Course+Syllabus

BTMM 4997 Temple University Spring 2011 Mass Media and Children

This advanced, writing-intensive course examines the history, economics, and structural features of media industries that cater to a young audience. The potential effects of television, video games, and the Internet on children and youth are examined, including issues of personal and cultural identity, violence, learning, consumerism and health. Contemporary issues regarding media's changing role in the lives of children and families are explored.

This semester, we look at both child audiences and the impact of media on attitudes and behaviors as well as the authors of children’s commercial media, who must attract large audiences in a hyper-competitive and converging media landscape. We focus on two primary themes: (1) an exploration of role of media violence in the lives of children and young people and (2) a close examination of I-Carly, a popular cable television and web program for tweens.

Renee Hobbs, Ed.D. Professor, Department of Broadcasting, Telecommunication and Mass Media Founder, Media Education Lab School of Communications and Theater Office: 320 Annenberg Hall Cell: (978) 201-9799 Email: renee.hobbs@temple.edu Web: http://mediaeducationlab.com Office Hours: Wednesdays, 2:30 – 4 p.m. and other times by appointment
 * Faculty**

David Cooper Moore Program Director, Media Education Lab Office: 1A Annenberg Hall Email: dmoore1@temple.edu Course Meeting Times and Location Mondays, Wednesdays, Fridays, 1:20 – 2:30, Annenberg Hall Room 4
 * Teaching Assistant**


 * Required Reading**

Banet-Weiser, S. (2007). //Kids Rule: Nickelodeon and Consumer Citizenship.// Durham NC: Duke University Press

Jones, G. (2002). //Killing Monsters: Why Children Need Fantasy, Super Heroes and Make-Believe// //Violence.// New York: Basic Books.

1. Students will become more reflective and aware of the role of mass media and digital technology in the context of family dynamics and human development; 2. Students will gain knowledge about the history, economics and industry structure of children’s media, including film, broadcast and cable television, advertising, videogames, and the Internet; 3. Students will gain knowledge about the cognitive, social and emotional aspects of children’s media and technology use; 4. Students will gain knowledge of communication policy issues concerning children and youth; 5. Students strengthen critical reading skills in developing an understanding of research, policy and advocacy paradigms in the field of children and media; 6. Students develop skills in accessing and analyzing a variety of information sources including quantitative and qualitative research concerning children and media; 7. Students improve writing skills by composing messages in a variety of genres, including formal academic writing, formal letters and emails, scripts, treatments, and multimedia presentations. 8. Students strengthen oral communication, listening, and critical viewing through active participation in a learning community. 9. Students strengthen creativity, teamwork and collaboration through the production of multimedia production project about one particular children’s media text.
 * Course Goals and Objectives**

Assignment materials will be available under “Assignments” on the course Blackboard site.
 * Course Requirements**

Informal writing or multimedia production will support our reading and discussion activities.
 * Weekly Response Papers (30%)**

Students will select a high-quality research article on mass media and children and prepare a one-page précis.
 * Research Review (15%)**

Working individually or with a partner, students examine a specific topic related to the Nickelodeon program I-Carly, gather information to acquire expertise on the topic, develop an original argument, and develop their ideas in writing. Student will create a collaborative website with video support material. Students will make a formal presentation of their work to the class.
 * I-Carly Research Project (40%)**

Quality of class preparation, in-class participation, contribution to the learning of others, and leadership are evaluated at the semester end. In-class writing will be used to support the learning process.
 * Class Participation (15%)**