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introduction_to_social_media [2025/01/08 23:56] ntnsndr Spring 2025 revision |
introduction_to_social_media [2025/02/22 12:38] (current) ntnsndr [Regulation] |
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| 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. | + | 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%) | ||
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| 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. | 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. | ||
| - | Each week before recitation on Friday, students should demonstrate their engagement with the reading in posts on mediastudies.social. This consists of two parts: | + | 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: |
| * 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] | * 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] | ||
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| * 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 replies | * 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. | 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. | ||
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| * High-quality video presentation appropriate in tone and content for the intended audience | * High-quality video presentation appropriate in tone and content for the intended audience | ||
| - | * Explanation of the network's basic use, including affordances and disaffordances | + | * Explanation of the platform's basic use, including affordances and disaffordances |
| - | * Analysis of the network's history, business model, and ownership | + | * 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 | * 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 | * Evidence of impressive independent research in both the video and bibliography | ||
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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, avoiding the use of [[screen devices]] for purposes other than coursework | ||
| * 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]], as well as course guidelines on [[academic honesty]]; 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. | ||
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| 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 | 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/humansrsocialmedia/chapter/old-to-new-media/)" | _Humans_: "[Old to New Media](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/old-to-new-media/)" | ||
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| Quest: Use a piece of pre-Internet social-media technology and provide a report on the experience, including visual documentation | 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 login 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] | ||
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| 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/humansrsocialmedia/chapter/privacy-and-publics/)" | _Humans_: "[Privacy and Publics](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/privacy-and-publics/)" | ||
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| _Humans_: "[Regulation](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/regulation/)" | _Humans_: "[Regulation](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/regulation/)" | ||
| - | Artifact: 2023 AI regulations from the [United States](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) | + | 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 | ||
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| 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 | 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 | + | ### Equity and activism |
| - | _Humans_: "[Equity and Gender](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/equity/)" | + | _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) | ||
| 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 | ||
| - | |||
| - | _Humans_: "[Activism](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/ch-6-activism/)," "[Online Activism in Indigenous Languages](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/online-activism-in-indigenous-languages/)" | ||
| - | |||
| - | 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) | ||
| - | |||
| - | Quest: Outline an original social-media activist campaign to achieve a desired social purpose; explain the goal, the tactics, and their expected effects | ||
| ### Information | ### Information | ||
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| _Humans_: "[Relationships](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/relationships/)" | _Humans_: "[Relationships](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/relationships/)" | ||
| - | Artifact: Ingrid Burrington, "[The Center for Missed Connections](http://www.digiart21.org/art/the-center-for-missed-connections) | + | Artifact: Ingrid Burrington, "[The Center for Missed Connections](http://www.digiart21.org/art/the-center-for-missed-connections)" |
| Quest: Create a screenshot of an invented social network that connects people in a novel way | Quest: Create a screenshot of an invented social network that connects people in a novel way | ||
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| ### Wellness | ### Wellness | ||
| - | "[Wellness](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/wellness)" | + | _Humans_: "[Wellness](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/wellness)" |
| 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) | ||
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| 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/humansrsocialmedia/chapter/our-transformed-selves/)" | _Humans_: "[Our Transformed Selves](https://opentextbooks.library.arizona.edu/humansrsocialmedia/chapter/our-transformed-selves/)" | ||
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| Quest: None---focus on your pitches! | Quest: None---focus on your pitches! | ||
| - | |||
| - | --- | ||
| - | |||
| - | [ [[note:introduction_to_social_media|Notes]] ] | ||