Overview

Description

CALENDAR DESCRIPTION:

Intensive analysis of a particular topic in the general area of communication and/or attention to the work of a particular writer or school of thought. This course can be repeated for credit up to a maximum of three times, if topic studied is different.

COURSE DETAILS:

Prerequisites:   75 units, including a minimum CGPA of 2.50, and at least two upper division CMNS and/or DEVS/SD courses, OR written consent of the instructor.  CMNS 349 is strongly recommended. 

Overview:

Talk about energy and environmental issues, and the intersection between them, has become increasingly dominant in Canadian public discourse.  On the one hand, federal and provincial governments, together with key actors in the energy industry (e.g., trade associations, individual corporations, think-tanks), have become increasingly active in promoting the virtues, importance and necessity of carbon extraction and export for the Canadian economy.  On the other hand, environmental groups, First Nations and other civil society groups have become increasingly vocal and active in resisting the expansion of resource extraction activities (e.g., oil/tar sands, fracking), including proposals to construct new infrastructure (e.g. pipelines) to transport and export such resources.  Media have become a symbolic battleground through which different groups struggle to represent the science, politics and economics of energy and environmental issues in very particular ways in order to influence public awareness, perceptions, opinions and engagement.  Energy and environmental communications have become especially prominent in British Columbia given vigorous debates about pipeline expansion (e.g., Kinder Morgan), increased tanker traffic, coal terminal expansion and the potential development of a Liquid Natural Gas (LNG) industry.

This course has two parts.  In the first part, we will examine and assess different forms of communication about energy and environmental issues.  Although we will draw upon relevant academic literature as appropriate to inform this analysis, much of our time will be occupied with a detailed analysis of relevant media examples (e.g., corporate advertising and public relations, news media coverage, social media campaigns, advocacy communication, public opinion research, etc.).  Key questions to examine include: How do these media shape public understanding and engagement with energy and environmental issues?  What are the primary objectives and communications strategies of different media?  What techniques do they use to inform, persuade and/or motivate their audiences?  How do they shape how different publics understand and feel about energy?  About environmental issues?  What are the broader political, cultural and ideological impacts of those media?  What effects do they have upon existing economic and political institutions, social practices and everyday forms of behaviour?  


In the second part of the course, students will work together in small teams to conduct their own research about energy and/or environmental media.  Research teams will have considerable flexibility and autonomy to design a project which fits their particular interests.  Depending upon enrollment and other circumstances, it may be possible/necessary for students to do individual research projects, but the preference is for the research projects to be conducted in teams.

This is not a media production course and no formal instruction in media production will be provided.  However, students who already possess production skills are welcome (and encouraged) to use those skills to work in different media.  Examples of potential projects include: documentaries, podcasts, meme-based communication, social media campaigns, advocacy materials, and so on.

Course Format:

The course will be conducted as a seminar which will meet once per week on Wednesday afternoons.  In the first part of the semester, the seminar will largely consist of a collective discussion and analysis of relevant academic and trade press readings and media examples.  Students will be responsible for short presentations and commentaries on the assigned readings.  Given the seminar format of the course, it is expected that all students will come prepared to all seminars and actively participate in the weekly discussions.

As we move into the latter part of the course, time will be set aside for a discussion of ideas, questions and problems arising out of the research projects.  Time will also be set aside for research teams to meet and consult with the instructor on their projects.  In the last three to four weeks of the term, research teams will present their projects to the group and moderate a seminar discussion of their project with the class.

Grading

Materials

REQUIRED READING: