COMS1001 Engaging Media Semester 1,...

Unit study package code: COMS1001

Mode of study: Internal

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Kara-Jane LombardPhone: +618 9266 2679Email: [email protected]: Building: 209 - Room: 339

Teaching Staff:

Administrative contact: Name: Teaching Support TeamPhone: +618 9266 7598Email: [email protected]: Building: 208 - Room: 428

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

COMS1001 Engaging Media Semester 1, 2016

Faculty of Humanities School of Media, Culture and Creative Arts

COMS1001 Engaging Media Bentley Campus 22 Feb 2016 School of Media, Culture and Creative Arts, Faculty of Humanities

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

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Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Contemporary media is a vital and pervasive presence in many aspects of our lives, both personal and professional. This unit explores the ways in which 21st century media 'engages' our attention through a variety of texts and communicative modes. It also focuses on the ways in which we, as users, consumers and producers, engage with the media. We will explore how our relation to media is impacted by the institutions and processes involved in its production.

Introduction The unit encourages you to develop a more critical, reflective understanding of the actors, cultures and networks that contextualise contemporary media. We explore the ways key issues such as ethics, ownership, participatory culture, privacy and credibility have become central to developments in media this century. Through reference to four major 'uses’ of media - entertainment, information, communication and play, the unit develops your understanding of the cultural and political contexts which structure our experience and engagement with media.

Structure

Module 1 Introduction 1.1 How does the media engage you? How do you engage with the media? 1.2 The Medium is the Message: When media converge? 1.3 Don’t touch that! Copyright, ownership and institutional control

Module 2. Entertaining Media 2.1 Entertain Me!: Who makes your entertainment? Actors, institutions & participatory culture 2.2 Entertaining the World: Using media across cultural boundaries 2.3 Play with me!: Virtual worlds, interactivity, convergence 2.4 Engaging with media to make art

Module 3. Informative media 3.1 Inform me! Mass media news outlets 3.2 Networks of information: Blogging, citizen journalism & collective intelligence 3.3 Talk to me! Chatting/texting/twittering at each other 3.4 Who’s listening? Mass communication in a networked, mobile environment 3.5 Conclusion





Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities The unit activities consist of listening to lectures and participating in discussions with other students in tutorials (or through the discussion board on Blackboard for external students). Each week students need to complete the set readings and viewing for each topic, as well as undertake various tasks and activities individually or in groups. You will also need to access the unit website through Blackboard, for important announcements, links to reading and media, and also the online discussion board.

You will need to complete set readings before each discussion, as well as any tasks or activities set for the week. These tasks may consist of finding various media texts for discussion, preparing short written pieces, or completing drafts of assignments. Along with your readings, all tasks are designed to prepare you for the formal assessment in the unit (see details below). The tasks for the first half of the unit will be gathered together into a Learning Portfolio. While the portfolio is assessed, its primary function is to aide your learning in this unit. You should approach your portfolio as an important part of your learning activities, and use it to document, organize, and help prepare you for each formal assessment.

On successful completion of this unit students can: Graduate Attributes addressed

1 Demonstrate critical awareness of the contexts in which various media are produced and distributed

2 Apply critical understandings of media cultures and institutions to reflect on their own use of media in professional, creative and personal practice

3 Present analysis of the processes influencing the production and consumption of texts in different media

4 Utilise concepts relating to institutions, audiences and cultures to explain and analyse media

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Resources Other resources

The resources required for this unit are: 1. Set Readings There is no textbook for this unit. The schedule of readings for each week is available on Blackboard under the Study Area. Some of your set texts for each week may consist of short videos or films. Most of the required and supplementary readings are available electronically from the Library’s e-Reserve collection and electronic journal databases. Links to these as well as other readings, videos and activities on the web are under the Study Area of Blackboard. 2. Blackboard In addition to accessing readings, students need to regularly check the unit's Blackboard, and to conduct independent viewing and research activities in a variety of media, including text, TV, film and internet-based media.





Assessment Assessment schedule

Detailed information on assessment tasks

1. Learning Portfolio The learning portfolio is like an ongoing learning ‘diary’ that you maintain in detail for the first 6 weeks of the unit. It aims to guide you through the tasks and skills you require for completing the other assessment tasks in the unit.

This assignment will assist you in achieving the unit learning outcomes by documenting your ability to:

1. find and evaluate appropriate sources of information 2. critically analyse texts and develop critical thinking skills 3. synthsise ideas and effectively communicate 4. utilise concepts relating to new media

Details

Each week there will be specific tasks you need to carry out and record in your Learning Portfolio.

You may keep the learning portfolio in any format you wish: a simple word document, a blog or website, etc, as long as it is easy for you to copy the entries into a word processing document that you can then submit as your assignment.

At the end of the 6 weeks, you will compile all of your entries and submit them as one document. You don't need to submit the tasks on a weekly basis; however the tasks are designed to be approached sequentially, and you will do much better if you work consistently at doing them every week.

The tasks and writing exercises build on each other to ensure that you have the required skills and experience to tackle the next two assessments in the unit. You should work on this assessment consistently every week. A description of each week’s activities is below; these tasks are also detailed in the study area of the unit website, which also details the word limits for each task.

Assignment 1 Task Summary

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Learning portfolio 30 percent Week: 6

Day: Friday Time: 17:00

1,2,3,4

2Remediation project 30 percent Week: 10


1,2

3Essay 40 percent Week: 14


1,3,4

Wk Topic Task Description

1 1.1 Unit Orientation

l Visit the library's website - take library tutorials on locating information; look at the library's guide to the APA 6th referencing guide; and find the reading/viewing for week 1 and sumarise the main points. Note any questions, opinions or observations you have (100 - 150 words).

l Familiarise yourself with Blackboard, find the unit outline, discussion board, assignment dropbox, lectures etc. Introduce yourself on the discussion boards and tell everyone what media you engage with the most on a day to day basis





This assignment will be marked according to how well it:

1. Documents and demonstrates consistent and applied effort to complete tutorial tasks and reading 2. Displays an understanding of critical thinking and analysis 3. Is well-written and appropriately referenced

2. Remediation Project This assignment consists of a practical creative response to the notion of remediation, as well as research demonstrating your understanding of the processes of production, distribution and consumption, and how these may be changing in a digital media environment.

This assignment assists you in achieving the unit learning outcomes by allowing you to develop and demonstrate:

l your practical skills in, and engagement with, the concept of ‘remediation’ and the contemporary media

and note who has a similar/different relationship to media to you. What recent developments in media have you noticed/find interesting? (150 words).

l Test out software required for Collaborate.

2 1.2 Critical Reading

Document the process of critical reading. Using the Bolter & Grusin reading you will annotate /highlight the chapter, take notes and finally write a summary of the article according to a series of set questions: Identify thesis (argument); identify relevance (what is/is not relevant); clarify terms; (200 - 250 words).

3 1.3 Critical Summary

Repeat the critical reading process from last week using the set reading for topic 1.3 (Collins). In just 50 words (using no quotations), summarise what the article says about copyright and fair use. Post this to the discussion board.

4 2.1 Informed discussion

Find an article, chapter or book about “participatory culture”. Write a short summary of the piece and its approach to the notion of participatory culture (50 - 100 words). Choose a short quotation from the article/chapter that helps illustrate your summary, one that either provides an example; outlines the author/s argument, or provides a direct definition (no more than two sentences). Add a brief sentence that in your own words indicates whether you agree with this example/approach/definition and why. Post this to the discussion board.

5 2.2 Research skills

Look at the essay topics for assignment 3 and pick one you find interesting, or think you are most likely to answer. Conduct an evaluation of the essay question to identify key terms. Find two academic journal articles from the library databases that you think are relevant to your topic. Write an explanation as to why these sources will be useful for your essay (200 - 300 words) and adhere to correct in-text referencing and bibliographical information.

6 2.3 Writing Skills

Find another source that will be useful for your essay. This source could be any academic source that you find via the Curtin library database. Write two paragraphs based on source (300 - 400 words). Assume you are preparing a draft for your final essay. Your piece needs to include: a short summary of the article’s argument; an analysis of the argument (why it argues what it does, whether it is arguing for or against a common assertion; if it supports or contradicts other critics); statement of relevance (why it is important for the topic, what it adds to understanding). Also incorporate at least one direct quotation which is appropriately contextualised. Adhere to correct in-text referencing and bibliographical information.





environment, l your critical understanding of the various factors influencing the production and consumption of media

texts. l Your ability to present these understandings in both written and creative forms

The Remediation

Choose a media text that you enjoy or think would make a good candidate for ‘remediation’ (i.e. re-presenting it in a different media form). Your text could come from any form of mass media. Some good examples include:

l A book l A poem l A song l A film l A newspaper article

(Other examples which may fit the notion of a media ‘text’ but can be harder to remediate include: a website; an advert; a painting, for example …)

You need to ‘ remediate’ this text – i.e. re-present the text in a different media format. For example, if the original text was a newspaper article, you could rework it as a webpage, or a video. You do not have to stick to a strict definition of what a remediation is; your new text may involve re-mixing, mash-ups and changing the original content/text.

Your remediated text needs to be presented in an electronic format so it can be shared with other students and your tutor in an online format (eg as pdf, video, webpage, blog, jpeg etc). As a general guide, audio or video texts should be no more than about 3 minutes long; involved graphical texts (eg graphic novel, cartoons) should be no more than 12 panels; text-based remediations (including websites, blogs, newspaper articles etc) should be no more than 1000 words.

Your remediation will not be assessed according to technological or artistic prowess, but on the success of the process of transforming the text into a different form and the understanding it suggests of the shifts in production, distribution, and/or audience in a new/digital media environment. (Hint: it will be hard to demonstrate this understanding if your new text does not differ much in terms of production, distribution or consumption from the old text).

As you may not be able to submit certain/ large remediated texts to Blackboard, and in order to fully engage with the issues surrounding new media production, we encourage you to host your Remediation online and record the location in your Written Documentation so your tutor is able find it. Please submit the Written Documentation to the assignment dropbox on Blackboard.

Written Documentation

Along with the remediation you need to submit a short written document (no more than 1000 words) that outlines your understanding of how your remediation changes the ways in which the original text can/has been produced, distributed and consumed.

Your documentation should take the following format (NB a pro-forma laying out all the required sections is included on the assignment dropbox page).

Original Text

l Title l Format l Producers (list in as much detail as possible the people, companies or institutions involved in the

production of the text) l Distributors (list in as much detail as possible the people, companies or institutions involved in the

distribution of the text) l Consumers (identify the intended and /or likely audiences for this text)

Remediated Text

l Title l Format l Production (who/what was – or could – be involved in the production of the text)





l Distribution (how might text be distributed? Who would be involved?) l Audience (identify the intended and /or likely audiences for this text)

Provide a brief response to the following:

1. In your own words, briefly describe the process of remediating your text 2. In what ways does your remediated text demonstrate an understanding of how remediation impacts on

the contemporary media environment? 3. What key themes and/or concepts covered in the unit do you think are raised by your remediation?

Why/How?

Your assignment will be marked according to how well it:

1. Demonstrates a sound understanding of the shifts in production, consumption and distribution in a digital media environment

2. Demonstrates a clear understanding of concept and process of remediation 3. Effectively engages an audience, working appropriately within the medium chosen 4. Displays evidence of research and planning in terms of remediation and written component 5. Links remediation to unit themes and concepts

Please submit the Written Documentation via the assignment dropbox on Blackboard.

3. Essay Write a 1500-1800 word essay responding to one of the questions below. Each question roughly relates to one of the key themes or issues considered throughout the unit.

1. Traditional applications of copyright are becoming unworkable in the contemporary media environment. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

2. The idea of the ‘active audience’ signals a shift of power from media institutions to media consumers. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

3. Globalization encourages the production of culturally diverse media. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

4. Privacy is becoming increasingly irrelevant in the context of social networking sites and social media. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

5. In an era of ‘citizen journalism’, the notion of credibility is becoming irrelevant. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

6. The success of digital games has changed the way we think about media. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

7. If the medium is the message, then arguments and debates inherently vary according to which medium they are expressed in. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

8. Art can be an effective way to explore debates around contemporary media. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.





In answering the question, you should also draw on critical texts and other media examples to support your argument. You will need to consult academic texts to support your ideas, which should at minimum include some of the set readings for the unit, but also draw on academic sources found through your own research. A good essay is likely to include at least seven scholarly sources (eg, books or articles from peer-reviewed journals written by academics).

In researching your answer, think about audience, cultural context, media organisations and institutions. Your essay may choose to focus on just one type of media ‘use’ we have covered, or could refer to one or more from entertainment, play, information and communication.

Your essay should be properly referenced according to APA guidelines and include a reference list.

Your answer will be marked according to how well it:

1. Provides an informed, critical analysis 2. Presents information in a clear, coherent manner 3. Engages the reader and effectively communicates 4. Correctly references sources used

Pass requirements

You will pass the unit as long as you submit all pieces of work, make satisfactory efforts to participate in the unit, and obtain a grade of at least 50% over all for your work in the unit. That is, should you fail any individual piece of work, as long as your final result is 50% or more for the required assessment, you can still pass the unit. You may not resubmit assignments for marking unless expressly instructed to do so by your tutor.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments are not available in this unit.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Assignment submission Professional communication almost always involves adhering to set formats: start practising now by presenting your work as required. All assignments should include a cover sheet with your name, unit number, assignment number, due date and name of your tutor. Cover sheets are available on the unit website.

(Please keep a copy of your assignment and your submission notice from blackboard). Please submit in word (.doc) or rich text (.rtf) formats only – do not submit PDFs.

Important! Assignment files must be named: COMS1001_a.[insert #]_[your surname]; eg: COMS1001_a.1_Lombard.doc.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

Thank you to teaching staff and previous students for their feedback on the unit in previous years. We hope you enjoy the unit as much as they have, and in 2016 we have made the unit even better in the following ways:

1. Weekly topics have been changed and updated to reflect developments in the digital media arena.

2. Assignments have been revised. Assignment 1 has been made more relevant to the weekly topics and readings. Assignment 2 will now allow students to work with a wider range of media products; the written component of the assessment is now simpler and more streamlined. Essay topics for Assignment 3 have been expanded.

4. Readings have been updated in 2016 to be more current and relevant.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Lecture/

Seminar

Assessment Due

1. 29 February

1.1 Introduction: How does the media engage you? How do you engage with the media?

2. 7 March

1.2 The medium is the message: When media converge?

3. 14 March

1.3 Don’t touch that! Copyright, ownership and institutional control

4. 21 March

2.1 Entertain me!: Who makes your entertainment? Actors, institutions & participatory culture

5. 28 March

Tuition Free Week

6. 4 April

2.2 Entertaining the word: Using media across cultural boundaries

Learning Portfolio

7. 11 April

2.3 Play with me: Virtual worlds, interactivity, convergence

8. 18 April

Tuition Free Week

9. 25 April

2.4 Engaging with media to make art

10. 2 May

3.1 Inform me! Mass media news outlets

Remediation

11. 9 May

3.2 Networks of information: Blogging, citizen journalism & collective intelligence





12. 16 May

3.3 Talk to me! Chatting/texting/twittering at each other

13. 23 May

3.4 Who’s listening? Mass communication in a networked, mobile environment

14. 30 May

3.5 Conclusion

Essay





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