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Department of New Media and Communication
NMC 404 | Course Introduction and Application Information
| Course Name |
Issues in Contemporary Media
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
NMC 404
|
Spring
|
3
|
0
|
3
|
5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course aims to introduce the students issues that dominate the current media agenda and to help them develop a critical perspective in analyzing the media texts. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course provides students with the necessary theoretical and methodological knowledge to understand and analyze different forms and means of communication. The course defines the main issues and porous borders of the communication studies as an interdisciplinary field. It gives students with the necessary analytical skills to criticize media texts. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction to the course: Course overview. | |
| 2 | Media and Democracy | Keane, John. (1991). Media and Democracy, Polity Press. Champlin, Dell P. and Knoedler, Janet T. (2006). “The Media, the News, and Democracy: Revisiting the Dewey-Lippman Debate”, Journal of Economic Issues Vol. 40, No. 1 (Mar., 2006), pp. 135-152. |
| 3 | Media and Human Rights | Ovsiovitch, Jay S. (1993). News Coverage of Human Rights, Political Research Quarterly, Vol. 46, No. 3 (Sep., 1993), pp. 671-689. |
| 4 | Surveillance | Snowden, E. (2019). Permanent Record: A Memoir of a Reluctant Whistleblower. Pan Macmillan. Bauman, Zygmunt, Bigo, Didier, Esteves, Paulo, Guild, Elspeth, Jabri, Vivienne, Lyon, David, and Walker, R. B. J.(2014). ”After Snowden: Rethinking the impact of surveillance”, International Political Sociology, 8:121–4.. |
| 5 | Fake News and Propaganda | Pretus, C., Servin-Barthet, C., Harris, E. A., Brady, W. J., Vilarroya, O., & Van Bavel, J. J. (2023). The role of political devotion in sharing partisan misinformation and resistance to fact-checking. Journal of Experimental Psychology: General, 152(11), 3116–3134. Uzunoğlu, S., Sabanci, A.A. (2021). From Useful Idiots to Useful Facts: What Is Behind the Fake News Debate. “Information Nightmare: Fake News, Manipulation and Post-Truth Politics in the Digital Age” https://www.peterlang.com/document/1111267 IFCN Code of Principles https://www.ifcncodeofprinciples.poynter.org/ |
| 6 | Infotainment | Brants, Kees. (1998). “Who’s afraid of infotainment?”, European Journal of Communication, 1998: 13 (3): 315-35. Dai, X., & Wang, J. (2023). “Effect of online video infotainment on audience attention”. Humanities and Social Sciences Communications, 10(1), 1-18. |
| 7 | Racism and Media | Davis, Jessica L./Grandy, Oscar H. Jr. (1999). “Racial Identity and Media Orientation: Exploring the Nature of Constraint”, Journal of Black Studies, Volume 29, Issue 3, p.367-397 https://doi.org/10.1177/00219347990290030 Secen, S., & Öztürk, A. (2024): How refugees respond to hostile political discourse: no exit, but less voice, Politics, Groups, and Identities, DOI: 10.1080/21565503.2024.2375716 To link to this article: https://doi.org/10.1080/21565503.2024.2375716 |
| 8 | Midterm Week | |
| 9 | Media and Poverty | Clawson, Rosalee A. and Trice, Rakuya. (2000). “Poverty as We Know It: Media Portrayals of the Poor”, The Public Opinion Quarterly , Spring, 2000, Vol. 64, No. 1 (Spring, 2000), pp. 53-64. |
| 10 | Representation and Diversity in Media | Griffiths, Mark D. and Kuss, Daria J., (2017). “Adolescent social media addiction”, Education and Health, 2017: Vol.35 No.3. |
| 11 | Media Representation of Violence against women | Dai, Y. (2023). “The phenomenon of feminist stigmatization and the research of cyber violence against women”. Journal of Education, Humanities and Social Sciences, 8, 1402-1410. Karlsson, N., Lila, M., Gracia, E., & Wemrell, M. (2021). “Representation of intimate partner violence against women in Swedish news media: A discourse analysis”. Violence against women, 27(10), 1499-1524. |
| 12 | Environment in media | Harvey, David,. (1996). Justice, Nature, and the Geography of Difference, Blackwell, p.117-210. Roll-Hansen, N. (1994). Science, Politics, and the Mass Media: On Biased Communication of Environmental Issues. Science, Technology, & Human Values, 19 (3), 324-341. https://doi.org/10.1177/016224399401900304 |
| 13 | Influencer Culture | Van Driel, L., & Dumitrica, D. (2021). Selling brands while staying “Authentic”: The professionalization of Instagram influencers. Convergence, 27(1), 66-84. Topates, A. K. (2023). Women Entrepreneurs as Vloggers: Turkish Beauty YouTubers in the Context of Simulative Labour. IntechOpen. doi: 10.5772/intechopen.109501 |
| 14 | Artificial Intelligence and Media | Gutierrez Lopez, M., Porlezza, C., Cooper, G., Makri, S., MacFarlane, A., & Missaoui, S. (2023). “A question of design: Strategies for embedding AI-driven tools into journalistic work routines”. Digital Journalism, 11(3), 484-503. Pashevich, E. (2018). Automation of news production in Norway: Augmenting newsroom with artificial intelligence (Master's thesis). Zagorulko, D. I. (2023). ChatGPT in newsrooms: adherence of AI-generated content to journalism standards and prospects for its implementation in digital media. Vcheni zapysky TNU imeni VI Vernadskoho, 34(73), 1. |
| 15 | Review of the Semester | |
| 16 | Final Exam Week |
| Course Notes/Textbooks |
|
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques |
1
|
30
|
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
3
|
42
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
1
|
15
|
15
|
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
20
|
20
|
| Final Exam |
1
|
25
|
25
|
| Total |
150
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to critically discuss and interpret the theories, concepts and ideas that form the basis of the discipline of new media and communication. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
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 new media and communication. |
-
|
-
|
-
|
-
|
X
|
|
| 3 |
To have the fundamental knowledge and ability to use the technical equipment and software programs required by the new media production processes. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to gather, scrutinize and scientifically investigate data in the processes of production and distribution. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to use the acquired theoretical knowledge in practice. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to take responsibility both individually and as a member of a group to develop solutions to problems encountered in the field of new media and communication. |
-
|
-
|
X
|
-
|
-
|
|
| 7 |
To be informed about national, regional, and global issues and problems; to be able to generate problem-solving methods depending on the quality of evidence and research, and to acquire the ability to report the conclusions of those methods to the public. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to critically discuss and draw on theories, concepts and ideas that form the basis of other disciplines complementing the field of new media and communication studies. |
-
|
X
|
-
|
-
|
-
|
|
| 9 |
To be able to develop and use knowledge and skills towards personal and social goals in a lifelong process. |
-
|
X
|
-
|
-
|
-
|
|
| 10 |
To be able to apply social, scientific and professional ethical values in the field of new media and communication. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect datain the areas of new media and communication and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1). |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign language at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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