Fall Semester 2011

Section 2: 270 BRMB on Wednesdays at 04:00 pm - 06:30 pm

Website Address: http://byunewsliteracy.wordpress.com/

Instructor: Dale Cressman, PhD Office: 360A BRMB Office Hours: Call receptionist (422-2997) for app't Office Phone: 422-1686 Email: cressman@byu.edu

Description
This special section of Media and their Audiences will study News Literacy. This course is designed for non-journalism (print or broadcast) majors. Based on the Stony Brook Model, this course is designed to teach students how to take skillful possession of their power as citizens by becoming perceptive news consumers. Armed with criticalthinking skills, a firm traps of relevant history, plus practical knowledge about the news media, students will learn how to find the reliable information they need to make decisions, take action, or make judgments. At a time when the digital revolution is spawning an unprecedented flood of information and disinformation each day, the course will seek to help students recognize the differences between news and propaganda, news and opinion, bias and fairness, assertion and verification, and evidence and inference. This syllabus is a good faith effort to play course activities. It is, however, subject to change and will be updated on the course website, http://byunewsliteracy.wordpress.com

Prerequisites
Major or minor status. Non-journalism majors only.

Texts & Materials

Required Mediactive By Dan Gillmor ISBN: 9780557789429 Blur: How to Know What's True in the Age of Information Overload By Bill Kovach ISBN: 9781596915657 New York Times The Department of Communications provides free copies of the Times every week day of the semester. On those occasions when we run out of the newspaper in the Brimhall Building, you may be able to get a free copy in the HRCB. Vendor Price (new) Price (used)

BYU

$18.70

$14.05

Amazon

$17.16

$11.99

Learning Outcomes
Media message delivery Students will have an understanding of the conditions that influence and shape media distribution channels. Media message consumption Students will have an understanding of the conditions that influence the consumption and interpretation of media messages. Elements of news Students will analyze the key elements of a news account, including weight of evidence, credibility of sources and of context, to judge its reliability. News vs opinion Students will distinguish between news and opinion and analyze the logic/rhetoric employed in opinion journalism. Bias Students will identify and distinguish between news media bias and audience bias. Writing Students will blend personal scholarship and course materials to write forcefully about news media standards and practices, as well as First Amendment issues and issues of fairness and bias. Current events Students will connect current news accounts to universal concepts of community and citizenship. Digital environment Students will assess the impact of digital information technologies and place them in their historical context.

Classroom Procedures
All assignments are to be typed and double-spaced. Handwritten or single-spaced submissions may not be accepted. Remember to include your name at the top of the first page and staple all pages together. You will be graded in part on how well you articulate an understanding of the course material and how you express your own ideas. Your grade may depend on your ability to write with clarity and logic.

Attendance Policy
While you are not being graded on attendance, per se, any absences or tardies may be reflected in quiz scores or in-class activities. These cannot be "made up," even for excused absences.

Participation Policy
Your active participation is essential to your success and the success of your classmates. You should consistently demonstrate that you have knowledge of the news and that you have completed the assigned readings. It is expected that you will arrive on time and remain for the entire class session, so as not to disrupt your fellow students. Please turn off your cell phones, unless otherwise directed. Please refrain from using social media, texting, email, or other outside communication activities during class.

Grading Scale
A AB+ B 93-100 90-92 87-89 83-86 BC+ C C80-82 77-79 73-76 70-72 D+ D DE 67-69 63-66 60-62 59 and lower

Study Habits
You will need to keep up with news events everyday. Please take advantage of free newspapers and other news materials. Make a point of reading news sources that may not conform to your own point of view.

Assignment Descriptions
Weekly quizzes: Weekly quizzes will cover current events and readings. These quizzes may be given in class or online. These quizzes may not be "made up" in the case of absences (even excused absences) or tardiness. Weekly assignments: Students will have weekly assignments, including assigned readings (from the required textbooks and online readings to be identified as the semester progresses), and short writing assignments (such as the news blackout). News log: Students will keep a news log in which they examine specific broadcast news reports, newspaper articles, and news websites. The format for the news log assignment will be distributed early in the semester. Midterm exam: A midterm exam will assess student learning through the first six weeks of the course. The exam will be given in the Testing Center and students will be provided with a study guide. Final exam: A final exam will assess student learning through the last six weeks of the course. While it is not comprehensive in nature, it will help students to understand the concepts covered in the first half of the course. The final exam will be given in the Testing Center and students will be provided with a study guide. Final Essay: Students will write a final essay in which they apply critical thinking skills to deeply engage an issue covered in the news. More detail will be provided in the early part of the semester.

Point Breakdown
Assignments Weekly quizzes Weekly assignments News log Midterm exam Final exam Final essay Total Points Points 20 25 25 10 10 10 100

Course Schedule
Date W - Aug 31 Topics From Johann to Jon: Why News Literacy Matters
An introduction and overview of the course. We define "the news media," and put the course in the context of the accelerating communications revolution. Students leave this class with an understanding of the course's goals and the core definition of News Literacy: The ability to judge the credibility and reliability of news reports--and why that matters.

Reading due

Assignments

W - Sep 7

The Power of Information

We explore the universal need to receive and share information and the function news has played in every recorded society. We examine the role technology has played in amplifying information and how this has allowed the sender to control the news. This leads to a broader discussion of how information is power and why there is a global battle for information control. Students leave this class with a clear understanding of why there is a need for a free flow of information and why some people are willing to kill (and journalists are willing to die) over information.

Kovach & Rosenstiel, chapters 1 & 2

Report on 48hour news blackout

New York Times

W - Sep 14

What Makes Journalism Different?

What makes journalism different from other kinds of information? We explore the differences between news, propaganda, publicity, advertising, entertainment and raw information. Identifying news by three key values (verification, independence, and accountability), we begin work on an information grid.

Gilmor, chapters 1-3 TBA New York Times

W - Sep 21

The Mission of the American Press

A look at the philosophical and practical underpinnings of a free press in America and the ongoing tension in a democracy between the press and the government. The First Amendment and what freedom of the press really means. The role of the press as a "watchdog."

Gilmor, chapter 4 TBA New York Times

W - Sep 28

What is News and Who Decides?

What makes some information news? A look at news drivers, news values, and how the news process works. What is the decision-making process that determines whether a story gets published or broadcast? Who decides? How do editors balance the interesting and the important? What is "news play," or presentation, and why does it matter? What is proportionality? What is sensationalism? Are news decisions driven by the profit motive or social responsibility or some combination of the two? Is there too much "bad" news?

Gilmor, chapter 5

TBA Kovach & Rosenstiel, chapter 3

New York Times

W - Oct 5

Opinion
What is the difference between news and opinion and why are the lines blurring so rapidly? How can you differentiate news from opinion in a newspaper, on television, or on the Internet? What is a columnist? A commentator? Are bloggers journalists? Does it matter that news and opinion are getting mixed? Would we be better off without any opinion?

Kovach & Rosenstiel, chapter 4

TBA

New York Times

W - Oct 12

Fairness and Bias

We explore one of the most controversial and contentious issues surrounding the press. Is the news media fair and balanced? What do those terms mean? How can a news consumer tell? What is bias? What's the difference between media bias and audience bias?

Kovach & Rosenstiel, chapter 5

TBA

New York Times

W - Oct 19

Truth and Verification

What do journalists mean by "truth"? How does journalistic truth differ from philosophical truth, or scientific truth? What standards do journalists use to try to verify information? What makes some news sources reliable and others unreliable? What are the differences between direct and indirect evidence, assertion and verification, evidence and inference? Why does the verification process break down?

Kovach & Rosenstiel, chapter 6

TBA

New York Times

W - Oct 26

Evaluating Sources, Deconstructing News

What standards should news consumers use to weigh the credibility of sources quoted in news reports? Definitions of self-interest, independence and authority are explored.

Kovach & Rosenstiel, chapter 7

TBA

New York Times

W - Nov 2 TBA New York Times

Additional readings TBA

TBA

W - Nov 9

The Power of Images and Sound

Photographs, recorded sound and video are among journalists' most powerful tools of verification. Because of visceral impact, they can arouse emotions, sometimes in useful ways, sometimes in manipulative ways. As modern culture becomes increasingly visual, what is the impact on the news consumer's search for reliable information? What special challenges arise when digital technologies can easily alter images and sound?

Kovach & Rosenstiel, chapter 8

TBA

New York Times

W - Nov 16

Deconstructing TV News
Deconstruction of television news stories. How do stories get on TV in the first place? What are television's

Additional readings TBA

TBA

standards for news, and how do they differer from newspapers and online?

New York Times W - Nov 23 W - Nov 30 Thanksgiving Break We're all news consumers and publishers now
New opportunities--and responsibilities-for news consumers in the Digital Age, given the growing proliferation of viral news, emails, tweets and "citizen journalists." What standards should students use before they forward an email or contribute to a news account? The role of the growing body of nonprofits entering the field of reportage.

No class

No class

Gillmor, Chapters 6, 7, 8 & 10 TBA New York Times

W - Dec 7

The Future of News

From Ben Franklin to Rupert Murdoch, American media outlets have always been driven by profit and public service. How do the sweeping changes and economic problems of the news industry today affect the quality of journalism? Who will pay for watchdog journalism? Will new digital models and technologies make it more difficult--or easier--to find reliable information.

Kovatch and Rosenstiel, Chapter 9

Final essay

Gillmor, Chapter 11

Department Professionalism Policy

Professionalism A key mission of our department is to prepare students for their eventual workplace experiences. Whether a Communications graduate pursues a career in journalism, advertising, public relations, law, business or any other field, he/she will be evaluated, in part, on professionalism. Because we feel our responsibility strongly and because it is essential to the career growth of our graduates the Department of Communications instituted a Professionalism policy effective at the beginning of Fall Semester 2004. This policy applies both to students who have been admitted to one of our five emphases and to pre-communications students. Some key features: Any major found in violation of the university Honor Code, especially with regard to cheating and plagiarism, will receive a zero for the assignment involved, may receive an E in the course and will be referred to the Honor Code office. Execution of this policy will be at the instructors discretion. In addition, the offending students case will be reviewed by the department chair and/or associate chair for undergraduate studies. If the offense is sufficiently serious, the student may be removed from his/her major no matter how close graduation may be. A second violation of academic honesty, whether done concurrently or subsequently, will automatically result in dismissal from the major. Any pre-communications student found cheating will be denied the opportunity to apply to any of our five emphases. This decision rests with the department chair and associate chair for undergraduate studies. Students who demonstrate consistently unprofessional behavior in class may also be dropped from his/her major or not allowed to apply in the first place. Examples of unprofessional behavior include but are not limited to excessive absences, disruptive behavior, sleeping in class, chronic tardiness, reading noncourse material during class, playing computer games and/or checking e-mail during class, use of cell phone or text- messaging, and regularly leaving class early without making arrangements with the instructor. Policy Enforcement If an instructor feels he or she has a student in violation of this policy, the following should be followed: First warning: This will come from the instructor. A meeting between the instructor and the student will be conducted to resolve the issues of unprofessional behavior. If the violation is excessive enough, the department can be involved (cases of cheating and plagiarism). Following this consultation, the professor and student will sign a letter that describes the problem and subsequent resolution. The department will keep this letter in the students file. Second warning: This will come from the department (either the Chair or Associate Chair for Undergraduate Studies). At this time, the student will be reviewed for removal from the department. Both sides of the case will be presented to a review committee composed of faculty from the students emphasis,

and a decision will follow a deliberation. A letter explaining the decision must be signed by the members of the committee and will be placed in the students file. Appeal: The first appeal will be to the Undergraduate Committee. Second appeal will be to the Department Chair. Final appeal will be to the College.

Why a policy on Professionalism? It begins with the demand for entrance into our emphases and the fact that some students are being turned away. However, some who are successful in their pursuit of a particular major then demonstrate unprofessional behavior. We have decided we would rather take a student who has a less-impressive academic record but will work diligently than a higher ranking student who treats the major casually and without respect. A second factor is the tendency of some majors to coast once in an emphasis. This behavior is potentially serious to a student, who is unlikely to suddenly develop professionalism if hired by an agency, newspaper or television station, nonprofit organization or other employer. This, in turn, reflects on the reputation of the university, our department and the degree conferred. Our new policy is consistent with those already in effect elsewhere in the university. With thousands of young people desiring to attend BYU many with an interest in Communications we feel an obligation to admit and retain the students who demonstrate the kind of work ethic and behavior that will enhance our collective academic and professional performance.

BYU Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Preventing Sexual Discrimination and Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and studentto-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 3675689 (24-hours); or contact the Honor Code Office at 422-2847.

Students with Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

Academic Honesty Policy

The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. President David O. McKay taught that 'character is the highest aim of education' (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Plagiarism Policy
Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and paragraphs of his or her own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support the student's own work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and by footnoting or other standard referencing.

Respectful Environment Policy

"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional." "I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010 "Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010

Devotional and Forum Attendance Policy

Brigham Young University's devotional and forum assemblies are an important part of your BYU experience. As Elder Dallin H. Oaks stated, 'You neglect your education and fail to use a unique resource of this university if you miss a single one' (from the address 'Challenges for the Year Ahead', 6 September, 1973). Your attendance at each forum and devotional is strongly encouraged. Date T - Sep 6 Speaker President and Sister Samuelson TBA Gregg Easterbrook Mona Hopkins TBA Senator Joseph Lieberman TBA TBA TBA TBA TBA Type Devotional Devotional Forum Devotional Devotional Forum Devotional Devotional Forum Devotional Devotional Psychology Department

T - Sep 13 T - Sep 20 T - Sep 27 T - Oct 18 T - Oct 25 T - Nov 1 T - Nov 8 T - Nov 15 T - Nov 29 T - Dec 6