research.

-Read text -Make own notes and summaries pre class -Attend tutorials & participate in class -Review notes and

-Applies key concepts and theories to audience analysis accurately and appropriately

-Depth of understanding

-Accurately applies key concepts. -Depth of understanding and application of relevant theory & research methods.

-Applies key concepts and theories to audience analysis -Extends discussion


summaries after class


How to study this unit

The most important attribute is to approach lectures, tutorials, and readings ready to engage about audiences and publics in a wide array of situations. I find this area fascinating, see it applied every day, and hope we’ll have at least a little fun along the way. This unit is built on four complementary activities: lectures, readings, tutorials and assessment. Although it’s tempting to focus on the assessments, the readings and lectures will be critical avenues for understanding the material covered in the assessments. You won’t read everything in the study guide—I never did either. But, you will be expected to cover the required readings and any additional readings the tutor or unit coordinator feel need to be assigned. Thoughtful questions are encouraged when they dig deeper into the topic, and I am happy to discuss your questions about media, audiences and the public after lecture or during consultation times. You are second year university students, so I will expect well-developed critical thinking, attention to detail in your writing, and the application of media theory and concepts to current media culture. Of course, if you work on your ability to integrate concepts together and think about research ideas, then you’re well on your way to mastering the graduating skills.

Learning activities

Lectures—yes there are 11 of them. Lectures will be available about 48 hours after the lecture as screen capture recordings through Lectopia on the LMS site for this unit (you can reach it from MyUnits). Lecture slides will also be available about 48 hours after the lecture. Find a friend who can help with lecture notes if you are delayed or can’t attend a lecture. Tutorials—yes there are 12. In addition to discussing the readings, the tutorials will provide practice exercises in audience analysis that will be the core skills required your audience analysis assignment. Completing the pre-tutorial reaction paper (tute report) and exercises when assigned will be critical for your effective participation in the tutorial sessions. A discussion group on LMS will be available for each tutorial group where you can post your weekly tute report and the tutor can facilitate discussion.

Attendance

We’re all adults and attendance is a basic professional courtesy. I encourage you to extend that professional courtesy and respect to any interactions with your tutor and unit coordinator. Although attendance is not technically required, you will assessed on your participation in tutorial sessions, so I wouldn’t encourage you to miss very often. Similarly, lectures will set up the content for the final test and will provide insight into the topic of the week, and you should attend in person whenever practicable.


Study schedule (internal students) This timetable will help you to plan your study over the semester.

Topic Tutorial Assignment*

Assessment Due

1. Intro: Audiences & Publics Tute Report 1

2. Media-Audience Relationship Tute Report 2

3. Audience Research Tute Report 3 In tutorial: report audience selection for Audience Analysis (AA) paper

4. Media Reach Tute Report 4 Wednesday: draft description section for AA paper (5%)

5. Media Effects Tute Report 5

6. Responding to the Screen Tute Report 6 Wednesday: Essay due (25%)

7. Trends in Audience Research Tute Report 7

8. Persuasion & Social Marketing Tute Report 8 Wednesday: draft method section for AA paper (5%)

9. Social/Citizen Media Tute Report 9 Wednesday: draft findings section for AA Paper (5%)

10. Agenda Setting, Issues & Activism Tute Report 10

11. Public Opinion, Image & Performance Monday: Final Audience

Analysis Paper (15%)

12. Final Test (Closed Book) Test (25%)

Study Break

Assessment

*Note: Weekly Tutorial Reports are due 5pm Friday of each week to be posted to the LMS discussion group. You should focus on the next week’s readings for the tutorial report and read guidelines in the learning guide.


TWO Resources for the unit

Unit materials To undertake study in this unit, you will need:

Essential Textbook

1. McQuail, D. (1997). Audience Analysis. Thousand Oaks, CA: Sage.

Online

Resources

Your Online Unit (LMS) and Lectopia recordings can be accessed from your MyUnits page. We will use the Online Unit (LMS) resource weekly, so please make sure you can access it for discussion groups, announcements and other information.

Library

Resources

ECMS: Electronic Course Material & Reserve info http://prospero.murdoch.edu.au/search~S1 Required reading materials have, where possible, been placed on ECMS for this unit. The recommended readings have, where possible, been placed on reserve in the library.

Recommended

Readings

In addition to the books from which the recommended and required readings are taken, the following are also good resources for your essay and audience analysis papers. 1. Gunter, B. & Machin, D. (2009). Media Audiences, Vol 1-4. London:

Sage. Located at 302.23 MED 2009 in the reference section at Murdoch, South St campus.

2. Balnaves, Mark, Stephanie Hemelryk Donald and Brian Shoesmith, Media Theory and Approaches: A Global Perspective, (2009) NY: Palgrave Macmillan.

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3. Coombs, Maxwell, (2004) Setting the Agenda: The Mass Media and Public Opinion, Cambridge: Polity.

4. Jennings Bryant and Susan Thompson, (2002) Fundamentals of Media Effects, Boston: McGraw –Hill.

5. Sparks, Glenn G., (2006) Media Effects Research, Melbourne: Thomson Wadsworth.

6. Thompson, John. The Media and Modernity: A Social Theory of the Media. Cambridge: Polity Press, 1995.

7. Croteau, David and William Hoynes. Media/Society: Industries, Images and Audiences. Thousand Oaks, CA: Pine Forge Press, 2000.

Essay & Report

Writing Resources

1. Bazerman, Charles, and Harvey S. Wiener. Writing Skills Handbook. 4th Ed. Boston: Houghton Mifflin, 1998.

2. Clanchy, John, and Brigid Ballard. Essay Writing for Students. Melbourne: Longman Cheshire, 1991.

3. Kane, Thomas, S. The New Oxford Guide to Writing. New York: Oxford University Press, 1988.

4. Marshall, Lorraine, and Frances Rowland. A Guide to Learning Independently, 2nd Ed. Melbourne: Longman Cheshire, 1993.

5. Taylor, Gordon. The Student's Writing Guide for the Arts and Social Sciences. Cambridge: Cambridge University Press, 1989.

6. Wallace, Andrew, Tony Schirato and Philippa Bright. Beginning University: Thinking, researching and writing for success. Sydney: Allen and Unwin, 1999.

Media

Consumption

It is essential for this unit, and for the other media units that you do during your course, that you regularly spend time reading newspapers and magazines, watching television news and current affairs, listening to the radio news and current affairs, as well as accessing the internet. Australian: ‘The Media’ section in The Australian newspaper on Thursdays; Media Watch programme on ABC television, Monday nights at 9.15pm; The Media Report on ABC Radio National, Thursdays at 8.30am http://www.abc.net.au/rn/talks/8.30/mediarpt/default.htm Difference of Opinion ABC 1 http://www.abc.net.au/tv/video/downloads.htm International: National Pubic Radio www.npr.org Guardian Unlimited www.guardian.co.uk New York Times, Media & Advertising section www.nytimes.com

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THREE Assessment

Assessment components

Internal students: You will be assessed on the basis of:

Assessment Description Value Due

Essay Essay (2000-2500 words) 25% 5pm Wednesday of Topic 6

Audience Analysis Report

3 x section drafts Final report (2500-3000 words) 30% 5pm Monday of

Topic 11

Test Closed book 25% During lecture of Topic12

Weekly Tute Reports

Reaction to next week’s readings and questions for tutorial 15% 5pm Friday for

Topics 1-10 Tutorial participation Quality of contribution 5% Weekly

External students: You will be assessed on the basis of:

Assessment Description Value Due

Essay Essay (2000-2500 words) 25% 5pm Wednesday of Topic 6

Audience Analysis Report

2 x section drafts & a final report (2500-3000 words)

30% 5pm Monday of Topic 11

Test Closed book, online 25% Lecture day of Topic 12

Weekly Tute Reports

Reaction to weekly readings and questions for online discussion 15% 5pm Monday of

Topics 4, 8 & 11 Discussion participation

Quality of response to other student posts 5% For each topic


Assignment submission

You have 2 major assessments that need to follow the assignment submission guidelines: audience analysis and essay. Here are some tips for handing in the best possible assignments:

• Backup regularly and keep hard copies of your assignments. • Use the assessment criteria list in the alignment table to check you have

addressed all of the criteria before you submit your assignment. • All assignments must demonstrate knowledge of the relevant unit

readings and you are also encouraged to demonstrate extra research. • For information on how to cite references, access:

http://wwwlib.murdoch.edu.au/guides/cite.html Internal students must submit their assignment with a cover sheet by 5pm. External students may e-mail an attachment or submit a hard copy by 5pm.

Assignment cover sheets

Paper assignment submissions Please use the MCC Cover Sheet if submitting your assignment as a hard copy via the MCC Assignment Box located on the 3rd floor of E&H building on the Murdoch campus. External students need to use the cover sheet and procedures outlined in the letter from the External studies office. Electronic assignment submission Assignments should be submitted electronically through the LMS (Online Unit). In fact, it is preferred that you submit your assignment electronically in addition to the paper copy for this unit. Where assignments are submitted in Microsoft Word, the coversheet and assignment should be submitted as a single file. When submitting assignments electronically, please use the Electronic Cover Sheet available at: http://www.murdoch.edu.au/admin/policies/electronic.html So your work doesn't get mixed up with others', use a filename which follows the convention: Last name, your first initial and your Student Number Unit Code, Assignment Number, the first three characters of. e.g. ChongJ_12345678_ MCC236_Assign2 for student Jun Chong.

Assignment Extension Please have a chat with me if you are having any kind of difficulty that is hindering your study. If you are sick or you can’t complete an assignment on time, let me know early on or before the assignment is due. Computer problems and too much work in other units are not reasons for extensions. Late work will receive a deduction of 10% for each day late.

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Determination of the final grade

Assessments will be marked by your tutor and moderated by the Unit Coordinator to ensure equity of marking by different tutors on the same unit, as well as consistency across different offerings on the unit (including offshore locations). The major assessments will receive a percentage and grade, although the weekly tute reports may only receive a letter grade that will be averaged across reports for the final grade. Final marks will be calculated using percentages for each assessment in the proportions indicated in the assessment component table. The grade descriptors are provided in the Murdoch University Handbook and Calendar and at http://www.murdoch.edu.au/admin/policies/assessment.html#11

Notation Grade Percentage Range

HD High Distinction 80 – 100 D Distinction 70 – 79 C Credit 60 – 69 P Pass 50 – 59 N Fail Below 50 DNS Fail Did not participate in any

assessments after HECS census S Supplementary Assessment 45 – 49*

*The award of the grade of S shall be at the discretion of the Unit Coordinator.

University policy on assessment

Assessment for this unit is in accordance with the provisions of Degree Regulations 40–48. Check these in the current Murdoch University Handbook or http://www.murdoch.edu.au/admin/legsln/regs/bachelor.html#assessment

Assessment roles and responsibilities

Please refer to the University Policy on Rights and Responsibilities of Students and Staff: http://www.murdoch.edu.au/admin/policies/assessment.html#8

Academic Integrity

Murdoch University encourages its students and staff to pursue the highest standards of integrity in all academic activity. Academic integrity involves behaving ethically and honestly in scholarship and relies on respect for others’ ideas through proper acknowledgement and referencing of publications.


Lack of academic integrity, including the examples listed below, can lead to serious penalties. Find out more about how to reference properly and avoid plagiarism at: http://www.murdoch.edu.au/teach/plagiarism

Plagiarism Inappropriate or inadequate acknowledgement of original work including: • Material copied word for word without any

acknowledgement of its source • Material paraphrased without appropriate

acknowledgement of its source • Images, designs, experimental results, computer

code etc used or adapted without acknowledgement of the source.

Ghost writing An assignment written by a third party and represented

by a student as her or his own work. Collusion Material copied from another student’s assignment with

her or his knowledge. Purloining Material copied from another student’s assignment or

work without that person’s knowledge. Adapted from Section 9.3 of the Assessment Policy, Plagiarism and Collusion: http://www.murdoch.edu.au/admin/policies/assessmentlinks.html#9. Plagiarism-checking software The University uses software called Turnitin that checks for plagiarism. The Coordinator may have added a link to Turnitin in your online unit. Please note that when you or your Unit Coordinator submit assignments electronically to Turnitin, a copy of your work is retained on the database to check collusion and future plagiarism. The University has a legal agreement with Turnitin that it will not share or reproduce student work in any form.

Non-discriminatory language Please refer to: http://www.murdoch.edu.au/teach/studyat/non_disc.html

Student appeals and grievances handling processes Please refer to: http://www.oss.murdoch.edu.au/grievances/

Conscientious objection in teaching and assessment

This relates to an objection based on an individual’s deep moral conviction of what is right and wrong. For guidelines on conscientious objection, see http://www.murdoch.edu.au/vco/secretariat/admin/gdelines/consciobj.html

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Assessment Details 1. Essay (25%) 2000-2500 words Due: Wednesday Topic 6 Choose one of the following topics to discuss. Remember that you are discussing it and don’t have to support the thesis given, you can also disagree, modify or qualify. Depending on your specific area of interest, you can focus on either an audience or a public for this essay—just define your parameters early in the essay. Keep your topic 'focused' and 'manageable'. One way is to choose either 1 example to follow throughout, or keep to 1 or 2 common examples to illustrate the points in the body of your essay. Your use of relevant theory and concepts from the reading is more important than application to lots of examples.

Essay Topic Choices: 1. The audience (public) is difficult to identify and reach in the 21st century. Discuss. 2. Modern technology has made the relationship between media and audience

(public) more interactive. Discuss. 3. Modern politics and public life are about the management of visibility and the

mobilisation of public opinion. Discuss Requirements: • You MUST apply relevant theory from the unit readings • Have a minimum of 10 unique sources, with no more than 5 secondary sources • Keep to the 2000-2500 word limit (not including references) • Cite all sources using APA, Chicago or Harvard reference style • Complete the Assessment Criteria sheet online & submit with essay Grading Criteria: The specific grading rubric will be supplied, however, the general criteria include: A. Alignment Grid assessment criteria (look at the table) B. Essay Construction

• Introduction: sets real-world context; states position/thesis statement to be developed (should relate directly to the chosen essay topic: support, refute or modify)

• Body of essay: Develop clear argument of support for the thesis statement; at least 3 different points; acknowledge issues that challenge or limit the thesis

• Conclusion: Summarizes position and support for it C. References:

• Minimum of 10 different sources; • No more than 50% secondary source material. Note: secondary source

material (e.g. dictionary, text chapter) is where the authors make a point based on someone else’s analysis or data rather than collecting or reporting their own. At university, this should not be more than 50% of their references unless specified as necessary for an assignment.


2. Audience Analysis Paper (30%) 2500-3000 words Due: Monday Topic 11 This assignment will give you the opportunity to research an audience or public of your choosing. Grading Criteria will be based on the assessment criteria in the alignment table. Requirements: Half of your grade will come from draft sections handed in through the semester (15%) with the other portion given to the final paper that should incorporate your tutors feedback, complete the last section of the paper, and have an appropriate corporate report format. • Section 1 draft (5%): audience identification (inc secondary research) Due Topic 4 • Section 2 draft (5%): audience research draft (3 ‘research’ techniques) Due: Topic 8 • Section 3 draft (5%): audience analysis (descriptive stats and summary based on

research) Due: Topic 9 • Section 4: research proposal based on research, Due with final paper (Topic 11) Process: Step 1: Selecting an audience or public. Think of a media topic that is interesting for you, and identify the audience based on that area of interest. For example, in the area of health campaigns, you might select breast cancer survivors or teen smokers. Journalists might be interested in regular users of Perth.now or ABC Radio listeners. Media studies students could be interested in reality TV devotees or Wii addicts. These are just brief examples, the actual audience or public must interest you because you’ll be researching it for the next few weeks. Tip: The more specific your selection in the beginning, the easier the task will be, as you can always talk to your tutor and expand your choice if there is not enough information available on them. For example, instead of selecting social media users, you would be better to select Australian young adults who use Facebook. Step 2: Secondary research about the audience/public. This is where you will do a literature review based report that summarizes key information already known about your public (e.g. demographics). You can also summarize academic study finding and theory concepts that help you and your reader understand this audience, what they do and what motivates them. Step 3: Original research. You will conduct three small exercises to practice asking questions about this audience. For example, you could do a content analysis, poll of convenient audience members, and an in-depth interview with one. Alternatively, you could do a usability test, survey, and observation or field study of your audience. We will discuss several methodologies this semester and you can use any combination of these. However, your methods must be approved by your tutor to ensure they are ethical and small enough in scope that you can complete them appropriately for this assignment. Step 4: Analysis. Summarize the findings from each of your three research exercises. Then synthesize them together to discuss what you have learned about your audience (or public) from the project.


Step 5. Research proposal. If you were to conduct an honours research project with this audience as the focus, outline a research question or hypothesis you would like to explore that will add to your knowledge or understanding of this audience and its relationship to media. Step 6. Format Final Report. Format your assignment as a professional report rather than a lab report or essay. You will need to think about how to present graphs, what goes in an appendix, and how to write concisely. Your tutor will go over a couple of examples with you. Audience Analysis Report Content. The final report will contain the following elements:

Title page – title, unit name, date submitted, your name and student number Table of Contents – list all headings, references, appendices and include page numbers. Executive Summary: 1 page max. - summarise key findings, analysis & conclusions 1.1 Introduction Industry or real-world context for being interested in this audience/public

Name your target audience 1.2 Audience/Public Background Demographics and other stats about the audience What does research tell you about what they do and why? Apply or summarize concepts from the unit readings that seem appropriate 2.1 Research exercise 1 Research question: why do it? Sample & method: what you did Results: What you found 2.2 Research Exercise 2 Research question: why do it? Sample & method: what you did Results: What you found 2.3 Research Exercise 3 Research question: why do it? Sample & method: what you did Results: What you found 3.1 Discussion/Analysis Synthesis of findings from three exercises.

What do they reveal about your audience/public when you put them all together? Do they reveal anything about a theory or concept from the unit we’ve read about?

4.1 Research Idea/Proposal References—see library’s Citation Guide http://wwwlib.murdoch.edu.au/guides/cite.html Appendices – for supplementary/non-vital material (e.g., tables, survey questions).

3. Final Test (25%) Due: In-lecture Topic 12

There will an end-of-semester test in the final lecture timeslot. The test will be comprised of short answer questions (usually a paragraph long) and will cover information from the weekly readings and the lectures. • You may only sit the test at a later date if there are exceptional circumstances or

you have a doctor’s certificate. This must be approved by the Unit Coordinator.

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Internal students will have 50 minutes to complete the test. External students will have 50 minutes to complete the test online.

4. Tutorials (20%) Due: Weekly

Tutorials are intended to help you: • reflect on and interpret the weekly reading • practice audience analysis techniques • improve oral and aural skills so that you are able to ask questions, express ideas

confidently and clarify ideas through discussion • develop teamwork, tolerance, mutual respect and skills in negotiation 4.1 Weekly Tutorial Reports (15%) Your tutor’s role is to guide you, not to ‘teach’ you the content or to ensure that you complete assessments. Please prepare for tutorials by completing your reading and submitting your response to the readings to your group discussion. Requirements: You must post 3 well-written paragraphs, plus 2 questions that can be discussed in tutorial, that represent your response to the required reading(s) for the next week. You do not have to summarize the reading…everyone else would have read it, too, but your paragraphs will demonstrate you understand the concept and haven’t pulled it from thin air. Here are some examples of what you might focus on in a paragraph: • “concept/comment X stood out to me because I hadn’t thought about X in that way”

and then explain further • “X does not seem to correspond with a previous reading I did…so perhaps an

alternative should be proposed” and then explain • “X current event is a good example of this concept at work” and then explain how

the concept applies to the current event Questions should either higher order thinking skills (not definitions). Explain, compare, apply, synthesis, analysis of a point. The goal is to provide conversation starters for the tutorial that will help you and your group be better prepared for the assignments and test. Grading Criteria: Each week’s report will be graded out of 10 according to the following breakdown. As the semester progresses you will be asked to respond to another group member’s post, which will become a criteria for part of the response paragraph points. • 2 pts: questions/conversation starters (1 pt each) • 8 pts: response paragraphs (2 pts per paragraph; 2 pts for higher-order critical

thinking skills being demonstrated) For 2 points, each paragraph must: (1) reference one of the next week’s readings by author, date and page; and (2) include content that is more than a summary of what was in the article.

4.2 Participation (5%) To participate productively in tutorials and online discussions, it is essential that you also prepare by listening to the lecture and making your own notes, completing the readings for the week, and making your own notes.


Grading Criteria: You will not be graded on what you know, but on your engagement with the unit in tutorials. This is based on how effectively you, • prepare and present your assigned weekly tasks. • engage thoughtfully in dialogue and debate with other students.

20 MCC236 Learning Guide

Media Audiences and the Public MCC236/ MCC566

Learning Guide

This Learning Guide contains topic by topic information including: objectives and introductory notes to each topic, a list of required readings, study questions,

tutorial/discussion topics, and suggestions to keep your assessment assignments on track.

This information should be read in conjunction with the online learning materials that can be found on your MyUnits page. This information is designed to help you move through the

unit in a way that will lead to thorough, critical and reflective learning. Although the study questions/practice exercises are optional, they will help you consolidate your learning and

assist you in becoming an independent learner.

MCC236 Learning Guide 21

TOPIC 1 Introduction: Audiences & Publics

Introduction

The lecture and tutorial this week will be an introduction to how audiences and publics are formed, identified, communicated with and measured. We will discuss different ways of defining an audience, and examine what distinguishes it from a public. Audiences can be stable over long periods of time or form for a specific issue and event. Being in a particular audience can be a core attribute of you as an individual (e.g. Trekkies, gamers) or based on a casual interest in a particular medium. The public is a term that is used in a very generic way, and today we will start to explore more rigorous and specific ways to define and identify a public. Over the semester, in addition to learning theoretically about audiences and publics, we will be discussing ways to measure and analyse these groups. In particular, we will focus on industry research approaches that will be useful not only in your careers, but also as preparation for honours and post-graduate study if you find a topic or audience you’re passionate about. Much of this learning will be done in your tutorials, beginning this week with an exercise on defining and identifying distinct audiences. You will be introduced in tutorial to the weekly tute reports that should be posted online to your assigned discussion group (tute group). These will be assessed, and should be completed on time so that your tutor can use them in preparation for your tute. The goal is that by the end of the semester, you are responding to the post of your fellow tutorial members in crafting your response as well as your own reflection on the readings.

Required Reading

McQuail, D. (1997). Audience Analysis, Thousand Oaks, CA: Sage, chapters 1-3 (pp. 1-42). There are copies of this book on reserve in the library and in the bookstore.

Additional Reading

Livingstone, S. (2005). “On the relation between audiences and publics” in S. Livingstone (Ed) Audiences and publics: When cultural engagement matters for the public sphere (pp.17-41). Bristol, UK: Intellect Books.

Learning objectives • Explain characteristics of an audience and public according to at least two different theories • Identify an audience for different media, including television, radio, film, gaming, print, and social media. • Define a public as distinct from an audience


Key Concepts

Audience, Public, Market Tutorial/Study Questions

1. Think about who would study media audiences and why. What issues and problems shape thinking and research about media audiences.

2. Outline the 3 major audience research traditions. Compare and contrast them to show how they are different.

Preparation for next week

1. Do your first weekly tutorial report by Friday afternoon. Follow the guidelines in the unit information guide (online if not yet printed). Write 3 paragraphs that respond or react to the content or apply the concepts in McQuail chapter 7 (pp. 109-124).

2. You will also need to develop 2 questions that would be good to discuss in tutorial and put them in your post.

3. Start thinking about the audience/public and area you’d like to explore for your analysis paper.

4. Anything requested by the tutor to enhance the tutorial experience next week.


TOPIC 2 Media-Audience Relationship

Introduction

We will examine the relationship between media and the audience, and how they help define each other. This starts with an understanding of the communicators, both as industry businesses and message creators. Media industries need a relationship with audiences to perform the economic function of providing jobs and maintaining media influence. Message creators need an audience to respond to and evaluate their message as part of their craft. The audience, on the other hand, is also part of this dynamic and also have needs of the media industry. An audience doesn’t only receive communication via media such as films and campaigns, but they also build social relationships around media, identify with characters and personalities, and even learn from what is communicated. In an era of reality TV and talkback shows, the audience is the communicator and media content, which really blurs the relationship between media and audience. This week we will have a guest lecturer, Professor Duane Varan, who will begin to help us understand the media industry side of the communicator-audience relationship and what impact that has on how we understand and measure media audiences.

Required Reading

McQuail, D. (1997). Audience Analysis, Thousand Oaks, CA: Sage, chapter 7 (pp. 109-124).

Additional Reading Mehl,D. (2005). “The public on the television screen: towards a public sphere of exhibition” in S. Livingstone (Ed) Audiences and publics: When cultural engagement matters for the public sphere (pp.187-211). Bristol, UK: Intellect Books.

Key Concepts

Revenue vs non-revenue organizational goals Target audience Identification & fandom

Tutorial/Study Questions

1. Your weekly report will prepare you for this week’s tutorial


Preparation for next week 1. Tutorial Report 2 posting on discussion board in response to the required readings

for Topic 3. 2. Bring a picture of your favourite animated or cartoon character to tutorial 3. Prepare for upcoming deadlines: (a) Begin narrowing down the topic & audience

for your audience analysis assignment; and (b) select essay topic.


TOPIC 3 Audience Research

Introduction

Research allows professionals and academics alike to better understand an audience or public. This knowledge can be beneficial in many ways, including helping an audience be more proactive (e.g. parental TV controls), facilitating behavioural change (e.g. anti-smoking campaigns), selecting the right media marketing strategy (e.g. ad or product placement during Australian Idol) and so forth. However, research is only as good as the quality of the research design and the interpretation and use of the data. We will explore some basic concepts of sound research this week in the lecture and tutorial, as well as areas to which it can be applied. The key concepts listed below will apply across research techniques and fields of application. Indeed, Berger uses a detective metaphor for conducting research which applies across disciplines. The readings this week will help you understand why we conduct audience research and what kinds of research questions can be asked in this field, which will be important as you finalize the audience and question area for your audience analysis paper.

Required Reading

Berger, A.A. (1998). “Guided research projects” in Media Research Techniques, 2nd Edition (pp. 3-13). Thousand Oaks, CA: Sage.

Schroeder, K., Drotner, K., Kline, S, & Murray, C. (2003). “Approaching media audiences” in Researching Audiences (pp. 3-21). London: Arnold Publishers.

Additional Readings Babbie, E. (1999). “Research Design” in The Basics of Social Research (pp.70-95). Belmont, CA: Wadsworth Publishing Company.

Young, C. E. (2008). “A short history of television copytesting” in The Advertising Research Handbook, 2nd Edition (pp. 3-32). Seattle, WA: Ad Essentials LLC.

Key Concepts

Cultural, qualitative and quantitative research Validity and reliability Sampling Research question & hypothesis development



1. Thinking about media convergence (online journalism, mobile TV/film, etc), write down a research question for who, why, how, what, when, which, and where (see pp. 4-6 of Berger).

2. Compare and contrast “audience routines” and “getting across” as two types of audience research (Schroeder, etal, pp. 8-16).


1. Tutorial Report 3 posting on discussion board in response to readings for Topic 4. 2. Find an ad you like and bring it to share in tutorial next week. 3. Prepare for upcoming deadlines: (a) Select the topic & audience for your audience

analysis assignment; and (b) work on your essay.


TOPIC 4 Media Reach

Introduction

This week we will focus on traditional ways to conceptualise and describe an audience: reach. Will explore different ways of understanding and measuring audience reach, including audience ratings, locality, exposure or media use, and audience composition or diversity. Audiences can also be defined by activity, such as media selection and involvement, which cut across time & place measures to define an audience by behaviour and interest. Audience reach is a topic of interest not only for the communicator who want to know who they is receiving or being expose to their message, but it can also be a defining factor for the audience. However, media reach is a fundamental concept for mass media to determine who their content is reaching and with what type of impact. Sometime a small sized powerful impact is better than reaching a large number of people with little or no impact (e.g. public broadcasting compared with commercial media). In tutorial today, you will reflect on the ratings and reach methodologies and discuss ways that reach may be better measures, especially now that media are viewed across many platforms and time-shifted away from the original media message being sent.

Required Reading

McQuail, D. (1997). Audience Analysis, Thousand Oaks, CA: Sage, chapter 4 (pp. 43-64)

Additional Readings

Abelman, R. & Atkin, D. J. (2002). “Audience Making” and “Audience Measurement: Flaws and Fallacies” in The Televiewing Audience (pp. 121-172). Cresskill, NJ: Hampton Press, Inc.

Balnaves, M. & O’Regan, T. (2002). “The ratings in transition: The politics and technologies of counting” in M. Balnaves, T. O’Regan and J. Sternberg (eds) Mobilising the Audience. St. Lucia, Qld: UQ Press.

Key Concepts

Audience ratings Exposure, Reach & Frequency Audience Activity



1. For developers of creative content (e.g. TV, games, film), why would understanding audience reach be important? How does this compare to the needs of journalists or community campaign developers?

2. Are ratings really objective? Is there a better way for communicators to assess the value and effectiveness of the media?


1. Tutorial Report 4 posting on discussion board in response to readings for Topic 5. 2. Prepare for upcoming deadlines: keep working on the essay.


TOPIC 5 Media Effects

Introduction

The media effects research tradition has engaged in interesting questions from media violence to edutainment. Perse will give you an introduction to the basic media effects models and research, and we will look at some modern media effects questions and research in the lecture. It is important to remember that effects research is looking at media impact on and use by individuals, and can relate to short or long-term exposure. Media can affect groups and societies, but much of the research is on individual and family-level impact, such as why people like to watch horror movies or whether violent video games lead to aggressive behaviour. One approach to studying long-term exposure effects is cultivation theory, which asserts that heavy viewers of media develop a world view that is distorted from reality and based on the TV content. The McQuail reading this week provides an introduction to audience formation and continuity that is a good complement to media effects research. Indeed, a good working knowledge of how an audience stays an audience and wants to keep engaging the media is really helpful when trying to determine what kind of media effect might be occurring.

Required Reading


Perse, E. (2001). “Models of Media Effects” in Media Effects and Society. Mahwah, NK: LEA, pp. 23-52.

Additional Readings

Oliver, M.B., Ramasubramanian, S., & Kim, J (2007). “Media and Racism” in D. Roskos-Ewoldsen & J. Moynihan Communication and Social Cognition: Theories and methods (pp. 273-292). Mahwah, NJ: LEA.

Bryant, J. & Thompson, S. (2002). Fundamentals of Media Effects. Boston: McGraw-Hill, pp. 153-165.

Livingstone, S. & Lunt, P. (1994). “Studio debates and audience discussions: A television genre” in Talk on Television: Audience participation and public debate. London: Routledge, pp. 36-69.


Key Concepts Limited and direct media effects Cultivation Theory & Social Construction of Reality Selective Exposure Audience Flow

Tutorial/Study Questions 1. Your tutorial report questions/conversation starters will guide us this week so that

the unit coordinator’s passion for this area won’t colour our learning too much! Let me know what questions you find important to ask on this topic.


1. Tutorial Report 5 posting on discussion board in response to readings for Topic 6.

2. Prepare for upcoming deadlines:


TOPIC 6 Responding to the Screen

Introduction

Whereas media effects deals more generally with the impact of media use on people, in this topic we’ll be examining specifically the audience response to the screen or platform through which the media content is being delivered. Originally conceptualised as responding to the TV or film screen, this now includes computers, remote controls, mobile devices, video game monitors and consoles, and even the 3D viewing experience. The response to the screen is measured in many different ways from usability testing to find the “best” homepage design to observation of how toddlers behave when Sesame Street is on TV. Today’s topic will focus around the screen as it relates to audience formation and user experience, and the tutorial will continue that exploration by looking specifically at usability testing. We will continue exploring the Perse chapter from Topic 5, while the McQuail reading builds on the general area covered in Topics 5 & 6 around audience reception and effects. This chapter introduces you to social uses of the media and how meaning is created through the use of media. This relates back to the screen as understanding social context and meaning is critical for the effective design as well as interpreting how people are really responding to the media screen.

Required Reading


Additional Readings

Tamborini R. & Skalski, P. (2006). “The role of presence in the experience of electronic games” in P. Vorderer & J. Bryant (Eds) Playing Video Games (pp. 225-240). Mahwah, NJ: LEA.

Vorderer, P., Steen, F. F. & Chan, E. (2006). “Motivation” in J. Bryant & P. Vorderer (Eds) Psychology of Entertainment (pp. 3-17). Mahwah, NJ: LEA.

Key Concepts

Usability Interaction Presence & the dimensions of presence Audience Reception



1. What characteristics of the audience can impact what screen/platform is appropriate and how the viewer respond to content delivered there?

2. Reflect on your own experience with various screens. What features of the screen or your viewing context make your media experience better?


1. Tutorial Report 6 posting on discussion board in response to readings for Topic 7. 2. Prepare for upcoming deadlines: Your essay was due this week, so refocus now

on the research techniques you need to conduct for your audience analysis paper. Be prepared to describe your three techniques at the next tutorial.


TOPIC 7 Trends in Audience Research

Introduction

The nature of the audience is constantly being redefined by new technologies and creative endeavours that change the way audience members find each other, how individuals identify with media, and the relationship between the media and the audience. The readings for this topic highlight the various influences that have impacted the nature of the audience to date and this lecture will allow us to explore these further. This year we are fortunate to have a guest lecture from Associate Professor Robert Potter, Indiana University, on trends in radio audience research. He will explore both current thinking about the radio audience as well as ways to measure audience response to radio content.

Required Reading

McQuail, D. (1997). Audience Analysis, Thousand Oaks, CA: Sage, chapters 8-9 (pp. 127-149).

Lam, C. (2009). Tracing audiences and new media. Global Media Journal, Australian Edition.

Additional Readings

Hartmann, T. (2009). “A Brief Introduction to Media Choice” in T. Hartmann (Ed) Media Choice (pp. 1-9). New York: Routledge.

Lamish, D. (2007). “Conclusion: Growing up in a global screen culture” in Children and television: a global perspective (pp. 212-221). Oxford, UK: Blackwell Publishing.

Key Concepts

Audience Fragmentation Audience Internationalization Media planning Psychophysiology Cognitive and affective measures

Tutorial/Study Questions 1. Which current trend do you think will most influence your audience membership or

relationship to media in the future?


2. Summarize critical milestones in the concept of an audience, especially as related to the release of new media.

3. Reflect on your own experience as an audience member. How do you compare to your parents or other from a different generation?


1. Tutorial Report 7 posting on discussion board in response to readings for Topic 8. 2. Find an example of a social marketing case and bring a clipping or story about it to

class. 3. Prepare for upcoming deadlines:


TOPIC 8 Persuasion & Social Marketing

Introduction

Persuasion theories help us understand how attitudes, beliefs, and actions can be influenced, in this case, by the media. There are so many mediated messages we see every day that individuals tend to process most of them without paying much attention, although we do look carefully at a few. We’ll explore a couple of models of this process. We’ll be examining some of the basic concepts you need to understand to how to persuade or research persuasion of an audience (or public), for example emotional and fear appeals (threats), which can be persuasive. There are many types of campaigns that are conducted in the public interest as well as to sway attitudes or behaviours related to particular issues. Controversy arises when there is persuasion without consent or awareness on the part of the audience being persuaded. Doubts can occur about the message (did the communicator have a hidden agenda) or the process (did the marketer emotionally manipulate the viewer). All of this makes persuasion a particular ripe topic for debate and discussion in tutorial sessions and lecture.

Required Reading

Severin, W. J. & Tankard, J. W. (2001). “Theories of Persuasion” in Communication Theories: Origins, Methods and Uses in the Mass Media, 5th Edition (pp. 151-182). New York: Addison Wesley Longman, Inc.

Rogers, E.M. & Storey, J.D. (1987). “Communication Campaigns” in C.R. Berger & S.H. Chaffee Handbook of Communication Science (pp. 817-837). Newbury Park, CA: Sage.

Additional Readings

Henley, N. (2000). “Using threat appeals in social marketing” in M. Harker, P. Graham., and J. Barker (eds) Marketing Trends in Australasia: Essays and Case Studies (pp. 1-46). South Yarra: Macmillan.

Littlejohn, S. W. (1999). “Theories of message reception and processing” in Theories of Human Communication, 6th edition (pp. 126-154). Belmont, CA: Wadsworth Publishing Company.

Key Concepts

Consumer psychology Persuasion vs. propoganda


International applications of social marketing Tutorial/Study Questions

1. Bring an example of a social marketing campaign to discuss in tutorial. 2. Persuasion often gets a negative response. Is it persuasion itself or the way the

techniques are used that raises questions about ethics and public interest?

Preparation for next week 1. Tutorial Report 8 posting on discussion board in response to readings for Topic 9. 2. Prepare for upcoming deadlines. You should now be conducting your original

research for the audience analysis paper.


TOPIC 9 Social/Citizen Media

Introduction

This week we will look at user-generated media and citizen journalism where the line between media and audience is now blurred if not gone altogether. What happens when the audience not only participates with the media but is also the content creator? What are the implications for media producers or audiences of traditional media? We will consider the implications of media on the move this week. Social media adds a different dimension to this discussion as the audience is now decentralized and fragmented in a way that has no relationship to institutions or media systems. The audience is now a network of fans, or group of friends, rather than persons who listen to a particular channel or read the same online magazine. How can this audience be “reached”?

Required Reading

Drotner, K. (2005). “Media on the move: Personalized media and the transformation of publicness” in S. Livingstone (Ed) Audiences and publics: When cultural engagement matters for the public sphere (pp.187-211). Bristol, UK: Intellect Books.

Additional Reading

Sison, M. D. (2009). Whose cultural values? Exploring public relations’ approaches to understanding audiences. PRism 6(2). Accessed: http://praxis.massey.ac.nz/prism_on-line_journ.html

Key Concepts

User-generated content Media democratisation Cultural values and meaning


1. Are there differences in the audience for citizen journalism and UGC and media created by media systems (e.g. production companies, TV networks & music distributors)?

2. Looking forward, will the audience for personalized media increase in influence or will it decline? What factors mentioned in the readings this semester will shape its impact on society and potential success?


Preparation for next week 1. Tutorial Report 9 posting on discussion board in response to readings for Topic 10. 2. Prepare for upcoming deadlines: work on your audience analysis paper – you

should be completing your original research components and writing up the findings.


TOPIC 10 Agenda Setting, Issues & Activism

Introduction

Agenda setting… Required Reading

Cox, D. (2001). Notes on culture jamming, Media International Australia, 98 (February): 76-68.

Severin, W. J. & Tankard, J. W. (2001). “Agenda Setting” in Communication Theories: Origins, Methods and Uses in the Mass Media, 5th Edition (pp. 219-241). NY: Addison Wesley Longman, Inc.

Additional Reading

Perry, D. K. (2002). “Mass Communication, Public Opinion, and Civic Engagement” in Theory and Research in Mass Communication, 2nd Ed (pp. 188-219). Mahwah, NJ: LEA

Key Concepts

Media agenda Framing and priming Issues management


1. If you were trying to raise the public/media profile in Australia of an issue such as the World Heritage listing of Ningaloo Reef, how would you go about it? What factors would you need to take into consideration?

2. Where does the ethical responsibility fall within news organizations for the framing and prioritisation of public issues? Should the audience know who is accountable?


1. Tutorial Report 10 posting on discussion board in response to readings for Topic 11 (the final one)! As part of this report, address one current example of public opinion influencing or being influenced by a public personality.

2. You should be working on the final version of the audience analysis paper. Make an appointment to see your tutor or the unit coordinator if you have any questions or want to make sure you’re on the right track.


TOPIC 11 Public Opinion, Image & Performance

Required Reading

Craig, G (2004). “Opinion polls and public opinion” in The Media, Politics and Public Life (pp 153-170). Sydney: Allen and Unwin.

Grossberg, L., Wartella, E., & Whitney, D. C. (1998). “The Media and the Public” in MediaMaking: Mass Media in a Popular Culture (pp. 207-229). New York: Longman. [from Sharon’s ECMS]

Additional Readings Craig, G. (1997). Princess Diana, journalism and the construction of a public: an analysis of the Panorama interview, Journal of Media and Cultural Studies, 11 (3), 12-22. [from Sharon’s ECMS]

Herbst, S. (1991). Classical democracy, polls, and public opinion: Theoretical frameworks studying the development of public sentiment, Communication Theory, 1, 225-238. [from Sharon’s ECMS]

Key Concepts

Public opinion Opinion leader


1. Do you think too much importance is placed on the ‘media image’ and ‘pubic performance’ of public figures? Why?

2. Identify the main criticisms of an opinion poll. 3. Should news organizations conduct opinion polls? What impact does this have on

the media-audience relationship?

Preparation for next week 1. Test review & preparation.


TOPIC 12 Final test

Introduction

The 50-minute closed book test will be held during the lecture timeslot. Please ensure that you arrive early as well will begin promptly. Format: short answer questions (sentences to paragraphs) The test will be based on the concepts and approaches covered in the weekly readings and lectures and you may be required to apply or demonstrate your understanding using specific media examples.


Tutors will be available to answer questions and receive feedback about the test. They will provide feedback on the essays if available.

mcc236/ mcc566 media audiences and the public

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