While they could pick from ten, the students overwhelmingly picked one of these two: The “picture creeper” assignment came from a discussion we had in class about when it was acceptable to comment on people’s Facebook information.(Being from a different generation than my students, I often learned about appropriate online etiquette and new apps from them.) The responses to this assignment were fascinating.
While they could pick from ten, the students overwhelmingly picked one of these two: The “picture creeper” assignment came from a discussion we had in class about when it was acceptable to comment on people’s Facebook information.(Being from a different generation than my students, I often learned about appropriate online etiquette and new apps from them.) The responses to this assignment were fascinating.I knew I was going to use a version of Christian Sandvig’s social media breaching experiments, which identified key norms on individual social media sites and asked students to break them.Tags: Sparta Essay IntroductionUndergraduate Thesis On ResumeDeclaration Of Independence From HomeworkTechnology Making Us Lazy EssayFollow Up Letters After ApplicationCrash Racism EssayDoctoral Thesis ConferenceWriting Assessment Persuasive EssayEssay Film Stillman WhitProblem Solving And Programming Concepts
About half of the Oversharers reported similar results, with the other half saying they had become much closer to their subject as a result.Instead, I decided to spend the first half of the class grounding the students in a mish-mash of theory drawn from computer-mediated communication (CMC), science and technology studies (STS), and digital ethnography, and the second half organized topically, around key areas of interest like journalism, memes, and privacy.I wanted to do two things with the class: First, give the students some practical skills they could bring to bear in an internship or entry-level job, and second, focus on the , the interplay between technological affordances and social norms, to provide a skill set that would enable students to approach new sites and apps with a critical eye.A few examples: Here’s where I introduced ethnography.I was deeply influenced by Bambi Schieffelin in graduate school, who introduced me to ethnomethodology.She is turning her dissertation, Status Update: Celebrity, Publicity & Self-Branding in Web 2.0, into a book.I started my first semester as an assistant professor at Fordham with free range to take over a recently-added undergraduate class called “Social Media.” I’ve seen social media classes taught at the undergraduate level that focus entirely on learning to use the sites Not only does this approach not age well, it doesn’t give students skills to analyze social media critically, which is my primary ethos of teaching media studies.The syllabus is really long, so I’m going to highlight a few concepts and weeks I particularly liked.I began the class by situating social media within a historical continuum.The title of Standage’s book makes clear the parallel between the two technologies, and the colorful stories about cheaters and lonely hearts places social media within a much more understandable history of human interaction and emotion than stand-alone ‘cyberspace.’ I assigned two pieces: Donald Norman’s chapter on “The Psychopathy of Everyday Things,” which takes a very pragmatic, design-oriented standpoint to various poorly-designed objects with lots of pictures and illustrations.Norman clearly explains the concept of an affordance, and we spent a lot of time in class talking about the difference between what an object or technological feature is intended to do, and what people use it for.