“Who do we know?” This question is frequently asked before any position is posted on a job board in an organization. I have been a member of several hiring committees, and we always start a search by listing out the names of people we know who might be interested in the position and reach out accordingly. Organizations always want the “best fit”, culturally and skillfully, and that “best fit” is not always easy to find. Relying on connections we already have often makes it easier to fill positions, and many companies provide incentives for referral-based hiring these days since it helps with recruiting and retaining great talent. On the flip side, when potential applicants are on a job hunt, the first thing they think about is their resume, which is great…because formatting and content matters. However, many times, resumes come second to relationship building in the job search process. Research shows that up to 85% of positions are filled via networking; they are filled by either internal employees or through referrals. Even more data suggests that 70-80% of jobs aren’t even posted before they’re filled. It’s not just about who you know but who knows you and can speak to your qualifications when you are not around. In short, students need to learn to master the art of networking to help them in their goal of obtaining employment post-graduation. Most students do not realize that many experienced professionals enjoy helping and giving advice to young people. Most students also do not realize that experienced professionals are greatly impressed when “go-getters” seek them out. This past year, I had a freshman in a basic communication course who had been assigned to interview someone in her potential field (business). Brilliant assignment, right? It pushed students out of their comfort zones, but most students want to interview someone they already know, like a family friend or relative. It’s great to utilize your existing connections, but it’s not the best way to grow a network. So when my student told me she admired my passion for my job but had no desire to teach herself, I told her not to interview me. Instead, I thought about how she could combine her passions and turn them into a career. I knew that she loved to run and wanted to help people, so I searched “Olympics” on LinkedIn (an amazing resource to find professionals in their respective industries) and found the profile of an executive from the Olympic Training Center in Colorado. When I read his bio I noticed that he had several things in common with my student, so I told her about him. (Relationship building starts with finding commonalities, after all). She reached out to him, and they had a great phone conversation a few days later. He was very impressed that she was already networking at the age of 18 and spoke about potential internships she might look into down the road. The point of that story is, once you find your passions, you can use them to build a career path, but you need to rely on your networking skills to propel you forward. Since most jobs are not even posted, it is vital to start making connections and good impressions so that others remember you. The world seems huge, but industries are quite small once you start finding your passions. So how do you start making these connections? I’ve compiled a brief list to master the art of networking: To make the most of networking, you should first know your why. Know what you desire. People want to know how they can help you, but you first need to know what it is YOU want enough to articulate it to someone else in conversation. If you are unsure about what you are passionate about, a good book to check out is Start with Why, by Simon Sinek. Next, create a LinkedIn account and use it in a way that gives you a competitive advantage. Start with a professional headshot and a unique bio that separates you from everyone else. Everyone has a story; this is an opportunity to start yours, and as my friend and National Elevator Pitch Champion, Chris Westfall says, gives others the chance to say “tell me more.” Follow people on LinkedIn within the industry you seek and you’ll start seeing things they post. This can help you become more knowledgeable in the field. Pay attention to the authors of the articles they post and then look them up. Follow them too and so on. If you would like to do more than just follow them, send an invite to connect. Find a commonality and send a professionally-written email that is unique. This should be concise and to the point. If you would truly like to ask their advice on the industry, do not be afraid to send an email to request 10 minutes of their time to learn more about what they do. People typically do not feel put out by giving up 10 minutes of their time. If they do not respond, do not feel bummed. The fear of rejection is real, but if you don’t ask, the answer is always going to be “no” anyway. Someone will eventually respond. Think of rejection as divine redirection. Create professional-looking business cards with relevant information. Here are some tips for What College Students Should Have on Business Cards. Participate in community service that is MEANINGFUL to you. Do not solely do it to rack up service hours for an organization for which you belong. Participating in something meaningful allows you to create more connections with people who have the same interests. If you can assist in a service project that is related to your career, that is a double-bonus! Attend every single networking event that makes you feel uncomfortable. Truthfully, any public space gives you an opportunity to network and connect with people. Do you like yoga? Do you like the dog park? Whatever your interest, others will be there with a common one. People do not know you exist until you let them know you exist. Be prepared to tell people about your interests and how you can potentially collaborate with them once you find that commonality. You never know where one conversation might lead. To wrap this up, it’s important to know that it is never too early to start meeting people. It’s also important to be you…authentically you, in every conversation – you will be seen as more genuine that way. And finally, remember that it’s not all about you – it’s about collaboration, and so every relationship should be a mutually beneficial one. Find your tribe and your networking circle will continue to grow. Opportunities will follow.   Professionally yours, Jennifer Mullen ... View more

The new Disney/Pixar film Coco has topped the box office for three weekends in a row, and is well on its way toward passing Justice League and becoming the biggest hit movie to come out during the mid-November-to-mid-December corridor – in other words, in between Disney/Marvel’s Thor: Ragnarok and Disney/Lucasfilm’s Star Wars: The Last Jedi (Disney owns a lot of stuff, you guys, and they’re angling to own more with a possible purchase of Fox’s movie and TV studios). This is not surprising in the sense that Pixar movies are often big hits (and, again, Disney owns everything) – but it is notable that this particular Pixar production features almost entirely Mexican characters (and I say “almost” only because the origins of its happily mangy dog sidekick are technically unknown).   I just edited a new edition of our intro to film studies book The Film Experience, and one of our objectives for the new edition was to revamp our history coverage to talk more directly about major contributors to the medium’s development who happen to be members of marginalized groups – and whose stories are not always told in traditional narratives about how film got to where it is today. And where it is today, incidentally, still requires a ton more work to do, especially in Hollywood – it’s rare to see a live-action big studio film as dominated by non-white people as this animated one, though Universal’s Fast & Furious series does its part. But we are seeing progress, and it’s particularly heartening to see this progress coming from Pixar, because the company hasn’t made that many movies focusing on humans, period, as opposed to the secret lives of toys, bugs, monsters, fish, scarily sentient planet-dominating cars, and so on.   Coco isn’t just a movie where the characters happen to be Mexican (though there’s value in that kind of creative choice, too, of course; that's closer to the kind of inclusive casting choices Disney has made on the new Star Wars pictures), but one that specifically speaks to the dynamics of a large Mexican family, that takes place on the Day of the Dead, and immerses itself in a particular culture’s notions about family, memory, and the afterlife. It’s not as hilarious as some past Pixar movies, but it’s a lovely little film. A lot of cartoons have trouble telling human stories that are actually about humans (perhaps understandably; toys and monsters and bugs are probably more fun to animate), and in a relatively weak year for family-targeted animation, which has seen plenty of big-studio product scrambling for a marketable hook (The Boss Baby; The Emoji Movie), it’s nice to see Coco create a fully felt character out of Miguel, its young hero. The movie is still wildly imaginative in its designs – Pixar’s vision of a city populated by the deceased does not disappoint – but it never feels desperate to throw everything it can think of at its audience As a result, it also feels confident that the audience will find it.   One interesting aspect of Coco’s success is only tangentially related to the movie itself, but does have to do with the notion of an audience finding it despite the lack of Nemo, Dory, Woody Buzz, or the Incredibles. Coco was initially released in theaters with a short subject in front of it, as has become tradition for most Disney animated features, and just about every Pixar feature. But this wasn’t a Pixar short attached to Coco; rather, it was a 20-minute “featurette” starring the characters from Disney’s megahit Frozen. If 20 minutes sounds like it stretches the definition of a short subject (especially for a family audience), that’s because Olaf’s Frozen Adventure is, in fact, a TV special (an airdate of 12/14 on ABC was recently announced) tacked on to the front of Coco, ostensibly as a special treat.   Both the specialness and the treatness have been in doubt, however. There’s speculation that Disney may have been nervous about the financial prospects of a non-sequel Pixar joint with such a specific cultural focus, which would explain why they gave so much screentime over to perhaps the whitest set of characters in the current Disney stable (I mean, the main character in it is a dang snowperson). But what happened next, as the clickbait headlines say, may surprise you: Audiences reacted with irritation towards the Frozen spinoff. Now, a lot of this is anecdotal, as almost all chronicles of audience reactions tend to be, and some of it has to do with the simple yet nearly unsolvable math problem of how to make a kid sit for a 20-minute “short” plus a 105-minute feature (the only real solution: have extremely patient kids). It’s probably a mistake, as ever, to confuse Twitter-complaining with a popular sentiment.   But over in Mexico, where Coco has become the highest-grossing movie in the country’s history (!), the results have been a bit more quantifiable: Though Disney stopped running the Olaf special in front of Coco after a few weeks of its U.S. release, some Mexican theaters (which got the movie several weeks before their U.S. counterparts) began taking it upon themselves to not show Olaf’s Frozen Adventure after some audiences complained. The audiences were – get this – wildly excited to see Coco itself, to see powerful representation from a beloved studio, moreso than whatever bonus Disney thought might draw bigger crowds. U.S. audiences, too, turned out not to need hand-holding from Olaf to lead them into Coco. It's a potent example both of how Disney may be thinking more progressively than they were even five or six years ago... and how audiences around the world may be even further ahead than that.   Want to get blogs from the Communication Community directly in your inbox? Click on the "Follow" button in the top right-hand corner of this page, and select "Inbox" in the drop-down. ... View more

Students will be arriving back on campus over the next few weeks, and many will be coming in to the 2017 - 2018 school year with thoughts and questions about distressing recent events in national and local news. One way to help students process these events is to discuss them as a group in class. While it can be daunting to bring hot-button topics into the class environment, chances are high that these topics are already weighing on students’ minds and students will want to talk about them. Allowing students to express their thoughts and questions among their peers will help them develop the skills they will need to participate in ongoing discussions and debate outside of class. These conversations also present an opportunity for students to practice their media literacy and research skills, which will lead to more informed discussions with fact-based support. Leaders of The Choices Program, an educational nonprofit at Brown University, note that tying curriculum to current events “prepares students to become more informed and engaged citizens.” By sharing their personal experiences and stories, these conversations also have the potential to help students recognize how these issues impact people from different racial, economic, and social backgrounds. That being said, it can still be a challenge for instructors to begin such discussions in the classroom – here are some suggestions for getting started. Prepare students for the discussion beforehand. Despite these clear benefits to discussing current topics in the classroom, it is also important to remember that these issues will impact students in different ways. If you suspect a student might have a particularly strong emotional response to the topic, talk with them and help them prepare for it beforehand (or give them the chance to opt out). Another approach would be to inform all students of the upcoming discussion beforehand, so that concerned students may discuss it with you privately. This tactic also gives students the opportunity to research the topic beforehand, so that they may practice finding reputable sources and using those sources to support their viewpoints. Consider asking students to write down what they know and what questions they have beforehand, so that their responses might help you decide how to frame the conversation. Create a safe, supportive, and respectful classroom environment. For any conversations on an uncomfortable topic, it is imperative that all students feel that their thoughts and feelings are respected, and that they have an equal chance to share. On the day of the discussion, have the class create a set of ground rules that will allow them to share their perspectives without fear of judgment, interruption, or rebuke. Examples of potential ground rules include “One mic” (one person at a time), “I statements” (saying “I feel that” instead of “You’re wrong because”), and “Step up step back” (pay attention to how much space you’re taking up in the conversation and adjust as necessary). Once the students have agreed to the ground rules, ensure that they remember to uphold these rules, and address any violations immediately. In the article “10 Ways to Talk to Students About Sensitive Issues in the News,” Jinnie Spiegler from The Learning Network recommends that instructors encourage students to talk openly about their feelings in the discussion, and to occasionally check the emotional “temperature” of the room. These talks can become very personal and cause intense emotional reactions, which can be helped with a safe, open, and respectful classroom environment.   Determine your role and prepare accordingly. Many instructors struggle with the ethics of sharing their own personal and political beliefs with their students, especially during group discussions. Therefore, some might decide not to participate in the conversation at all. Others might play the role of a moderator, facilitating while not participating in the discussion. A moderator has the ability to steer the conversation away from off-topic threads, remind students to keep the conversation respectful, and make sure that the discussion is productive with equal chances for all to contribute. Some might choose to answer questions as they come up or clarify misconceptions when necessary, and some will participate fully in the dialogue. Regardless of the role you choose to play, it is important to research the topic fully beforehand so that you can participate, respond, or clarify if needed. Instructors are not immune to these topics and may have an emotional response of their own; if you feel that you might have such a reaction, prepare yourself beforehand in the same way that you might help a concerned student prepare. Along with the links posted at the bottom, there are various resources available either in print or online to help you with these types of discussions. Finally, remember that while these conversations are uncomfortable, by addressing them head-on, your students will be better prepared to engage in public conversations going forward, and may even start to challenge their own biases and assumptions as a result. Questions: How do you teach current events in the classroom? Do you host a group discussion, create lectures, or show news clips or other videos? Resources 10 Ways to Talk to Students about Sensitive Issues in the News Uncomfortable Conversations: Tools to Teach Current Events and Controversial Issues Want to get blogs from the Communication Community directly in your inbox? Click on the "Follow" button in the top right-hand corner of this page, and select "Inbox" in the drop-down. ... View more

Whether or not you watch Game of Thrones, you probably already know that the seventh season of the action-packed fantasy returned last month (to record-breaking ratings, no less). Maybe your friends held a viewing party, or posted about it on social media, or slipped “Winter is coming” somewhere into a recent conversation. Even if you’re behind on the show (three seasons behind, in my case), it’s unlikely that you’ll have to wait long before the events of the current season come to your attention (curse you, spoilers!). In an age where countless varieties of television shows are available for your entertainment in a growing array of mediums – like Netflix, DVR, and various online streaming platforms – it’s rare to find one single show that captures such massive appeal and has an audience dedicated enough to tune in every week. Game of Thrones manages both, drawing in 16.1 million total viewers for the seventh season premiere, which includes 10.1 million who watched on the linear channel as the show aired (Variety). While not the only example of “consensus” or “appointment-viewing” television left, it is currently the strongest, growing in its last few seasons while other examples Scandal and The Walking Dead have seen viewership drop off (TIME). Why, then, has Thrones been able to command not just viewers’ attention, but also their Sunday nights? Is it just the merit of the show itself, or is there a social aspect to it as well? Game of Thrones is a prime example of communal TV - shows most enjoyed when we share them with others. Methods of sharing a TV viewing experience include physical watch parties or social media shares - Thrones fans use both. In fact, so many people participate in Game of Thrones parties that The New York Times recently published an article asking “How Quiet Should You Be During ‘Game of Thrones’?”. Reactions from fans were mixed, preferring either total silence, some chatter during unimportant or dialogue-light scenes, and free talking throughout. Some fans need to fully immerse themselves in the show by watching it alone first, and others need to watch with others so that they can ask questions when they lose track of the plot. Fans from both sides cited “the shared experience” as part of their rationale, so which is it? Does the shared experience refer to quietly watching a show as a group, or does it mean talking as a group while watching a television show? If you prefer to watch alone, you can still participate in the communal viewing experience through social media. Here, fans can share their opinions, reactions, and thoughts on the show without having others physically present. In an attempt to increase ratings, many shows have started to encourage (spoiler-free) live-blogging and live-tweeting by having cast and crew members participate. With Game of Thrones, it feels inevitable that as soon as an episode airs, the internet will become a minefield of spoilers for anyone who dares to watch the show later. And that, in part, explains why Game of Thrones is one of the last appointment-viewing shows on television. Because of the communal experience, fans are all but required to view the show each Sunday night when it airs, either because they have agreed to watch with someone else or because they want to avoid having the episode spoiled ahead of time. While spoilers are difficult to avoid for most television shows, it’s particularly risky with Game of Thrones, where dramatic plot twists and power plays are infinitely more enjoyable to fans who didn’t see them coming.                    Spoilers on Game of Thrones are so hard to avoid that Stephen Colbert introduced the “Spoiler-Proof Bucket” on The Late Show with Stephen Colbert. All you have to do is wear it on your head and you’ll be spoiler-free! (Image from www.cbs.com) Overall, Game of Thrones is a fun show to watch with others – either electronically or in person – for a variety of reasons. With a large cast of characters to root for (or against), the frequent plot twists and shifting power dynamics compel viewers to tune in week-to-week. As someone planning to catch up to the show this month (to join a viewing party, of course), all I can say is: winter is coming, and it’s bringing communal television back with it. Questions:     Do you watch Game of Thrones? If so, how do you watch it? Alone, with a group? Do you post your thoughts on social media?     How do you think the communal viewing experience differs from the individual viewing experiences? Does it increase your enjoyment of the show, or decrease it? ‘Game of Thrones’ Season 7 Premiere Shatters HBO Ratings Records | Variety  Game of Thrones' New Finale Record Proves It's Consensus TV | Time.com   How Quiet Should You Be During ‘Game of Thrones’? Fans Disagree - The New York Times   ... View more

  “Image from Film-Book.com” The latest in the series of Disney’s planned remakes, 2017’s Beauty and the Beast stirred up controversy prior its release over the filmmakers’ revelation that this adaptation would feature a Disney movie’s first “exclusively gay moment” with the character LeFou, played by Josh Gad. This decision correlates with Disney’s wider efforts to increase inclusivity in representations of modern gender roles and sexuality in order to appeal to a wider contemporary audience; recent films in the Disney brand exemplify this strategy, such as Tangled (2010), Brave (2012), and Frozen (2013) with their proactive heroines who reject the damsel-in-distress archetype often foisted upon fairy tale females and instead, display character traits that subscribe to contemporary Western feminist values. Disney’s relationship with the Beauty and the Beast tale has always been progressive on issues of gender representation. In TIME magazine, Eliza Berman hails Belle as Disney’s first feminist princess, and attributes that to the efforts of the 1991 animated film’s screenwriter, Linda Woolverton, the first woman to write a Disney film. The article also details the challenges Woolverton faced in attempting to realize her vision of Belle, whom she was determined to make “a new kind of Disney heroine,” one more active and intellectually curious than her predecessors.  2017’s treatment of Belle, played by Emma Watson, furthers the portrayal of modern sensibilities on gender roles and juxtaposes current gender politics with those of the indistinct eighteenth-century time period of the film: Belle, rather than her father, is the inventor (she applies this trade to the domestic chore of laundry through the invention of a rudimentary washing machine), her bookish quality is expanded to include a scene of her teaching a young girl to read (an act met with hostility against female literacy), and her father describes her as a woman ahead of her time when she voices concern that the townspeople find her odd. In her introduction to Beauty and the Beast: Classic Tales About Animal Brides and Grooms from Around the World (Penguin Books, 2017), Maria Tatar points out that while different cultural iterations of Beauty and the Beast still feature the heteronormative romance as their centerpiece, their variations express cultural  and generational differences in ideas about social issues. Disney uses the version of the tale published in 1756 by Jeanne-Marie Leprince de Beaumont as a foundation for their adaptations, but brings its themes into the twenty-first century by eschewing de Beaumont’s moral of virtue to convey a message of acceptance. The 2017 adaptation distinctly underlines the concept of self-identity to resonate with a diverse contemporary audience. This emphasis on being true to one’s self is particularly appropriate for the filmmakers when navigating representation of gender and sexuality in a time of shifting attitudes on these subjects. LeFou may remain a supporting character, but his character arc is updated to reflect the movie’s themes of self-discovery and acceptance. According to the film’s director Bill Condon, “He’s confused about what he wants. It’s somebody just realizing that he has these feelings [...] And that’s what has its payoff at the end”. From oral storytelling to film adaptations, fairy tales endure because of the manner in which they reflect a shared set of cultural norms and values. Disney’s latest Beauty and the Beast adaptation continues that tradition by expanding the film’s inclusive representations of gender and sexuality to reflect the changing cultural landscape. ... View more

I am fascinated by storytelling. I am a Moth podcast junkie and am a regular at story slams around Boston. Something about hearing other people’s stories helps me place my own experiences within a meaningful context. They have the power to help me empathize with other people’s perspectives. They can inspire and teach me. Recently, I’ve been reflecting on why storytelling holds such power. In a three-part series on Fast Company, Jonathan Gottschall, author of The Storytelling Animal: How Stories Make Us Human (Mariner Books, 2013), talks about the ubiquitous, powerful nature of stories and their influence on us and our culture. He begins by illustrating how storytelling infiltrates many aspects of our human experience:   "Humans live in a storm of stories. We live in stories all day long, and dream in stories all night long. We communicate through stories and learn from them. We collapse gratefully into stories after a long day at work. Without personal life stories to organize our experience, our own lives would lack coherence and meaning." Storytelling isn’t new. As a social and cultural activity, storytelling predates writing and began as an oral tradition. It is a distinctly human endeavor that serves to share and interpret experiences, teach, and entertain. We are drawn to stories for a good reason. Turns out, we are wired for it. “Stories powerfully hook and hold human attention because, at a brain level, whatever is happening in a story is happening to us and not just them,” Gottschall writes. You see our desire to tell and consume stories in our love of television, movies, and books as well as our fascination with social media. Telling stories shapes how we interact with others not to mention well-constructed narratives are often behind compelling initiatives in advertising, business, and journalism. Storytelling is woven throughout all aspects of our media and culture and is evolving as we do. With the digital era, we are also seeing our increased ability to participate in and have an effect on the stories being told.  Though the exact extent to how much media can change our society and vice versa is still unknown, storytelling's capacity for creating empathy and shifting cultural attitudes is an interesting phenomenon to look at. While trying to convince somebody to change a belief is largely ineffective, telling them a story with characters they can empathize with can be more persuasive. For example, Gottschall argues that social scientists believe that storytelling might have had an impact on shifting American attitudes on homosexuality over the past 15 years with television shows such as Will & Grace, Glee, and Modern Family. That's some powerful stuff! With storytelling being such a huge part of the way we consume media, teach, and learn, I suspect we will continue to talk and hear a lot about storytelling in the coming years. Want to learn more? Gottschall’s interesting three-part series on storytelling is available to read here: The Science of Storytelling: How Narrative Cuts Through Distraction Like Nothing Else Infecting an Audience: Why Great Stories Spread Story 2.0: The Surprising Thing About the Next Wave of Narrative How has storytelling impacted your life? Have you changed a perspective on something because of a well-told story? How do you think storytelling will evolve in the future? Feel free to share your thoughts below! ... View more

A while ago, I wrote a bit on COMMblog about the idea of "one perfect shot" that encapsulates a movie perfectly (or just looks really, really nice). That's been on my mind again as I finish up helping the authors of The Film Experience with the visual program for our new fifth edition of the book, which is coming out this fall. Editing lots of different types of books is fun, but I can say confidently that the visual side of editorial work is most fun with film books. The authors and I are constantly looking for examples to illustrate technical concepts (related to editing, cinematography, and, trickiest of all, sound!) as well as broader categories (like genre or narrative). We want some examples that students will know immediately -- often this involves looking at a list of the highest-grossing movies of the last year or two, and then trying to figure out which of those are most likely appeal to a wide-ranging "college student" demographic that can include teenagers, adult learners, and plenty of people in between (it helps if they're good movies, too). But we also want examples that come from classic movies, or obscure titles that students may not know right away, but should. We've heard from film instructors that they have similar struggles in the classroom: Trying to teach concepts through instantly recognizable movies but also trying to expand students' horizons and include movies from -- get this -- before they were born!  Here's a little preview of just a few of the images we're going to include in the fifth edition: Ghostbusters wasn't a huge hit last summer, but it's a good go-to example because it includes comedy (including good examples of comic framing, as in the frame below), special effects, four excellent female leads, and "intellectual property" from the past that so many studios are desperate to mine. Of course, there are always superhero movies. No matter how you feel about them, at least a couple images from them will make their way into an intro to film book these days. The first frame below is from X-Men: Apocalypse, which I admit wasn't the biggest hit in terms of recent superhero movies, but on the other hand, has this really cool shade of purple in this scene. Contrast with Captain America: Civil War, a very entertaining movie that, as you can see, has far less purple. I may sound flip, but that's also part of our consideration: How these images will look and catch students' eye on the page, be it in print or on an ebook reader. Not everything has to be super-current, either. In the Cinematography chapter, the authors use a series of images from Carrie (1976) to show different points of view within the same sequence. This overhead shot is one of my favorites. A box in the book's final chapter on writing about film discusses the creation of a video essay on Touch of Evil, which has similarly striking images to choose from. A lot of students supposedly don't watch black-and-white movies so it's especially important to choose memorable images to get them interested in the form. Finally, sometimes when a movie is being used for an example that's not 100% shot-specific, you can suggest particular shots that you just love. These images from God Help the Girl (2014) and It Follows (2015) perfectly convey aspects of their genres (musical and horror, respectively); it doesn't hurt that they're two of my favorite recent films. Don't you want to see those movies now, if you haven't?! The Film Experience will be out in the fall with literally dozens more new shots like this. In the meantime, I'd love to hear from any film or media instructors who have favorite frames or other visual cues they use for teaching! ... View more

Recent reports from Common Sense Media revealed that American teens spend an average of nine hours per day using media, excluding time during school or for homework. If you think that's a lot, additional reports state that parents, too, spend about the same time. When generations young and old are spending more than one-third of their day using media, it's no wonder that Steve Barrett, Editor-in-Chief of trade magazine PR Week, called media literacy "the social issue of our time."  In the wake of the 2016 Presidential Election and the controversy surrounding "fake news," media literacy has become a buzzword for educators and journalists alike, who now see the need for media consumers to be able to understand not only what "fake news" is, but also the importance of knowing where they're getting their news, what biases are possible in the news they're consuming, and what message this piece of news is trying to send. So, in case you missed it, here are a few places where we can see media literacy gaining traction around the country: CNN's Brian Stelter sits down with Michelle Ciulla Lupkin, Executive Director of the National Association for Media Literacy Education (NAMLE), to discuss what media literacy is, the need for media literacy in the classroom and the newsroom, and whether Donald Trump is media literate. Facebook teamed up with the News Literacy Project to combat fake news by increasing collaboration with journalists and working with third-parties to fact-check stories and promote news literacy among Facebook users. Libraries in Chicago are launching media literacy events to help library patrons do what they've always helped them to do: access and interpret information. In California, State Senator Hannah-Beth Jackson introduced legislation that would require media literacy lessons in state public schools.  And in Pennsylvania, Representative Tim Briggs has introduced a similar bill. Are any media literacy initiatives occurring at your school, in your state, or in other communities? Leave a comment below! ... View more

Since the very beginning of the 2016 election, the media have been a key player. Donald Trump was able to use his star power and his active social media presence to breeze past his opponents and win the Republican nomination with very minimal advertising spending. He publicly fought with media personalities, such as Megyn Kelly, and entire news media companies, like the New York Times. Even now, as the President-elect, he continues to tweet his thoughts and feelings on a daily basis. But as the election came and went, its relationship with the news media has, if anything, become more complex. In recent weeks, Internet news has been brought into the spotlight, and many people are questioning what impact “fake news” had on the outcome of the election. In a time when a quick Google search or a scroll through your Facebook newsfeed can return thousands of “news” stories, ranging in quality from extremely well researched and reputable, to utter lies, those who are not critical media consumers may take any “news” story that passes through their Facebook feed as fact, without verifying the validity of that particular story. A recent article in the New York Times explores how both Google and Facebook are looking into their algorithms and trying to weed this fake news out of their sites to ensure that only reputable news is being spread. As the generation who is most heavily immersed in social media, but at the same time is less practiced at the art of determining a credible source from a bogus one, your undergraduate students may be even more susceptible to these fake news stories than their older counterparts. As your communication students study the news media, how can you guide them in the right direction? One instructor at Merrimack College has compiled a list of fake, misleading, clickbate-y and satirical news sources that has been shared many hundreds of times and can be a great starting point for a discussion. Have you incorporated a more in-depth study of fake news into your classes since the election? What ideas do you have for helping students become more critical of their news sources? ... View more

Media examples are crucial when teaching a mass communication course. Luckily, LaunchPad for Media Essentials has a wealth of samples available for your students to view so that you can practice convergence in addition to teaching it! LaunchPad for Media Essentials has over 50 video clips with accompanying short answer questions to help students think critically about the topics discussed. We have several clips per chapter, organized by chapter, so it’s easy to assign based on what you’re teaching in class that week. Our videos range from interviews with the chairman of the FCC to learn more about Media and Democracy and Net Neutrality, to clips from Pop Culture including Saturday Night Live, Transformers, or the music video for Uptown Funk. These videos give a behind the scenes look at media and issues that will help students understand how the media works. In addition to our video library, you can also upload any video or audio clip saved on your Computer or embed a video from YouTube using our video assignment tool, which allows for time based commenting. Additional suggested videos are available in the Instructor Resources Manual, which can be found under the resource button in LP. LaunchPad for Media Essentials also includes our game-like quizzing tool LearningCurve to motivate students and adapt to their needs based on their performance. LearningCurve includes reporting tools and metrics help teachers get a handle on what their class knows and doesn’t know. There are also two pre-made traditional quizzes for each chapter, which can be used in conjunction with LearningCurve. If you’re interested in seeing LaunchPad in action, please view the brief screencast below, and be sure to schedule a demonstration with Learning Solutions Specialist Heather Halter http://www.meetme.so/HeatherKimball. Video Link : 1838 You can access LaunchPad for Media Essentials here: http://www.macmillanhighered.com/launchpad/mediaessentials3e/ To get access, enter your email address in the box that says “Request Instructor Access.”   ... View more

Just because A Pocket Guide to Public Speaking is a bargain priced book, it doesn’t mean that we cheap out on the resources! Our LaunchPad contains priceless tools to help your students become better public speakers. As a former public speaking instructor myself, I found that videos are a great way to connect students with the presentation process. LaunchPad contains over 200 videos, many of which also have multiple choice questions associated with them to create a well-rounded Activity. Our videos feature real students, presenting real speeches, which are shot professionally. Simply type a term in the search box on the LaunchPad homepage to find one that will be perfect for your students. Great examples of full length speeches include topics on Preventing Cyberbullying and Becoming a Socially Conscious Consumer. Not only do we have full length sample student speeches, we also take those videos and cut them down into smaller segments, so that you can focus specifically on a particular part of a speech. Talking about instructions? Use our clips on Attention Getters, Thesis Statements, and Previews. Lecturing on delivery? Assign students our Speech Clips on Effective Eye Contact and Effective Gestures. We take our videos one step further through our “Needs Improvement” clips, which demonstration what NOT to do during a speech. For example, see speeches with Logical Fallacies, or a student using too many Vocal Fillers and Not Enough Eye Contact. While showing great sample speeches is certainly helpful, I found that students internalize these clips more; they don’t want to make these mistakes in front of their peers or when a grade is on the line! All video clips can also be incorporated into a Video Assignment, which allows for time based commenting and rubric grading functionality. Click here for more information on how to build these activities: https://community.macmillan.com/videos/1383 In addition to our large video library, LaunchPad for A Pocket Guide to Public Speaking also contains an interactive version of James McCroskey’s PRCA and PRPSA to assess Communication Apprehension, A Relaxation Audio Download to help those apprehensive students, plus Speech Outlining guides and  templates, and tutorials on Presentation Software and Avoiding Plagiarism. Of course, LaunchPad also contains our ever popular LearningCurve adaptive quizzing. If you’re interested in seeing LaunchPad in action, please view the brief screencast below, and be sure to schedule a demonstration with Learning Solutions Specialist Heather Halter http://www.meetme.so/HeatherKimball. Video Link : 1837 ... View more

Bettina Fabos, an award-winning video maker and former print reporter, is an associate professor of visual communication and interactive media studies at the University of Northern Iowa. She is the author of Media & Culture: Mass Communication in a Digital Age, 2016 Update, and Media Essentials: A Brief Introduction, 3/e.    Q: What courses are you teaching this semester? BF: Digital Culture and Communication (http://uni.edu/fabos/dcc/dcc.html) is a class about the major issues facing us today with regards to the Internet. Interactive Digital Communication is a foundation interactive digital studies class that combines web development with design and some digital citizenship.   Q: What has been your favorite course to teach and why? BF: I loved to teach Mass Communication and Society, especially assigning students our oral history project towards the beginning of the semester, where they interview a person in their 70s or older about the way they grew up with media, so we can integrate their histories in class throughout the course of the semester. I don’t have a chance to teach it right now because I am very active in our Interactive Digital Studies (IDS) program, and my favorite course there is probably Digital Culture, which has some connections with Mass Comm and Society. I also like to teach Interactive Digital Visualization, and I love to teach the foundation IDC class, too. This is when I see students discover they are really good at code or design, and that’s pretty thrilling. Q: What advice do you have for other instructors who teach this course? BF: I would say help students make connections with their own personal and family histories as much as possible; I would say show a LOT of videos and play a lot music; bring in current events with each class; try to make the radio chapter—which can be tough (why should students care about radio networks?) but so important—interesting by helping them visualize what it was like to live in the 20s, 30s and 40s, and make comparisons between radio and the Internet, since there are so many comparisons. Q: What are some of your research interests? BF: I study digital archiving, interactive timelines, public memory, critical literacy and I pull all this together through creative digital projects, like the Hungary timeline I’m working on right now. It tells the story, over 16 online chapters (filled with photos and animation) of how my Hungarian family emerged from serfs to become successful farmers, and how they survived the calamitous 20 th century. Q: What do you think is one of the biggest challenges students face now when they enter college? BF: I think one big challenge is getting to know the students in their own classes, because students come today with their phones, and are immersed in their little personal bubble before class, and don’t reach out to each other, so I have to work extra hard to build community in my classrooms. I think another big challenge is that Universities are underfunded. Students often have to work longer hours to pay for college, and are strapped financially. Universities are also putting too many students in classes, and hire so many adjuncts who are underpaid and don’t have time to schedule office hours. Ultimately this kind of “that’s the way it is” and “we all have to tighten our belts” environment affects learning and students. I don’t believe this has to be the future. Our society needs to invest in education. Q: What motivates you to continue teaching? BF: My students are so amazing. I love being the first one outside their family to tell them that – just a simple comment like that can ripple through them their entire lifetime, and I’m completely aware of the impact I have on my students.   I’m taking my four student collaborators to Hungary next June to present our Hungary project to the U.S. Embassy, the Fulbright Commission, and the Central European University, and two of them have never been to Europe before. So this is incredible, being able to introduce them to things they would have never done before. On a personal note... Q: How do you spend your time when you're not teaching? BF: I love reading just about anything well written. I like to cook and have dinner parties. I play the violin and I have lots of musician friends and we play chamber music together. I LOVE to hike in Switzerland (I have Swiss citizenship), and getting inspiration from traveling. I grow lots of flowers, and I make cakes for friends. I do yoga but I’m sadly inflexible: I still haven’t even perfected “Downward Facing Dog”! Q: If you hadn't pursued a career in higher education, what career path do you think you would have chosen? BF: I could have made documentaries (that was my path before I met my husband Chris – my goal at one point was to travel around the world making interesting travel documentaries); written children’s books or teen novels; owned a café…I could have fixed up houses and flipped them. Sometimes I worry that I spend way too much time in front of a computer screen! What’s your favorite TV show or movie of the year so far? BF: I like Swedish police dramas like The Bridge. I’m into Stranger Things. This year I have not had time to see one movie—I go for TV series over movies these days! I have watched Spotlight three times though!   Q: What was the last book you read? BF: In the Darkroom by Susan Faludi. Q: What book has influenced you most? BF: I would say a series of interviews by Bill Moyers called A World of Ideas. I was a failed journalist, living in Switzerland, working as a secretary for a nonprofit foundation, and I picked this book up (it was a fortune in Geneva’s one English bookstore), and it changed my life. Q: Where is one place you want to travel to, but have never been? BF: I would love to go to Buenos Aires. Q: When you sit down to listen to music, which artists or genres do you go to most? BF: Indie music like Kishi Bashi; early, early baroque like Monteverdi; anything my daughter Olivia tells me to listen to…she is such good influence on me! Q: What is something you want to learn in the next year (Communication-related or otherwise)? BF: I’d like to learn more JavaScript, and become a better gardener. We live on a prominent corner in Cedar Falls so the pressure is on. Q: What is one thing people would be surprised to learn about you (i.e. What's your "fun fact"?)? BF: I’m pretty shy, and I don’t like to speak in public!  Teaching, actually, is difficult for me for that reason. I don’t like to be considered “an expert” like some people, because I always consider myself a work in progress. My husband, Chris, is such an amazing public speaker and gives radio and TV interviews all the time. I am much better as a behind-the-scenes person. ... View more

With the 4 th edition of Reflect and Relate comes the first time we’ve had a full media package to accompany the text. That means that you now have access to LaunchPad for your Interpersonal Communication course, which contains carefully selected and custom curated content for each chapter of the book.   The resources available in LaunchPad truly do live up to the title of the book. Students work through reflection activities such as journal entries and self quizzes, and then relate to the material with our flagship offering – Making Relationship Choices case studies, featuring “The Other Side.”   Making Relationship Choices activities immerse students into a situation they’re likely to experience in real life – Choosing Between Friends, Struggling with Family Transitions, and Dealing with Mixed Messages. Students are provided with a communication concept for background, then are presented with the “Case Study,” which lays out the scenario. Then, they are taken to “Your Turn” – 5 short answer questions that require reflection on the situation. Next, we see “The Other Side,” a video in which the other person involvedtells his or her side of the case study story. As in many real-life situations, this video shows information which wasn’t available when crafting a response to the Case Study. The video reminds students that even when we do our best to offer competent responses, there always is another side to the story that we need to consider. Lastly the student is asked to take an interpersonal competence self-assessment to evaluate their previously submitted responses and is given a chance to think about what he or she might have done differently.   Other resources available in this LaunchPad include Journal entries for topics such as Ineffective Listening Behavior and Self-Assessment Quizzes that look at skills such as Evaluating Empathy. Our video library contains over 75 clips that show communication concepts in action, such as “I” Language and Power Distance. Of course, we also have afull test bank, pre-made multiple choice and true/false quizzes, and our popular LearningCurve adaptive quizzing is available with this book for the first time.   If you’re interested in seeing LaunchPad in action, please view the brief screencast below, and be sure to schedule a demonstration with Learning Solutions Specialist Heather Halter‌ http://www.meetme.so/HeatherKimball Video Link : 1778 ... View more

Source: Joe Raedle/Pool via AP With the presidential debate season officially underway after Monday evening’s event at Hofstra University, public speaking and debate are in the forefront of more and more mainstream conversations. Embracing the spirit of convergence, I sat and watched the debate unfold across three screens: the TV on which I watched the debate, my phone where my Facebook News Feed was overrun with opinions, articles, and memes of the event (Hillary’s sassy shoulder shake later inspired this amazing gif), and my computer where I followed the NPR fact checker. Throughout the evening, I couldn’t help but be amazed by the ubiquity, not only of discussions of the event in general, but specifically of the conversation of the art of debate and of public speaking that surrounded it. What makes an individual “the winner” of the debate? Who decides the rules of public speaking in such a forum, and what happens when one of the participants throws all the rules out the window? What level of preparation can and should be expected of those given the chance to participate in such an important tradition? In reading and participating in several such conversations, I couldn’t help but think what an amazing opportunity this series of debates will be for students studying public speaking this semester. They will see that public speaking is vitally important, not just as an assignment in a class they need to pass to graduate, but as a life skill that can help them succeed in school and beyond. They can analyze, in real time, modern public discourse, and have conversations with their friends about these events. They can predict, and later reflect upon, what effect these debates will have on the outcome of the 2016 presidential election. The possibilities are endless. How are you incorporating the presidential debates in to your public speaking classes this semester? ... View more

A very special congratulations to Steven McCornack‌ for winning Best Article Award from the International Association of Language and Social Psychology! Steve is the author of Reflect & Relate, 4e, Interpersonal Communication & You, 1e and the newly published Choices & Connections: An Introduction to Communication, 2e.  For more details on Steve's paper, click here.  ... View more