| Course Name |
Media, Culture and Technology
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
MCS 490
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | Developing student’s analytical thinking skills on debates surrounding technology and media, discussing technological breakthroughs in cinema and media within a contextual framework. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | This course is divided into four parts. In the first part major technological breakthroughs in daily life will be discussed. In the second part cinema, media, and technology relation will be analyzed. Consequently, the third part will focus on debates surrounding cinema, media and future; concepts like utopia and dystopia will be major concerns in here. In the last part representations of technology in cinema and media will be analyzed in relation to science fiction genre. ACADEMIC CAUTION Academic honesty: Plagiarism, copying, cheating, purchasing essays/projects, presenting some one else’s work as your own and all sorts of literary theft is considered academic dishonesty. Under the rubric of İzmir University of Economics Faculty of Communication, all forms of academic dishonesty are considered as crime and end in disciplinary interrogation. According to YÖK’s Student Discipline Regulation, the consequence of cheating or attempting to cheat is 6 to 12 months expulsion. Having been done intentionally or accidentally does not change the punitive consequences of academic dishonesty. Academic honesty is each student’s own responsibility. Plagiarism is the most common form of academic dishonesty. According to the MerriamWebster Online Dictionary, to plagiarize means to steal and pass off (the ideas or words of another) as one’s own. The easiest and most effective way to prevent plagiarism is to give reference when using someone else’s ideas, and to use quotation marks when using someone else’s exact words. A detailed informative guideline regarding plagiarism can be found here. |
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Related Preparation |
| 1 | Introduction to the course. Handing out syllabus. | |
| 2 | Technology and society | Raymond Williams. “The technology and the society,” in Television: Technology and Cultural Form. Middletown, Conn.: Wesleyan University Pres,1992. 9–19 |
| 3 | Media, home and family | Silverstone R. Television and Everyday Life. Routledge, 1994.(Ch.2) 2452. |
| 4 | Internet and new media in everyday life | Kraut, R, Brynin, M. and Kiesler, S. Computers, Phones and the Internet. Domesticating Information Technology. Oxford University Press, Oxford, 2006. 3.21 |
| 5 | Media networks and web culture | van Dijk, J. The Network Society, 2nd edition. London: Sage, 2010 (ch. 2) |
| 6 | Media, technology and globalization | Ritzer, George. Globalization: A Basic Text. West Sussex, UK: WileyBlackwell, 2010. Ch. 10. |
| 7 | Midterm | |
| 8 | Body, identity and technology | Marks, Laura U. "Thinking Multisensory Culture." in: Paragraph. Vol. 31, No. 2, July 2008, p. 123–137. |
| 9 | Science fiction: Race, sex, and gender. | Haraway, Donna. 1985. “A Manifesto for Cyborgs: Science, Technology and Socialist Feminism in the 1980s.” in Socialist Review 15/80. 65101 |
| 10 | Cyberspace | Benedikt, Michael. “Introduction to Cyberspace: First Steps” in Michael Benedikt (ed.) Cyberspace: First Steps. |
| 11 | Science fiction: Utopia, dystopia, mythology | Steinmetz, George. “Colonial Melancholy and Fordist Nostalgia: The Ruinscapes of Namibia and Detroit” in Julia Hell, Andreas Schönle (ed.) Ruins of Modernity. Welcome To Duke University Pres. |
| 12 | Cyberculture | G. Deleuze & F. Guattari, “Introduction: Rhizome” in A Thousand Plateaus: Capitalism and Schizophrenia, tr. By Brian Massumi, Minneapolis: University of Minnesota Press, 2002, pp. 3–26. |
| 13 | Science fiction: Time and space | |
| 14 | Science fiction: Depths of knowledge and collective un/conscious | Sigmund Freud, “The Uncanny” in David Mc Lintock, Trans., The Uncanny. New York: Penguin Books, 2003. 123–134. |
| 15 | Review and conclusion | |
| 16 | Review of the Semester |
| Course Textbooks | The readings mentioned in this information sheet. |
| References | Class screenings plus suggested films. |
| Semester Requirements | Number | Percentage |
| Participation |
1
|
20
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Homework / Assignments |
1
|
50
|
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Portfolios | ||
| Midterms / Oral Exams | ||
| Final / Oral Exam |
1
|
30
|
| Total |
| Contribution of Semester Work to Final Grade | 2 |
70 |
| Contribution of Final Work to Final Grade | 1 |
30 |
| Total |
| Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours Including exam week: 16 x total hours |
16
|
3
|
48
|
| Laboratory / Application Hours Including exam week: 16 x total hours |
16
|
||
| Study Hours Out of Class |
16
|
3
|
|
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Homework / Assignments |
1
|
12
|
|
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Portfolios | |||
| Midterms / Oral Exams | |||
| Final / Oral Exam |
1
|
12
|
|
| Total |
120
|
|
#
|
Program Qualifications / Outcomes |
* Level of Contribution
|
||||
1 |
2 |
3 |
4 |
5 |
||
| 1 | To be able to critically discuss and interpret the theories, concepts and ideas that form the basis of media and communication discipline. | X | ||||
| 2 | To have the fundamental knowledge and ability to use the technical equipment and software programs required by the mediaproduction process. | |||||
| 3 | To be able to use the acquired theoretical knowledge in practice. | X | ||||
| 4 | To be able to critically interpret theoretical debates concerning the relations between the forms, agents, and factors that play a role in the field of media and communication. | X | ||||
| 5 | To be able to critically discuss and draw on theories, concepts and ideas that form the basis of other disciplines complementing the field of media and communication studies. | X | ||||
| 6 | To be informed about national, regional, and global issues and problems; to be able to generate problemsolving methods depending on the quality of evidence and research, and to acquire the ability to report those methods to the public. | X | ||||
| 7 | To be able to gather, scrutinize and use with scientific methods the necessary data to for the processes of production and distribution. | X | ||||
| 8 | To be able to use and develop the acquired knowledge and skills in a lifelong process towards personal and social goals. | X | ||||
| 9 | To be able to follow developments in new technologies of media and communication, as well as new methods of production, new media industries, and new theories; and to be able to communicate with international colleagues in a foreign language. (“European Language Portfolio Global Scale,” Level B1) | X | ||||
| 10 | To be able to use a second foreign language at the intermediate level. | |||||
| 11 | To be able to use computer software required by the discipline and to possess advancedlevel computing and IT skills. (“European Computer Driving Licence”, Advanced Level) | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
