Using your fieldnotes and interviews, identify statements that carry a moral imperative, and explore how these statements are linked to actions and the persons that perform them.

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Situ interaction

Using the norms and rules framework our observations of in situ interaction will be guided by the following research question: Do participants state or grant legitimate, moral imperatives in ongoing interactions?

Using your fieldnotes and interviews (1) identify statements that carry a moral imperative, and (2) explore how these statements are linked to actions and the persons that perform them. Use Brad Hall’s discursive force thesis explores the “cultural units” that mediate the conduct of those that you are observing.

 

Analyze sensory visual communication. Interpret diverse perceptual responses to visual elements. Distinguish semiotic visual communication. Assess viewer response to visual presentation. Evaluate visual persuasion communication. Determine ethics of visual communication..

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Diversity, Equity, and Inclusion Campaign

Analyze sensory visual communication.

Interpret diverse perceptual responses to visual elements.

Distinguish semiotic visual communication.

Assess viewer response to visual presentation.

Evaluate visual persuasion communication.

Determine ethics of visual communication..

 

Identify perennial barriers to effective written communication, specifically those that evolve from the medium’s advantageous qualities, along with practical solutions aimed at minimizing negative consequences.

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Written Communication Transcript

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  • Learning Objectives

⦁ Identify the primary purposes for organizational writing and understand how various contexts and circumstances dictate its form and function.

⦁ Learn perfunctory strategies for effective organizational writing with special attention to tone, clarity, and simplicity.

⦁ Consider written communication as an unselfish means to serve specific audience needs across platforms on behalf of an organization’s brand.

⦁ Appreciate the value of written communication as it reflects an organization’s reputation and adaptability and affects its bottom line.

⦁ Identify perennial barriers to effective written communication, specifically those that evolve from the medium’s advantageous qualities, along with practical solutions aimed at minimizing negative consequences.

 

Which question type did you employ? Why did you choose that approach? What was the result? How might learning question types better equip you to answer others’ questions? With a better understanding of question types, how might this change the way you ask questions of your peers or colleagues in your current role?

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Week 2 Discussion – Understanding Verbal, Nonverbal, and Written Communication

  • Materials
  • Textbook
  • Vannella, E. (2021). Interpersonal communication. MyEducator.
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  • MyEducator®

This week covered various types of questions that achieve different desired responses. The different question types include closed, open, rhetorical, funneling, and process questions. Depending on the question type, the response from the opposite person may vary from a one-word answer, or no answer, while other types will encourage information sharing as well as follow-up questions.

If everyone articulated their needs with absolute clarity and empathy, you might think we’d have little need for questions. But questions can arise even when a message is stated clearly, merely because one is curious.

  • Describe an instance when you initiated a conversation with a question.
  • Which question type did you employ?
  • Why did you choose that approach?
  • What was the result?
  • How might learning question types better equip you to answer others’ questions?
  • With a better understanding of question types, how might this change the way you ask questions of your peers or colleagues in your current role?

 

As these articles make clear online harassment and discrimination is significantly worse for women and minorities. Why is this? And what should we do about this?

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TikTok-esque summary

Start by watching this John Oliver clip from an episode in 2015. It is a bit dated, but the central point is strong and one that will help to frame the discussion.

Then watch this TikTok-esque summary of what is going on by Rachel Wentisky.

Read.pngRead

In order to have a meaningful discussion about this we need to get beyond the idea of individual prejudice or individual actors, and instead look at structural advantages and disadvantages. So next read this, it is brief but really explains the issue in a way that makes it so much easier to frame:

  • The Right Hand of Privilege
  • The internet is a very risky place for women and minorities read the following two pieces.
  • The Unsafety Net.
  • Then lets talk about Andrew Tate. Read the following on him:
  • How TikTok bombards young men with misogynistic videos
  • There Will Always be Guys Like Andrew Tate.. Note you can stop reading once you get to the “Doxxing is the ….” section.

Next Answer the following two discussion questions.

1.What encounters have you or your friends had with online discrimination or harassment? Tell us the broad outlines of what happened, and what the outcome was. You can change details and names to protect people as needed, just interested in what personal encounters you or your friends have had.

2. As these articles make clear online harassment and discrimination is significantly worse for women and minorities. Why is this? And what should we do about this?

 

If you were annoyed by your high-school teacher’s focus on grammar rules, you might write “is it useful for writers to study grammar?” If you find it hard to understand scholarly articles, you might write “how do students learn to read academic texts?” If you have been put off by comments that police your language, you might write “how should teachers respond to student writing?

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Conversation

Project Builder (PB2A): Developing Research Questions

Write for ten minutes about any feelings, questions, or frustrations you have around writing, reading, or literacy. Are there any issues in these areas that have particularly excited or irked you?

Feel free to write in any way you want: full sentences, lists, words/phrases, etc.

Then, convert your writing into a list of questions that are a little broader than your own experience.

If you were annoyed by your high-school teacher’s focus on grammar rules, you might write “is it useful for writers to study grammar?” If you find it hard to understand scholarly articles, you might write “how do students learn to read academic texts?” If you have been put off by comments that police your language, you might write “how should teachers respond to student writing?

 

Relate this to broader topics/questions in media and communications, bringing in concrete examples the text might apply to. Provide your own opinion of the text and concepts put forth in it.

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Speaking and presenting skills

Individual presentations should be 6-8 minutes long. Presentations are meant to develop speaking and presenting skills and transmit something of your experience of your reading and understanding of the concepts engaged with to the rest of the class. Presentations should:

1) Relay to the class what you think the point/main argument of the text you’re presenting on is in an informative and understandable way. It does not require that you completely understand everything in the text or have to convey everything in the text to the rest of the class. Rather, distill what you think the important concepts are and what you think is important for everyone to grasp.

2) Relate this to broader topics/questions in media and communications, bringing in concrete examples the text might apply to.

3) Provide your own opinion of the text and concepts put forth in it.

In general, would your family be classified as formal or informal? What or who were the subjects of jokes? What was the attitude toward the elderly?

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 Personal family history

Recall as much as you can about your personal family history.

Record your answers to the following questions as they apply to the conscious and unconscious learning that took place. It might be interesting to compare your answers to those of someone of a different culture.

  1. In general, would your family be classified as formal or informal?
  2. What or who were the subjects of jokes?
  3. What was the attitude toward the elderly?
  4. Was conflict dealt with in a direct or indirect manner?
  5. Who made the major decisions in your family? Mother? Father? Both? Other family members?
  6. If you had siblings of the opposite sex, did you notice differ- ent child-rearing practices being followed? What were some of those differences?
  7. Was competition or cooperation stressed?
  8. How did you learn about religious matters?
  9. How were you rewarded?
  10. How were you punished?

 

In this case study, focus on Radio Caroline and discuss how it best illustrates the theory and ideas we’ve explored in class.

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Pirate Radio, Radio Caroline

For this option you must discuss the idea of pirate radio with specific focus on Radio Caroline. Radio is such an integral and often overlooked broadcast medium. Its been integral to some of the world’s biggest events, it’s an important element of a functioning public sphere, and its been the site for a lot of contentious action. In this case study, focus on Radio Caroline and discuss how it best illustrates the theory and ideas we’ve explored in class.

This topic is intentionally wide open, it’s up to you to decide what parts of this you want to focus on and how it connects throughout the course material. Academically, how can you make sense of Radio Caroline as an alternative infrastructure? Have some fun with it, use your course material and have an opinion on this, be thoughtful and engage with your critical thinking.