MMC

9001 COMMUNICATION THEORY I

FALL 2011

Thursday, 5:00 7:30 pm Annenberg 301 Instructor: Office: Phone: E-mail: Office Hours: Dr. John Edward Campbell Tomlinson 219 215-204-1926 campbell@temple.edu Monday, Wednesday, Fridays, 11:00 am -1:00 pm

COURSE DESCRIPTION
This course provides a graduate-level survey of those theoretical frameworks that have informed the study of human communication and mass media in the United States. The focus will be on intellectual movements originating in North America and Europe that have provided the ontological and epistemological assumptions underlying media research during the 20th century. The course endeavors to organize this diverse material chronologically in an effort to create a conceptually useful narrative for the evolution of the field. MMC 9001 is intended to work in conjunction with MMC 9101 Communication Theory II. Where MMC 9001 will introduce students to broad theoretical frameworks and schools of thought, MMC 9101will apply these theoretical concepts to practical research questions.

COURSE OBJECTIVES
In addition to a broad understanding of the role of theory in communication scholarship, the objectives of the course include fluency with the conceptual vocabulary of communication studies, familiarity with the principal theoretical approaches to the study of media and mass communication, and proficiency with the formulation and presentation of scholarly ideas on media and its role in everyday life using established academic conventions. An additional objective of this course is to prepare students for MMC 9101 and the practical application of theoretical concepts to the research enterprise.

INSTRUCTOR EXPECTATIONS
Students are expected to have completed all the readings for a week prior to the class meeting and enthusiastically participate in class discussions. It is vital that those students unclear on a particular concept or topic take the initiative to raise questions and seek clarification before the class moves on to new material. As class material is cumulative, failure to understand any of the key concepts early in the course will result in considerable confusion later in the semester. During class discussions, students are expected to be deferential of diverse points-of-view and respectful of differences in gender, race, ethnicity, class, religion, nationality, physical ability, and sexual orientation.

COURSE READINGS
There are two required texts for the course: Carey, J. (1988). Communication as culture: Essays on media and society. New York: Routledge Foucault, M. (1972). Power/knowledge: Selected interviews and other writings 1972-1977. New York: Pantheon Books. Used copies of these two required texts are available on Amazon.com. All other required readings will be posted on Blackboard.

MMC 9001: Communication Theory I

COURSE REQUIREMENTS
1. Article Critique: For this assignment, the student will select an article from a scholarly communication journal and prepare a 4- to 5-page critique of the article. The critique should address the central theoretical claims of the article and how well the author supports these theoretical claims. The critique should indicate what original contributions the author purports to be making to the field and note any problematic assumptions the author makes in constructing her or his arguments. Objective: The purpose of this exercise is to develop the students evaluative skills regarding theoretical ideas as they are used in contemporary research. Worth: This assignment is worth 50 points. Due: October 20. 2. Reading Introductions: Each student will be responsible for introducing two of the required course readings during the semester. Oral introductions should be no more than 10 to 15 minutes and should constitute introductions to the material rather than critiques of the material. Introductions should provide a brief but useful synopsis of the authors argument and analysis, highlighting important issues raised by the reading. To reiterate, these are introductions, not detailed summaries of the readings. Introductions should also provide compelling questions for discussion. Questions may include broad ontological and epistemological issues or simply matters requiring clarification. Each oral introduction will be accompanied by a written introduction submitted to the instructor on the date the reading is to be covered. The written introduction (which should include the questions for discussion) should be no more than 5 double-spaced pages in length. It is expected that the written introduction will serve as the basis of the oral introduction given to the class. Objective: The purpose of this assignment is to foster the students skill in engaging with and wrestling meaning from canonical and often dense theoretical writings as well as communicating abstract concepts to peers. Worth: This assignment is worth 25 points (the points on each introduction will be averaged together to determine the amount of points counting towards the final grade). Due: A sign-up list of available readings and dates will be available during the first class meeting. 3. Class Participation: It is the aim of the instructor to foster a dynamic forum for discussion, debate, and even dissension. Students are expected to be actively involved in maintaining the viability of this forum by participating in class discussions. Such participation requires that students be thoroughly prepared for each meeting, completing all assigned readings and familiarizing themselves with the topic at hand. At the end of the semester, students will be evaluated based on their contributions to class discussions and their evident level of preparation for class meetings. Objective: To succeed in any doctoral program, students will need to adopt a highly proactive approach to their education. Consistent participation in class discussions is essential to fostering this proactive mentality. Worth: This assignment is worth 25 points. Due: Every class meeting. 4. Literature Review: Students will prepare an exhaustive 15- to 20-page review of the literature on a specific communication topic. The review should function as the background research requisite to an original study. In other words, this is not merely an exercise, rather but the first step in conducting an original study. Thus, the review should point out gaps in the existing literature where the student could potentially make an original contribution. This assignment will be assessed not only on its thoroughness, but also on how well the student is able to organize the existing literature, note trends and ongoing debates, and articulate her or his potential contribution to the field. Objective: The purpose of this assignment is to develop the students ability to research, review, and synthesize existing theoretical discussions and identify areas meriting future inquiry. The assignment will also provide students with the practical experience necessary for conducting secondary scholarly research. Worth: The completed review is worth 100 points. Due: December 8. Page 2 of 2

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GRADING
Assignment: Reading Introductions Class Participation Article Analysis Literature Review/Presentation Total possible points Points 25 25 50 100 200

GRADING SCALE & STANDARDS

A AB+ = 93-100% = 90-92 = 87-89 B BC+ = 83-86 = 80-82 = 77-79 C CF = 73-76 = 70-72 = 69% and below

What these grades mean: An A means your work is outstanding. A work goes above and beyond expectations and shows an astute intellect. B work is better than average and demonstrates excellent effort and satisfactory understanding of coursework. B- work meets expectations and demonstrates a general understanding of material and an average effort. Graduate school standards indicate that a C represents seriously flawed work. This might mean a misunderstanding of fundamental concepts, presenting them unacceptably in writing, and/or a lack of constructive participation in class discussion. A D cannot be assigned in graduate course. An F illustrates a failure to adhere to policies of academic honesty.

COURSE POLICIES & PROCEDURES

1. STUDENT AND FACULTY RIGHTS AND RESPONSIBILITIES: Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy of Student and Faculty and Academic Rights and Responsibilities (Policy #03.70.02) which can be accessed through the following link: http://policies.temple.edu/getdoc.asp?policy_no=03.70.02. 2. RATIONAL DISCUSSION IN THE CLASSROOM: As a social science class, students should expect classroom discussions to be based on scientific and rational criteria. This means that various irrational beliefs humans have held will be challenged over the course of the semester. Although students are welcome to hold whatever beliefs they choose in their personal life, in class we will subject all beliefs to the standards of scientific inquiry and those beliefs contradicted by empirical evidence will be framed as irrational. For instance, we may examine such beliefs as the earth being flat, the earth being only 6,000 years old, the Egyptian pyramids being constructed by aliens, unicorns being real, or vaccines causing autism and note that the empirical evidence gathered by scientists suggests all of these beliefs are irrational. If a student is not comfortable participating in rational discussions about particular beliefs they hold, that student should consider taking another course. 3. ATTENDANCE: Regular attendance is critical to succeed in this course. As a broad survey course with a considerable amount of material to cover, students should be prepared to attend every class meeting. Students will be excused from attendance to observe religious holidays or in cases of emergency. In the instance of religious holidays, the student should notify the instructor in advance of any conflicts in the schedule. The student remains responsible for making up any missed materials.

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MMC 9001: Communication Theory I 4. SUBMISSION OF ASSIGNMENTS AND DEADLINES: It is solely the responsibility of the student to ensure all written assignments reach the instructor. Electronic submissions are unacceptable; all assignments must be submitted in hard-copy form by the indicated deadline. The instructor reserves the right to refuse to accept late assignments. 5. ASSIGNMENT FORMAT: All submissions must be typed and double-spaced in a 12-point font (preferably Times New Roman or CG Times) and follow the format guidelines of the American Psychological Association (APA) style. (For more information on APA style, visit their web-site at: http://www.apastyle.org/.) 6. SPECIAL NEEDS: Any student with a documented disability (e.g., physical, learning, psychiatric, systemic, vision, hearing, etc.) who needs to arrange reasonable accommodations should notify the instructor at the beginning of the semester. The student may also wish to contact the Office of Disability Resources and Services at 215-204-1280. More information about Disability Resources and Services is available at: http://www.temple.edu/disability/. 7. INCOMPLETES: Incompletes will only be granted in instances of documented emergencies. 8. GRADE DISPUTES: All grade disputes must be submitted in writing to the instructor no later than one week after the assignment in question has been returned. The submitted dispute should fully delineate the reasons the student believes another grade is warranted. Any supporting materials (such as the original assignment) should be attached to the submitted dispute. Disputing a grade is not a guarantee that the grade will be changed. 9. CELL PHONES & PAGERS: All cell phones and pagers must be turned off at the start of class. 10. CHANGES TO THE COURSE SCHEDULE: The instructor reserves the right to make modifications to this syllabus and the course schedule should the need arise. 11. ACADEMIC HONESTY AND PLAGIARISM: Any violations of the norms of academic integrity will be penalized. All submissions must be the students own original work, written specifically for this course. Work originally written for another course is not acceptable. All sources drawn from must be appropriately cited using APA style. The submission of plagiarized material will result in a grade of F for the assignment. Some guidelines on academic cheating and plagiarism from the Temple University Graduate Bulletin are included below; please consult the Graduate Bulletin or the MMC website for further details.
Academic cheating is, generally, the thwarting or breaking of the general rules of academic work or the specific rules of the individual courses. It includes falsifying data; submitting, without the instructor's approval, work in one course which was done for another; helping others to plagiarize or cheat from one's own or another's work; or actually doing the work of another person. Plagiarism is the unacknowledged use of another person's labor: another person's ideas, words, or assistance. There are many forms of plagiarism: repeating another person's sentence as your own, adopting a particularly apt phrase as your own, paraphrasing someone else's argument as your own, or even presenting someone else's line of thinking in the development of a thesis as though it were your own. . . . It is perfectly acceptable to [use the ideas and words of other people], but we must never submit someone else's work as if it were our own, without giving appropriate credit to the originator. In general, all sources must be identified as clearly, accurately, and thoroughly as possible. When in doubt about whether to identify a source, either cite the source or consult your instructor. Here are some specific guidelines to follow:

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a. Quotations. Whenever you use a phrase, sentence, or longer passage written (or spoken) by someone else, you must enclose the words in quotation marks and indicate the exact source of the material, including the page number of written sources. b. Paraphrasing. Avoid closely paraphrasing another's words. Substituting an occasional synonym, leaving out or adding an occasional modifier, rearranging the grammar slightly, or changing the tenses of verbs simply looks like sloppy copying. Good paraphrasing indicates that you have absorbed the material and are restating it in a way that contributes to your overall argument. It is best to either quote the material directly, using quotation marks, or put the ideas completely in your own words. In either case, acknowledgment is necessary. Remember: expressing someone else's ideas in your own way does not make them yours. c. Facts. In a paper, you will often use facts that you have gotten from a lecture, a written work, or some other source. If the facts are well known, it is usually not necessary to provide a source. (In a paper on American history, for example, it would not ordinarily be necessary to give a source for the statement that the Civil War began in 1861 after the inauguration of Abraham Lincoln.) But if the facts are not widely known or if the facts were developed or presented by a specific source, then you should identify that source. d. Ideas. If you use an idea or ideas that you learned from a lecture, written work, or some other source, then you should identify the source. You should identify the source for an idea whether or not you agree with the idea. It does not become your original idea just because you agree with it.

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COURSE SCHEDULE
September 1 September 8 INTRODUCTION TO COURSE COMMUNICATION THEORY: Reviewing the Literature Chaffee, Steven & Berger Charles (1987). What communication scientists do. In Handbook of Communication Science (pp. 99-122). Newbury Park, CA Sage. Hardt, Hanno (1992). Preface and acknowledgments. In Critical Communication Studies: Communication, History and Theory in America (pp. ix-xvii). London: Routledge. Littlejohn, Stephen W. (2002). Communication theory and scholarship and Theory in the process of inquiry. In Theories of Human Communication (6th ed.) (pp. 2-33). Belmont, CA Wadsworth. September 15 THE CHICAGO SCHOOL, SYMBOLIC INTERACTION, AND THE HOPE FOR THE GREAT COMMUNITY: Setting the Stage for Mass Communication Research After the First World War Lippmann, Walter (1922). The world outside and the pictures in our heads. In Public Opinion (pp. 320). Princeton: Princeton University Press. Dewey, John (1954). The search for the public. In The Public and Its Problems (pp. 3-36). Swallow. (Original work published 1927.) Jansen, Sue Curry (2009). Phantom conflict: Lippmann, Dewey, and the fate of the public in modern society. Communication and critical/cultural studies. 6(3), pp. 221-245. (This recent study suggests that the so-called Dewey-Lippmann Debate is largely a modern invention.) Mead, George Herbert (1966). Thought, communication, and the significant symbol. In B. Berelson & M. Janowitz (Eds.), Reader in public opinion and communication, 2nd edition (pp. 156161). New York: The Free Press. (Original work published 1934.) Blumer, Herbert (1972). Symbolic interaction: An approach to human communication. In R. W. Budd and B. D. Ruben (Eds.), Approaches to Human Communication (pp. 401-419). New York: Spartan. (A student of Mead, Blumer was a key figure in the Payne Fund Studies a set of studies conducted between 1929 and 1932 examining movies and their effects on children and is generally associated with the Second Chicago School after World War II.) September 22 FUNCTIONALISM, PROPAGANDA, AND MASS SOCIETY THEORY: The Solidification of Mass Communication Research in the 1930s and 1940s Ortega y Gasset, Jose (1932). The coming of the masses In The Revolt of the Masses (pp. 5-10). New York: W.W. Norton and Co. (Originally published in Spanish as Le Rebelin de las Masas in 1930.) Lazarsfeld, Paul (2004). Administrative and critical communications research. In John Durham Peters and Peter Simonson (Eds.). Mass Communication and American Social Thought (pp. 166-173). Lanham, MD: Rowman & Littlefield. (Original work published in 1941.) Lasswell, Harold D. (1971). The structure and function of communication in society. In Wilbur Schramm and Donald Roberts (Eds), The process and effects of mass communication (pp. 8499). Urbana: University of Illinois. (Original work published in 1948.)

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MacDonald, Dwight (1957). A theory of mass culture. In Bernard Rosenberg and David Manning White (eds.) Mass culture: The popular arts in American. (pp. 59-73). New York: Free Press. (Originally published in Diogenes in 1953.) Wright, Charles R. (1986). The nature and functions of mass communication. In Mass Communication: A Sociological Perspective, 3rd Edition (pp. 3-27). New York: Random House. September 29 INFORMATION THEORY AND MODELS OF COMMUNICATION: The Rise of the Linear Model and the Transmission View of Communication Shannon, Claude E. (1948). A Mathematical Theory of Communication. Bell System Technical Journal, 27 (July, October), 379-423, 623-656. [skim] Weaver, Warren (1968). The mathematics of communication. In Mathematics in the Modern World: Readings from Scientific American (pp. 313-317). San Francisco: W.H. Freeman and Company. (Original work published in 1949.) Weiner, Norbert (1950). Cybernetics and society. In The Human Use of Human Beings (pp 15-27). New York: Houghton-Mifflin. Schramm, Wilbur (1955). Information theory and mass communication. Journalism Quarterly, 32(2), 131-46. October 6 MEDIA EFFECTS: Propagandas Fall From Grace After World War II and the Disappearance of the Critical Impulse from Mainstream Mass Communication Research Lazarsfeld, Paul & Merton, Robert (1971). Mass communication, popular taste, and organized social action. In Wilbur Schramm and Donald Roberts (Eds.), The process and effects of mass communication (pp. 554-578). Urbana: University of Illinois. (Original work published in 1948.) Katz, Elihu and Lazarsfeld, Paul (1955). Between media and mass (Chapter 1). In Personal Influence: The Part Played by People in the Flow of Mass Communications (pp. 15-30). Gencoe, IL: Free Press. [skim] Klapper, Joseph (1966). The effects of mass communication. In B. Berelson & M. Janowitz (Eds.), Reader in Public Opinion and Communication, 2nd edition (pp. 473-486). New York: Free Press. (Originally published in 1960.) [skim] McCombs, Max & Shaw, Donald (1972). The agenda-setting function of mass media. Public Opinion Quarterly, summer, 176-187. Noelle-Neumann, Elizabeth (1974). Spiral of silence. Journal of Communication, 24(2), 43-51. Bandura, Albert (1977). Theoretical perspective. In Social Learning Theory (pp. 2-13). Englewood Cliffs, NJ: Prentice-Hall. [skim] Gerbner, George, Gross, Larry, Morgan, Michael & Signorielli, Nancy (1986). Living with television: The dynamics of the cultivation process. In J. Bryant & D. Zillman, (Eds.), Perspectives on Media Effects (pp. 17-40). Hillsdale, NJ: Lawrence Erlbaum.

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October 13 THE TORONTO SCHOOL AND TECHNOLOGICAL DETERMINISM: Bestowing Agency on Media Technology and the Black Box Fallacy Innis, Harold A. (1951). The Bias of Communication. In The Bias of Communication (pp. 33-60). Toronto: University of Toronto. McLuhan, Marshall (1972). The medium is the message. In W. Schramm & D. F. Roberts (Eds.), The Process and Effects of Mass Communication (pp. 100-115). Urbana: University of Illinois. (Original work published in 1966.) Carey, James (1967). Harold Adam Innis and Marshall McLuhan. The Antioch Review, 27(1), 5-39. [skim] Postman, Neil (1984). Media as epistemology. In Amusing Ourselves to Death (pp. 16-29). New York: Penguin. Jenkins, Henry (2006). Introduction. In Convergence Culture: Where Old and New Media Collide (pp. 1-24). New York: New York University Press. October 20 MARXISM, CRITICAL THEORY, AND THE FRANKFURT SCHOOL: Leftist Responses to the Rise of Fascism and Mass Society Marx, Karl (1970). Class and class struggle. In David Caute (Ed.), Essential writings of Karl Marx (pp. 63-92). New York: Collier. (Original works published 1844-1867.) Benjamin, Walter (1968). The work of art in the age of mechanical reproduction. In Illuminations: Essays and reflections (pp. 219-253). New York: Schocken Books. (Originally published as Das Kunstwerk im Zeitalter seiner technischen Reproduzierbarkeit in Zeitschrift fr Sozialforschung in 1935.) Marcuse, Herbert (1998). Some social implications of modern technology. In D. Kellner (Ed.), Technology, War and Fascism: Collected Papers of Herbert Marcuse, Vol 1 (pp. 41-65). London: Routledge. (Original work published in 1941.) Horkheimer, Max and Adorno, Theodor W. (1972). The culture industry: Enlightenment as mass deception. In Dialectic of enlightenment (pp. 120-167). New York: Herder and Herder. (Original work published in 1944.) Habermas, Jrgen (1991). Introduction. In The structural transformation of the public sphere: An inquiry into a category of bourgeois society (pp. 1-26). Cambridge, MA: MIT Press. (Originally published in German as Strukturwandel der ffentlicheit in 1962. Habermas is often identified with the second generation of the Frankfurt School.) Bates, Thomas (1975). Gramsci and the theory of hegemony. Journal of the history of ideas, 36(2), 351-366. Due: Article Analysis

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October 27 GLOBALIZATION AND THE POLITICAL ECONOMY OF COMMUNICATION: The Continued Influence of Marxism in the Study of Media Schiller, Herbert (2004). TV overseas: The U.S. hard sell. In J. D. Peters and P. Simonson (Eds.), Mass Communication and American Social Thought (pp. 480-484). Lanham, MD: Rowman & Littlefield. (Original work published in 1966.) Smythe, Dallas (1977). Communications: Blindspot of Western Marxism. Canadian Journal of Political and Social Theory 1(3), 1-27. Jhally, Sut, and Livant, Bill (1986). Watching as working: The valorization of audience consciousness. Journal of Communication 36(3), 124-143. Herman, Edward and Chomsky, Noam (1988). A propaganda model. In Manufacturing Consent: The Political Economy of the Mass Media (pp. 1-35). New York: Pantheon Books. [skim] Meehan, Eileen, Mosco, Vincent & Wasco, Janet (1994). Rethinking political economy: Change and continuity. (pp. 347-358). Oxford: Oxford University Press. McChesney, Robert (1999). The media system goes global. In Rich Media, Poor Democracy: Communication Politics in Dubious Times (pp. 78-118): New York: The New Press. [skim] Andrejevic, Mark (2002). The work of being watched: Interactive media and the exploitation of selfdisclosure. Critical Studies in Media Communication 19(2), pp. 230-248. [skim] Murphy, Patrick (2011). Putting the Earth into Global Media Studies. Communication Theory 21(3), pp. 217-238. [skim] November 3 SEMIOTICS AND (POST)STRUCTURALISM: The Linguistic Turn in the Humanities and Social Sciences and Setting the Stage for Deconstructionism, Postmodernism, and Queer Theory De Saussure, Ferdinand (1959). Nature of the linguistic sign. (Wade Baskin, Trans.) In C. Bally and A. Sechehaye in collaboration with A. Riedlinger (Eds.), Course in General Linguistics (pp. 65-70). New York: McGraw-Hill. (Original work published posthumously in 1916 based on the lectures of de Saussure given at the University of Geneva between the 19061911.) [skim] Barthes, Roland (1972), Myth Today. In Mythologies (pp. 109-159). New York: Hill and Wang. (Originally published in 1957 in Les Lettres Nouvelles.) Levi-Strauss, Claude (1963). Structural analysis in linguistics and in anthropology. In Structural Anthropology (pp. 31-54). New York: Basic Books. (Originally published in 1958 as Anthropologie Structurale.) [skim] Althusser, Louis (2001), Ideology and Ideological State Apparatus. In Lenin and Philosophy: And other essays (pp. 85-126). New York: Monthly Review Press. (Originally published in La Pense in 1970, Althusser was attempting to reconcile Marxism and Structuralism.) [skim] Foucault, Michel (1977), Truth and Power. In C. Gordon (Ed.) Selected interviews & other writings: 1972-1977 (pp. 109-133). New York: Pantheon Books. Foucault, Michel (1977), The Eye of Power. In C. Gordon (Ed.) Selected interviews & other writings: 1972-1977 (pp. 146-165). New York: Pantheon Books.

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Bourdieu, Pierre (1984), Introduction. In Distinction: A Social Critique of the Judgement of Taste (pp. 1-7). Cambridge, MA: Harvard University Press. (Originally published in 1979 as La Distinction: Critique sociale du jugement.) Seiter, Ellen (1992), Semiotics, Structuralism, and Television. In Robert Allen (Ed.), Channels of Discourse, Reassembled (pp. 23-51). New York: Routledge. November 10 BRITISH CULTURAL STUDIES: The Study of Everyday Life and the Rejection of Mass Society Theory Williams, Raymond (1958), Conclusion. In Cultural and Society: 1780-1950 (pp. 295-338). New York: Columbia University Press. Williams, Raymond (1977), The technology and the society. In Television: Technology and Cultural Form (pp. 1-25). New York: Routledge. Williams, R. (1980). Base and superstructure in Marxist cultural theory. In Problems in Materialism and Culture: Selected Essays (pp. 31-49). London: Verso. [skim] Hall, Stuart (1980). Introduction to media studies at the Centre. In S. Hall et al. (Eds.), Cultural, Media, Language (pp. 117-121). London: Hutchinson. [skim] Hall, Stuart (1986). Encoding, Decoding. In S. During (Ed.), The Cultural Studies Reader (pp. 90103). London: Routledge. Turner, Graeme (1992). The idea of cultural studies. In British Cultural Studies: An Introduction (pp. 11-39). New York: Routledge. [skim] Hardt, Hanno (1992). On understanding hegemony: Cultural studies and the recovery of the critical. In Critical Communication Studies: Communication, History and Theory in America (pp. 173-216). London: Routledge. Hall, S. (1993). Cultural studies: Two paradigms. In Richard Collins et al. (Eds.), Media, Culture and Society: A Reader (pp. 33-48). London: Sage. November 17 AMERICAN CULTURAL STUDIES: Reincorporating Culture into the Study of Media and the Ritual View of Communication Carey, James (1989). A cultural approach to communication. In Communication as Culture (pp. 1336). Boston: Unwin Hyman. Carey, James (1989). Mass communication and cultural studies. In Communication as Culture (pp. 37-68). Boston: Unwin Hyman. Newcomb, Horace and Hirsch, Paul (1983). Television as a Cultural Forum. Quarterly Review of Film Studies 8(3), 45-55. [skim] Fiske, John (1987). Chapter 1. In Television Culture (pp. 1-20). New York: Routledge. Radway, Janice. (1984). Introduction. In Reading the Romance (pp. 3-18). Chapel Hill: University of North Carolina. Budd, Mike, Entman, Robert, & Steinman, Clay (1990). The affirmative character of US cultural studies. Critical Studies in Mass Communication 7(2), pp. 169-184. [skim]

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hooks, bell (1992). Eating the Other: Desire and Resistance. In Black Looks: Race and Representation (pp. 21-39). Boston: South End Press. November 24 AUDIENCE STUDIES AND THEORIES OF RECEPTION: Rejecting the Passive Audience Note: Class will meet on Tuesday, November 22 De Certeau, Michel (1984). Reading as poaching. In The Practice of Everyday Life (pp. 165-176). Berkeley: University of California Press. Jenkins, Henry (1988), Star Trek rerun, reread, rewritten: Fan writing as textual poaching. Critical Studies in Mass Communication 5(2): 85-107 Radway, Janice (1988), Reception study: Ethnography and the problems of dispersed audiences and nomadic subjects. Cultural Studies 2(3): 359-376. Jhally, Sut & Lewis, Justin (1992). Introduction and Conclusion. In Enlightened Racism: The Cosby Show, Audiences, and the Myth of the American Dream (pp. 1-14 and pp. 131-144). San Francisco: Westview Press. [skim] Ang, Ien (1996), On the politics of empirical audience research. In Living Room Wars: Rethinking Media Audiences for a Postmodern World (pp. 35-52). New York: Routledge. December 1 POSTMODERNISM Baudrillard, Jean (1994). The precession of simulacra. In J. Storey (Ed.), Cultural Theory and Popular Culture: A Reader (pp. 361-68). New York: Harvester Wheatsheaf. (Original work published in 1983.) Harvey, David (1990). Postmodernism. In The Condition of Postmodernity (pp. 39-65). Oxford: Blackwell. Jameson, Fredric (1991). Postmodernism: or, the cultural logic of late capitalism. In Postmodernism: Or, the Cultural Logic of Late Capitalism (pp. 1-54). Chapel Hill, NC: Duke University Press. December 8 LITERATURE REVIEW DUE BY 5:00 PM

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Supplementary readings

Berger, C. R., & Chaffee, S. H., Eds. (1987). Handbook of communication science. Newbury Park, CA: Sage. Craig, R. T. (1999). Communication theory as a field. Communication Theory, 9, 119-161. Dance, F. E. X., Ed. (1967). Human Communication Theory: Comparative Essays. New York: Harper & Row. Delia, J. G. (1987). Communication research: A history. In Berger, C. R., & Chaffee, S. H. (Eds.), Handbook of communication science (pp. 20-98). Newbury Park, CA: Sage. Gurevitch, M. (1993). The future of the field I. Journal of Communication, 43(3). Hardt, H. (1992). Critical Communication Studies: Communication, History and Theory in America. London: Routledge. Katz, E., Peters, J. D., Liebes, T., & Orloff, A. (2003). Canonic texts in media research: Are there any? Should there be? How about these? Cambridge: Polity. Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago: University of Chicago Press. (Original work published 1962) Littlejohn, S. W., & Foss, K. (2005). Theories of Human Communication (8th ed.). Belmont, CA: Wadsworth. Littlejohn, S. W. (1982). An overview of contributions to human communication theory from other disciplines. In F. E. X. Dance (Ed.), Human Communication Theory: Comparative Essays (pp. 243-285). New York: Harper & Row. Livingstone, S. M. (1993). The future of the field II. Journal of Communication, 43(4). McQuail, D. (2000). McQuail's Mass Communication Theory (4th ed.). London: Sage. Reynolds, P. D. A primer in theory construction. New York: MacMillan Publishing Company, 1971. Rogers, E. M. (1994). A History of Communication Study: A Biographical Approach. New York: The Free Press. Rogers, E. M. (1985). The empirical and critical schools of communication research. In E. M. Rogers and F. Balle (Eds.), The media revolution in America and Western Europe (pp. 219-235). Norwood, NJ: Ablex. Rubin, R. B., Rubin, A. M., & Piele, L. J. (2005). Communication research: Strategies and sources (6th ed.). Belmont, CA: Wadsworth. Various editors. Communication theory. Quarterly journal published by Sage since 1990.

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