Module Code and Title:         ACM302 Advocacy

Programme:                          BA in Mass Communication

Credit Value:                         12

Module Tutor:                       Dago Palden

General objective: Building on the brief introduction to development communication from LAN202, this module aims to explore the reasons advocacy is necessary, especially in the developing world. The module then delves into the process of advocacy, and how advocacy is used in the mass communication field. Using the theory portion, students will demonstrate their grounding of these concepts by identifying, analysing and presenting on advocacy issues in communication.

Learning outcomes – On completion of this module, students will be able

1. Define and explain the key concepts of development communication.

2. Evaluate the types of development communication occurring in Bhutan.
3. Analyse how mass media is used as a tool for advocacy to influence public opinion and public policy.
4. Discuss mass communication strategies used to target and reach audiences differentially.
5. Identify threats and challenges to fair and balanced media coverage of issues.
6. Utilize theories in advocacy to verbally and factually present a message.
7. Discuss reasons a group or issue is not in the mainstream and how that impacts the advocacy the group/issue receives.
8. Compose an in-depth written report about a group/issue that needs advocacy.
9. Create an awareness campaign as a call to action.

Learning and Teaching Approach:

Assessment Approach:

A. Individual Student-led discussion with visual report: Portion of Final Mark: 20%

Students prepare a 750-word background summary of a group, topic, or issue for potential advocacy. They should explain both sides of the issue and any delicate situations that the class may not be aware of. They will lead a 10-min discussion, based on theory, to their decision of why this issue could need further advocacy. They will open up the floor to questions, concerns and comments. The marks will be divided into the following sections:

2%       Creation of comprehensive hand-out

4%       Execution of balanced summary

2%       Moderation of the discussion

The second portion of this assessment will be producing a written journalistic work (1000-1250 words) that will elaborate on this issue. A visual component will be displayed on campus to discuss with interested parties on campus as a call to action.

1%       Discussion with tutor concerning a detailed student proposal

2%       Analysis of feedback from the showcase

2%       Analysis of outside sources

2%       Production of primary research

1%       Discussion with tutor concerning progress of investigation

4%       Creation and execution of visual component

B. Midterm examination: Portion of Final Mark: 15%

Students will take a written exam of 1.5 hr duration covering topics up to the mid-point of the semester.

C. Individual Article reflection presentation and report: Portion of Final Mark: 15%

Students will present an article or case study relating to a media portrayal of an issue and dissect it for analysis of its advocacy strategies in 5 minutes. They will turn in a written work of 1250 words in addition to the class presentation.

2%       Selection of text related to topics covered in class

6%       Presentation of summary

7%       Written analysis

D. Pair Advocacy plan for media literacy: Portion of Final Mark: 20%

Students will be divided into pairs to identify an area of ethics that they wish to design a media campaign around. This should be geared towards a primary or middle school audience about a concept of media literacy and should contain more visuals than text in order to draw in a larger crowd. Students will identify the concept and type of project they want to do in a short meeting with their instructor. With teacher approval, students will continue on with their project and host a run-through similar to what they expect to do off campus. Students can create a photo montage, video presentation, mini exhibition or other visual project that can be presented to a primary school, middle school or in a public area to discuss with young learners. Students must arrange a visit/location off campus to host their visual media literacy project. Students must record their presentation and take pictures with the young learners. They will write a reflection paper of no more than 500 words explaining the ease or difficulty of the project, the awareness the young learners had about media literacy, what they gained from the experience, and what they would do differently should they do this project again.

5%       Practice run of media literacy plan:

• 1% Choice of subject mater
• 3% Content
• 1% Language

10%     Demonstration of literacy project for young learners:

• 5% Visual aids:
• 2% Creativity
• 2% Relevancy
• 1% Contribution to audience’s understanding

5%       Record of presentation:

• 1% Pictures (5 numbers)
• 1% Presentation skills
• 1% Audience sensitivity
• 1% Audience engagement
• 1% Coordination between pairs

5%       Quality of reflection paper:

• 1%       Understanding of the concept in focus
• 3%       Analysis of their experience including the awareness the audience had already and the possible impact of their presentation on them.
• 1%       Language

Pre-requisites: CTH203 Contemporary Media Theory and Practice

Subject matter:

1. Unit I: Development communications: A brief review and foundation
   • Concept of development communication and why it matters
   • Common approaches to development communication
   • Review of development journalism
   • Sustainable Development Goals: UN Goals and the communication of them within developing nations
   • Uses for national development: bringing the message for community involvement
   • Asian and Bhutanese case studies:
     • Online harassment and the Philippines
     • Cabbages and Condoms: family planning in Thailand
     • Asian Development Bank: targeting females in micro, small and medium enterprises (MSME) in Bhutan
     • Virtual Zomdu: bringing parliament to the people in Bhutan

2. Unit II: Advocacy definitions and overview of concepts
   • Description of advocacy
   • The advocacy process
     • Identifying and stating the issue or problem
     • Collecting the relevant information
     • Mobilising the people interested
     • Resources –raising and managing
     • Networking
     • Forming alliances
     • Forming and sustaining coalitions
     • Involving media
     • Establishing contacts with media.
   • Sources of issues for advocacy: short-term, seasonal and long-term concerns or goals
   • Advertising and advocacy: Advertisers and their reach and role
   • Decision-makers: stance and reach
     • Changing the story
     • Contributions
     • Getting special interests heard
     • Ways of making an advocacy plan: examples
       • Case: Cartoons for toilet and hygiene in Bhutan
       • Case: Drug Billboards in Bhutan
       • Case: Landmine Safety from The Red Cross and Save the Children

3. Unit III: Influencing policy
   • Funding distribution among publicity
   • Identifying interest groups who advocate on behalf of others
   • How advocacy groups get into policy agendas: matching needs with resources
4. Unit IV: Media markets, their news policy and using media for advocacy
   • How politics, economics and location impact a cause
   • Reducing society’s cost to obtaining information
   • Balancing the interests of news owners, producers and advertisers
   • How media “makes news”: delivery of newsworthy coverage
   • Competition and its effect on quality of news coverage: quantity forces better quality
   • Connecting consumers to “their” type of media
     • Reaching the relevant audience
     • Covering information relevant to policy decisions
     • Influencing public servants and strong opinion leaders

5. Unit V: Media’s influence on public decisions and why you need to advocate
   • Media access and content: impacts on behaviour and policy
     • Media access influences on government expenditures
     • Engagement of local press to influence active citizens
     • Inviting people to a cause
     • Keeping the community involved in a cause
     • Bringing publicity as an invitation to be a part of “something”
   • Analysing the division of content between news and entertainment
     • Satyamev Jayate with Aamir Khan
   • Discussing the differences in division of local, national and international news
   • Finding the balance between audience and stakeholders
6. Unit VI: National media and local participation: how issues impact audiences
   • Unifying communities with diversity in news
   • Reaching those beyond the local proximity with technology
   • Expanding audience for cheaper per-audience cost
   • Encouraging civic partnership as local and targeted media content increases
   • Identifying the size of one’s reach, following and impact
7. Unit VII: Targeting local media with minority values and the issues that matter to the communities
   • Differentiating preference in content by audience: Ethnicity, local dialect, income, gender
   • Special interests
     • Targeting audiences and their needs resulting in higher involvement in civic activities
     • Lobbying: Differentiating lobbying and advocacy
       • Lobbying as an intention to make legislative change
       • Grassroots lobbying: appeal to the general public
       • Direct lobbying: contacting government officials or employees

Reading List:

1. Essential Reading
   • Bhutan: Virtual Zomdu. (n.d.). Retrieved from http://www.asia-pacific.undp.org/content/rbap/en/home/ourwork/development-impact/innovation/projects/bhutan-virtual-zomdu.html
   • Fighting back against prolific online harassment in the Philippines. (2017, June 29). Retrieved from http://ethicaljournalismnetwork.org/fighting-back-prolific-online-harassment-philippines
   • Homan, M. S. (2004). Promoting community change: making it happen in the real world. Boston, MA: Cengage Learning.
   • McCullough, D. (2016, February 03). See you in the funny papers: women love comics about financial literacy. Retrieved from https://www.theguardian.com/visa-partner-zone/2016/feb/03/women-comic-books-financial-literacy-banking-money
   • Melkote, S.R. & Steeves, H.L. (2015). Communication for development: Theory and practice for empowerment and social justice, 3^rd New Delhi: Sage.
   • Shaw, I. (2014). Human rights journalism: advances in reporting distant humanitarian interventions. Palgrave Macmillan.
   • The power of comics journalism. (2016, October 21). Retrieved from https://www.economist.com/blogs/prospero/2016/10/frame
   • United Nations. (n.d.). Sustainable Development Goals. UN. Retrieved from http://www.un.org/sustainabledevelopment/sustainable-development-goals/
2. Additional Reading
   • Advocacy vs. Lobbying, Coalition Building and Public Engagement. (n.d.). Retrieved from http://www.ctnonprofits.org/ctnonprofits/sites/default/files/fckeditor/file/policy/resources/AdvocacyVsLobbying.pdf
   • Advocacy vs. Lobbying - Rules for Nonprofits. (n.d.). Retrieved from https://www.ncoa.org/public-policy-action/advocacy-toolkit/advocacy-basics/nonprofit-advocacy-rules-regulations/
   • Anand, V. E. (2014, Nov 27). Development Journalism: A Catalyst for Positive Change. Procedia - Social and Behavioral Sciences, 157, 210–225. doi:10.1016/j.sbspro.2014.11.024.
   • Aggarwala, N. K. (1979). What is Development News? Journal of Communication, 29, 180–185. doi:10.1111/j.1460-2466.1979.tb02961.x
   • Eversole, R., McNeish, J., & Cimadamore, A. D. (2005). Indigenous peoples and poverty: an international perspective. London: Zed.
   • Frome, M. (2001). Green ink an introduction to environmental journalism. Salt Lake City, UT: University of Utah Press.
   • Islam, R., Andrau, P., & DellaVigna, S. (2008).Information and public choice: from media markets to policy making. Washington, D.C: The World Bank.
   • Jethwaney, J. N. (2016). Social sector communication in India: concepts, practices, and case studies. Los Angeles: SAGE.
   • Juma, C., & Yee-Cheong, L. (2005). Innovation: applying knowledge in development. London; Sterling, VA: Earthscan, for the UN Millennium Project.
   • Kanitra, P. (n.d.). Advocacy vs. Lobbying: Understanding the Difference. Retrieved from http://lobbyit.com/advocacy-vs-lobbying-understanding-difference/
   • Know the Difference between Lobbying and Advocacy. (n.d.). Retrieved from http://www.advocacyandcommunication.org/wp-content/themes/acs/docs/resources/redesigned_tools/Difference_in_Lobbying_and_Advocacy.pdf
   • McPhail, T. (2009). Development communication: Reframing the role of the media. Chichester: Wiley-Blackwell.
   • McMichael, P. (2012). Development and social change: a global perspective. Los Angeles: SAGE.
   • Mefalopulos, P. (2008). Development communication sourcebook: Broadening the boundaries of communication. Washington, DC: The World Bank. Retrieved from http://siteresources.worldbank.org/EXTDEVCOMMENG/Resources/DevelopmentCommSourcebook.pdf
   • Phillipson, C., Allan, G., & Morgan, D. H. (2004). Social networks and social exclusion sociological and policy perspectives. Aldershot, England: Ashgate.
   • Rybacki, K. C. (2008). Advocacy and opposition: an introduction to argumentation. Pearson.
   • Tan, G. (2001). The newly industrialising countries of Asia: development and change. London: Eastern Universities Press.

Date:  May 14, 2018