* Note: detailed assignment descriptions will appear online on respective pages
Exercises / (short & practice compositions)
(5 total; 10 points, 500 words each)
Posted to personal blog, these informal compositions illustrate attentive reading of assigned texts, progress toward project, and engagement with class topics relative to schedule. Credit is assigned for (1) submitting on-time; (2) demonstrating attention to class topics, content knowledge, and critical thinking, particularly by describing insights and connections; (3) providing thoughtful and relevant responses to prompts, through specialized discourse; (4) with specific examples from personal knowledge and/or respective readings, (5) while extending rhetorical knowledge and mastery of writing conventions, practicing efficient prose (i.e. minimizing /avoiding summary, repetition, digression, and unnecessary discussion). Tentative prompts:
- Exercise 1 (due 13-July): Culture Analysis for Discourse Community — Instructions Page
- Exercise 2 (due 19-July): Public Pedagogy—Instructions for Network Practices — Instructions Page
- Exercise 3 (due 05-Aug): Self-Portrait Screen (“personal database” materials) Instructions Page
- E.C. Exercise (optional): Hybrid/creative work –or– Website entry (e.g. Wikipedia) — Prompts Here
Project 1: Participation & Digital Rhetoric—media-analysis webtext (1000 words, 25 points)
- Webtexts: “screen-based scholarly articles that use digital media to enact the authors’ argument.” (Cheryl Ball)
Challenge: Use objects of study to update/redefine digital rhetoric in terms of Participatory Culture and Public Pedagogy
1) Document and analyze example/s of digital culture from your observations and experience, outside class and in group project.
2) Going beyond simple description, propose new understanding in terms of media platform, social practices, cultural forms and/or “institution” in networked media ecology:
— for instance, public pedagogy; update to literate rhetorical category; new concepts or applications (post-literacy / electracy?)
Project 2 Digital Identity Expression — multimodal assemblage (1000 words, 25 points)
Challenge: How to use the cultural forms mediating experience to express our digital identity (subjectivity)?
- Starting with “Screen Self-Portrait” exercise, apply the lessons and insights about participatory culture from the semester.
- Beyond “curating” or representing, use multimedia to convey your experience of the present networked media conditions
- This “assemblage expression” will include diverse elements in multiple modes; network rhetoric and cultural logic (e.g. humor, play); and materials from your entire “personal database”: stories and details from autobiography, school, community, and entertainment.
The multimedia used—audio, video, images of all sorts—will be combination of found & original/created, digitally-manipulated.
We will test and practice using various software throughout the term; no prior experience with digital authoring is necessary!
Group Project: Curating Digital Culture (20 points)
- Maintain blog (weeks 1–4) posting examples of digital culture (network practices and media forms).
- Observe & discuss new practices & cultural forms across Internet platforms, participant activities, Web media
- Use Storify to “curate” (on blog)
Document with “screencaps” and/or videos
- Audience: Web-networked discourse community; plus social networks—readers within and outside class.
Platform options: blog (suggested) on WordPress; Tumblr; social network account (decide as group)
- In context of network media and digital culture—e.g. memes, viral videos, social-media activities
— examine new/current types of composing & communicating.
Start with one cultural form (e.g. film/TV, music, games, literature)…
- Document emergent examples with perspective of Participatory Culture & “Public Pedagogy”(Portman-Daley)
— observing technology/media, forms, practices, and “institutions”(?) of electracy, within network (outside school)
- → Discuss explicitly with this frame in your Reflection & Proposal sections (individual work for Part 2).
Blog Work (group project and class participation credit)
- 6 project entries (minimum) for term, posted to group site:
media/culture example/s + framing (brief description, 50–100 words) + classmate comment (100 words)
Important: We will start class most days with student examples from each group (arrange schedule)
- Annotations for your posts to group site—on your blog (dedicated page). Update throughout project.
- Occasional group discussion and blog entries—projects, examples, readings, strategies, objectives
- Notes on readings and objects of study: preparation for projects (e.g. outlines/drafts for collaboration/feedback)
Every student will create and maintain a personal website on WordPress throughout the semester.
This will be used for Assignments — Exercises, Projects 1 & 2, and individual work for Group Project — as well as for posting notes, discussing with classmates, and occasionally posting entries (ungraded, for blog credit).
We will use our blogs in a variety of ways, including testing media applications; it is very important to keep up with the online work “outside” class sessions during this brief summer term. Your blog is the key opportunity to explore new ideas and terms from class discussions and readings: note observations, post links & media, pose questions, describe insights & connections; practice articulating ideas and developing scholarly voice.
Extra Credit Opportunities
1) Compose reply (blog about) a classmate’s Exercise (150−200 words; for participation credit).
* Note: all comments must be productive, relevant, perceptive, and above all respectful in order to receive credit.
2) For participation credit, post comments and/or blog entries; for assignment credit, write additional response
3) Submit revised formal project for re-assessment, with reflection: process description and self-evaluation.