Participatory Culture Intro

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Unit 2: Iden­tity in Par­tic­i­pa­tory Culture
Project: Class Wiki

 
→ reminder: Project 1 due Sun 27-Sep

 
Week 6

M 09/28  

  • dis­cuss / reflec­tion: Project 1 out­comes; rhetor­i­cal and genre con­ven­tions for schol­arly writ­ing; imag­ined audi­ence & effects (both con­tent & format)
     
  • Intro: Unit 2 — Iden­tity in Par­tic­i­pa­tory Cul­ture; Project 2 — Col­lab­o­ra­tive Wiki for Pub­lic Audiences 
  • in-class inter­est poll: post cul­ture forms/types of inter­est, poten­tial wiki top­ics (research & develop over week) 

 
 
W 9/30   hybrid work : Read and Discuss

 

 
 
10/02   Dis­cuss: Beer (2013), Pop­u­lar Cul­ture & New Media

  • choose chap­ter 2, 3, or 4 (via Library or D2L PDF)
     
  • focus: (re)defining “cul­ture” pop­u­lar & participatory
    — using read­ings from this week and y/our exam­ples
  • in-class activ­ity: inven­tory of terms
    + rep­re­sen­ta­tive exam­ples recent and/or popular 

    •  
     

Webtext Week

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Unit 1: Net­work Rhetoric & Identity
Project: Analy­sis Webtext
— due Sun 27-Sep

 
Week 5

M 09/21   Work­shop — draft com­posed for class

  • activ­ity: peer review & feed­back — ana­lytic writing
    — draft required (Google Doc to share)
     
  • dis­cuss: orga­ni­za­tion / sec­tions — of Outline
    cre­ate out­line (dur­ing class)
    → see Out­line Guide/Template & Exam­ple (Google Doc, CU Sign-in)
     
  • focus: process/timeline for project — see Instruc­tions Page

 
 
» Con­tinue com­pos­ing all week! Offer peer feed­back by Wednesday…

 
 
W 9/23   hybrid work :

  1. status/progress report (brief com­ment in dis­cus­sion below)

    2.  

  2. Peer feed­back memo about draft/revising: share Google Doc with class­mate (and with GH): see 2 prompts in Peer Review Guide
    (specif­i­cally ref­er­ence their essay)
     
  3. Begin com­pil­ing & cre­at­ing mul­ti­me­dia for Web­text for­mat (Fri­day workshop)
    → see Design Guide

 
 

F 09/25   Work­shop — final draft & Web­text format

  • activ­ity: update/arrange web­text (web pages with links, text, media); tech sup­port & feed­back on work-in-progress 
  • dis­cuss: audience-focused revi­sion & design (ref­er­ence peer notes; view/discuss arrange­ment & nav­i­ga­tion; con­firm final format/presentation) 

 

Analy­sis Web­text — Final­ized Project due Sun­day 26-Sept (3pm) — updated deadline
 
 

Social Platforms

Published by on | 19 Responses

Unit 1: Net­work Rhetoric & Identity
Project: Analy­sis Webtext
Project Instruc­tions Page
 
Week 4

 
M 09/14   choose 1 chap­ter to read (and take notes):
The Social Media Reader (Ed. Mandiberg, 2012) — eBook (down­load or read online)

  • Post chap­ter selected in com­ment below, plus one key idea from your reading
  • activity/discuss: share key concepts/terms from chapter
    — con­nect with top­ics from Exer­cise, toward Project 
  • begin devel­op­ing ideas/topics for analy­sis essay 

 
 
W 09/16   Hybrid Work:

  • watch: Reid (2011), “Viru­tal Com­mu­nity, Vir­tual Expo­sure” (16:00)
  • watch: Idea Chan­nel video(s) — see below

    •  
    → con­sider when view­ing: genre, style/formality, dis­course (spe­cial­ized, field, terms/concepts); pub­li­ca­tion platform/venue, and audi­ence (implied/suggested) 

» Blog Entry 2: 200 words, infor­mal, due Wed. night (on your WordPress)

    dis­cuss poten­tial top­ics for your analy­sis essay, also iden­ti­fy­ing key concepts/terms
    — espe­cially from The Social Media Reader chap­ter selected (or a dif­fer­ent one)
    → dis­cuss poten­tial use/role in your project. Be sure to include and con­nect with ideas/categories from prior read­ings / Exer­cise 1 (see more below)
     
  • Reminder, com­ment on classmate’s blog also required (due Thurs­day)

 

 
 
F 09/18 Dis­cuss: Essay objec­tives, ideas, topics

    Dis­cuss Analy­sis Essay (Web­text Project)
  • focus/activity: review & share ideas from exercise/blog
    → cre­ate out­line (dur­ing class)
    → see Out­line Guide/Template & Exam­ple (Google Doc, CU Sign-in) 
  • also review writ­ing resources & guides (to con­sult later)

    •  
    → over week­end, draft essay for Mon work­shop

 
 



 

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Rhetorical Analysis

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Week 2

M 09/07   Labor Day — No Class

 
W 09/09   Dis­cuss: Bogost chap­ter in Face­book & Phi­los­o­phy (pages 21–32) PDF in D2L

  • focus/activity: “media ecol­ogy” & net­work rhetoric
  • intro: Exer­cise 1 prompt & guide

 
— for Fri­day class: read “Rhetor­i­cal Analy­sis guide” PDF

 
 
F 09/11   Dis­cuss: Media analy­sis of social platform

 

  • Intro: Ana­lytic Web­text (Project 1)

 

» Due (12-Sep): Exer­cise 1

  • post on your blog (WordPress)

 

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Mediated Self

Published by on | 3 Responses

Unit 1: Net­work Rhetoric & Identity
Project: Analy­sis Webtext

 
Week 2
 
M 8/31 dis­cuss: unit / project 1; plus

read Wan­del & Beavers “Play­ing Around with Iden­tity” chap­ter in Face­book & Phi­los­o­phy PDF

  • plus, take a Buz­zfeed Quiz (espe­cially one of the “Which x are you?” variety)

 
 
W 9/02 Read & dis­cuss Ret­tberg Chap­ter 1, “Writ­ten, Visual and Quan­ti­ta­tive Self-Representations” eBook on web

  • Focus: key terms & new con­cepts inven­tory, from all read­ings this week, for analy­sis (exer­cise 1 next week & project) 

 
» Blog entry 1 (200 words): use one key term/concept from any read­ing this week to dis­cuss spe­cific exam­ple (from expe­ri­ence and/or observation)

 
 
F 9/04 Dis­cuss: Ret­tberg chap­ter 2, “Fil­tered Real­ity” eBook on web

  • key con­cepts: self-representation, media/modes, fil­ters (tech­no­log­i­cal, cul­tural, aes­thetic, cognitive)

 




 
 

Blog Setup

Published by on | 19 Responses

 

    We will setup our blogs Fri­day 28-Aug in class; instruc­tions below.
    — feel to mod­ify and update yours as much as you’d like!

 

Once you cre­ate your blog, please post your link in a com­ment below.
*This is impor­tant so I have your URL! (to update the blogroll)

    Note if you’d pre­fer your blog to be private,
    fol­low these instruc­tions — be sure to give me (and class­mates?) access
  • Rec­om­mended: you can set indi­vid­ual posts and pages to pri­vate using Vis­i­bil­ity settings

 

In your first entry (a “post,” not a comment):

1. briefly intro­duce your­self: need not to be extent of “Inter­est Inven­tory,” and this is pub­lic intro­duc­tion to class­mates (sug­gested your major, minor/program, and grade level; plus, any past writ­ing courses and/or your cur­rent classes and major/field area of interest.)
2. What forms/types of cul­ture are you most inter­ested in? (which you most fol­low / read about online and off-line?)
— e.g. film/video/TV, lit­er­a­ture, music, games, photography/imaging, other (specify)
3. Your work­ing def­i­n­i­tion for “dig­i­tal iden­tity” or “medi­ated experience”
4. What is your favorite (or most used?) web­site, app, or social media platform?
5. Any other inter­est­ing infor­ma­tion or media you’d like to share
(e.g. favorite recent exam­ple of some­thing you watched, read, heard, played)
plus a favorite image or video, pop cul­ture form or meme from past or present?)

 

 

 Reg­is­ter @ WordPress
WP Sup­port site

 
 

Tech­ni­cal Instruc­tions for Blog Setup:

Click → (more…)

“Which ulti­mately does more good—an arti­cle or mono­graph that is read by 20 or 30 peo­ple in a very nar­row field, or a blog post on a topic of inter­est to many (such as grad­ing stan­dards or tenure require­ments) that is read by 200,000?

What if the post spurs hun­dreds of com­ments, is debated pub­licly in fac­ulty lounges and class­rooms, and gets picked up by news­pa­pers and Web sites across the country—in other words, it helps to shape the national debate over some hot-button issue? What is it worth then?”