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Experience Communication 1St Edition Child Solutions Manual Full Chapter PDF
Experience Communication 1St Edition Child Solutions Manual Full Chapter PDF
After reading and thinking about this chapter, students should be able to:
Objective Resources
IM Resources:
Discussion Starter 6: Social Media Privacy Management
Activity 7.6:Social Media Privacy Management
Mini Prezi: Communication Privacy Management (CPM) Theory
(http://tinyurl.com/qxabtkk)
Additional Resources: Chapter 7 test bank questions and PowerPoint slides available
from McGraw Hill website: (Link Coming Soon)
Chapter 7 Prezi (Link Coming Soon)
Chapter Outline
B. Organizational communication
i. Many companies use social media to confirm the information that
prospective employees share during interviews and ultimately make
employment decisions.
ii. Organizations also use social media to facilitate more effective
internal and external organizational functioning.
C. Public relations and crisis communication
i. Over the past 10 years public relationships and critical
communication experience have increasingly used social media in
their jobs.
ii. Viral social media campaigns are video messages created with the
intentions that people will forward and discuss them through social
media and that the messages will be widely seen.
D. Journalism and news reporting: many news agencies have developed a
strong digital presence, allowing individual users to read and respond to
messages online or share commentary about events with their won
audiences.
E. Political communication
i. Social media play a prominent role in political election cycles.
ii. Unless someone is an opinion leader, meaning that a range of
people consistently turn to that person for advice and informed
perspectives on issues, that person’s views are unlikely to change
the opinions of others.
F. Health communication
i. Healthcare providers are struggling with the unique challenges
social media present to their filed.
ii. The Health Insurance Portability and Accountability Act (HIPPA)
requires healthcare providers exercise extreme caution in
protecting the privacy and security of patients’ health information.
G. Global communication: through advances in in communication technology
and social media, individuals around the global can make content with one
another.
ii. Privacy Turbulence can occur when people do not manage our
private information as we either request or desire. As such, they do
not uphold the stipulated obligations for managing private
information.
iii. Another way to effectively manage privacy through social media is
to delete social media content when appropriate. People frequently
delete social media content for the following reasons:
1. To manage conflict
2. To ensure safety needs
3. To prevent getting sued or ridiculed
4. To minimize job-related problems.
5. To control impressions more carefully
6. To regulate emotions
7. To remove any indicators of sour relationships
B. Presenting yourself online
i. Another useful framework for understanding social media
interactions is the concept of self-presentation.
ii. Sociologist Goffman advanced the metaphor of actors in a play to
explain the different ways we present ourselves in different social
contexts.
1. In the content of social media, the internal dialogues values,
attitudes, and perspectives not shared online are backstage
issues.
2. The images, messages, links, videos, and friendships posted
or made public are front-stage considerations used by others
to learn about us.
Discussion Starters
1. Mediated Communication and Daily Life: Think about the various forms of
mediated communication and you use each day. What forms of mediated
communication do you use on an average day? How much time do you spend
connected to mediated devices? Which mediated communication channel do you
think you would have the hardest time living without if you had to give it up today and
why would it be so difficult for you? Which mediated communication channel would
be the easiest to give up and why? What do your responses to these questions say
about the ways that you use mediated communication in your daily life?
2. Examining Your Favorite Television Program: Think about your favorite television
program that you enjoy watching. What are some of the different ways that the
program presents people, issues, culture, and values? What are the ways that this
program skews an accurate understanding of people, issues, communication, or
culture? What are the ways that the program pushes the boundaries about how we
think about people, issues, communication, or culture in positive ways?
5. Social Media Use Across Contexts: Which social media context do you know the
least about? Which context of social media use do you know the most about? What
is something new that you learned about social media use in a particular
communication context? How does this impact the way that you think about
communication through social media?
6. Social Media Privacy Management: Consider how you manage your privacy
through social media. Has someone ever posted or said something about you
through social media that made you feel uncomfortable? How did you deal with the
breakdown in privacy? Do you negotiate privacy rules for social media use with
friends or do you assume that they know your privacy preferences? Consider the
last time that you deleted something from your social media site. Which of the
seven motivations listed in the chapter explains why you decided to remove the
information?
Activities
Purpose: Students are often not fully aware of how much they actually use media in
their daily lives. This activity enables students to engage in critical analysis about the
ways in which they use media.
Procedure: Ask students to take a log around with them for the day from the minute
they get up and write down each time they utilize media throughout the day and how
much time they devoted in each instance. Then, ask them to group their entries in the
log by type as either mass communication or computer-mediated communication.
Talk with the class about which forms are most prevalent in their lives. You might lead
a discussion about what students learned about their own media use that was surprising
and why. You could also discuss what were they not surprised to learn while keeping a
media log.
An extension of this activity could be to assign students to disconnect from all media
use for 24 hours. Ask them to not use their cell phone, listen to their radio, the internet,
social media, the television, or watch movies. Ask them to record their reflections while
being disconnected from all media which can be used to have a class discussion about
how it feels to be disconnected from all media and how to have a balanced approach to
media use.
Debriefing: The act of keeping track of media use and thinking more purposively about
media consumption practices helps students to think about their digital lives. Some
students may come to the conclusion that they really are addicted to media and would
struggle to cut back or limit in any ways their overall media use. This allows for a
discussion about how much is too much and how does media consumption impact our
daily lives.
Purpose: Despite the rapid growth of the Internet, the television is still the most utilized
media. We encounter a range of attitudes, values, beliefs, and norms which are
embedded in the programming that we view. This activity helps students consider the
relationships between media and culture.
Procedure: Ask students to analyze a program that the frequently watch. When they
watch the program they should pay particular attention to the main characters, their
attributes (race, gender, income, sexual orientation, etc.), their roles, and the topics that
are addressed in the program.
Ask students to consider which someone who perhaps has never lived on this planet
might learn if their only lens for understanding people and our society was television
programming. Ask them to note some examples of how issues reflected what either
was or was not being discussed that much in society at the time. Ask students to also
consider what topics on the program served to push the cultural boundaries for the time
period during which the program aired. Do they think the program causes people to be
more critical of cultural values? You can connect responses this to the types of
listening. What stereotypes seem common in the diverse programming viewed among
the class? Are all races treated equally in the roles assigned to characters? Are men
and women treated equally in terms of what they say and do? How are gender roles
and norms reflected in the television programs? Finally, you might discuss with the
students how they would go about countering some of the messages or themes they
find disturbing in the programs they watch.
Debriefing: Examining more closely television programs and considering norms is often
an eye opening experience for students. Students often like hearing other students
from different backgrounds reflect on media and what they come to learn about culture
through television. The overall experience allows discussion about how television is a
more conservative medium. There are fewer programs that push the cultural
boundaries on issues than programs that reflect current cultural norms.
Purpose: This activity helps students think more about the reasons why they may use
social media. Students can sometimes gravitate to generalizations about media use
and the types of effects that come about from use of media. This activity focuses more
on how the individual person drives the use of media, and allows for discussion about
how effects are a factor of how media is used.
Procedure: The next page includes 36 statements that are frequently used by Uses
and Gratifications (U&G) theory researchers to explore media use and effects. The
items explore how an individual may utilize social media. These factors, along with
other individually-based factors, are often explore to examine overall use of media and
consequently the types of effects that people experience from media use. The theory
supports ultimately that the individual matters quite a bit in the types of outcomes
experienced from media use overall.
Ask students to fill out the items and think about what drives them to interact with others
through social media. After filling out the survey ask students to discuss with a
classmate which categories or reasons for using social media are most and least
prevalent to them and how they think these motivations that drive how they use media
are related to the way they think about social media overall. What similarities and
differences existed among dyad pairs in the class?
You can discuss as a class how multiple people use the same interaction media for
different reasons. You can follow up the discussion about social media use and
motivations by having students consider how their responses might be different if you
asked them to fill out the survey thinking about different media, such as television
viewing, Internet use, or YouTube use. How would the primary motivations explaining
their use change when considering these different media? Do any of these specific
eight motivations seem to be more common for the different types of media?
Debriefing: The process of looking at different motivations for media use helps
students to have a more balanced perspective about the range of outcomes from media
use that a person might experience, making them less likely to have simplistic views
about the effects of media use as either simply just good or bad.
ENTERTAINMENT
1. Because it is entertaining 1 2 3 4 5
2. Because it amuses me 1 2 3 4 5
3. Because it is enjoyable 1 2 3 4 5
4. Because it is fun just to play around and check things out 1 2 3 4 5
5. Because I just like to use it 1 2 3 4 5
SUBSITUTION
6. Just because it is there 1 2 3 4 5
7. Because it gives me something to occupy my time 1 2 3 4 5
8. Because it passes the time away, particularly when I’m bored 1 2 3 4 5
9. Because I can use it anytime 1 2 3 4 5
10. It gives me something to do to occupy my time 1 2 3 4 5
1 2 3 4 5
INTERPERSONAL CONNECTION
11. To show others encouragement 1 2 3 4 5
12. To belong to a group with same interests as mine 1 2 3 4 5
13. To let others know I care about their feelings 1 2 3 4 5
14. Because I can talk as long or as short as I want 1 2 3 4 5
15. Because I can express myself freely 1 2 3 4 5
INFORMATION SEEKING
16. Because it is easier to get information 1 2 3 4 5
17. To search for information 1 2 3 4 5
18. To get information for free 1 2 3 4 5
19. Because it provides a new and interesting way to do research 1 2 3 4 5
20. To keep up with current issues and events 1 2 3 4 5
ESCAPE
21. So I can get away from what I’m doing 1 2 3 4 5
22. So I can forget about school, work or other things 1 2 3 4 5
23. So I can get away from family, friends or others 1 2 3 4 5
COVIEWING
24. So I can talk to other people about what is going on 1 2 3 4 5
25. So I can be with other family or friends who are using social media with me 1 2 3 4 5
26. Because it is something to do when friends come over 1 2 3 4 5
SOCIAL INTERACTION
27. To meet new people 1 2 3 4 5
28. To participate in discussions 1 2 3 4 5
29. I wonder what other people had to say 1 2 3 4 5
30. Get more points of view 1 2 3 4 5
31. I enjoy answering other people’s questions 1 2 3 4 5
MANAGING LONG-DISTANCE RELATIONSHIPS
32. To reconnect with people I’ve lost contact with 1 2 3 4 5
33. To find out what old friends are doing now 1 2 3 4 5
34. To maintain relationship with people I may not get to see very often 1 2 3 4 5
35. To find people I have not seen for a while 1 2 3 4 5
36. To connect with people I otherwise would have lost contact with 1 2 3 4 5
Purpose: Students should realize that the various people involved in producing the
news have a significant role in how the particular story or issue is presented for the
public. One way to help students see how the same issue is framed is to examine
summaries of the same story through more conservative versus liberal media networks.
Procedure: Prior to class look for a major controversial news story that has been
covered recently in the news. Find a brief report of the issue from a commentator on
Fox News versus MSNBC. These two networks are particularly good because they
have an obvious slant as more conservative versus liberal in terms of how the news is
presented to viewers.
Show students the two reports and ask them to think about how the issue is being
framed differently on one network versus the other. One example might be reports on
the father character being released from his Duck Dynasty contract by A&E because of
his remarks in an interview by GQ about various controversial issues. Ask students
how they enact a more critical eye toward the news they consume in this day and age.
You might generate a list of how they think news framing and gatekeepers impact the
audiences who watch each network and their overall attitudes, values, and beliefs. It
also presents a great opportunity to discuss where you go (and if it is possible) to get
completely bias-free news.
Debriefing: One benefit of using this example (or something like it) is that it allows the
instructor to talk about being critical of the media we consume but also effective
listening, paraphrasing, and respecting discussion of diverse opinions and perspectives.
It links very nicely with other topics of this course. It also helps students to see the
danger in not questioning they media consume.
Purpose: Students should be able to explain some of the ways that social media use
enables connection to a large network of people. This enables advantages and
disadvantages across the context of use for social media.
Procedure: Ask students to find an example of something that went viral through social
media and to bring it back to talk about with the class. Have the students share their
examples and categorize them under one of the seven contexts described in the
chapter (interpersonal, organizational, PR/Crisis, Journalism, Political, Health, or
Global). Ask students to discuss what they think contributes to a message going viral
through a social media network. Are the considerations different based off of the
context for communication?
After this discussion you might experiment with trying to produce a viral social media
campaign through use of members of the class. Pick an issue and see how many
people you can link to with the message in a limited time. For example, a professor’s
students at University of Nebraska-Lincoln, created a movement in their
“Communication in the Digital Age: Identity and Communication” trying to get their final
examination cancelled. The students were able to reach a phenomenal amount of
people. The instructor, Dr. Jordan Soliz, got other professors to participate in the
counter movement as a fun overall application of the power of weak ties and social
media movements. A news article summary of the campaign can be accessed by
clicking on this link (http://news.unl.edu/newsrooms/unltoday/article/final-exam-protest-goes-viral-on-
twitter/).
You can talk with students about the implications of being able to reach so many people
in a limited time in terms of civic engagement and democratic voice. The discussion
can also highlight places where such social media empowerment is trying to be
controlled by the government.
Debriefing: This activity allows students to explore the implications of viral social media
communication. Social media can help to spur dialogue very quickly about issues.
Students will have a better appreciation for the range of places where viral social media
campaigns have occurred and what contributes to such successful campaigns across
communication contexts.
Purpose: The purpose of this activity is to help students see some of the various ways
that others recalibrate their privacy rules on social media sites by engage in content
deletion practices. It can help students see just how much privacy management occurs
through social media.
Procedure: Ask students to complete the 29-question social media post deletion and
privacy management scale on the next page. Then, pair students up in the class and
have them talk about the areas where they individually seem to make the most and
least deletions. Ask them to also reflect about their privacy rules that may be related to
these deletion norms. Have students discuss if there are ways that they can adjust their
privacy rules when communicating through social media in the first place to prevent the
need to make deletions going forward in the areas where they had the highest scores.
Have students discuss if they think certain categories of deletion motivations might be
more or less relevant for different times or stages of their lives. End with a class
discussion about the ways that students are managing their privacy through social
media and what privacy concerns they have overall.
Debriefing: Students will leave this activity more aware of the types of breakdowns that
people who utilize social media encounter. It will help students to also be more
thoughtful and purposive about how they manage their privacy through social media.
MANAGING CONFLICT
1. Because I discussed too much detail about problems I was having with others. 1 2 3 4 5
2. Because something I had posted showed others in a negative light. 1 2 3 4 5
3. Because the information was revealing things about others, not just me. 1 2 3 4 5
4. Because I didn’t want to stir up more problems in my relationship. 1 2 3 4 5
5. Because I was concerned people would be upset with me about what I wrote. 1 2 3 4 5
PERSONAL IDENTITY SAFETY PROTECTION
6. Because the personal information gave away too many details about where to find 1 2 3 4 5
me.
7. Because I decided it was unwise to post personal contact information. 1 2 3 4 5
8. Because I didn’t want someone to use personal facts in order to steal my identity. 1 2 3 4 5
9. Because someone who I didn’t know was about to locate me from the posted
information. 1 2 3 4 5
10. Because I didn’t want strangers to see it. 1 2 3 4 5
FEAR OF RETRIBUTION
11. Because I was afraid I would get sued. 1 2 3 4 5
12. Because the entry wasn’t getting clear comments from readers. 1 2 3 4 5
13. Because I said something nasty about another person. 1 2 3 4 5
14. Because talking with others made me realize I could be ridiculed for posting the 1 2 3 4 5
information.
15. Because others started making fun of the information in the post. 1 2 3 4 5
EMPLOYMENT SECURITY
16. Because I was concerned about jeopardizing my job. 1 2 3 4 5
17. Because I was afraid my postings would prevent me from potential employment. 1 2 3 4 5
18. Because it showed me doing something that could be considered illegal. 1 2 3 4 5
19. Because I was afraid future employers would find it inappropriate. 1 2 3 4 5
IMPRESSION MANAGEMENT CONTROL
20. Because I was afraid that people important to me would be ashamed of me if 1 2 3 4 5
they saw it.
21. Because I was concerned the entry would lead others to think less of me. 1 2 3 4 5
22. Because I felt it put me in a compromising position. 1 2 3 4 5
EMOTIONAL REGULATION
23. Because the information was posted in a fit of passion. 1 2 3 4 5
24. Because I realized that I was not being rational. 1 2 3 4 5
25. Because my friends gave me a hard time for expressing my feelings about my 1 2 3 4 5
personal relationships
26. Because I shared too much information about myself when I was very emotional 1 2 3 4 5
RELATIONAL CLENSINGS
27. Because I didn’t want to allow memories of an old relationship to linger after it 1 2 3 4 5
had dissolved.
28. Because I broke up with a romantic partner who I wanted to erase from my life. 1 2 3 4 5
29. Because I didn’t want future partners seeing information about a previous 1 2 3 4 5
romantic relationship.
Procedure: The mini prezi presentation can be accessed through the following website
link (http://tinyurl.com/qxabtkk). Listed below is possible presentation information can
be used to explain each click through the presentation.
Look 5: Conclusion
• Communication Privacy Management theory helps us understand why privacy breakdowns occur as
well how to prevent them. This theory is particularly useful now that so many of our interactions
occur through mediated communication channels. Have you encountered situations where your
privacy has been violated online? What steps have you taken to control the management of your own
private information?
Debriefing: You might end this presentation with more in-depth application of the
principles to privacy management practices in the social media context. This
information about the theory also links very nicely to the interpersonal communication
chapter. You could have students think about the unique privacy rules that they use for
different types of people. A final consideration could be how people regulate private
information within their families.