Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MASS COMMUNICATION | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Short Cycle (Associate's Degree) |
| Course Type | Required |
| Course Coordinator | |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of the "Mass Communication" course is to understand what are the effects of the mass media on the birth process and afterwards in the intellectual area. In this context, the approach of communication theorists to mass media will be discussed. Communication tools (such as newspapers and television) have been increasing their influence in the world. When we look at the transition from traditional media to social media and the transformation of participation and influence between these two types of media, we can easily see the power of communication tools better. Within this context, these problems will be evaluated within the scope of communication theories arising from studies on communication tools. |
| Course Content | This course contains; Definition of the course. History of the communication tools: Was there first word or eye?,Transition to written culture: the domination of the printing house,Knitting of the space I: Trains, ships, post, telegraph,,Knitting of the space II: Telephone, radio, gramophone and television,The Formation of Social Organizations: Discovery of shopping and flows,A perspective at the meaning of the press: information, education and entertainment I,A perspective at the meaning of the press: information, education and entertainment II,Emergence of the Internet,A general introduction (Adorno and Horkheimer) to the Frankfurt School (Critical Theory) I,A general introduction (Adorno and Horkheimer) to the Frankfurt School (Critical Theory) II,An overview of McLuhan and the solution of "medium is the message" proposition,In the context of McLuhan's television theory, the world will become the "Gobal Village",Neil Postman and evil interpretation of Television I,Neil Postman and evil interpretation of Television II. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1.1.Be able to comprehend the functioning of communication tools | 16, 9 | A |
| 6.1.To be able to understand whether people are in the beginning of the influence of communication tools on daily decision making processes | 16, 9 | A |
| 1. Knowing mass media | 16, 9 | A |
| 3. To learn basic theories about communication tools | 16, 9 | A, E |
| 3.1. To learn the basic ideas of the theorists such as; Theodor Adorno, Max Horkheimer, Paul Virilio, Clude Shannon, John Keane, Marshall Mcluhan, Jean Baudrillard, Louis Althusser, George Gerbner. | 9 | A |
| 4. To be able to think of communication and communication tools as a theoretical rather than a simple message sending-receiving | 16, 9 | A |
| 5. Problematizing communication tools in the context of democratization and globalization through good-bad basis | 16, 9 | A |
| 6. Communication tools in the context of their effects on society, seeing what the dilemmas of treating human being as a cognitive and guided entity | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the course. History of the communication tools: Was there first word or eye? | |
| 2 | Transition to written culture: the domination of the printing house | |
| 3 | Knitting of the space I: Trains, ships, post, telegraph, | |
| 4 | Knitting of the space II: Telephone, radio, gramophone and television | |
| 5 | The Formation of Social Organizations: Discovery of shopping and flows | |
| 6 | A perspective at the meaning of the press: information, education and entertainment I | |
| 7 | A perspective at the meaning of the press: information, education and entertainment II | |
| 8 | Emergence of the Internet | |
| 9 | A general introduction (Adorno and Horkheimer) to the Frankfurt School (Critical Theory) I | |
| 10 | A general introduction (Adorno and Horkheimer) to the Frankfurt School (Critical Theory) II | |
| 11 | An overview of McLuhan and the solution of "medium is the message" proposition | |
| 12 | In the context of McLuhan's television theory, the world will become the "Gobal Village" | |
| 13 | Neil Postman and evil interpretation of Television I | |
| 14 | Neil Postman and evil interpretation of Television II |
| Resources |
| - Armand Mattelart, İletişim Dünyasallaşması, çev. Halime Yücel, İstanbul, İletişim Yayınları - Asa Briggs/Peter Burke-Medyanın Toplumsal Tarihi, çev. Erkan Uzun, İstanbul Kırmızı Yayınları, |
| - Eric Maigret- Medya ve İletişim Sosyolojisi, çev. Halime Yücel, İstanbul, İletişim Yayınları - Max Horkheimer, Akıl Tutulması, çev. Orhan Koçak, İstanbul, Metis Yayıları - Jean Baudrillard, Simülarklar ve Simülasyon, çev. Oğuz Adanır, Ankara, Doğu-Batı Yayınları - Marshall MacLuhan, Global Köy, çev. Bahar Öcal Düzgören, Scala Yayıncılık - Neil Postman, Televizyon Öldüren Eğlence, çev. Osman Akınbay, İstanbul, Ayrıntı Yayınları - Rıdvan Şentürk, Eleştirel Teorinin Eleştirisi, Kesit Yayınları - Rıdvan Şentürk, McLuhan’ın Televizyon Teorisi, İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi Yıl:8 Sayı:15 Bahar 2009 s.17-31 - Rıdvan Şentürk, İletişim Teorilerinin Sorunu, İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi Yıl: 11 Sayı: 21 Bahar 2012 / 1 s.493-518 - Theodor Adorno, Max Horkheimer, Aydınlanmanın Diyalektiği, çev. Nihat Ülner, Elif Öztarhan Karadoğan, İstanbul, Kabalcı Yayınları |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Know the basic concepts of Public Relations and Publicity disciplines and the basic theories of these disciplines. | X | |||||
| 2 | Public Relations and Publicity These data can be analyzed in various dimensions. | X | |||||
| 3 | It uses expert knowledge and participates in decision-making mechanisms of enterprises. It identifies the problems encountered and suggests a solution. | X | |||||
| 4 | It analyzes the institutions and prepares a communication plan in line with the needs of the institutions. | X | |||||
| 5 | It can solve the problems caused by taking responsibility when necessary in projects related to the field. | X | |||||
| 6 | They can participate in an organization set up for field-related projects, lead the project, manage operational plans and processes. | X | |||||
| 7 | Analyzes the theoretical and factual problems of Public Relations and Publicity disciplines and subdisciplines with scientific methods and analyzes the findings. | X | |||||
| 8 | As a principle, it adopts the principle of life-long learning. They follow developments, innovations, ideas, methods and changes in their field and use them effectively in their own work. | X | |||||
| 9 | Uses fluent and correct Turkology in scientific and professional researches. At least one foreign language can read and understand. | X | |||||
| 10 | Uses new communication technologies in their professional and scientific work and constantly monitor developments in new communication technologies. | X | |||||
| 11 | Acts in ethical codes in professional and scientific researches. | X | |||||
| 12 | The universality of social rights, social justice, quality and cultural values, and the protection of the environment, have a consciousness of people and society | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 4 | 16 | 64 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 2 | 6 | 12 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 140 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(140/30) | 5 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MASS COMMUNICATION | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Short Cycle (Associate's Degree) |
| Course Type | Required |
| Course Coordinator | |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of the "Mass Communication" course is to understand what are the effects of the mass media on the birth process and afterwards in the intellectual area. In this context, the approach of communication theorists to mass media will be discussed. Communication tools (such as newspapers and television) have been increasing their influence in the world. When we look at the transition from traditional media to social media and the transformation of participation and influence between these two types of media, we can easily see the power of communication tools better. Within this context, these problems will be evaluated within the scope of communication theories arising from studies on communication tools. |
| Course Content | This course contains; Definition of the course. History of the communication tools: Was there first word or eye?,Transition to written culture: the domination of the printing house,Knitting of the space I: Trains, ships, post, telegraph,,Knitting of the space II: Telephone, radio, gramophone and television,The Formation of Social Organizations: Discovery of shopping and flows,A perspective at the meaning of the press: information, education and entertainment I,A perspective at the meaning of the press: information, education and entertainment II,Emergence of the Internet,A general introduction (Adorno and Horkheimer) to the Frankfurt School (Critical Theory) I,A general introduction (Adorno and Horkheimer) to the Frankfurt School (Critical Theory) II,An overview of McLuhan and the solution of "medium is the message" proposition,In the context of McLuhan's television theory, the world will become the "Gobal Village",Neil Postman and evil interpretation of Television I,Neil Postman and evil interpretation of Television II. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1.1.Be able to comprehend the functioning of communication tools | 16, 9 | A |
| 6.1.To be able to understand whether people are in the beginning of the influence of communication tools on daily decision making processes | 16, 9 | A |
| 1. Knowing mass media | 16, 9 | A |
| 3. To learn basic theories about communication tools | 16, 9 | A, E |
| 3.1. To learn the basic ideas of the theorists such as; Theodor Adorno, Max Horkheimer, Paul Virilio, Clude Shannon, John Keane, Marshall Mcluhan, Jean Baudrillard, Louis Althusser, George Gerbner. | 9 | A |
| 4. To be able to think of communication and communication tools as a theoretical rather than a simple message sending-receiving | 16, 9 | A |
| 5. Problematizing communication tools in the context of democratization and globalization through good-bad basis | 16, 9 | A |
| 6. Communication tools in the context of their effects on society, seeing what the dilemmas of treating human being as a cognitive and guided entity | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the course. History of the communication tools: Was there first word or eye? | |
| 2 | Transition to written culture: the domination of the printing house | |
| 3 | Knitting of the space I: Trains, ships, post, telegraph, | |
| 4 | Knitting of the space II: Telephone, radio, gramophone and television | |
| 5 | The Formation of Social Organizations: Discovery of shopping and flows | |
| 6 | A perspective at the meaning of the press: information, education and entertainment I | |
| 7 | A perspective at the meaning of the press: information, education and entertainment II | |
| 8 | Emergence of the Internet | |
| 9 | A general introduction (Adorno and Horkheimer) to the Frankfurt School (Critical Theory) I | |
| 10 | A general introduction (Adorno and Horkheimer) to the Frankfurt School (Critical Theory) II | |
| 11 | An overview of McLuhan and the solution of "medium is the message" proposition | |
| 12 | In the context of McLuhan's television theory, the world will become the "Gobal Village" | |
| 13 | Neil Postman and evil interpretation of Television I | |
| 14 | Neil Postman and evil interpretation of Television II |
| Resources |
| - Armand Mattelart, İletişim Dünyasallaşması, çev. Halime Yücel, İstanbul, İletişim Yayınları - Asa Briggs/Peter Burke-Medyanın Toplumsal Tarihi, çev. Erkan Uzun, İstanbul Kırmızı Yayınları, |
| - Eric Maigret- Medya ve İletişim Sosyolojisi, çev. Halime Yücel, İstanbul, İletişim Yayınları - Max Horkheimer, Akıl Tutulması, çev. Orhan Koçak, İstanbul, Metis Yayıları - Jean Baudrillard, Simülarklar ve Simülasyon, çev. Oğuz Adanır, Ankara, Doğu-Batı Yayınları - Marshall MacLuhan, Global Köy, çev. Bahar Öcal Düzgören, Scala Yayıncılık - Neil Postman, Televizyon Öldüren Eğlence, çev. Osman Akınbay, İstanbul, Ayrıntı Yayınları - Rıdvan Şentürk, Eleştirel Teorinin Eleştirisi, Kesit Yayınları - Rıdvan Şentürk, McLuhan’ın Televizyon Teorisi, İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi Yıl:8 Sayı:15 Bahar 2009 s.17-31 - Rıdvan Şentürk, İletişim Teorilerinin Sorunu, İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi Yıl: 11 Sayı: 21 Bahar 2012 / 1 s.493-518 - Theodor Adorno, Max Horkheimer, Aydınlanmanın Diyalektiği, çev. Nihat Ülner, Elif Öztarhan Karadoğan, İstanbul, Kabalcı Yayınları |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Know the basic concepts of Public Relations and Publicity disciplines and the basic theories of these disciplines. | X | |||||
| 2 | Public Relations and Publicity These data can be analyzed in various dimensions. | X | |||||
| 3 | It uses expert knowledge and participates in decision-making mechanisms of enterprises. It identifies the problems encountered and suggests a solution. | X | |||||
| 4 | It analyzes the institutions and prepares a communication plan in line with the needs of the institutions. | X | |||||
| 5 | It can solve the problems caused by taking responsibility when necessary in projects related to the field. | X | |||||
| 6 | They can participate in an organization set up for field-related projects, lead the project, manage operational plans and processes. | X | |||||
| 7 | Analyzes the theoretical and factual problems of Public Relations and Publicity disciplines and subdisciplines with scientific methods and analyzes the findings. | X | |||||
| 8 | As a principle, it adopts the principle of life-long learning. They follow developments, innovations, ideas, methods and changes in their field and use them effectively in their own work. | X | |||||
| 9 | Uses fluent and correct Turkology in scientific and professional researches. At least one foreign language can read and understand. | X | |||||
| 10 | Uses new communication technologies in their professional and scientific work and constantly monitor developments in new communication technologies. | X | |||||
| 11 | Acts in ethical codes in professional and scientific researches. | X | |||||
| 12 | The universality of social rights, social justice, quality and cultural values, and the protection of the environment, have a consciousness of people and society | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |