Public Pedagogy — Instructions for Participatory Culture
- 10 points; due July 19 (11pm)
500 words (minimum) + media (image, video, audio, links, etc.)
Prompt:
What can we learn from participatory culture about creative practices and social activities?
How does digital media instruct (“informally”) through its very composition and its collective construction, circulation, and exchange?
Demonstrate what you’ve learned from this “public pedagogy” in your recent analysis and observations — Exercise 1, blogging, group positing — by presenting instructions for participating.
» The form is a “How To” guide, concerning one “genre” and using one example of digital culture.
Imagine publishing to a site like KnowYourMeme or Buzzfeed; your audience are not “specialists” (just Web browsers, mostly “multipliers” thus far). Although this is less a technical guide (e.g. composing in software/platform), you should include examples to illustrate types of composing practices, creative expression, and social activities specific to this genre.
(The example/s could be one you create or find.)
The form can be straightforward or humorous/satirical, modelling on sites like Instructables.com, WikiHow , HowStuffWorks — or even the YouTube series IdeaChannel. (Maybe even a parody video or Buzzfeed-type list? Be creative in your approach, considering your “object of study” discussed and your audience!) Remember, these are just models for the form, not the content or vocabulary, for instructing “how to participate” and create digital culture (about whichever media form you choose).
- → Try composing for Web audiences using writing styles hybrid of both academic study — using 3 key terms (min.) from 2 readings (min.) this week — and of the discourse community of producers, sharers, and participants (rather than the brand-consumer model of Web 2.0 as described by Jenkins).
» PROTIP: In presenting these “media skills” for networked culture, use example/s (images, videos, audio, links, etc) of the genre and of sites/platforms.
Plus, most importantly, discuss the significance and the potential outcomes, using our critical vocabulary.
Be sure to conclude with an overall assessment and/or prediction about “public pedagogy” — concerning institutions, value, meaning, creativity, composing, communicating, transition, potential/limitations or any other important topics.
(this exercise is a direct “warm-up” to Project 1 in this way)
Criteria (from syllabus)
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 earned for
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(1) submitting on-time and with sufficient length;
(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) using 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).
» Notes / Reminders from Class and from Emails with Students:
(This can/should be creative — consider your audience)
— as well as what not to do / what to avoid, possibly (if you choose).
at particular steps or to show specific aspects/qualities.