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OVERVIEW<br />

Chapter 5 Normative Theories of Mass Communication 99<br />

During the era of yellow journalism, most media professionals cared very little for<br />

the niceties of accuracy, objectivity, and public sensitivities. But in the first decades<br />

of the twentieth century, a crusade began among some media industry people and<br />

various social elites to clean up the media and make them more respectable and<br />

credible. The watchword of this crusade was professionalism, and its goal was<br />

elimination of shoddy and irresponsible content.<br />

Some sort of <strong>theory</strong> was needed to guide this task of media reform. The goal of<br />

this <strong>theory</strong> would be to answer questions such as these:<br />

• Should media do something more than merely distribute whatever content will<br />

earn them the greatest profits in the shortest time?<br />

• Are there some essential public services that media should provide even if no<br />

immediate profits can be earned?<br />

• Should media become involved in identifying and solving social problems?<br />

• Is it necessary or advisable that media serve as watchdogs and protect consumers<br />

against business fraud and corrupt bureaucrats?<br />

• What should we expect media to do for us in times of crisis?<br />

These broad questions about the role of media are linked to issues concerning<br />

the day-to-day operation of media. How should media management and production<br />

jobs be structured? What moral and ethical standards should guide media<br />

professionals? Do they have any obligation beyond personal and professional<br />

self-interest? Exactly what constitutes being a journalist? Are there any circumstances<br />

when it is appropriate or even necessary to invade people’s privacy or risk<br />

ruining their reputations? If someone threatens to commit suicide in front of a television<br />

camera, what should a reporter do—get it on tape or try to stop it? Should a<br />

newspaper print a story about unethical business practices even if the company involved<br />

is one of its biggest advertisers? Should television networks broadcast a<br />

highly rated program even if it routinely contains high levels of violence?<br />

Answers to questions like these are found in normative <strong>theory</strong>—a type of <strong>theory</strong><br />

that describes an ideal way for a media system to be structured and operated.<br />

Normative theories are different from most of the theories we will study in this<br />

book. They don’t describe things as they are, nor do they provide scientific explanations<br />

or predictions. Instead, they describe the way things should be if some ideal<br />

values or principles are to be realized. Normative theories come from many<br />

sources. Sometimes media practitioners themselves develop them. Sometimes social<br />

critics or academics do. Most normative theories develop over time and contain<br />

elements drawn from previous theories. This is especially true of the normative <strong>theory</strong><br />

that currently guides <strong>mass</strong> media in the United States: It is a synthesis of ideas<br />

developed over the past three centuries.<br />

This chapter examines a variety of normative theories of media, including some<br />

that are questionable or even objectionable. We proceed from earlier forms of normative<br />

<strong>theory</strong> to more recent examples. Our attention is on the normative <strong>theory</strong><br />

that is predominantly used to guide and legitimize most media operation in the<br />

United States: social responsibility <strong>theory</strong>. For a long time the debate about normative<br />

<strong>theory</strong> was muted in the United States. Social responsibility <strong>theory</strong> seemingly<br />

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).<br />

Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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