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introduction_to_social_media [2023/12/03 10:16] ntnsndr [Pitch video (25%)] Correcting error on engagement expectation |
introduction_to_social_media [2025/02/22 12:38] (current) ntnsndr [Regulation] |
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| **MDST 1002** | **MDST 1002** | ||
| - | This course introduces students to concepts for better understanding online social media, the technology and infrastructures that allow them to flourish, and the cultures that grow up through and around them. It explores how social media enables community, how it assembles and empowers agents of change, and how design informs individual and group behavior. | + | This course introduces students to concepts for better understanding online social media---the technology and infrastructures that allow social networks to flourish, and the cultures that grow up through and around them. It explores how social media enables community, how it assembles and empowers agents of change, and how design informs individual and group behavior. |
| Students should expect to come away with an enlarged perspective on social media, including the histories, public policies, and global forces shaping the apps and networks widely used today. Projects invite students to apply these insights critically and constructively. | Students should expect to come away with an enlarged perspective on social media, including the histories, public policies, and global forces shaping the apps and networks widely used today. Projects invite students to apply these insights critically and constructively. | ||
| Line 10: | Line 10: | ||
| * Understand key concepts in social media and media studies | * Understand key concepts in social media and media studies | ||
| - | * Analyze and document in detail an existing social network | + | * Describe and analyze in detail an existing social network |
| * Apply insights into a proposal for a new network or feature | * Apply insights into a proposal for a new network or feature | ||
| Line 16: | Line 16: | ||
| Nathan Schneider ("Professor Schneider," he/him) | Nathan Schneider ("Professor Schneider," he/him) | ||
| - | <nathan.schneider@colorado.edu> | + | Contact via Canvas Conversations ([[:email_etiquette|tips]]) |
| Armory Building, 1B24 | Armory Building, 1B24 | ||
| - | Office hours: Wednesday at 3-5 p.m., or by appointment ([[:email_etiquette|via email]]) | + | Office hours: Wednesday at 3--5 p.m., or by appointment |
| Website: [nathanschneider.info](https://nathanschneider.info) | Website: [nathanschneider.info](https://nathanschneider.info) | ||
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| ### In-class quizzes (25%) | ### In-class quizzes (25%) | ||
| - | Class meetings will generally include a short quiz. It will present questions about the week's readings as well as opportunities for the teaching team to check in on your progress and feedback. Quizzes will be conducted on Canvas, with a password provided in class. Be sure to bring a Canvas-friendly device to class. | + | Class meetings will generally include a short quiz. It will present questions about the week's readings as well as opportunities for the teaching team to check in on your progress and feedback. Quizzes will be conducted on Canvas, with a password provided in class. You can repeat the quiz in class if you like. Be sure to bring a Canvas-friendly device to class. |
| Quizzes are meant to be taken individually, in class, without referencing external materials. Deviating from these norms will be regarded as a violation of the campus Honor Code. | Quizzes are meant to be taken individually, in class, without referencing external materials. Deviating from these norms will be regarded as a violation of the campus Honor Code. | ||
| - | If you need to miss class due to illness, religious observance, or emergency, please inform your TA ahead of time. All students will have their lowest quiz grade dropped at the end of the course. | + | If you need to miss class due to illness, religious observance, or emergency, please inform your TA ahead of time. Additionally, at the end of the semester, the lowest quiz grade will be dropped. |
| ### Quests (25%) | ### Quests (25%) | ||
| - | Each week before class on Tuesday, students should demonstrate their engagement with the reading in discussions on Canvas. This consists of two parts: | + | In and out of class, we will use a private, self-managed social network to communicate at [mediastudies.social](https://mediastudies.social). It utilizes Mastodon, an open-source software platform designed to connect with the [Fediverse](https://en.wikipedia.org/wiki/Fediverse), but we will only use it to connect with each other. |
| - | * Complete the Quest, which is specified in each week's assignment, in a post to the discussion | + | Each week before recitation on Friday, students should demonstrate their [[engagement_with_assigned_sources|engagement]] with the reading in posts on mediastudies.social. This consists of two parts: |
| - | * Comment on at least two other students' Quests with analytic, critical, and respectful responses | + | |
| + | * Complete the Quest, which is specified in each week's assignment, in a post or thread (by posting and replying to each previous post) using the hashtag \#q[number] | ||
| + | * Reply to at least two other students' Quests with analytic, critical, and respectful responses | ||
| Posts from a given week will be evaluated to ensure that, collectively, they include: | Posts from a given week will be evaluated to ensure that, collectively, they include: | ||
| * Completion of the Quest in a thoughtful and creative fashion | * Completion of the Quest in a thoughtful and creative fashion | ||
| - | * Constructive contribution to the class discussion in comments | + | * Constructive contribution to the class discussion in replies |
| - | * Evidence of comprehension of, and engagement with, the assigned materials | + | * Evidence of comprehension of, and [[engagement_with_assigned_sources|engagement]] with, the assigned materials |
| + | |||
| + | Extra-credit bounties may be distributed to authors of the most successful posts. Criteria will vary as we evaluate the priorities of our shared discussion. | ||
| + | |||
| + | ### The missing how-to (25%) | ||
| + | |||
| + | Around the midterm, students will produce a how-to video about a social media platform---a "missing manual" to introduce a new user to what it is, how to use it, and what to watch out for. Today, most commercial tools are designed to be used without any documentation. But what do we lose when we don't really understand something before using it? | ||
| + | |||
| + | First, choose a platform *that you have never regularly used yourself* from the provided list. Try it out, and learn everything you can about it from a variety of published sources. | ||
| - | Each week, extra-credit bounties may be distributed to authors of the most successful posts. Criteria will vary as we evaluate the priorities of our shared discussion. | + | Second, identify a specific intended audience. Audiences might include parents, younger siblings, a competing business, aspiring influencers, or others. |
| - | ### The missing README (25%) | + | Third, produce a 5--6 minute video appropriately formatted to introduce the platform to your specific intended audience (and make clear who they are). Demonstrate how the platform works and how to navigate it. Additionally, turn in a bibliography in APA style of 6--8 sources you used in your research. |
| - | Around the midterm, students will produce a README document about a social network—a "missing manual" to introduce a new user to what it is, how to use it, and what to watch out for. A README is an old-fashioned file that comes with software to explain the basics of it. Today, most commercial tools are designed to be used without any documentation. But what do we lose when we don't really understand something before using it? | + | Be sure to meet the following evaluation criteria: |
| - | Choose a network *that you have never regularly used yourself* from the provided list. Try it out, and learn everything you can about it. Produce a 1,300-1,500 word document, appropriately formatted to appeal to a specific intended audience. Audiences might include parents, younger siblings, a competing business, aspiring influencers, or more. Use of creative formatting and illustrative images is encouraged. Be sure to meet the following evaluation criteria: | + | * High-quality video presentation appropriate in tone and content for the intended audience |
| + | * Explanation of the platform's basic use, including affordances and disaffordances | ||
| + | * Analysis of the platform's history, business model, and ownership | ||
| + | * Thoughtful, explicit engagement with at least two concepts covered so far in the course textbook | ||
| + | * Evidence of impressive independent research in both the video and bibliography | ||
| - | * Completion of the assignment with stylistic correctness and audience-appropriate design | + | Turn in both the video (a playable link) and the bibliography (a PDF). The recommended strategy for creating your video is to use your campus Zoom account and make a "cloud" recording with screen sharing on; you can then [share the video directly from Zoom](https://support.zoom.com/hc/en/article?id=zm_kb&sysparm_article=KB0067567#share-cloud). |
| - | * Explanation of basic use, including affordances and disaffordances | + | |
| - | * Analysis of the network's business model and ownership | + | |
| - | * Impressive research with in-text hyperlinks to all source documents | + | |
| - | * Thoughtful, explicit engagement with at least two concepts from the course textbook | + | |
| ### Pitch video (25%) | ### Pitch video (25%) | ||
| - | The final project for the course is a pitch video. Here, you propose a new social-media network, or an improvement to an existing one. The goal is to put what you've learned to use through constructive thinking. Your pitch should: | + | The final project for the course is a 5--6 minute pitch video with a clear, concise slide deck. Here, you propose a new social-media network, or an improvement to an existing one. The goal is to put what you've learned to use through constructive thinking. Your pitch should: |
| * Identify a problem, supported with evidence | * Identify a problem, supported with evidence | ||
| Line 74: | Line 84: | ||
| * Establish a value proposition for why the most important stakeholders (executives, hackers, investors, activists?) should support it | * Establish a value proposition for why the most important stakeholders (executives, hackers, investors, activists?) should support it | ||
| - | Record your pitch as a 5-6 minute video with a clear, concise slide deck. Turn in both the video (a playable link) and the slides (a PDF). Your pitch will be evaluated according to these expectations: | + | Your pitch will be evaluated according to these expectations: |
| * Complete pitch that fulfills the assignment and articulates the problem, solution, and value proposition | * Complete pitch that fulfills the assignment and articulates the problem, solution, and value proposition | ||
| Line 80: | Line 90: | ||
| * Originality and plausibility of the proposal | * Originality and plausibility of the proposal | ||
| * Evidence of impressive outside research, with at least ten sources---including [[scholarly sources]], journalism, and industry data---correctly cited with APA format in slides | * Evidence of impressive outside research, with at least ten sources---including [[scholarly sources]], journalism, and industry data---correctly cited with APA format in slides | ||
| - | * Thoughtful, explicit engagement with at least two concepts from the course textbook | + | * Thoughtful, explicit engagement with at least two concepts from the course textbook that demonstrates comprehension and critical thinking |
| Citing sources in APA format involves in-text citation (Author, YEAR) as well as a full reference list (i.e., a bibliography) at the end of your presentation. Consult one of the many guides to APA citations available online. | Citing sources in APA format involves in-text citation (Author, YEAR) as well as a full reference list (i.e., a bibliography) at the end of your presentation. Consult one of the many guides to APA citations available online. | ||
| + | |||
| + | Turn in both the video (a playable link) and the slides (a PDF). The recommended strategy for creating your video is to use your campus Zoom account and make a "cloud" recording with screen sharing on; you can then [share the video directly from Zoom](https://support.zoom.com/hc/en/article?id=zm_kb&sysparm_article=KB0067567#share-cloud). | ||
| ### Grading | ### Grading | ||
| Line 88: | Line 100: | ||
| Grading will carefully follow the expectations stated in this syllabus, as well as the rubrics for each assignment in Canvas. | Grading will carefully follow the expectations stated in this syllabus, as well as the rubrics for each assignment in Canvas. | ||
| - | If you need an extension on any assignment, consult your TA ahead of time. They are not obligated to grant one. Late work will be penalized as follows: .5 of 3 points if Quests are late, and 5 points per day on late projects. | + | If you need an extension on any assignment, consult your TA ahead of time. They are not obligated to grant one. Late work will be penalized one letter grade per week, beginning with an automatic B immediately after the due date. |
| - | Plagiarism and similar lapses in [[academic honesty]] can result in no credit for the assignment and referral to campus authorities. | + | Plagiarism and similar lapses in [[academic honesty]] can result in no credit for the assignment and referral to campus authorities. Generative AI is permitted but should be credited as such and must not serve as a substitute for doing your own thinking and work. |
| Based on the stated percentage structure, grades will be awarded as follows: A (94-100), A- (90-93), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), F (0-59). The minimum passing grade is 60. | Based on the stated percentage structure, grades will be awarded as follows: A (94-100), A- (90-93), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), F (0-59). The minimum passing grade is 60. | ||
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| * Work together to foster a respectful, mature, convivial community based on mutual learning through our diverse perspectives, following basic standards of [[class etiquette]] | * Work together to foster a respectful, mature, convivial community based on mutual learning through our diverse perspectives, following basic standards of [[class etiquette]] | ||
| - | * Be present in our interactions together in class, refraining from the use of [[screen devices]] unless for collective work, documented accommodations, or quiz-taking | ||
| * Respect student privacy, keeping any materials or statements shared in class confidential unless permission is granted to do otherwise | * Respect student privacy, keeping any materials or statements shared in class confidential unless permission is granted to do otherwise | ||
| - | * Adhere to all [[university policies]] regarding academic integrity, accessibility, behavior, discrimination, misconduct, inclusivity, and religious observances; we take responsibility for understanding them and the relevant procedures | + | * Adhere to all [[university policies]], as well as course guidelines on [[academic honesty]]; we take responsibility for understanding them and the relevant procedures. |
| * Accommodate disabilities and other diverse needs, making use of our own capacities and [[campus resources]] | * Accommodate disabilities and other diverse needs, making use of our own capacities and [[campus resources]] | ||
| Line 108: | Line 119: | ||
| The course revolves around a free, open-access textbook, hereafter _Humans_: | The course revolves around a free, open-access textbook, hereafter _Humans_: | ||
| - | * Diana Daley and students at the University of Arizona, _[Humans R Social Media](https://opentextbooks.library.arizona.edu/hrsmwinter2022/)_ (University of Arizona, Winter 2022) | + | * Diana Daley and students at the University of Arizona, _[Humans R Social Media - 2024 "Living Book" Edition](https://opentextbooks.library.arizona.edu/humansrsocialmedia)_ (University of Arizona, 2024) |
| Assignments include all content on the linked pages, including the self-quizzes and "related content." | Assignments include all content on the linked pages, including the self-quizzes and "related content." | ||
| - | For extra credit, students may propose corrections or improvements to the textbook. Each substantive improvement is worth one point of course credit, up to a maximum of three per student. Submit proposals in the dedicated assignment on Canvas. | + | For extra credit, students may propose corrections or improvements to the textbook. Each substantive improvement is worth one point of course credit, up to a maximum of three per student. Submit proposals in the dedicated discussion on Canvas. |
| - | Each week additionally includes an "Artifact"—a primary source that we will examine, dissect, and reflect upon. Some Artifacts are fairly extensive, and you're expected to explore as you like, not necessarily to study the whole thing. | + | Each week additionally includes an "Artifact"---a primary source that we will examine, dissect, and reflect upon. Some Artifacts are fairly extensive, and you're expected to explore as you like, not necessarily to study the whole thing. |
| Some weeks we will also have a guest speaker. Please plan to familiarize yourself with the guest speaker before they come so you are well-equipped to ask questions. | Some weeks we will also have a guest speaker. Please plan to familiarize yourself with the guest speaker before they come so you are well-equipped to ask questions. | ||
| Line 120: | Line 131: | ||
| ### Log-in | ### Log-in | ||
| - | _Humans_: "[Preface: About this 'Book,'](https://opentextbooks.library.arizona.edu/hrsmwinter2022/front-matter/preface-about-this-book/)" "[Introduction](https://opentextbooks.library.arizona.edu/hrsmwinter2022/front-matter/introduction/)" | + | _Humans_: "[Preface: About this Book](https://opentextbooks.library.arizona.edu/humansrsocialmedia/front-matter/preface-about-this-book/)" and "[Introduction](https://opentextbooks.library.arizona.edu/humansrsocialmedia/front-matter/introduction/)" |
| Artifact: bell hooks, "[Homeplace: A Site of Resistance](https://files.libcom.org/files/hooks-reading-1.pdf)," in _Yearning: Race, Gender, and Cultural Politics_ (South End Press, 1990) | Artifact: bell hooks, "[Homeplace: A Site of Resistance](https://files.libcom.org/files/hooks-reading-1.pdf)," in _Yearning: Race, Gender, and Cultural Politics_ (South End Press, 1990) | ||
| + | |||
| + | Quest: None | ||
| ### Identity | ### Identity | ||
| - | _Humans_: "[Identity](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/identity/)" | + | _Humans_: "[Identity](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/identity/)" |
| Artifact: Angela Washko, "[Performance for Multi-User Online Environments (Before COVID-19)](https://performingonline.tumblr.com/)" (2020) | Artifact: Angela Washko, "[Performance for Multi-User Online Environments (Before COVID-19)](https://performingonline.tumblr.com/)" (2020) | ||
| - | Quest: Produce an audio, video, or textual testimony about how social media has (or has not) shaped your sense of your own identity; follow the format of the student testimonies in the textbook | + | Quest: Produce a multimedia testimony about how social media has (or has not) shaped your sense of your own identity; utilize not only text but also images, video, or audio |
| - | ### Old to New Media | + | ### Old to new media |
| - | _Humans_: "[Old to New Media](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/old-to-new-media/)" | + | _Humans_: "[Old to New Media](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/old-to-new-media/)" |
| Artifact: Ted Nelson, _[Computer Lib/Dream Machines](https://archive.org/details/computer-lib-dream-machines/page/n131/mode/2up)_ (1974) | Artifact: Ted Nelson, _[Computer Lib/Dream Machines](https://archive.org/details/computer-lib-dream-machines/page/n131/mode/2up)_ (1974) | ||
| - | Quest: Use a piece of pre-Internet social-media technology and provide a report on the experience | + | Quest: Use a piece of pre-Internet social-media technology and provide a report on the experience, including visual documentation |
| - | ### Social Media Histories | + | ### Social media histories |
| - | Judy Malloy, "[The Origins of Social Media](https://ebookcentral.proquest.com/lib/ucb/reader.action?docID=4648372&ppg=21)," **pp. 3-33**, in Judy Malloy (ed.), _Social Media Archaeology and Poetics_ (MIT Press, 2016) [campus network access required] | + | Judy Malloy, "[The Origins of Social Media](https://ebookcentral.proquest.com/lib/ucb/reader.action?docID=4648372&ppg=21)," **pp. 3-33**, in Judy Malloy (ed.), _Social Media Archaeology and Poetics_ (MIT Press, 2016) [campus login required] |
| Artifact: [First Versions: Internet](https://www.firstversions.com/search/label/Internet) | Artifact: [First Versions: Internet](https://www.firstversions.com/search/label/Internet) | ||
| Line 148: | Line 161: | ||
| Quest: Create a timeline of major events in your relationship with social media | Quest: Create a timeline of major events in your relationship with social media | ||
| - | ### Privacy and Publics | + | ### Privacy and publics |
| - | _Humans_: "[Privacy and Publics](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/privacy-and-publics/)" | + | _Humans_: "[Privacy and Publics](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/privacy-and-publics/)" |
| Artifact: [Civic Signals](https://newpublic.org/signals) (2021) | Artifact: [Civic Signals](https://newpublic.org/signals) (2021) | ||
| - | Quest: Propose a new social network designed to mimic behavior in an offline social space (e.g., a post office, a public pool, a playground) | + | Quest: Introduce us to an online public that you know well, explaining its various norms, shared commitments, and practices |
| - | + | ||
| - | ### Social Networks and Online Communities | + | |
| - | + | ||
| - | _Humans_: "[Social Networks and Online Communities](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/special-topics-from-networks-to-online-communities/)" | + | |
| - | + | ||
| - | Artifact: "[How Black Twitter and other social media communities interact with mainstream news](https://knightfoundation.org/features/twittermedia/)" (Knight Foundation, 2018) | + | |
| - | + | ||
| - | Quest: Introduce us to an online community that you know well, explaining its various elements and dynamics | + | |
| ### Algorithms | ### Algorithms | ||
| - | _Humans_: "[Algorithms](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/algorithms-from-human-sources-to-seismic-reverberations/)" | + | _Humans_: "[Algorithms](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/algorithms-from-human-sources-to-seismic-reverberations/)" |
| Artifact: Shalini Kantayya (dir.), _[Coded Bias](https://colorado.mediaspace.kaltura.com/media/Coded+Bias/1_vqk573fg/107413122)_ (2020) | Artifact: Shalini Kantayya (dir.), _[Coded Bias](https://colorado.mediaspace.kaltura.com/media/Coded+Bias/1_vqk573fg/107413122)_ (2020) | ||
| - | Quest: Describe, in as much detail as you can, an algorithm that you encounter or use in your daily life---or one that you want to exist | + | Quest: Describe and depict, in as much detail as you can, an algorithm that you encounter or use in your daily life---or one that you want to exist |
| ### Regulation | ### Regulation | ||
| - | Jeff Kosseff, "[A User's Guide to Section 230, and a Legislator's Guide to Amending It (or Not)](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3905347)," **sections I-II**, _Berkeley Technology Law Journal_ 37, no. 2 (2022) | + | _Humans_: "[Regulation](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/regulation/)" |
| - | Artifact: "[Provisions on the Administration of Internet Information Service Algorithm Recommendations](https://www-cac-gov-cn.translate.goog/2022-01/04/c_1642894606364259.htm?_x_tr_sch=http&_x_tr_sl=auto&_x_tr_tl=en&_x_tr_hl=en&_x_tr_pto=wapp)," Cyberspace Administration of China (January 4, 2022) **[Not working anymore! [Review this instead](https://www.lw.com/en/admin/upload/SiteAttachments/Chinas-New-AI-Regulations.pdf).]** | + | Artifact: 2023 AI regulations from the [United States](https://web.archive.org/web/20231108231031/https://www.whitehouse.gov/briefing-room/statements-releases/2023/10/30/fact-sheet-president-biden-issues-executive-order-on-safe-secure-and-trustworthy-artificial-intelligence/) and [China](https://www.lw.com/en/admin/upload/SiteAttachments/Chinas-New-AI-Regulations.pdf) |
| Quest: Devise a law that would improve social-media regulation, explaining its rationale, how it would be enforced, and what new problems it might cause | Quest: Devise a law that would improve social-media regulation, explaining its rationale, how it would be enforced, and what new problems it might cause | ||
| - | ### Equity | + | ### Exploring the splinternet |
| - | _Humans_: "[Equity](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/equity/)," "[#metoo and Twitter: The Feminist Movement on Social Media](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/special-topics-me-too/)" | + | "[Global Influencers’ Content Creation Strategies: Negotiating with Platform Affordances to Practice Vernacular Creativity](https://journals.sagepub.com/doi/full/10.1177/01634437241276408)," _Media, Culture & Society_ 47, no. 1 (2024) |
| + | |||
| + | Artifact: _[Rest of World](https://restofworld.org/)_ and Timothy B. Lee, "[40 Maps That Explain the Internet](https://www.vox.com/a/internet-maps)," _Vox_ (June 2, 2014) | ||
| + | |||
| + | Quest: Choose a story in _Rest of World_ about a country outside the United States, and explain how the Internet might feel different in that country than it does here | ||
| + | |||
| + | ### Equity and activism | ||
| + | |||
| + | _Humans_: "[Equity and Gender](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/equity/)" and "[Activism](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/ch-6-activism/)" | ||
| Artifact: [Feminist Principles for the Internet](https://feministinternet.org/) (2016) | Artifact: [Feminist Principles for the Internet](https://feministinternet.org/) (2016) | ||
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| Quest: Propose a manifesto of principles that you believe would make the Internet more just | Quest: Propose a manifesto of principles that you believe would make the Internet more just | ||
| - | ### Activism | + | ### Information |
| - | _Humans_: "[Activism](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/ch-6-activism/)," "[Online Activism in Indigenous Languages](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/online-activism-in-indigenous-languages/)" | + | _Humans_: "[Information](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/information/)" |
| - | Artifact: HK19 Manual, [part 1](https://docs.google.com/document/d/1ZrIiXypVUvPIRs9JG8AsU55FkLsz81pqZstKQcbsAHc/mobilebasic) and [part 2](https://docs.google.com/document/d/1UROUN37_gUqrDd4FYDFYXQAmYuXtsBAfaDLo47Im-Kk/edit#) (2019) | + | Artifact: _[The Media Manipulation Casebook](https://mediamanipulation.org/)_ |
| - | Quest: Outline an original social-media activist campaign to achieve a desired social purpose; explain the goal, the tactics, and their expected effects | + | Quest: Choose a case from _The Media Manipulation Casebook_ and devise a technological or social countermeasure that could defeat it |
| - | ### The Splinternet | + | ### Relationships |
| - | James Tager, "[Splintered Speech: Digital Sovereignty and the Future of the Internet](https://pen.org/report/splintered-speech-digital-sovereignty-and-the-future-of-the-internet/)," PEN America (2021) | + | _Humans_: "[Relationships](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/relationships/)" |
| - | Artifact: _[Rest of World](https://restofworld.org/)_ and Timothy B. Lee, "[40 Maps That Explain the Internet](https://www.vox.com/a/internet-maps)," _Vox_ (June 2, 2014) | + | Artifact: Ingrid Burrington, "[The Center for Missed Connections](http://www.digiart21.org/art/the-center-for-missed-connections)" |
| - | Quest: Choose a story in _Rest of World_ about a country outside the United States, and explain how the Internet might work differently in that country than it does here | + | Quest: Create a screenshot of an invented social network that connects people in a novel way |
| - | ### Memes | + | ### Art and memes |
| - | _Humans_: "[Memes](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/memes/)" | + | _Humans_: "[Art](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/art/)" and "[Memes](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/memes/)" |
| Artifact: [Know Your Meme](https://knowyourmeme.com/) | Artifact: [Know Your Meme](https://knowyourmeme.com/) | ||
| Line 212: | Line 225: | ||
| Quest: Create a piece of media designed to spread, and explain why you think it will | Quest: Create a piece of media designed to spread, and explain why you think it will | ||
| - | ### Information | + | ### Wellness |
| - | _Humans_: "[Information](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/information/)" | + | _Humans_: "[Wellness](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/wellness)" |
| - | + | ||
| - | Artifact: _[The Media Manipulation Casebook](https://mediamanipulation.org/)_ | + | |
| - | + | ||
| - | Quest: Choose a case from _The Media Manipulation Casebook_ and devise a technological or social countermeasure that could defeat it | + | |
| - | + | ||
| - | ### Well-Being | + | |
| - | + | ||
| - | _Humans_: "[Relationships](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/relationships/)," "[Well-being](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/well-being-with-alexandria-fripp/)" | + | |
| Artifact: Jonathan Haidt and Jean Twenge, "[Social Media and Mental Health: A Collaborative Review](https://docs.google.com/document/d/1w-HOfseF2wF9YIpXwUUtP65-olnkPyWcgF5BiAtBEy0/edit)" (ongoing) | Artifact: Jonathan Haidt and Jean Twenge, "[Social Media and Mental Health: A Collaborative Review](https://docs.google.com/document/d/1w-HOfseF2wF9YIpXwUUtP65-olnkPyWcgF5BiAtBEy0/edit)" (ongoing) | ||
| Line 228: | Line 233: | ||
| Quest: Design a set of rules for a social-media network for kids | Quest: Design a set of rules for a social-media network for kids | ||
| - | ### Our Transformed Selves | + | ### Our transformed selves |
| - | _Humans_: "[Our Transformed Selves](https://opentextbooks.library.arizona.edu/hrsmwinter2022/chapter/our-transformed-selves/)" | + | _Humans_: "[Our Transformed Selves](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/our-transformed-selves/)" |
| Artifact: Werner Herzog (dir.), _[Lo and Behold, Reveries of the Connected World](https://archive.org/details/loandbehold_202001)_ (2016) | Artifact: Werner Herzog (dir.), _[Lo and Behold, Reveries of the Connected World](https://archive.org/details/loandbehold_202001)_ (2016) | ||
| Quest: None---focus on your pitches! | Quest: None---focus on your pitches! | ||
| - | |||
| - | --- | ||
| - | |||
| - | [ [[note:introduction_to_social_media|Notes]] ] | ||