Jump to each week:
Week 1 -- April 1-5
Monday
- In Class:
- introductions & digital content creation experience
- syllabus scavanger hunt
- introduce Learning Goals assignment & set individual learning goals -- submit learning goals via Camino dropbox
Wednesday
Friday:
- read Bakardjieva "Virtual Togetherness: An Everyday-life Perspective"
- by 8am Friday post reading response, questions, examples, etc on Slack #readings channel
- before class on Friday, post on Slack #projects channel 1 or 2 tentative ideas for digital communities you might study for project #1 -- we'll look at these communities in class, in light of Bakardjieva reading
- In Class: discuss Bakardjieva & online "communities"; view sample digital community project(s); time for preliminary digital community research
Week 2 -- April 8-12
Monday
Wednesday: BRING FULLY-CHARGED LAPTOP FOR IN-CLASS TECH WORKSHOP
- before class:
- install Sublime Text code editor: https://www.sublimetext.com/3
- install FileZilla file transfer protocol (FTP) client: https://filezilla-project.org/ NOTE: FileZilla installer will invite you to install McAfee WebAdvisor and Avast Free Antivirus -- uncheck the boxes during these 2 steps of the installation process to avoid installing these unwanted applications.
- request an SCU personal website: use button on SCU login page, right column, 4th button from the top (WEBPAGES@SCU)
- choose a free CSS website template for your website for this class, download & unzip (so template is ready to use in class Wednesday). Sites to browse for templates, or you can Google "free CSS templates," "best free CSS templates 2019," etc:
- In Class: begin work on course websties: publish websites using FTP; manipulate HTML code; Guest instructor: Brian Larkin, SCU Academic Technology
Friday
- read
Williams "#BlackLivesMatter: Tweeting a Movement in Chronos and Kairos"
- by 8am Friday post reading response, questions, examples, etc on Slack #readings channel
- before class post link to your published course website on #projects Slack channel
- In Class: debrief from Wednesday tech workshop; discuss Williams & #BLM as cyberculture; methods ideas from Williams; begin studying/documenting digital community using qualitative coding
- highlights from Slack discussion (possible discussion topics):
- Williams’ methods: use of top tweets, NOT going into identity of posters, not quoting or closely analyzing any individual posts (ethics/privacy issues)
- The effects of various aspects of Twitter’s design/technical affordances on social media movements like #BLM: Inclusion of media to increase engagement, short length of posts, use of hashtags to organize, easy access to participating in conversation
- The culture/purpose of the #BLM movement and its effects as a form of civic engagement
- Value of #BLM and other movements conducted via social media as historical records (especially of “ordinary” members as opposed to leaders)
- grounded theory analysis of your digital community:
Week 3 -- April 15-19
Monday
- read DeLuca "'Can we block these political thingys? I just want to get f*cking recipes:' Women, Rhetoric, and Politics on Pinterest"
- by 8am Monday post reading response, questions, examples, etc on Slack #readings channel
- study & document your digital community
- In Class: discuss DeLuca & politics, cyberfeminism on Pinterest; design ideas from DeLuca; drafting content about culture & membership of your community
- Mini-research & group discussion debrief:
- What is the culture & membership of your community: What topics & interaction types are typical? Can you think of any controversies or incidents like DeLuca analyzes where the culture of the community is described/contested by members?
- Base these ideas off 1) your own observation/research & what others have said about this community/platform (do some quick & dirty research)
- Which cybercultural theme(s) does the content your community discusses engage with: globalization, technocapitalism & the information society, materiality & corporeality, the digital divide, class, gender, e-governance, civil society/civic engagement, governing cyberspace, risk, race, space & geography, aesthetics
- Post your notes on Slack #projects channel
- Who are Pinterest users? https://www.pewinternet.org/fact-sheet/social-media/?, https://www.spredfast.com/social-media-tips/social-media-demographics-current
- How does Pinterest get used?
- Questions from reading:
- Is Pinterest accessible to men? Should it be? Why do more women than men use it? Who determines what content belongs on a particular social media site/in a particular digital community?
- What is the meaning/significance of the kind of posting typical of Pinterest (emphasis on pinning content from other sites): does the hierarchy DeLuca notes between writing/creating original content and pinning exist, and for whom? What implications does pinning as the dominant activity have for the kind of civic engagement seen on Pinterest, especially given the gendered reputation (and reality) of Pinterest? That is, what are the affordances and constraints of Pinterest’s design as an image-centric “idea platform”?
- How should civic engagement in digital platforms be measured? Is it fair to measure it according to metrics designed for pre-digital civic action (events [marches, protest, etc], voting, etc)? How would we define a civic engagement of the everyday, like what DeLuca studies on Pinterest? What are its characteristics, outcomes, and effects? If Pinterest users were arguing about some other controversial topic—say the season finale of a popular TV show—would we still see that as civic engagement, if it brought up similar questions about the what’s appropriate content to discuss on Pinterest?
- If so much civic engagement is happening on social media sites like Pinterest (or Twitter), should the government regulate them more closely? What does the commercial nature of Pinterest make us think about its function as a venue for civic engagement?
- How does DeLuca use design as part of her argument?
Wednesday
- before class post link to outline/skeleton draft of digital community project on Slack #projects channel before class. Skeleton draft:
- review assignment description & jot notes and/or questions for each component to create a "where I am now" draft
- recommended to do this drafting IN YOUR PROJECT WEBSITE, so you can begin getting a feel for what composing in this environment is like and bring up design-related questions as well
- you'll use this draft in class to assess your progress and develop your research & writing agenda for the next week (in preparation for complete draft due at conferences on 4/24 & 4/26
- sign up for project conference time on 4/24 or 4/26: link to signup sheet
- In Class:
- Progress check-ins and brainstorming on digital community project
- Make yourself a drafting agenda for remaining project work: fill out
THIS GOOGLE DOC & post link on Slack #projects channel
- Project work time + instructor check-ins
Friday: NO CLASS -- EASTER HOLIDAY
- class cancelled for Easter holiday
Week 4 -- April 22-26
Monday: BRING FULLY-CHARGED LAPTOP FOR IN-CLASS TECH WORKSHOP
- sign up for project conference time on 4/24 or 4/26: link to signup sheet
- continue work on Digital Community Project, toward goal of complete draft for conferences next week
- by 8am post on Slack
- any tech questions you have on Slack #resources channel
- any assignment-related questions you have on Slack #projects channel
- before class:
- post on Slack #projects channel link to fleshed-out paragraph draft of digital community project, built in course website.
- writing, formatting, etc can be rough, but this draft should demonstrate your familiarity with the digital platform you’ll be writing in and show the evolution of your skeleton draft into the form of the project's final draft.
- bring to class:
- images and/or embed code for specific posts from your community that you want to embed into your project
- we’ll work with these in class, so make sure you have access to image files and/or embed codes in class
- In Class: embedding images with Brian Larkin, clearing up questions about digital community project; trouble-shooting site; workshop time on project & instructor check-ins
- REMINDER: sign up for conference time -- link to signup sheet
- Tuesday 4/23 office hours cancelled -- please schedule a meeting if needed
- remarks on conferences:
- conference grading
- you're responsible for determining the agenda of the conference
- conference will cover both design and content issues, but recall that the bulk of grading criteria relate to content, so make sure to allot time accordingly
Wednesday: CLASS CANCELLED FOR CONFERENCES 4/24-26
Friday: CLASS CANCELLED FOR CONFERENCES 4/24-26
Week 5 -- April 29-May3
Monday
- digital community project final draft due before class to Camino dropbox
- Bring to class your laptop, charged and ready for use in class
- In Class:
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Digital Community Project debrief
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introduce Project 2: Community Platform Redesign Proposal
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learning goal check-in & update #1: refer to your Learning Goals from 1st day of class, course learning objectives (see Syllabus), Project 2: Community Platform Redesign Proposal
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Evaluate progress on each goal, specifying activities, experiences, strategies you’ve through which you’ve developed in these areas
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Identify areas for continued growth & development, make plans to address them
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Based on future projects, add/modify learning goals as appropriate
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when finished, submit to Camino dropbox
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gallery sharing of Digital Community projects & findings
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what is Internet culture like in 2019? discussion of trends across digital communities studied by class:
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Where do communities “live”? What platforms do they use?
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What constitutes typical interactions? What role do technical affordances of platforms play in shaping these interactions?
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What issues, tensions, problems, concerns emerged in communities?
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Recall Arola’s “rise of the template, fall of design” argument: have her predictions about identity shaping by platform design come to pass? Are people using digital platforms in ways she didn’t anticipate?
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What cybercultural issues come up, and how?
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Do we see more virtual togetherness or virtual community? Do the interactions we see in 2019 redefine community expectations?
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closing announcements
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Selfe & Selfe reading is a “classic”: many of the programs and features it discusses are now “historical” – questions related to these 1990s-era technologies would be a great thing to talk about in class to unpack this article. The reason we’re reading it is that it’s a foundational argument about the need to consider application design seriously, and provides concepts that will be fruitful in thinking deeply about the logics that inform the design of the platforms we’ve been studying.
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reminder to purchase Noble Algorithms of Oppression (beginning reading week of 5/13)
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seeking notetaker -- contact me if interested
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mid-quarter evaluations
learning goal check-in & update #1; reporting on digital community research; midterm evaluations; reminder to purchase Noble Algorithms of Oppression (beginning reading week of 5/13)
Wednesday
- read Selfe & Selfe "The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones -- skip or skim pgs. 496-499
- by 8am Wednesday post reading response, questions, examples, etc on Slack #readings channel
- In Class:
-
learning goal check-in & midterm feedback debriefing
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Situating Selfe & Selfe "The Politics of the Interface" in our course:
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Nayar's cybercultural issues of gender, economics, language, Western/non-Western cultural influence, etc
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Williams’ discussion of #BLM on Twitter as a vehicle of anti-racist critique and organizing: to what extent to which you dismantle the master’s house with the master’s tools?
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Selfe & Selfe: “even though computers are associated with potential for great reform—they are not necessarily serving democratic ends. Computer interfaces, for example, are also sites within which the ideological and materials legacies of racism, sexism, and colonialism are continuously written and re-written along with more positive cultural legacies…Within the virtual systems represented by these interfaces, and elsewhere within computer systems, the values of our culture—ideological, political, economic, educational—are mapped both implicitly and explicitly, constituting an complex set of materials relationships among culture, technology, and technology users.” (484, 485)
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Work as a group & post to Slack #readings channel for each body section the following:
Group 1 -- Interfaces as maps of capitalism and class privilege
Group 2 -- Interfaces as maps of discursive privilege
Group 3 -- Interfaces as maps of rationalism and logocentric privilege
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What are Selfe & Selfe arguing in the section?
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Explain & illustrate (if possible) the examples they use to develop that argument – given the datedness of the technology, some detail on the specific programs, platforms, icons, etc they’re talking about will help unpack these examples. Do a bit of basic research to bring up basic definitions, images, etc to further our understanding of meaning of Selfe & Selfe’s critique
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Do you see evidence of this ideology in the design of your digital community’s platform and/or of other digital technologies you use in your everyday life?
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interrogate idea of "intuitiveness" in design
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workshop time on critique of community's platform: what doesn't work well, or causes problems/tensions for this group's use of the platform? making system-level critiques of design logic of community's platform
Friday: BRING FULLY-CHARGED LAPTOP FOR IN-CLASS TECH WORKSHOP
- by 8am Friday post preliminary digital community platform critique ideas on Slack #projects channel
- before class:
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REQUIRED: install GIMP (GNU Image Manipulation Program) image editing application and open GIMP to make sure it's ready to use in class
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have ready to work with the page on your website you'll use for your Platform Redesign Proposal project -- we'll conclude Friday's class by adding to this page the design critique you'll work on in class
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optional, but recommended: add Google Chrome Full-Page Screen Capture extension to your Chrome browser (see https://chrome.google.com/webstore/detail/full-page-screen-capture/fdpohaocaechififmbbbbbknoalclacl?hl=en). This tool is useful for creating the markup-up design critique of the existing community platform that we'll be working on in class on Friday.
- In Class: intro to screen capture & GIMP; marking up digital community meeting space using GIMP; Guest instructor: Brian Larkin, SCU Academic Technology
Week 6 -- May 6-10
Monday
- read Christen "Does information really want to be free? Indigenous knowledge systems and the question of openness"
- by 8am Monday post reading response, questions, examples, etc on Slack #readings channel
- bring to class design critique of digital community space
- sign up for conference on 5/15 or 5/16: link to signup sheet
- In Class: discuss Christen/cultural logics of design; Christen's examples; sample design critiques; time in class to begin sketching ideas for redesign of community platform
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Interface designs that could have been otherwise:
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Christen discussion
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What ideas is the “information wants to be free” position based on?
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What ideas is the open access/public domain” position based on?
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What is the (general) indigenous view of information or (cultural) knowledge that Christen describes?
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How does Christen position Mukurtu CMS as a technical solution to this debate about the nature/purpose/ownership of information?
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How does Christen’s argument connect to Selfe & Selfe’s critique of “the politics of the interface”?
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Indigenous design examples:
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Platform design critiques & redesigns from Community Redesign assignment description: identify
1) the specific critiques & rationales for them and
2) interface changes made (how do designers tailor interface to support certain uses/functions?)
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Yelp
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Snapchat
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Tinder (choose one)
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Instagram
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Facebook
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Platform redesign sketching
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Begin to work on a sketch of your platform redesign: what new features do you want to build in?
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Your redesign might include several mockups, for example a feed/interaction page, profile page, etc
Wednesday: BRING LAPTOP TO FOR IN-CLASS TECH WORKSHOP
- sign up for conference on 5/15 or 5/16: link to signup sheet
- before class on Wednesday:
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post sketch of your redesign plan for your community's platform on Slack #projects channel (we'll work in class on building this sketch into a mockup in GIMP). Sketch can be created using pen & paper, digital tools like Powerpoint/Slides, Paint, etc.
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watch YouTube GIMP Beginner’s Guide so you can hit the ground running in class on Wednesday
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In Class: 2nd GIMP workshop on creating mockup for digital community space redesign; Guest instructor: Brian Larkin, SCU Academic Technology
Friday
- sign up for conference on 5/15 or 5/16: link to signup sheet
- read "Writing a Design Proposal"
- by 8am Friday post outline/skeleton draft of your design proposal on Slack #projects channel: Use the structure described in the Community Redesign assignment description and the guidelines in today's reading to begin writing in rough note form
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a brief intro to your community (its members, focus, interaction conventions, drawn from Project 1) to set up the context for your proposal
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your critique of your digital community's current platform (problem statement, to be accompanied by your marked-up screenshot(s) of the current platform)
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your solution/proposal for a redesigned version of the platform, describing how your new design resolves the problems your problem statement identities (to be accompanied by the visual mockup of the new design)
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In Class:
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Explore Proposal Genre/Format: post to Slack #projects channel
1) main features of your examples, in light of "design proposal" reading and
2) any contradictions or questions they prompt
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Group 1: Project Background Section:
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Group 2: Problem Statement Section:
Group 3: Proposed Solutions Section:
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Peer Feedback on Skeleton Draft: exhange & compare drafts, provide feedback, draft quick writing/revision plan
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Redesign Project Work Time: work time & instructor check-ins
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Week 7 Reminders/Updates: begin Noble Algorithms of Oppression, Redesign Proposal conferences, drop-in workshop with Brian Larkin
Week 7 -- May 13-17
Monday
- sign up for conference on 5/15 or 5/16: link to signup sheet
- read Noble Algorithms of Oppression, Introduction & Ch. 1 "A Society, Searching"
- by 8am Monday post reading response, questions, examples, etc on Slack #readings channel
- In Class: from coding to Internet infrastructure; discuss Noble on the design of online information & its significance, impact; introduce Project 3
Wednesday: CLASS CANCELLED FOR CONFERENCES
Friday: OPTIONAL TROUBLE-SHOOTING SESSION WITH BRIAN LARKIN
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during class: drop-in workshop time 1-2:05 pm in Guadalupe Hall 204 with Brian.
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Note: if you're only planning to come to part of session, please come at the start of class, so Brian knows folks are intersted in working with him
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continue work on Community Platform Redesign Proposal in preparation for Sunday due date
Sunday: Project 2 due
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by Sunday 5/19 @ noon: submit final draft of Community Platform Redesign Proposal to
Camino dropbox
Week 8 -- May 20-24
Monday
- read Noble Algorithms of Oppression, Ch. 2 "Searching for Black Girls" & Ch. 3 "Searching for People & Communities"
- by 8am Monday post reading response, questions, examples, etc on Slack #readings channel
- In Class:
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Learning goal check-in & update #2: refer to your Learning Goals from
Learning Goal Checkin #1, course learning objectives (see Syllabus), and future work for English 109 (see Project 3: Research-Informed Longform Article)
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Evaluate your progress on each goal, specifying activities, experiences, strategies through which you’ve developed in these areas
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Identify areas for continued growth & development & make plans to address them
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Based on future projects, add/modify learning goals as appropriate
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when finished, submit to Camino dropbox
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Noble Alogrithms of Oppression Ch. 2-3 discussion questions: post group notes on Slack #readings channel
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Is there any way to avoid/decrease the algorithmic bias Noble describes in search engines?
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What conditions led to Google’s monopoly of search/information distribution? What incentive—if any—does Google have to work to reduce the racist, sexist, etc results that its search engine turns up?
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How could non-racist search algorithms be built? What connections does Noble draw between the biased results search engines return and 1) the demographic makeup of the companies like Google and 2) the training those engineers receive?
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What does Noble’s case study of Dylann Roof’s radicalization show?
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Project 3: Longform Research Article workshop time:
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jot down a few potential topic ideas
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consider looking ahead at the chapter of Algorithms of Oppression we haven't read yet, to see if any of the topics there spark your interest (see chapter overviews from Introduction on pgs. 12-13)
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to focus topic ideas and settle on one that's substantive and has a conversation buzzing around it, do some preliminary research on potential topics online, considering
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what ideas you see about these topics in the sources you locate
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who's producing this content and what their views on it are
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what ideas/perspectives--if any--are missing that you expect to see
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post notes on your preliminary ideas & research on Slack #projects channel
Wednesday
- sign up for conference on 6/3 or 6/4: link to signup sheet
- read Noble Algorithms of Oppression, Ch. 4 "Searching for Protections from Search Engines" & Ch. 5 "The Future of Knowledge in the Public"
- by 8am Wednesday post reading response, questions, examples, etc on Slack #readings channel
- before class post topic idea(s) for longform research article for project 3 on Slack #project channel. (see suggestions for this below)
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Suggestions for developing topic ideas:
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any conceptual ideas about design of digital communities and platforms that have struck you from our readings so far, the Digital Communities Project, or the Community Platform Redesign Project
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look ahead at the chapters of Algorithms of Oppression we haven't read yet, to see if any of the topics there spark your interest (see chapter overviews from Introduction on pgs. 12-13 for a quick preview)
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Techniques for developing & selecting promising topics, once you have some ideas
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to focus topic ideas and settle on one that's substantive and has a conversation buzzing around it, do some preliminary research on potential topics online, considering
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what ideas you see about these topics in the sources you locate?
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who's producing this content and what their views on it are?
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what ideas/perspectives--if any--are missing that you expect to see?
- In Class:
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Announcements:
Schedule going forward, Guest Speaker: User Researcher Kelea Somerton on 6/4 @ 9:15 am in O'Connor 103
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Trends in Learning Goal Check-ins
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Algorithms of Oppression Chs. 4&5: What's happening, and why? What risks are posed by this/what are the effects of this? What should be done about it, & by whom? Where do we agree/disagree with Noble's arguments here? (post group discussion notes to Slack #readings channel)
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Google's archived user data that's NOT publicly available (although available to 3rd parties [customers & government agencies])
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Non-forgetability of online content
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Presentation of reality created by ranked, non-contextualized list of search results
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The lag/disconnect between policy governing online data privacy/findability/searching and technology development by major corporations (issues of privacy and property rights)
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The history and practices of information categorization inherited from library/information science
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Developing Pitches for Project 3 (building on topic ideas from Wendesday's homework).
For additional info on process outlined below, see "From a Focused Topic to Questions" (pgs. 38-46 from The Craft of Research)
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Asking who, what, when, where, HOW, & WHY
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Ask about the HISTORY of your topic
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Ask about your topic's STUCTURE & COMPOSITION (i.e. its context)
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Ask how your topic is CATEGORIZED
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Ask questions suggested by your SOURCES
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Evaluate your questions, focusing on ones that prompt you to see your topic in a new way
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Consider combining mulitple promising questions into single related inquiries
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Combine topic, research question, & significance into project pitch:
"I am researching _________[refined topic]_________
because I want to understand _________[revised & combined research question(s)]_________
in order to _________[significance]_________."
Friday: BRING LAPTOP FOR IN-CLASS RESEARCH WORKSHOP
- sign up for conference on 6/3 or 6/4: link to signup sheet
- by 8am Monday post on Slack #project channel Project 3 Pitch (see in-class work from Wednesday's class + "From a Focused Topic to Questions" [pgs. 38-46 from The Craft of Research]):
"I am researching _________[refined topic]_________
because I want to understand _________[revised & combined research question(s)]_________
in order to _________[significance]_________."
- In Class:
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workshop on conducting research in a world of algorithmic bias with guest instructor Nicole Branch, Associate University Librarian for Learning & Engagement
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Materials for today's workshop: https://libguides.scu.edu/c.php?g=938628
Week 9 -- May 27-31
Monday: NO CLASS FOR MEMORIAL DAY HOLIDAY
- class cancelled for Memorial Day
Wednesday
- sign up for conference on 6/3 or 6/4: link to signup sheet
- read
- by 8am Wednesday post reading response, questions, examples, etc on Slack #readings channel
- In Class:
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Discussion of Noble Ch. 6 & Bridle: post to Slack #readings channel
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select a key passage from one of our readings for today
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use that passage to consider the following, based on 1) the original text, 2) your response to it (informed by your experience and the readings we've had throughout the quarter), and 3) anything new that's happened since these readings were published in 2017/2018:
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what phenomenon is being described
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explain what's at stake here
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identify what's being done about it, and how satisfactory any solutions are. What still needs to be done?
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Longform article genre: use Bridle's article to reverse engineer a longform article how-to guide
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what characteristics do you see here that typify longform journalism? --> post to Slack #projects channel
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include any features that are (in)effective and/or (un)familiar, noting any questions or disagreements that come up
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I'll compile the results of this work into a "how-to" resource guide posted on the Project 3 assignment page
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Preparing for Conferences next Monday/Tuesday
Friday: NO CLASS
- continue work on annotated bibliography & brainstorming for longform article ideas in preparation for conference during Week 10
Week 10 -- June 3-7
Monday: CLASS CANCELLED FOR CONFERENCES
Tuesday: CONFERENCES + Guest Speaker Kelea Somerton, User Researcher @ Google
Wednesday
- read
- by 8am Wednesday post reading response, questions, examples, etc on Slack #readings channel
- In Class:
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Timeline reminder:
schedule going forward
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Questions about Longfrom Article project + invitation for followup meetings and/or feeback on partial drafts (drafts must be shared by Sunday @ 8pm
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Noble Conclusion + Epilogue & Warzel: How have our readings (especially for today, but for the class as a whole) brought together these major issues and questions? Where are we at now? What's next? What can we--as individuals and collectively as a society--do about them?
Post results of group discussion to Slack #readings channel.
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influences and effects of technology/design
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algorithmic bias & its effects
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the importance of information
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democratization of technology/increasing ubiquity of technological access (in the US)
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information apocalypse/reality apathy
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impact of corporate interests/profit
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other major topics? please add!
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Longform article analysis: Using our class's
crowd-sourced longform article how-to guide, consider about how 1) Warzel and 2) Bridle approach these aspects of the genre.
Post results of group discussion to Slack #projects channel.
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how you see them addressing your aspect of the longform genre, noting any questions their approaches raise
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how effective their methods are (by either positive or negative example)
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what we can learn from these examples to apply to the longform articles you're writing
Friday
- read Portfolio Reading
- before class Friday post notes on characteristics, goals, accomplishments, etc you want to highlight in your portfolio "about" section on Slack #projects channel
- In Class: announcements, introduce Portfolio, review portfolio examples, work time on portfolios, course evaluations
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Reminders/Announcements:
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Longform Article due Monday @ 1:30pm to Camino. If you want feedback, email me by 8pm on Sunday -- earlier is better!
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English Department Multimodal Prize -- stay tuned next winter/spring for announcement!
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Introduce Portfolio
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Review sample portfolio "about" statements:
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Compare "about" statements in a sample portfolio to 1) the short reading on portfolios and 2) your plans for what you want to highlight in yours.
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How can these characteristics be adapted to the class-specific portfolio (especially the "about" page" you'll be working on?
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Post on Slack #projects channel 1) link to the portfolio(s) you examine and 2) your comparison/recommendations
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Directories of sample portfolios:
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Time to work on portfolios -- see Portfolio Preparation Checklist
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Course evaluations
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Course #: ENGL 109
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Section #: 83924
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Instructor: Dr. Julia Voss
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Course Title: Internet Culture in the Information Age
Exam Week -- June 10-14
Monday
Wednesday