Marshall University
Course Title/Number Introduction to Computer-Mediated Communication CMM 255 Semester/Year Spring 2019 Days/Time Tuesday & Thursday, 11:00-12:15 pm Location 263 Smith Hall Instructor Dr. Julie Snyder-Yuly Office 246 Smith Hall Phone 304 696-2808 E-Mail [email protected] Office/Hours Mon., Tues., Wed., & Fri.: 9:00-10:00 am Mon & Thurs: 1:00 – 4:00 pm University Policies By enrolling in this course, you agree to the University Policies listed below. Please read the full text of each policy by going to www.marshall.edu/academic-affairs and clicking on “Marshall University Policies.” Or, you can access the policies directly by going to http://www.marshall.edu/academic-affairs/?page_id=802 Academic Dishonesty/ Excused Absence Policy for Undergraduates/ Computing Services Acceptable Use/ Inclement Weather/ Dead Week/ Students with Disabilities/ Academic Forgiveness/ Academic Probation and Suspension/ Academic Rights and Responsibilities of Students/ Affirmative Action/ Sexual Harassment
Course Overview
This course examines the relationship between society and computer-mediated communication technologies, specifically how communication functions through social media and participatory culture. While prior communication innovations such as the telephone and television also reshaped our notions of time and space, there is good reason to see the widespread adoption of computer-mediated communication (CMC) as unique in its simultaneous impact on our social institutions, our organizations, and our personal identities. As such, the purpose of this course is to develop methods of analysis and critical understanding of how communication works in this online environment. The course will draw from a broad range of social theory including science and technology studies (STS), communication theory, linguistics, cultural studies, and media anthropology to critically evaluate the impact of digital communication on identity, relationships, activism, news media, and institutions. Specifically, I want you to focus on the ways in which communication takes place and shapes our digital environment.
Discussion will be a large part of this class. While I will take the lead in dialogue and lecturing in order to explain difficult concepts, the success of this course for you individually and the class as a whole depends on your willingness and desire to be responsible for your own education by being prepared for and participating in class.
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Learning Objectives of This Course
So what’s the payoff, exactly, for all your hard work in this course?
An introduction to fundamental scholarly concepts concerning human communication behaviors mediated by computer technology.
An introduction to the major theoretical models for CMC behaviors.
Familiarity with big questions and issues regarding CMC and Social Media’s impact on social structure and human agency.
Insights into your personal use of CMC.
Greater skill in analytical thinking and writing.
Program Student Learning Outcomes
1. Understand basic concepts associated with the primary theories of communication. 2. Write a clear, concise, and reasoned paper on topics dealing with the concepts of communication. 3. Understand the research literature underlying the discipline of communication. 4. Demonstrate speaking competencies by composing a message, provide ideas and information suitable to the theory and audience. 5. Basic understanding of the nature of scientific inquiry, as applied to human behavior. 6. Familiarity with the four research methods commonly used to study human communication behaviors. 7. Greater skill in analytical thinking and writing. 8. Demonstrate “sense-making,” the ability to apply knowledge to lived experience.
Relationships among Course, Program, and Degree Profile Outcomes
Course How How Program Degree Profile Outcomes Accomplished Evaluated in Outcomes Outcomes in this Course this Course Students will be Assigned Discussions; 3 analytic inquiry familiar with readings; midterm exam; specialized scholarly concepts lectures and final exam; knowledge about CMC. explanations; formal and
in-class informal written
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activities; assignments. written assignments. Students will be Assigned Discussions; 3 analytic inquiry familiar with major readings; midterm exam; specialized theoretical models lectures and final exam; knowledge of CMC behaviors. explanations; formal and in-class informal written activities; assignments. written assignments. Students will be Assigned Discussions; 3 analytic inquiry familiar with major readings; formal and issues regarding lectures and informal written CMC’s impact on explanations; assignments. social structure in-class and human activities; agency. written assignments. Students will gain Textbook Discussions; 8 applied insights into their readings; classroom learning personal use of lectures and activities; CMC. explanations; formal and in-class informal written activities; assignments. written assignments. Students will In-class writing Discussions; 7 communication develop greater activities; classroom fluency skill in critical written activities; applied thinking. assignments. formal and informal written learning assignments.
Required Texts, Additional Reading, and Other Materials
Chayko, M. (2003). Superconnected: the internet, digital media, and techno-social life. Los Angeles, CA: Sage.
Other assigned readings will be available on Blackboard
Reading Tips for the Course
Try this technique for reading course materials. It’s probably different from what you’re used to doing, but you might find it very helpful in deepening both your comprehension
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First browse the entire section you’ve been assigned. Let your eyes go where they want to: check out the headings, bold-faced terms, diagrams and figures, whatever paragraphs catch your attention. Don’t make any marks in your book or take any notes at this point. Just get a sense of how the section is put together, and what the main ideas are.
Next, look for summary materials the book might include. There may be a chapter summary at the end. There may be a preview, or a bullet list of important ideas, or a glossary of key terms. Whatever forms the summary materials may be in, read them slowly and carefully. Let those ideas sink in.
Then read through the assignment in sequence. Highlight passages, make margin notes in the book, write things down in your notebook. Take your time with this reading, and let the familiarity you gained by browsing guide your highlighting and note taking. By all means, make marks in your book! You own it, and marking it up as you study will help you tremendously in learning the material.
Finally, jot down ideas or concepts you don’t feel rock solid about understanding, after doing the reading. We’ll devote a good deal of time in class talking about the concepts you identify as troublesome or confusing. Make some notes so that when I ask you what things from the reading need clarifying, we’ll cover the ones you need help with.
This four-step process won’t require much more time, but I think you’ll find you have a far better grasp of the material and you’ll do better on the written assignments and exams as a result. Try it and see.
Graded Assignments and Activities
Attendance and Participation: 50 points Because of the smaller class size and discussion based format of the class, attendance will be important. You have 2 unexcused absences; after 2 absences you will lose 10 points per class you miss. You do not need to notify me if you don’t plan to attend class. Please contact you classmates and Twitter to find out what you missed. Excused absences must be documented to the Dean of Students. Please feel free to check in with your instructor about attendance at any point in the semester. Participation doesn’t just mean talking. Participation includes actively engaging in class discussions in a mindful manner: raising your hand, listening, and asking questions of your professor and peers.
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Tumblr Blog: 100 points Our class has a blog at https://www.tumblr.com/blog/cmm255. You should: Create an account at http://www.tumblr.com. You can use your existing Tumblr account if you already have one. You’re welcome to use a fake name/pseudonym/nickname, just let me know what it is. Upload your user name and Tumblr email to the assignment so I can add you as a member. I will regularly give specific instructions for blog posts. Initial posts should be completed by Tuesday and midnight and responses before class on Thursday. I encourage you to post articles, Tweets, videos, songs, pictures, etc. that you think relate to what we’re studying, along with your analysis of why. PLEASE MAKE SURE YOU ARE RESPONDING TO THE CORRECT BLOG POST! Casual language is fine, but no profanity. You also need to make sure it is grammatically sound. Blog posts can be short and sweet but should be at least a paragraph, feel free to write more. Read the class blog. Please comment on at least two of your classmates’ posts each week. I encourage you to reply to comments and discuss with your classmates! We will often use these to start discussion. It is ok to respectfully disagree. You can post more if you’d like. The blog could be used for asking questions, coordinating study groups, working on midterm and final reviews, and so forth. Let me know and I can put up posts for those things. Grading: If you do the post you get 5 points. If you thoughtfully engage with your peers, you get 5 points. In other words, you can get easy points for this assignment by writing every single post listed in the syllabus on time. Late or missing posts will decrease your grade. I am available to help with technical issues but they are not an excuse for not posting— if you have problems, bring them up as soon as possible. I will write periodic evaluations on your posts. Don’t expect comments on every one, but I’ll give you feedback and let you know how you are doing.
Live Tweet Class: 50 points We will be live tweeting while we are in class. What this means is that during class, you can tweet your comments, questions, thoughts, links, notes, etc. You are expected to tweet a minimum 10 times to earn a C (35 points). However, the more you tweet and/ the higher quality of your tweets, the higher your grade. The idea of tweeting class is a way for us to document what we are learning and discussing. We can also provide links to the concepts we are talking about. I will be drawing from Twitter some of the test questions. I will periodically give you feedback on how you are doing. Our twitter hashtag is #CMM255
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Response Papers: 100 points You will write 5 response papers throughout the semester. Each paper is worth 20 points. Papers will be due towards the end of each module and will focus somewhat on one aspect of the module. Specific assignments for each paper will be available on Blackboard. Papers will be 2-4 pages. They must include concepts and terminology presented throughout the semester. Formatting of the papers will include a cover page, content pages, reference page. They will be double spaced, Times New Roman font, and 12 pt. font.
Discussion Leaders: 50 points Throughout the semester each student will lead a class discussion related to a concept presented during the week. The discussion will last between 20-30 minutes. It should be something fun and interesting that you can associate with the course topic. The discussion can include video clips, activities, lecturing, and/or demonstrating a technology or concept related to the weekly topic. Students will me at least one week prior to their discussion date to help them develop their presentation. Students will provide me with 1-2 possible test questions based on their presentation.
Mid Term Exam: 50 points There will be a Blackboard midterm exam that will be due on Sunday, March 3. You will do the exam on your own time and it will be open book and open notes. The exam will be timed and once you start the exam you will have to complete it in one session. There will be a combination of multiple choice, short answer, and essay questions.
Final Exam: 100 points There will be a final on Blackboard with the same format as the midterm. It will be due on Thursday, May 9th at noon. 75% of the questions will focus on the second half of the semester and 25% of the questions will be from the first half of the semester. .
Plagiarism
The explosive development of the World Wide Web has opened a great many wonderful opportunities to all of us. It has also made it easier than ever to misrepresent someone else’s work as our own.
Don’t do it. CMM 255 6
Plagiarism is a fool’s shortcut. Not only do you cheat yourself of the opportunity to learn and grow, but you expose yourself to severe academic penalties.
Plagiarism is dishonest. There’s a saying that sincerity inspires respect. Earn your self- respect through your own efforts.
The Course Grade
Here are the point values which add up to your course grade:
Attendance/Participation 50 points, in all 50 possible
Tumblr Blog 10 @ 10 points 100 possible
Twitter 50 points, in all 50 possible
Response Papers 5 @ 20 points 100 possible
Discussion Leader 1 @ 50 points 50 possible
Midterm Exam 1 @ 50 points 50 possible
Final Exam 1 @ 100 points 100 possible
Total 500 possible
A = 450 or better B = 400—449 C = 350—399 D = 300—649 F = below 299
Attendance Policy, a/k/a Ground Rules and Tough Love
I reserve the right to reject assignments after their due dates pass. If you know you’ll have trouble making a deadline on any of the work, get in touch with me in advance so we can make some arrangement. The key to success in this course is simple: take this course seriously, and think ahead.
That makes the attendance policy obvious, too: if you take this course, come to class. The penalty for blowing off class is losing the knowledge you would have gained from our activity that day, and losing the points you would have earned toward your grade that day.
That’s the tough part. Here’s the love part: if something is going on in your life such that you know you will not be able to attend a particular class, contact me in advance of that
CMM 255 7 date. I will be glad to meet with you during office hours to keep you up to date. The same logic applies to the written work. If you know that you’ll have a problem with a due date, contact me in advance so we can work something out. Missing a deadline and then making lame excuses just won’t cut it. If you don’t turn in a written assignment when it’s due you get a zero. Ouch! Don’t hurt yourself like that, K?
You can understand what I mean, then, by calling this tough love. I sincerely care about your success in this course. But if I were to let you get away with doing less than your best in this course, or to give you the impression that life is about doing the minimum necessary to get by, I’d be devaluing you. Again, sincerity inspires respect. I want to earn your respect, and I hope you want to earn mine.
Remember that you are a student at a first-class state university, and this is a professional context for all of us. Be sure that the papers you turn in reflect your professionalism. All your formal written work must be typed, double spaced, with normal margins and font size. Be sure your name, the course number, the due date of the assignment, and the number of the assignment are at the top of the page. Written work is written work; unless we make prior arrangements, email is not acceptable as a way to submit an assignment.
When you’re having trouble with an assignment or you know you won’t make a deadline, don’t suffer in silence. Call me, email me, or drop by during office hours! That’s what I’m here for.
Here’s what it all comes down to:
My job is to create an environment in which you can succeed.
Your job is to succeed.
Motivation
Your success in this course is in your own hands. As in so many other activities, your commitment is crucial. At one level, this is simple: come to class, be prepared for the class, and participate fully in the class. At a deeper level, this is complex: only you can promise you will do that, and then keep that promise to yourself.
Technology Use in the Class
Because this class is on CMC and Social Media, I do allow and encouraged electronics in class for the purpose of live tweeting class and looking up concepts and examples of the subjects we are talking about.
However, randomly texting friends and families, phone calls, and non-related surfing (e.g. planning your spring break trip) is not part of the technology use allowance. If you
CMM 255 8 feel you cannot keep from inappropriately using your technology in class, then stow it in your backpack. If it becomes a problem, you will be addressed. If it continues, you will be docked points.
Course Schedule
Module 1 – Introduction to Computer Mediated Communication and Social Media
Week 1 – Intro to Course and CMC
January 15—Course Introduction and the Syllabus. Watch: Noah Discuss: How do you use social media and other forms of computer mediated communication
January 17—Introduction to Computer Mediated Communication. Read o This syllabus. o “What is mediated communication?” Westerman, Bowman, & Lachlan o “Effects of social media on communication Skills” – Bahamare o “Power and meaning of the Internet as a communication system” Chesebro, McMahan, & Russett, (Skim this reading) Do: o Set up a tumblr account. o Our class has a blog at https://cmm255.tumblr.com/. You should create an account at http://www.tumblr.com. You can use your existing Tumblr account if you already have one. You’re welcome to use a fake name/pseudonym/nickname, just let me know what it is.
Week 2 – The Internet and Digital Technologies
January 22—The Internet and Connections Read: o “What is the Internet?” - Westerman, Bowman, & Lachlan o Chapter 1 & 2 – Chayko Listen: o Superconnected podcast 1 & 2
January 24 – No Class Meeting Read: o “The Past – The Development and Evolution of Digital Technologies” – Chesebro, McMahan, & Russett, o “A Survey of fundamental theories, models and perspectives on computer mediated communication” - Oni
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Do: o Create a Twitter account for the class o Post your Twitter handle to the class discussion (@DrJulieYuly) o Follow each other o Class Twitter hashtag is #CMM255 o Watch https://youtu.be/SBDYYGER5iM if you are new to Twitter o Explore Twitter Tumblr Blog #1 due by Friday, Jan. 25 @ midnight
Week 3 – Historical to Contemporary Social Media
January 29 – Always already social: Historical perspective of social media Read: o “Cicero’s Web”, “The ancient foundations of social media: Why humans are wired for sharing” & “The Roman media: The first social-media ecosystem”– Standage Do: o Begin Live Tweeting class Tumblr Blog #2 – due on Jan. 31 before class! o Pick a pre-web technology and compare it to one of your favorite websites, apps, or games (e.g. record player vs. Spotify)
January 31 – What does it mean to be social? Read: o “Engineering sociality in a culture of connectivity” – van Dijck o “New forms of personal communication” – Baym o “What is social media?” - Nations o “Social media outpaces newspapers” – Shearer Do: o Live Tweet Class Response Paper #1 – Media Portrayal of Social Media – due on Sunday, Feb. 3.
Module 2 – Connecting in Digital Spaces
Week 4 – Life on Line
February 5—Inhabiting Digital Spaces Read: o Chapter 3 – Chayko, M. o “Sociality through social network sites” – Elilison & boyd Listen: o Superconnected podcast 3 Do:
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o Live Tweet Class Tumblr Blog #3 – due on Feb. 7 before class! o What is your personal history with social media?
February 7—Networked Publics Reading o “Introduction – boyd o “The people formerly known as the audience” – Rosen Do: o Live Tweet class Discussion Leader:
Week 5 – Identity and Self Presentation
February 12—Online Identity Read: o Chapter 6 –Chayko o “Blissfully happy” or “ready to fight” Varying interpretations of emoji’s” - Miller, Thebault-Spieker, Chang,Johnson, Terveen, L., & Hecht Listen: o Superconnected podcast 6 Do: o Live Tweet Class Tumblr Blog #4 – due on Feb. 14 before class! o Pick three digital photos of yourself that you think are flattering, and three that you find to be unflattering, funny or embarrassing in some way.
February 14—Presentation of Self Read: o “I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience” – Marwick & boyd o “How selfies became a global phenomenon” – Day Watch: o Snoop Dog Do: o Live Tweet Class Discussion Leader:
Week 6 – Creating and Maintaining Online Relationships
February 19—Relationships Read: o Chapter 7 – Chayko o “Digital media in everyday relationships” - Baym
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Listen: o Superconnected podcast 7 Do o Live Tweet Class Tumblr Blog #5 - due on Feb. 21 before class! o Pick an “internet celebrity” from Instagram, Vine, or YouTube. Do they try to be ‘authentic’? How? What do they do? What acts are ‘authentic’ and what might be ‘inauthentic”?
February 21—Social Capital Read: o “With a little help from my friends” – Ellison, Lampe, Steinfeld, & Vitak o “The flight from conversation” - Turkel Do: o Live Tweet Class Discussion Leader:
Week 7 – Online Communities and Networks
February 26—Online Communities Read: o “Information, Internet, and community” – Jones o “Millennials reflect on social networking” – Price-Mitchell Do: o Live Tweet Class
February 28—Benefits and Challenges of Online Groups Read: o “Flickr between communities and commerce” – van Dijck o “Disadvantages of social networks” – Price-Mitchell o Cohesion in online groups” – Rogers & Lea (skim, optional reading) Do o Live Tweet Class Response Paper #2 – Comparative Analysis of Twitter Accounts - due on Sunday, March 3. Midterm Exam (Online due Sunday, March 3)
Module 3 – Online Institutions and Participation
Week 8 – Institutions and CMC
March 5—Online industry and education? Read: o Chapter 8 –Chayko
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o “Social presence in relation to students’ satisfaction and learning in the online environment” – Richardson, Lv, & Caskurlu (you can skim through the stats and go to the discussion) Listen: o Superconnected podcast 8 Do: o Live Tweet Class Tumblr Blog #6 – due before class on March 7! o Where do you learn? Give an example of a time you learned something from a “non-formal” source online (not a textbook, a class site, or from a professor).
March 7—Are online institutions helping or hurting? Read: o “Factors influencing health-related internet activities and their outcomes” – Lee, Choi, Noh o Online religion and finding faith on the web: an examination of Beliefnet.org - Casey Do: o Live Tweet Class Discussion Leader:
Week 9 – Mass and Socially Mediated Communication
March 12—The Evolution of Television and News Read: o “YouTube: The Intimate Connection between Television and Video Sharing” – van Dijk o “The Evolving Role of News on Twitter and Facebook” – Barthel, Shearer, Gottfried & Mitchell Do: o Live Tweet Class
March 14 – Disinformation Read: o “Fake news: What’s the solution?” – Knowledge@Wharton o “If you hate the media, you’re more likely to be fooled by a fake headline” – Benton o “How fake news goes viral” – Maheshwari Do: o Live Tweet Class Discussion Leader:
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Week 10 – Engagement and Activism
March 19—Collective Action Read: o “Cyberspace and disadvantaged communities: The Internet as a tool for collective action” – Mele o “We are dynamo” – Salehi, et al. Do: o Live Tweet Class Tumblr Blog #7 – due on March 21 before class! o Decide whether you’ve made more use of CMC in online games or in your educational endeavors then describe your use. . March 21 – Activism and Slacktivism Read: o “Cyberactivism, its past and its future” Sherer o “Slacktivism is over. The #NeverAgain movement is about what's next” – Willingham Watch: o “Kony 2012 Invisible children” https://www.youtube.com/watch?v=Y4MnpzG5Sqc Do o Kony2012 Case Study o Live Tweet Class RP#3 – Community Norms and Breaching – due on Sunday, March 24
Spring break!!!!! (March 26)
Module 4 – Playing, Sharing, and Remixing
Week 11 -
April 2— Virality and Spreadability Read: o “The science of virality” – Bowles o “If it doesn’t spread it’s dead” – Jenkins o “A professor challenged his class to go viral” – Chen o “22 memes that made 2018 less horrible” Gonzales (skim through for fun) Watch: o Jonah Berger: What makes people talk and share? - o The best viral videos of 2018 Do: o Live Tweet class o Begin working on your virality project – consider reading “10 Tips for how to make something go viral on line” (link on Blackboard)
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April 4 – Remixing Culture Read: o “Remix culture: Its now art form or the death of creativity?” – Maddysulla o “Culture Jamming: Millennials and Internet Memes” – Myers Watch: o Ad Busters Culture Jamming Do: o Live Tweet Class Discussion Leader:
Week 12 – Creating an Online Life
April 9—Playing and Sharing Online Read: o “Transcending space, time, and class: Video sharing, video gaming, and praying Online” – Chesebro, McMahn, & Russett o “What is a meme?” - Gil Do: o Create 2-3 memes and post them to our blog. You will talk about them during the next class period. o Live Tweet Class Tumblr Blog Post #8 – due before class on April 11! o Peruse knowyourmeme.com’s Meme Database for a half hour or so. Pick a meme (either one you found there or one you were previously familiar with) and write a quick analysis of what the meme involves.
April 11 – Participatory Culture Read: o “Defining participatory culture” – Jenkins, Ito, & boyd o “Never gonna gif you up” – Miltner & Highfield Do: o Live Tweet Class o Present your memes. What does your meme signify? What type of meme is it? Who or what groups can relate to your meme? Do you think your meme would go viral, why or why not? Discussion Leader:
Module 5 – From Failures to the Future of CMC
Week 13 – Challenges
April 16—Surveillance Read:
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o Chapter 7 –Chayko o “They loved your GPA and then they saw your tweets” – Singer (read through the comments, too) Listen: o Superconnected podcast 4 Do: o Live Tweet Class
April 18 - Privacy Read: o “Why do youth share so publicly?” - boyd o “Facebook emails show its real mission: Making money and crushing competition” - Roose Watch: o Why Privacy Matters. Ted Talk by Glenn Greenwald Do: o Live Tweet Class o Each pair will present their viral project and the success of the project. Response Paper #4 – Going Viral – due on Sunday, April 21
Week 14 – The Dark Side
April 23—Trolls and Trolling Read: o “Room for debate (and derogation): Negativity of readers’ comments on Black authors’ online content” – Sumner, Stanley, & Burrow o “Social technology, cyberbullying, and increased teenage suicide rates” – Cunard Watch: o “Are internet trolls born or made?” o Watch Celebrity Mean Tweets Do: o Live Tweet Class Tumblr Blog #9 – due on Thursday, April 25 before class! o Probably you’ve experienced some sort of bad behavior, online. Describe it, and analyze the experience, drawing on the concepts from our reading as much as you can.
April 25 – Digital Divides and Online Segregation Read: o “The digital divide and education equity” – Moore, Vitale, & Stawinoga o “White flight in networked publics?” – boyd Watch: o Aleph Molinari – Bridging the Digital Divide Do:
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o Live Tweet Class Discussion Leader:
Week 15—Digital Future
April 30 – Where do we go from here? Read: o “The future – Predicting the future of the digital revolution” - Chesebro, McMahn, & Russett Watch: o Social Media Apocalypse Do: o Live Tweet Class Tumblr blog #10 – due on May 2 before class! o In what ways has the development of CMC changed, or probably will change, what it means to be a human being living on this planet?
May 2 – The End Read: o Chapters 9 & 10 – Chayko, Listen: o Superconnected podcast 9 &10 Do: o Live Tweet Class Response Paper #5 – Social Media Apocalypse (due Sunday, May 5)
Week 16
The Dreaded Final Exam...Due by noon on May 9th!
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