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STUDYING > COM 101 EXAM #3 > Flashcards

COM 101 EXAM #3 Flashcards

1
Q

• Effects of more vs less media literacy in how messages are processed and understood

A

Literacy is a continuum not a category (It’s a scale, not simply high literacy or low)

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2
Q

o High literacy

A

ability to contextualize and understand the message from multiple perspectives

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3
Q

o Low literacy

A

Inability to contextualize media messages

• More likely to just accept message at face value

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4
Q

• Understand the ways media affect us

A

o More knowledge gives us more control over interpretation

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5
Q

• How inoculation theory applies to media literacy

A

o Get a weak persuasive message so you can refute these arguments in the future

• By providing knowledge and skill to refute media messages literacy interventions may help audiences to resist the influence of harmful media content

“If we give you a little bit of something in a small environment, when you experience it in a big environment, you are used to it.”

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6
Q

• Dimensions of media literacy

A

o 1. Cognitive - Mental processes and thinking. Understanding a shot and how it is used
o 2. Emotional - Understand that media content can be emotional, and also know what techniques are used to generate these types of effects
o 3. Aesthetic domain - appreciation of content
• Group programming into genres
• Identify style of certain artists
o 4. Moral domain - understand underlying values of a message
• Good guys vs. Bad guys

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7
Q

• Tools (questions you should ask to improve media literacy)

A

o Consider authorship: Who created the message? Why are they sending it?
o Evaluate the audience: Who are the intended targets of the material? How might different people interpret the same message?
o Determine institutional purpose: Why is this content being sent?
o Analyze the content: What values, lifestyles, and points of view are being represented in (or omitted from) the message?
o Identify the creative techniques: What techniques are being used to attract my attention?

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8
Q

Contextual Influences

• 5 levels of influence - how they all shape what content gets produced/distributed

A
  1. ideological
  2. extramedia
  3. Media routines
  4. Organization
  5. Individual level
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9
Q

4 factors at the individual level

A
  • Characteristics (age, gender, race),
  • Personal and professional background, personal attitudes (political attitudes), professional roles.
  • Routines: all organizations need routines to function, allows individuals in the organization to complete tasks and the goal is to make profit
  • Organizational: media organizations today largely concerned with profits, proliferation of mega-medi
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10
Q

Know the big 5/6

A

time warner, Disney, Bertelsmann, News Corporation, Viacom, GE

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11
Q

Trends in ownership

A

Big companies continue to buy out all the other companies

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12
Q

Vertical integration

A

Controlling all aspects of a media project from production, distribution, promotion, etc. The news company produces everything start to finish.

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13
Q

Synergy

A

Combining the strengths of different companies. Idea that I am going to take advantage of what other parts of my company does well. Branching out but still under the umbrella

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14
Q

Convergence

A

Different media begin to perform similar tasks. Idea that media blends, cross polination between things, (ESPN, ESPN RADIO, SHARED CONTENT)

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15
Q

External pressures-source pressure

A

Big organizations with power can garner greater coverage: you vs. WSU, interest group pressure

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16
Q

Ideology

A

• Ideology is a formal and articulated system of meanings, values and beliefs… that can be abstracted as ‘worldviews’.

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17
Q

Media Regulations

• What is it that’s actually being regulated

A

o Licenses granted to people, companies etc.

• Helps prevent interference

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18
Q

Propogation characteristics

A

ability of a wavelength to pass through objects

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19
Q

• Longer the wavelength,

A

the less likely it is to be absorbed.. • Certain airwaves are valuable while others are less valuable

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20
Q

• Why do we have regulations?

A

(scarcity, public good)

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21
Q

• 5 points about regulations

A

o 1. Media systems are created by policies and subsidies; they are not natural
o 2. First amendment does not authorize corporate run, profit motivated media system
o 3. American Media system is not a free market system
o 4. Policy making process is important to understand structure of media system
o 5. Policy making has been done largely without public input

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22
Q

o Media ownership, licensing and media subsidies

A
  • Public owns the airwaves (not the media companies)
  • FCC provides license for companies to use the airwaves
  • Licenses are generally free of cost as long as the company or person provides a public service
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23
Q

• Few instances of the government rejecting a renewal of a license

A

• Essentially a huge government subsidy

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24
Q

• Other media subsidies: • Mail subsidies

A

Costs less to mail magazines

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25
Q

• Film subsidies

A

o Give money to movie studios so they film movies in city, town, etc.

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26
Q

o Copyright law & Public Domain

A
  • Copyright: Gives the creator of a piece of work exclusive rights
  • Gives credit where credit is due
  • Financial benefits
  • Control over adapting work
  • Control over performance
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27
Q

first law- 1790

A

o Protected for 14 years& could be renewed for additional 14 years
o Only protected U.S. authors

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28
Q

Copyright act of 1976

A

o Copyrights would last for 50 years after the author’s death
o Expanded protections to new media

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29
Q

• 1998 Digital Millennium Copyright Act

A

o Copyrights would last for 70 years after the author’s death
o Copyright protections to materials recorded digitally

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30
Q

Public domain

A

When intellectual property rights have expired they enter the public domain

• Don’t need to get permission for clips or samples

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31
Q

Create new knowledge and culture

A

o Revamp and retell stories
• Access to cultural heritage
• Low cost to access information
• Enabling competition

32
Q

o Consequences of a subsidized media system

A

• Public doesn’t get much in return for giving away the airwaves (or extending copyright)
• Rubber stamp for licenses prevents innovation
o Little motivation to be innovative when you know you’re getting the license
o Actual free market would spur innovation

33
Q

• 6 principles of media literacy

A

Media contribute to the construction of our realities
• The more we rely on media for information, the more it constructs our reality
o 2. Media are influenced by industrial pressures
• Pressure to make money
o 3. The media are influenced by political pressures
• Rules created by government, pressure from political groups
o 4. Media are constrained by format
• Same story will look and feel different depending on format
o 5. The media tells us about who we are as a society
• Stories about gender, youth, elderly, etc.
o 6. Audiences are active recipients of the media

34
Q

Radio act of 1912

A

• Government would license radio stations
• Ships needed to always have someone listening to radio transmissions
• Airwaves broken into
o 1. Commercial
o 2. Government
o 3. Amateur

35
Q

Radio act of 1927

A

• Created the federal radio commission
o Limited relation powers
• Power to grant licenses
• Only regulated profane language no regulation of advertising

36
Q

Early equal time provision

A

Candidates required to have equal access to air time

37
Q

• Communication act of 1934

A

• Creation of the Federal Communication Commission
o Communication treated as interstate commerce
• This was when there was a big debate about commercial vs. non-commercial programming
o Commercial programming deemed to have ample time to broadcast “public service” programming

38
Q

• Telecommunications Act of 1996

A

o First government regulation since the 1934 act
o Loosening of rules on ownership
o Stated goal → open the markets to anyone and lower costs for consumers
o Outcome → Huge merges

39
Q

Law & Ethics

• Indecency regulation (what it regulates, FCC vs. Fox on fleeting expletives)

A

o Fox vs FCC: Stated that it was OK for the FCC to fine organizations that weren’t quick enough on the blur or beep
o Went to Supreme Court and was officially overturned as of 2012

40
Q

• Cable regulation // Differences in regulation

A
  • Must provide public access programming
  • Must carry local broadcast stations
  • More lax on indecency (no safe harbor, no censorship of public acces
41
Q

• Safe harbor hours and what is required during that time period
o 6am-10pm air waves are supposed to be free of “indecent content”

A
  • Depicting sexual or excretory activities or organs (deliberate or repetitive in manner
  • Patently offensive by contemporary community standards for the medium
42
Q

• Miller test for legal obscenity (Miller v. California, 1973): The three prongs of the legal test

A

o 1. An average person, applying community standards, taken as a whole would say it appeals to indecent interests
o 2. Depicts patently offensive sexual conduct
o 3. Lacks serious literary, artistic, political or scientific value

43
Q

• Symbolic speech (U.S. v. O’Brien, 1968 on draft cards; U.S. v. Eichman, 1990, legalizing flag burning)

A

o Both deemed to be OK, Symbolic speech is legal, can burn things in protest

44
Q

• Hate speech (constitutional); fighting words (not OK if threatens immediate breach of peace)

A

o Hate speech is constitutional unless it breaches peace, or uses words that provoke reaction

45
Q

• Four main sections of the Society of Professional Journalists code of ethics (seek truth, minimize harm, independence, accountability)

A

…..

46
Q

o 1. Seek truth

A

• Journalists ethically need to seek out the truth and share it with the public. Don’t misrepresent information, keep news up to date. Give voice to the voiceless

47
Q

o 2. Minimize Harm

A

• Take into account the effects of the story they publish on individuals

48
Q
  1. Act independently
A

• Serve the public, avoid conflict of interest, refuse bribery.

49
Q

o 4. Be accountable and transparent

A

• Acknowledge mistakes and correct them, expose unethical conduct.

50
Q

• Elements of ethics (definition, going beyond your gut)

A

o A system of figuring out the best course of action, usually when any decision will result in harm to someone.
o Tied to duty, values, responsibility and morals
o Go beyond your gut reaction and think things through

51
Q

• Deontological theories (focus on the act - Kant, Judeo-Christian) Both Always Ethical

A

o Kant’s Categorical Imperative: Do only what you would wish to see everyone be able to do without consequence:
• Red-light example

52
Q

o Judeo-Christian Golden Rule

A

• Do unto others as you would have other do to you.

53
Q

Teleological theories

A

(focus on outcome - egoism, utilitarianism, Aristotle’s Golden Mean, Veil of Ignorance)

54
Q

Egoism

A

Doing what is best for yourself

55
Q

Utilitarianism

A

Greatest good for greatest number of people

56
Q

o Aristotle’s Golden Mean

A

The best idea will be in the middle of both extremes

57
Q

o Veil of Ignorance:

A

Make decisions disregarding personal interests, what is the best decision period

58
Q

• Potter Box:

A

A model for making ethical decisions, can be completed in any order

59
Q

How the Potter Box works

A

o Facts: Lay out all facts without making judgment or hiding any facts
o Values: The analyst should state and compare the merits of different values to acknowledge the influences on decision-making
o Principles: Identify modes of ethical reasoning that may be applicable to the situation.
o Loyalties: Who does the decision maker have allegiance or loyalty to

60
Q

Being able to identify the style of a particular artist or director is an example of which dimension of media literacy?

A

Aesthetic

61
Q

The idea that a journalist primary goal is to report objectively is an example of which aspect of individual level constraints on content?

A

Professional roles

62
Q

Which of the following would best describe a situation where Fair Use could be used to defend against a copyright lawsuit?

A

The Daily Show using a clip to parody it. (Okay to use parody when using it to teach, but if it is in public domain there is no copyright domain therefore it is not protected, fair use is when there is copyright protections and okay to use without permission)

63
Q

o Judeo-Christian Golden Rule

A

• Do unto others as you would have other do to you.

64
Q

Teleological theories

A

(focus on outcome - egoism, utilitarianism, Aristotle’s Golden Mean, Veil of Ignorance)

65
Q

Egoism

A

Doing what is best for yourself

66
Q

Utilitarianism

A

Greatest good for greatest number of people

67
Q

o Aristotle’s Golden Mean

A

The best idea will be in the middle of both extremes

68
Q

o Veil of Ignorance:

A

Make decisions disregarding personal interests, what is the best decision period

69
Q

• Potter Box:

A

A model for making ethical decisions, can be completed in any order

70
Q

How the Potter Box works

A

o Facts: Lay out all facts without making judgment or hiding any facts
o Values: The analyst should state and compare the merits of different values to acknowledge the influences on decision-making
o Principles: Identify modes of ethical reasoning that may be applicable to the situation.
o Loyalties: Who does the decision maker have allegiance or loyalty to

71
Q

Being able to identify the style of a particular artist or director is an example of which dimension of media literacy?

A

Aesthetic

72
Q

The idea that a journalist primary goal is to report objectively is an example of which aspect of individual level constraints on content?

A

Professional roles

73
Q

Which of the following would best describe a situation where Fair Use could be used to defend against a copyright lawsuit?

A

The Daily Show using a clip to parody it. (Okay to use parody when using it to teach, but if it is in public domain there is no copyright domain therefore it is not protected, fair use is when there is copyright protections and okay to use without permission)

74
Q

Which of the following is not one of the main four sections in the society of professional journalist code of ethics?

A

Be objective & balance

75
Q

Determining what is most beneficial for yourself is an example of which ethical principal?

A

Egoism

76
Q

The sinking of the titanic inspired which of the following laws?

A

1912 radio act

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