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02 research traditions
- 1. Research traditions Wk 2: Introduction to Mass Communications Regent’s College, London Dr Zoetanya Sujon Email: sujonz@regents.ac.uk Office hours: Wednesdays 12:00 – 13:00, DB12
- 5. Livingstone, media theories and concepts (2008)
- 8. Research traditions Wk 2.1: Introduction to Mass Communications Regent’s College, London Dr Zoetanya Sujon Email: sujonz@regents.ac.uk Office hours: Wednesdays 12:00 – 13:00, DB12
- 13. Theory trading cards, by David Guantlett at http://www.theorycards.org.uk/main.htm
Editor's Notes
- Dominant, according to McQuail – quantitative, functionalist
- Bird “ Yes, media messages do insidious things to people, but not of course to me.” (Bird 2003: 1) – common sense view (c.f. McQuail) (Chapter 1). Discussion: - At beginning of media dep exercise, most are blasé followed by intense surprises and dependence Hard to anticipate effects because: - media in everyday life goes unnoticed Loss of valuable shared experiences – THE RELATIONAL CONTEXT IS IMPORTANT (e.g. mother and child watching a programme together which then informs their conversations) Bird talks about a doctoral student studying sexual abuse in the military and one of this student’s findings: women use media references (e.g. soap operas, news, talk shows, films etc.) to interpret and express their experiences. The point being this researcher was not looking at media or audiences yet could not ignore the media in her research Fear of isolation (e.g. 45 minute commute without radio), putting social lives on hold (e.g. movies, music), loss of information (e.g. no news) Gain of valuable individual experiences Experience media in “non-predictable and non-uniform ways” (Bird: 2) – different media mean different things for different people in different ways - kaleidoscopic Diversity of relations with media – dependency, fandom, other? How to make sense of the media landscape? Functionalist view? Do the media serve a purpose in your life? What purpose? Discussion from 2010 class: Very difficult / context is important Poses challenge Less distracted / could focus on surroundings / better – enjoy moment more Sense of time is different Social interactions are different Gets easier HABITUAL USE Emphasizes face to face interactions Emotional Manual – not intellectual mediated Read more PANIC / isolation / cut off
- McQuail – dominant and critical par·a·digm (p r -d m , -d m ) n. 1. One that serves as a pattern or model. 2. A set or list of all the inflectional forms of a word or of one of its grammatical categories: the paradigm of an irregular verb. 3. A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline. Meyrowitz – narratives – power, pleasure and patterns The underlying story about what media do to us or for us.
- concerns: Cultural (e.g. globalization, content, flow, cultural life, expression, values, identity) Social (e.g. mediation of social experience, links to deviance, social dis/order, inequality, hegemony, power, dominance) Political (e.g. government, state, national, elections, campaigns, citizens, democracy, war, terrorism, foreign policy, influence, power, resistance) Economic (e.g. degree of concentration, commercialization, dependency, wealth, power, inequality, elite) Psychological (e.g. behaviors, perception, uses and gratifications, values, ideals) (McQuail 2010: 9-10)
- Employs a transmission model of mass communications, “sees media as exercising power on behalf of other powerful institutions. Media organizations, in this view, ar likely to be owned or controlled by a small number of powerful interests and to be similar in type and purpose” (2010: 87). Coincides with industrialization and turn of the century Based on stimulus response model - short term, observable responses
- Draws from feminism, anti-war, liberation movements aiming to deconstruct power established structures From wikipedia: The Frankfurt School (German: Frankfurter Schule) refers to a school of neo-Marxist interdisciplinary social theory,[1] particularly associated with the Institute for Social Research at the University of Frankfurt am Main. The school initially consisted of dissident Marxists who believed that some of Marx's followers had come to parrot a narrow selection of Marx's ideas, usually in defense of orthodox Communist parties. Meanwhile, many of these theorists experienced that traditional Marxist theory could not adequately explain the turbulent and unexpected development of capitalist societies in the twentieth century. Critical of both capitalism and Soviet socialism, their writings pointed to the possibility of an alternative path to social development.[2] Although sometimes only loosely affiliated, Frankfurt School theorists spoke with a common paradigm in mind, thus sharing the same assumptions and being preoccupied with similar questions.[3] In order to fill in the perceived omissions of traditional Marxism, they sought to draw answers from other schools of thought, hence using the insights of antipositivist sociology, psychoanalysis, existential philosophy, and other disciplines.[1] The school's main figures sought to learn from and synthesize the works of such varied thinkers as Kant, Hegel, Marx, Freud, Weber and Lukács.[4] Following Marx, they were concerned by the conditions which allowed for social change and the establishment of rational institutions.[5] Their emphasis on the "critical" component of theory was derived significantly from their attempt to overcome the limits of positivism, materialism and determinism by returning to Kant's critical philosophy and its successors in German idealism, principally Hegel's philosophy, with its emphasis on dialectic and contradiction as inherent properties of reality. Since the 1960s, Frankfurt School critical theory has increasingly been guided by Jürgen Habermas' work on communicative reason,[6][7] linguistic intersubjectivity and what Habermas calls "the philosophical discourse of modernity".[8] More recently, critical theorists such as Nikolas Kompridis have voiced opposition to Habermas, claiming that he has undermined the aspirations for social change which originally gave purpose to critical theory's various projects—for example the problem of what reason should mean, the analysis and enlargement of "conditions of possibility" for social emancipation, and the critique of modern capitalism.[9]
- http://gseis.ucla.edu/faculty/kellner/papers/fs.htm
- Cultural: anthropology, linguistics, cultural studies - “mass media are main channel of cultural representation and expression” Social: sociology - “strongly patterned by the routines of media use and infused by its contents” – leisure time, lifestyle, topics of discussion, models of behaviour Political: political science, government, policy - “mass media provide an arena of debate and a set of channels for making policies, candidates, relevant facts” = publicity, influence, knowledge, framing Economic: economics - economic power of media growing in scope and scale
- Language = allows thought processes – children learn language that is spoken around them