PUBH 527-001, Summer 2013
Media, Advocacy & Public Health Seminar (PUBH 527-001)
Summer 2013
Wednesday @ 4:30-7:30
Weigle Commons, Rm 124 (Class of 1968 Seminar Room), Van Pelt Library
Susan Haas shaas@asc.upenn.edu
Robin Stevens, PhD, MPH
robinstanbackstevens@gmail.com
Center for Health Behavior and Communication Research
University of Pennsylvania School of Medicine
3535 Market Street, Suite 520
Office Hours: By appointment; students should initiate email and telephone consults.
Contact Hours: 36
OVERVIEW
This course will examine the ways in which the media can be used as a tool to improve health. It will also
investigate the ways in which media have had a negative impact on health behaviors in the population. Through
readings, looking at specific public health issues and case studies, we will explore the intersection of media,
advocacy, advertising and entertainment and the impact of media broadly on health and society. The course will
also provide students opportunities to practice advocacy strategically and tactically through media to address
health problems.
Central Objective: To equip students with an understanding of communication and media and the tools
necessary to apply concepts from research literature and theory to develop strategies and tactics for public health
advocacy and/or health communication campaigns in their professional practice.
Overall Course Objectives
Participants completing the course will be able to:
1. Understand the contemporary media landscape and communication theory in order to meet public health
communication challenges
2. Identify, map and monitor public health issue media conversations to inform advocacy
3. Identify and critically examine contemporary issues in health communication and media-based
advocacy
4. Identify, understand and incorporate effective contemporary media forms, formats and content into
advocacy communications
5. Select and justify use of a theoretical framework to support decisions in communication strategy and
tactics
6. Understand, formulate and critique communication interventions
7. Identify and access resources for communication and media advocacy innovation, research and practice
TEXTS
As this course is interdisciplinary in nature, it will require readings from a variety of sources including required
texts and journal articles, as well as the exploration of media information resource hubs and case studies in online
multimedia formats.
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PUBH 527-001, Summer 2013
Required texts
Rice, R.E. & Atkin, C.K. (Eds.) (2013). Public Communication Campaigns (4th ed.). Thousand Oaks, CA: Sage.
ISBN 9781412987707
Pink Book: Making Health Communication Programs Work (2002). US Department of Health and Human
Services, Public Health Service, NIH, NCI.
Online: http://www.cancer.gov/cancertopics/cancerlibrary/pinkbook/page1/AllPages
Download: http://www.cancer.gov/cancertopics/cancerlibrary/pinkbook/Pink_Book.pdf
Optional resources
American Public Health Association Media Advocacy Manual. http://www.apha.org/NR/rdonlyres/A5A9C4ED1C0C-4D0C-A56C-C33DEC7F5A49/0/MediaAdvocacyManual.pdf
Other required and optional readings drawn from a variety of sources can be downloaded from links posted to
the syllabus (below), on Blackboard (https://courseweb.library.upenn.edu) or in class session powerpoints.
REQUIREMENTS
Each assignment in the course builds on the concepts of the previous assignment and contributes to student
understanding of the applications of course material in real-world public health practice. Therefore, each student
should choose a single public health issue of particular personal interest that will be the basis of all individual
assignments. For the final team project, all teams will address and propose campaigns for the same organizationbased communication case challenge, and all teams’ proposed solutions will be shared and critiqued.
Individual Assignments (60%)
1. Readings, class session discussions and discussion questions
2. Issue conversation/advocacy media map re: a student-selected public health issue (format provided in
class); transfer map to social media for monitoring, engagement and assignment use throughout the course
3. Policy memo for elected official, linked to media map and focusing event (e.g. committee hearings, proposed
legislation), with recommendations.
4. Op-Ed for submission to an online news or nonprofit advocacy organization publication. Rationale
(publication, audience, focusing event, argument) must be informed by media conversation map and
formatted for editorial submission.
Final Advocacy Campaign (40%)
5. Design a public health or advocacy campaign for a real problem locally. The case challenge will be
presented in class. Teams will conduct research to understand the organization’s overall mission, available
resources, brand, communication strategies and challenges, along with audience and media-use intelligence to
provide context for a proposed campaign. Teams will deliver proposals orally as well as in written reports.
This project must include a Social Media component. Using media map, identify an opportunity and propose
a social media tactic toward a policy, education, and attitude or behavior change goal on a mass scale.
Components will include:
 Introduction/Statement of the Problem
 Review of previous health communication/advocacy interventions and lessons learned
 Goals/Objectives
 Theoretical Framework /Message Strategy
 Target Audience Profile
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PUBH 527-001, Summer 2013







Proposed Activities
Preliminary Social Marketing Mix
Creative Brief w/ Campaign Examples
Implementation Plan
Evaluation Plan
Timeline
Budget (conceptual)
GRADING
Students will be graded according to the following criteria:
 10% - Class participation (readings, discussions, attendance)
 10% - Public health issue media conversation/advocacy map
 20% - Policy memo
 20% - Op-Ed
 40% - Campaign Presentation & Report
COURSE POLICIES
Come to class. That’s important! If you miss class there’s really no way to make it up. Of course, if you’re sick, stay
home. But otherwise, join us each week.
Punctuality: I expect you to arrive to class on time. This is part of your attendance grade.
Getting in touch with Susan Haas: Requirements to meet with instructors during office hours are often difficult for
students with busy lives. Feel free to contact me via email with questions or to request a phone consult; I will be
available to you during the workday, and evenings until 9 pm.
You must communicate: This is a seminar; learning about communication requires interaction. We will learn from
each other by our communication online, in class, in assignment outcomes, and during teamwork. In addition, I will
understand what you understand (or do not) from course materials only by your participation.
Stepping up to contribute: Our student cohort will be rich and varied in expertise and experience. If you see a way
that you can help our efforts to understand the dynamics of health communications succeed, please step up and let
us know. We’re exploring this together; I welcome your initiative.
Distractions during class: Our connected world stops at the door during class sessions. Please turn off your phones.
Please do not surf the web, check email or text during class. If your body is sitting in class, but your attention is
elsewhere, you are not only “not present”, but you may be distracting others as well, and your attendance grade will
suffer.
Grading. Assigned grades will not be changed unless clear and significant procedural errors have been made.
No assignment deadline extensions. This course is fast-paced, including requirements for assignment evaluations on
my part. All assignments are to be submitted both electronically and in print form (I cannot print your assignments
for you.) Assignments are due electronically before the beginning of each class session, and printed versions of
assignments are due at the beginning of class. Any assignment submitted late will receive a 5% (one-half letter
grade) penalty per day thereafter, beginning with the class session in which the assignment was due.
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PUBH 527-001, Summer 2013
Academic integrity policies of the university apply. Penn’s Turn-it-in system will be used to scan assignments for
plagiarism. Turn-it-in compares assignment content via scanning the English-language World Wide Web, along
with assignments logged digitally in Blackboard’s university-wide system.
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PUBH 527-001, Summer 2013
COURSE CALENDAR: OVERVIEW
Session
1
2
Date
5/22
5/29
Topic
Introductions:
The Media; Health & the
Media
Media, Campaigns &
Theory
Readings
Rice & Atkin (2013)
Chapter 2: Paisley, W. & Atkin, C.K.
Public communication campaigns: The
American experience.
Chapter 3: Hornik, R. Why can’t we sell
human rights like we sell soup?
Fishbein & Yzer (2003), Using Theory to
Design . . .
Assignment Due
Hornik, Alternative Models of Behavior
Change
Follow instructor
@susandhaas
Draft Media Map &
transfer to Twitter
Theory at a Glance, Pages 1-31
3
4
Case Study: Yanovitky, Mass Media & Binge
Drinking
Rogers, E. M. (1994). Elements of
Monitor issue
diffusion. In Diffusion of Innovations. New conversation using
York: Free Press (pp. 1-37)
media map; analyze
& revise media map
Kreuter and McClure, (2004) The Role of
Culture in Health Communication
6/05
MCT, cont.
6/12
R&A, Ch 8: How Effective are Mediated
Health Campaigns
Media Conversations,
R&A Chapter 16: Interdisciplinary
Journalism & Public Health approaches to ocean sustainability
communication
Revise media map &
working Twitter feed
Mayer (2011). Stories of climate change:
Competing narratives, media, public opinion
BMSG (Berkeley Media Studies Group)
• Navigating (Mapping) the Trade Press
(Dorfman & Lingus)
• Obesity crisis or soda scapegoat? #15, 2005
• Debates from four states over selling soda
in schools #17, 2008
Moss. The extraordinary science of junk food.
The New York Times, Feb. 24, 2013
Morone (2008). RWJF and the politics of
health care reform
(continues next page)
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PUBH 527-001, Summer 2013
Brownell (2009). The need for bold action to
prevent adolescent obesity.
Dorfman & Wallack (2007). Moving nutrition
upstream: The case for reframing obesity
Explore:
Journalist’s Resource, Shorenstein Center on
the Press, Politics & Public Policy (see links
in syllabus below)
5
6/19
The Policy Brief
Optional: Marchionni (2013). Journalism as
conversation
R & A Chapter 23: Dorfman & Wallack.
Putting policy into health communication:
The role of media advocacy
Media Map
(document & Twitter
access)
due by digital
Young & Quinn (2003-05). The Policy Brief submission only,
4pm before class
Friedman & Brownell (2012). Sugarsweetened beverage taxes. Rudd Report
Babey et al (2009). Bubbling over: Soda
consumption. UCLA Center for Health Policy
Research (ALSO: Explore Web presentation
via link in syllabus below)
Optional:
Jone & Walsh (2008). Policy briefs as a
communication tool. Overseas Development
Institute
Testimony: The relationship between obesity
and sugar sweetened beverages (Choucair,
2012). Chicago DPH (link in syllabus below)
6
6/26
Commentary: The Op-Ed
form
Resource
Writing Policy Briefs: A Guide to Translating
Science and Engaging Stakeholders (2013).
The Women’s & Children’s Health Policy
Center, JHU Bloomberg School of Public
Health (link in syllabus below)
Meadows (Feb. 1, 2013). The boy with the
thorn in his joints. NYT Magazine
Francl (Feb. 7, 2013). Don’t take medical
advice from the NYT Magazine. Slate.
(continues next page)
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PUBH 527-001, Summer 2013
O’Leary (Feb. 7, 2013). Irresponsible health
reporting? The NYT and the perpetuation of
chemophobia. Bill of Health blog.
Op-Eds
Stuckler & Basu. (May 12, 2013). Austerity
kills. NYT.
Huggins (Jan. 27, 2012). Hellp Somalia fight
roots of piracy. CNN.com
Bittman (Dec. 25, 2012). Stop subsidizing
obesity. Opinionator (blog), NYTimes.com
Kenny (Oct. 14, 2012). Want to ruin
teaching? Give ratings. NYT
7
7/03
Food Politics
Edelman (July 6, 2012). Ending the cradle to
prison pipeline. Huffington Post
Watch before class: Food, Inc & Forks Over Submit discussion
Knives (Netflix streaming)
questions from
Nestle, Food Politics, Chapter
Food, INC & Forks
over Knives
viewing; digital
submission before
class
POLICY MEMO
due, digital
submission by 4pm
before class
8
7/10
Campaign Design &
Evaluation
R Hornik, KD Woolf (1999) Using crosssectional surveys to plan message
strategies. Social Marketing Quarterly
R&A, Chapters 4, 5, 6
9
7/17
Social Media
Case Study: Huhman, The VERB campaign
logic model
R & A Chapter 19. Liberman. Designing
digital games, social media, and mobile
technologies to motivate and support health
behavior change
OP-ED
Due (digital
submission) 4 pm
[campaign work]
Zandt (2012). Don’t mess with our boobs:
Ad-hoc networks and online power (video;
see link below)
Zandt (2012). Planned Parenthood Saved Me
(Tumblr, see link below)
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PUBH 527-001, Summer 2013
CDC: Social media tools, guidelines & best
practices
(continues next page)
CDC’s Guide to writing for social media
The health communicator’s social media
toolkit (2012)
Resources to explore before class: See links
below
•Mayo Clinic social media strategies
•Pew Internet & American Life (Health,
digital divide, social networking topics)
•Nielsen social media demographics 2012
10
7/24
Sexual Health & HIV
Optional resources: See syllabus below
Wisdom of Whores, Chapter 1
[campaign work]
Boundaries of Blackness, Chapter 5
11
7/31
12
8/07
R&A, Chapters 17 & 22
Media Advocacy: Putting it None
all together AND Group
Campaign Work in class
Final Presentations
IN CLASS
campaign work
IN CLASS
Campaign
presentations
Final Papers
Due (digital
submission) 4 pm
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PUBH 527-001, Summer 2013
Course Calendar
SESSION 1: Introduction
Required Readings
Rice & Atkin (2013)
Chapter 2: Paisley, W. & Atkin, C.K. Public communication campaigns: The American experience.
Chapter 3: Hornik, R. Why can’t we sell human rights like we sell soup?
ASSIGNMENT:
Identify a public health issue that will be the basis for your individual course assignments. Using your selected
issue, construct a media conversation/advocacy map (instructions will be provided in class; due before next class
session). You will assess and revise this map during the semester, and your working map will be a resource for
individual assignments.
SESSION 2: Media, Campaigns & Theory, Part I
Required readings
(Part 2) National Cancer Institute (2005). Theory at a Glance: A Guide for Health Promotion Practice.
US Department of Health and Human Services, 2nd ed.
Fishbein & Yzer (2003), Using Theory to Design . . .
Theory at a Glance, Pages 1-31
Case Study: Yanovitky, Mass Media & Binge Drinking
Hornik, R. Alternative models of behavior change (incl. TRA/TPB/Stages of Change)
Optional Readings/Resources
Rice & Atkin (2013) Chapter 1: Atkin, C.K. & Rice, R. E. Theory and principles of public
communication campaigns
Parvanta, et al. (2011), Chapter 8: Persuasive health communications: The role of theory (pp. 147-155)
Fishbein, M., et al. Using information to change STD-related behaviors: An analysis based on the Theory
of Reasoned Action
McCombs & Shaw (1970). The agenda-setting function of the mass media. Public Opinion Quarterly,
26:176-187. pp. 100-108
McLeod, D.M. & Detenber, B.H. (Summer 1999). Framing effects of television news coverage of social
protest. Journal of Communication, pp. 2-23.
Iyengar. S. & Kinder, D. (1987). The priming effect. In News that Matters: Television and American
opinion (pp. 63-72). Chicago: University of Chicago.
ASSIGNMENT (see next page)
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PUBH 527-001, Summer 2013
ASSIGNMENT
• Draft media map this week & next week, and transfer it to social media (Twitter).
• Connect to the instructor (@susandhaas on Twitter).
• Begin using this resource to track the conversation about your issue; apply theoretical knowledge by observing
agenda setting, framing, etc. What aspects are on the agenda, and how are they framed? What aspects are
misrepresented, under-represented or missing from the conversation?
• Continue to revise your map until a daily Twitter check offers you a concise yet comprehensive update
important re: your issue and your advocacy role
SESSION 3: Media, Campaigns & Theory, Part II
Required readings
Rogers, E. M. (1994). Elements of diffusion. In Diffusion of Innovations. New York: Free
Press (pp. 1-37)
Kreuter and McClure, (2004) The Role of Culture in Health Communication
R&A, Ch 8: How Effective are Mediated Health Campaigns
Optional Readings/Resources
Rice & Atkin (2013), Chapter 11: Yzer, M.C., et al. Inducing fear as a public communication campaign
strategy
Rice & Atkin (2013) Chapter 9: McGuire, W. McGuire’s classic input-output framework for constructing
persuasive messages
ASSIGNMENT
Continue to use, re-assess and focus your media map so that Twitter serves as an efficient space for keeping up with
developments related to your public health issue “conversation”. You will use your working map for individual
assignments in the course.
Session 4: Media Conversations, Journalism & Public Health
Required Readings
Rice & Atkin (2013) Chapter 16: Rice & Robinson. Transdisciplinary Approaches for 21stC Ocean
Sustainability Communication
News as Conversation
Mayer, F.W. (2011). Stories of climate change: Competing narratives, the media, and U.S. public opinion
2001-2010. Cambridge: Shorenstein Center, Harvard University http://shorensteincenter.org/wpcontent/uploads/2012/03/d72_mayer.pdf
Berkeley Media Studies Group Reports
Dorfman, L. & Lingas, E. Navigating (Mapping) the trade press: What are the food and beverage
industries discussing? Berkeley: Berkeley Media Studies Group
No. 15: Obesity Crisis or Soda Scapegoat? (2005).
http://www.bmsg.org/resources/publications/issue-15-obesity-crisis-or-soda-scapegoat-thedebate-over-selling-soda-in-schools
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PUBH 527-001, Summer 2013
No. 17: Debates from four states over selling soda in schools (2008).
http://www.bmsg.org/resources/publications/issue-17-debates-from-four-states-over-selling-sodain-schools
Moss. (Feb. 24, 2013). The extraordinary science of junk food. The New York Times.
Agenda-setting: Alliance approach (summary, intro, lessons learned)
Morone, J.A. (2008). The Robert Wood Johnson Foundation and the Politics of Health Care Reform:
Communications, Advocacy and Policy Development. In: To Improve Health and Health Care, Vol. XII,
The Robert Wood Johnson Foundation, Stephen L. Isaacs & David C. Colby, eds. http://www.rwjf.org/en/researchpublications/find-rwjf-research/2009/01/to-improve-health-and-health-care-volume-xii/the-robert-wood-johnson-foundation-and-the-politics-of-health-ca.html
Framing
Brownell, K., Schwartz, M.B., Puhl, R.M., Henerson, K.E., Harris, J.L. (March 2009). The need for bold
action to prevent adolescent obesity. Journal of Adolescent Health, 45: S8-S17.
http://panplanrevision.mecdcpopulationhealth.org/file/view/Need+for+Bold+AQction+to+Prevent+Adoles.
+Obesity_Brownwell+%26+al.pdf
Dorfman, L. and Wallack, L. (March/April 2007). Moving nutrition upstream: The case for reframing
obesity. Journal of Nutrition and Behavior, 39: 25 (S45-50).
Required: Explore online resource
Journalist’s Resource, Joan Shorenstein Center on the Press, Politics and Public Policy, John F. Kennedy School
of Government, Harvard University http://journalistsresource.org/journalists
Skills: Writing for lay audiences, best practices, “Scholarly research strategy guide for journalists”,
“Health and medical research websites”, ethics) http://journalistsresource.org/skills/reporting/
Studies Database http://journalistsresource.org/studies/
Ex: Health Care: http://journalistsresource.org/studies/government/health-care
Journalism Organizations (locating journalists covering health issues)
http://journalistsresource.org/journalists/journalism-resources
Optional Reading
Marchionni, D. M. (2013) Journalism as a conversation: A concept explication. Communication Theory
(23) 131-147. doi:10.1111/comt.12007
ASSIGNMENT:
Media map (Word.doc and Twitter connection to instructor) due before NEXT class (Session 5)
Revise media maps to include “strange bedfellows” as described in RWJF reading so that the conversation you are
constructing and monitoring is robust in breadth and depth for recognition of opportunities to enter with advocacy
communication.
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PUBH 527-001, Summer 2013
Session 5: Policy Advocacy: The Policy Brief
Required Readings
Rice & Atkin (2013) Chapter 23: Dorfman, L. & Wallack, L. Putting policy into health communication:
The role of media advocacy
Young, E. and Quinn, L. (2003-05). The Policy Brief. Budapest: Open Society Institute
http://www.policy.hu/ipf/fel-pubs/samples/PolicyBrief-described.pdf
Policy Briefs:
Friedman & Brownell (October 2012). Sugar-sweetened beverage taxes: An updated policy brief. Rudd
Report.
Babey (pdf in folder) & Web presentation of policy docs/media resources (use link below)
Babey, et al. (2009). Bubbling over: Soda consumption & its link to obesity in California. UCLA Center for
Health Policy Research
http://healthpolicy.ucla.edu/publications/search/pages/detail.aspx?PubID=104
Optional Readings
Jones, N. and Walsh, C. (May 2008). Policy briefs as a communication tool for development research.
Background Note. Overseas Development Institute. http://www.odi.org.uk/sites/odi.org.uk/files/odiassets/publications-opinion-files/594.pdf
Testimony (example)
The Relationship between obesity and sugar sweetened beverages, Testimony from Dr. Bechara Choucair
(May 1, 2012). Chicago DPH
http://www.cityofchicago.org/city/en/depts/cdph/provdrs/environ_health/news/2012/may/the_relationship
betweenobesityandsugarsweetenedbeveragestestimon.html
Resource
Writing Policy Briefs: A Guide to Translating Science and Engaging Stakeholders. (2013). Baltimore:
The Women’s and Children’s Health Policy Center, Johns Hopkins Bloomberg School of Public Health
http://www.jhsph.edu/research/centers-and-institutes/womens-and-childrens-health-policycenter/de/policy_brief/index.html
Assignment
DUE: Media Map (document & access to your Twitter feed by instructor); digital submission by 4pm
today.
NEW: Write a 2-3 page Policy Memo (instructions in assignment folder on Blackboard). Due in 2
weeks, by 4 p.m. before beginning of Session 7.
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PUBH 527-001, Summer 2013
Session 6: Commentary: The Op-ed
Required Readings
Media conversation: Juvenile arthritis. Personal narrative reporting & commentary responses
Meadows, S. (February 1, 2013). The boy with the thorn in his joints. The New York Times Magazine.
http://www.nytimes.com/2013/02/03/magazine/the-boy-with-a-thorn-in-hisjoints.html?pagewanted=all&_r=0
Magazine commentary response
Francl, M. (February 7, 2013). Don’t take medical advice from the New York Times Magazine. Slate.
http://www.slate.com/articles/health_and_science/medical_examiner/2013/02/curing_chemophobia_don_t_
buy_the_alternative_medicine_in_the_boy_with_a.html
Blog commentary response
O’Leary, P. (February 8, 2013). Irresponsible health reporting? The New York Times and the perpetuation of
chemophobia. Bill of Health Blog, Petrie-Flom Center, Harvard School of Law.
http://blogs.law.harvard.edu/billofhealth/tag/slate/
Required Op-Eds (read for POV, tone, voice, argument structure, methods of marshaling evidence and experience)
Researcher/Expert: Conversation focusing event/ “news peg”
Stuckler & Basu. (May 12, 2013). Austerity kills. The New York Times. (in folder)
NGO Policy Advocate
Huggins, Jon. Help Somalia fight roots of piracy. CNN.com, January 27, 2012
http://www.cnn.com/2012/01/27/opinion/huggins-piracy/index.html
Journalist
Bittman, M. Stop subsidizing obesity. Opinionator Blog, NYTimes.com, December 25, 2012.
Practitioner
Kenny, Deborah. Want to ruin teaching? Give ratings. The New York Times, October 14, 2012
http://www.nytimes.com/2012/10/15/opinion/want-to-ruin-teaching-give-ratings.html
NPO admin/op-ed as campaign element
Edelman, Marian Wright. Ending the Cradle to Prison Pipeline ™ and mass incarceration – the new
American Jim Crow. Huffington Post, July 6, 2012 http://www.huffingtonpost.com/marian-wrightedelman/ending-the-cradle-to-pris_b_1655138.html
ASSIGNMENT
NEW: Write a 700-word op-ed for online newspaper or blog tied to a focusing event and public health
communication goal (format instructions provided in class); due via digital submission by 4 p.m. before class
Session 9.
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PUBH 527-001, Summer 2013
Session 7: Food Politics
Screenings: Food, INC & Knives over Forks
Readings: Food Politics, Chapter TBD
ASSIGNMENT
DUE: Submit discussion questions from Food, INC & Forks over Knives viewing; digital submission before
class.
DUE: Policy Memo, digital submission by 4 p.m. before class.
Session 8: Campaign Design & Evaluation
Readings:
R Hornik, KD Woolf (1999) Using cross-sectional surveys to plan message strategies. Social Marketing
Quarterly
R&A, Chapters 4, 5, 6
Case Study: Huhman, The VERB campaign logic model
ASSIGNMENT
NEW: Campaign work
Session 9: Social Media
Required Readings
Rice & Atkin (2013) Chapter 19: Liberman, D.A. Designing digital games, social media, and mobile
technologies to motivate and support health behavior change.
Zandt, D. (June 13, 2012) Don’t Mess with our Boobs: Ad-Hoc Networks and Online Power. Personal
Democracy Forum (brief video)
http://personaldemocracy.com/media/dont-mess-our-boobs-ad-hoc-networks-and-online-power
Zandt, D. (2012). Planned Parenthood Saved Me. Tumblr. http://plannedparenthoodsavedme.tumblr.com/
CDC: Social Media Tools, Guidelines & Best Practices http://www.cdc.gov/SocialMedia/Tools/guidelines/
CDC’s Guide to Writing for Social Media (2012)
http://www.cdc.gov/socialmedia/Tools/guidelines/pdf/GuidetoWritingforSocialMedia.pdf
The Health Communicator’s Social Media Toolkit (Update July 2011)
http://www.cdc.gov/socialmedia/Tools/guidelines/pdf/SocialMediaToolkit_BM.pdf
Resources to Explore before class:
Mayo Clinic’s social media strategies: http://network.socialmedia.mayoclinic.org/
Pew Internet & American Life Project
Health Topics http://www.pewinternet.org/topics/Health.aspx?typeFilter=5
Digital Divide http://www.pewinternet.org/topics/Digital-Divide.aspx?typeFilter=5
Social Networking http://www.pewinternet.org/topics/Social-Networking.aspx?typeFilter=5
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PUBH 527-001, Summer 2013
Nielsen Social Media Demographics 2012 http://blog.nielsen.com/nielsenwire/social/2012/
Optional Readings
CSC. (2013). Ready to interact: Social media use by U.S. Hospitals and Health Systems (July/Aug 2012
survey results).
http://assets1.csc.com/health_services/downloads/CSC_Survey_Social_Media_Use_by_U.S._Hospitals_a
nd_Health_Systems.pdf
Goldstein, S. (Dec. 27, 2012). Beyond likes and hashtags: Achieving real patient engagement through social
media. The Field Clinic (blog), Phillly.com. http://www.philly.com/philly/blogs/fieldclinic/Beyond-Likesand-Hashtags--Achieving-Real-Patient-Engagement-through-Social-Media.html
WITNESS Documentary film/video advocacy resources
Gregory, S., et al, eds. (2005). Video for change: A guide for advocacy and activism. Ann Arbor: Pluto
Press, in association with Witness.org. http://www.witness.org/how-to/video-for-change
See chapter 3: Cizek, K. Storytelling for Advocacy: Conceptualization and preproduction.
http://www.witness.org/sites/default/files/downloads/videoforchange_storytelling_titled.pdf
Scan a few advocacy film case studies here: http://www.witness.org/campaigns/all-campaigns
Morris, et al. (February 2012). Tweeting is believing? Understanding microblog credibility perceptions.
Microsoft Research, Carnegie-Mellon University: Paper presented at Computer Supported Cooperative
Work annual conference. http://research.microsoft.com/apps/pubs/default.aspx?id=155374
Weng, L., et al. (March 29, 2012). Competition among memes in a world with limited attention. Scientific
Reports (2: 335). Summary http://journalistsresource.org/studies/society/internet/competition-memeslimited-information-attention-twitter Full text
http://www.nature.com/srep/2012/120329/srep00335/full/srep00335.html?WT.mc_id=FBK_SciReports
ASSIGNMENT
DUE: Op-Ed, digital submission by 4 pm before class.
CONTINUING: Campaign work
Session 10: HIV/AIDS, STIs & Sexual Behavior
Required Readings:
Rice & Atkin (2013) Chapter 17: Sociocognitive Approaches
Rice & Atkin (2013) Chapter 22: Singhal, A., Wang, H., and Rogers, E.M. Rising tide of
entertainment-education in communication campaigns
Wisdom of Whores, Chapter 1
Boundaries of Blackness, Chapter 5
Resource to explore before class session
The Communication Initiative Network (http://www.comminit.com)
Video Storytelling to Combat HIV/AIDS Stigma amongst Transport Workers:
http://www.comminit.com/global/content/storytelling-combat-hivaids-stigma-amongst-transport-workers
ASSIGNMENT: CONTINUING: Campaign work
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PUBH 527-001, Summer 2013
Session 11: Group Preparation for Final Presentations/Papers
Required readings
None
ASSIGNMENT
IN CLASS: Group work on campaigns/presentations
Session 12: Final Presentations & Q&A
ASSIGNMENT
DUE: IN CLASS: Campaign presentations
Final papers due by 4 p.m. before final class session, submitted by email and hard copy.
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