SUBJECT OUTLINE

54001 Digital Literacies

Course area UTS: Communication
Delivery Spring 2017; City
Credit points 8cp
Result type Grade and marks

Subject coordinator
Dr Liz Giuffre

email: Liz.Giuffre@uts.edu.au

Dr Ben Abraham
email: Benjamin.Abraham@uts.edu.au

When contacting the subject coordinators, please include your tutorial number and tutor name.

Subject description
This subject addresses literacies that are not only crucial for everyday life and our full participation as citizens, but also required by every
contemporary industry and workplace. Practical, critical and theoretical aspects of contemporary media use are explored and integrated. Students
gain foundational digital media skills involving digital publishing and digital image production and compositing. They explore the shift in our
understandings of being and knowing that both enabled and were enhanced by the development of digital technologies, and which provide the
context for our use of them. Students also gain knowledge of the ethical responsibilities of using these media and learn to critically reflect on their
own production of multimodal and participatory communication.

Subject learning objectives (SLOs)

a. apply skills in digital publishing and digital image production and compositing

b. integrate practical, critical and theoretical aspects of contemporary media use

c. critically reflect on their own production, especially the ethical responsibilities of multimodal and participatory communication

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.2 Apply theoretically-informed understanding of the communication industries in independent and collaborative projects across a range of media

2. Critical and Creative Inquiry

2.1 Possess information literacy skills to locate, gather, organise and synthesise information across diverse platforms to inform the understanding of
the communication industries

2.2 Graduates possess well-developed critical and creative inquiry skills that demonstrate problem solving, creative innovation, and information
literacy

3. International and Intercultural Engagement

3.2. Employ professional skills responsibly and respectfully in a global environment

5. Active Citizenship

5.1 Possess the awareness of ethical practice in the personal, political and professional contexts of civil society

6. Effective Communication

6.1 Possess well-developed skills and proficiencies to communicate and respond effectively and appropriately across different contexts

6.2 Demonstrate digital literacy and production skills across a range of media texts

Teaching and learning strategies

This subject incorporates diverse in-class and independent learning activities which complement each other to provide students with opportunities for
active learning, conceptual exploration and collaboration. Conceptual exploration of critical and theoretical aspects of media use will be developed
through lectures, case study analysis, discussion, presentations, workshops and collaboration. Students develop the practical skills in setting up an
individual Wordpress blog to be used as a publishing platform throughout the semester. The blog will be set up either independently or in class, and
the URL will provided to tutors within the first 3 weeks of the teaching session. Face-to-face activities are complemented by flipped activities,
including preparation for classes using online and open education resources, and self-paced independent study using digital resources for technical

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skill development. Two of the teaching weeks in the semester consist of non-face-to-face teaching activities. Critical reflection will be developed
through discussion of formative feedback that is provided in the earliest weeks of semester (including prior to the census date) and through in-class
peer-review and tutor-review activities. Assessment in the subject evaluates students development of practical skills as well as critical and
theoretical understandings, through authentic tasks that demonstrate graduate attributes appropriate at first-year level.

Content (topics)
The subject content comprises three themes considered throughout the course. Ethics and politics of digital media explores participation &
transparency issues, that is, how media shape the world we experience; surveillance and control; ethics and politics of participatory media; research
and knowledge formation; distributed cognition and collective intelligence. Multimodal texts and analysis examines inter- and trans-mediality; image
culture and visual storytelling; analysis of multimodal texts, images, sound and movement. Human-technology interaction encompasses theories of
human-technology interaction; from the first to the third industrial revolution and consequences for everyday life and being; and possibilities and
problems of digital technologies.

Program
Week/Session Dates Description

Week 1 The what and why of Digital Literacies

Core subjects provide important overarching communications skills and theories to help students enrolled in all
different majors. In this interactive lecture we explain how that works, no matter whether youre an aspiring
Journalist, Social and Political Scientist, MAP-er, Music and Sound Designer, Creative Writer, Digital and Social
Media-er or Public Communicator. This week is your essential How To Guide for the next few months of study, and
it is what it says on the box- a what and why of Digital Literacies; as well as an opportunity for us to learn more
about your studies and ambitions so far; and for us to show you how Digital Literacies can help you progress.

The interactive lecture (which will sent to you via email and as an announcement on UTS online) should take you
about an hour to complete (once youve done the reading) and it is a compulsory part of the course.

However, there are no face to face lectures or tutorials in week one so you can do this interactive task anywhere,
and at anytime until Friday 28th of July.

Reading:

Ng, W (2012): Can we teach digital natives digital literacy?, Computers & education, v59n3, pp1065-1078 (just
focus on pgs 1066- 68).

Pre- class activities:

Make sure youve completed the interactive lecture (using the link above) by Friday 28th of July. This will ask you for
student number (which you should already know), as well as your tute number and tutor name (which you may need
to look up on MyTimetable and UTS online). Its important that you make yourself familiar with this though with
such a large course its essential you know what group you belong to! Nows also a good time to make sure you
know where your tute room is (and perhaps go for a little walk before next week to check it out).

Activities during class:

Theres no class this week just the interactive lecture.

Activities after class:

Have a browse through the UTS online site and the rest of the course outline. If you have any questions/queries
bring them to the first class.

Also make sure youve got regular and easy access to your UTS student email. Its how well communicate with
you the most and you will be at a disadvantage if you dont check it regularly. Now is the time to link it up to your
phone or bookmark it to your computer dont rely on your gmail/hotmail! Some tips and tricks are here.

Week 2 The uses of Digital Literacies

Before we get digital (digital we wanna get dig-i-tal, lets get into digital!), we need to get literate. This week we
consider what literacy actually means moving beyond dictionary and common sense definitions to a specialist
understanding as communications scholars. We draw on some classic communications ideas by Birmingham
school scholar Richard Hoggart, leading up to contemporary ideas and applications of digital literacy by Australian
academic John Hartley. Importantly we consider not just what digital literacy is, but what its used for, and what it
says about the people who engage with it.

Required Reading:

Hartley, J (2009): Repurposing Literacy, in The Uses of Digital Literacy, Queensland University Press, Qld, pp.1-38.

Recommended reading:

Hall, Stuart (2007): Richard Hoggart, The Uses of Literacy and the cultural turn in International Journal of Cultural
Studies, v10n1, pp 39-49.

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 Additional support:

Williams, K (2014): Stairway to critical thinking in Getting Critical (second edition), Palgrave, UK: pp 14.

and

Reasoning (pg 3) in Cottrell, S (2011): What is critical thinking?, in Critical thinking skills : developing effective
analysis and argument, 2nd ed., Palgrave Macmillan, Hampshire, UK, pp 2-13.

Pre- class activities:

This weeks reading is a little dense, but it covers important conceptual and critical ground. As you read this week,
make a list of anything that youre finding challenging it could be language used; the events/people talked about;
the topic itself.

Remember this type of writing is unusual we dont come across this type of structure or mode beyond academia
very often. However, when you graduate as a communications specialist, the people you meet in the workforce will
expect that youll have the skills to interpret writing that is more complex than a standard newspaper or popular
fiction piece. Academic writing of this kind teaches as importance concepts as well as strategies for critical
engagement.

Activities during class:

- Skills for working smarter not harder when working with academic texts part #1 grasping reasoning using
Cottrells method (Cottrell, 2012: 3) with Hartleys text

- We will set up our main practical output for this course, establishing your Wordpress site (using specific instructions
and the given URL in class). This will form the basis of both of your assignments for this course.

- Exploration of assignment one requirements and weekly progress expectations.

Activities after class:

Draft and publish your first post on your new Wordpress site. Details and examples will be provided in class, but we
recommend you get in sooner rather than later to get yourself acquainted with the platform.

Week 3 Digital inclusion

This week we challenge some of our assumptions about digital literacy importantly, assumptions about access
rather than just desire or education. Again, this moves us to consider people when we consider digital literacy the
people who are able to access the technology required to be digitally literate, and the assumptions people make
about them who have different experiences and expectations.

Required Reading:

Rennie, E., Hogan, E., Gregory, R. Crouch, R., Wright, A. & Thomas, J. 2016, Introduction, Internet on the
Outstation: The Digital Divide and Remote Aboriginal Communities , pp.13-27.

Recommended reading:

Andreasson, K (2015): Digital Divides: The New Challenges and Opportunities of e-Inclusion, CRC Press, available
online via - http://find.lib.uts.edu.au/?R=OPAC_b2910398

Additional support:

Williams, K (2014): Stairway to critical thinking in Getting Critical (second edition), Palgrave, UK: pp 14.

and

Go on with strategies for critical thinking (pg 4) of Cottrell, S (2011): What is critical thinking?, in Critical thinking
skills : developing effective analysis and argument, 2nd ed., Palgrave Macmillan, Hampshire, UK, pp 2-13.

Pre- class activities:

Check out this interactive ABC Fact Check on Australian internet speeds in addition to this weeks reading and
lecture do you agree? What other facts might we need to check here?

Also useful are the resources link through here and here.

Activities during class:

Skills for working smarter not harder when working with academic texts part #2 strategies for critical thinking.
Applying Cottrells method to Rennie et als text
We consider scenarios for inclusion, building on what weve learned so far and projecting to the future.

Activities after class:

Your next blog post. Also dont forget to start considering format as well as content is your font/colour scheme

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 easy to read? Try logging in from another computer/device to check.

Week 4 Digital and interactive narrative

Analogue communication forms like film, television and traditional newspapers and books, digital communications
tend to use non-liner and interactive narratives to engage their audiences. Building on classic communications
theorist Marshall McLuhan and his theory The Medium is the Message, we consider how the digital shift has
influenced the relationship between media forms and the type of communication methods they employ.

Required Reading:

Abraham, B (2011): Halo and Music in Cuddy, L. (ed) Halo and Philosophy, Open Court, Chicago and La Salle,
pp.61-70.

Recommended Reading:

Islas, Octavio (2016): Understanding Media: The Extensions of Man (1964), the Foundations of Marshall McLuhan's
Tetrad, Explorations in media ecology, v15n1, pp 81-91.

Additional support:

Williams, K (2014): Stairway to critical thinking in Getting Critical (second edition), Palgrave, UK: pp 14.

and

Go on with Critical thinking in academic contexts (pg 8-9) of Cottrell, S (2011): What is critical thinking?, in Critical
thinking skills : developing effective analysis and argument, 2nd ed., Palgrave Macmillan, Hampshire, UK, pp 2-13.

Pre- class activities:

Consider the difference between linear and non-linear narratives how would you explain this difference in generalist
terms (that is to a friend at a caf rather than at university). Which do you prefer and why? Come to class with
examples of both your linear and non-linear favourites to share and debate in class.

Activities during class:

Skills for working smarter not harder when working with academic texts part #3 academic critical thinking.
Applying Cottrells method to Abrahams text
Engaging with online non-linear narratives. Keen beans will have the opportunity to make their own, while less
tech-confident can explore how/why existing narratives work and what they assume

Activities after class:

Your next blog post. Also dont forget the site itself are you still just using the random theme you picked in week
2? Thats fine- but nows a good opportunity to make sure it works for you. Are there any dead links? Blank about
pages? Now is the time to do a spring clean.

Week 5 Access and participatory media

This week we consider digital literacies in terms of access and participation, building on our expectations and
assumptions about people who participate. Importantly, we also consider what barriers there may be to participation
and what these barriers mean in terms of physical and literal access, as well as cultural and contextual restraints.

Required Reading:

Ellis, K and Goggin, G (2015): Disability Media Participation: Opportunities, Obstacles and Politics, Media
International Australia, v154n1, pp 178-88.

Recommended reading:

Jenkins, H., Ito, M., & boyd, d. 2015, Defining Participatory Culture, in Participatory Culture in a Networked Era: A
Conversation on Youth, Learning,Commerce, and Politics, Polity, Chapter 1.

Additional support:

Why Alt-Text Matters from UTS Futures Learning blog, 2017

Pre-class activities:

Have a look at your Wordpress site so far how accessible do you think it is? What types of literacies does it
assume (and more importantly, what does it assume in terms of the ability of your audience?). Consider not just
technical aspects here, but also soft methods of engagement like variety of content delivery to keep/maintain
interest. Come to class with a rating out of 5 for how accessible you think your work is with 1 being not very and
5 being super doper fantastic.

Activities during class:

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 Assessment of (and addition of) alt-text to wordpress sites for accesiblity
Consideration of participation and access using Goggins model from the reading
Mobile app accessibility test

Activities after class:

Continue on with the work weve started during class today how accessible is your wordpress and why/not? Not
only is being mindful of this important professional practice, it also ensures that as a producer you are digitally
literate- and that your audience may also engage with your work as well.

Week 6 The visual turn in social media

Building on some of the iconic communications theory weve considered so far especially McLuhans Medium is
the Message and considerations of the value of literacy and peoples engagement this week we consider specific
uses of a new digital form and its dissemination context. Here relationships between digital representations and real
experiences will be considered and questioned.

Required reading:

Meese, J., Gibbs, M., Carter, M., Arnold, M., Nansen, B., & Khon, T. 2015, Selfies at Funerals: Mourning and
Presencing on Social Media Platforms, International Journal of Communication, vol. 9, pp. 18181831.

Recommended reading:

Leaver, T (2015): Researching the Ends of Identity: Birth and Death on Social Media in Social Media and Society,
v1n1, pp 1-2.

Additional support:

Critical analysis skills with the C.R.A.P test - https://www.youtube.com/watch?v=z0VF3kh1ffk

Pre- class activities:

This weeks reading and theme is provocative start by making a list of you gut feeling about whether or not you
think taking a selfie at a funeral is appropriate and why/not. Now test this gut reaction by reading the Meese et al
text did they agree with your or did they offer new information? Bring your answer to this question to class.

Activities during class:

Critical engagement with the Meese et al reading and consideration of the assumptions it employs
Other considerations of users, portraits and the position of the self why is an image different to say a different
type of account/souvenir of an event (diary entry, etc)

Activities after class:

Make sure youve met all the requirements for the submission of Assignment one, due THIS SUNDAY, 3
September, by 11.59pm.

Week 7 The specifics of literacy in visual culture

In order to be digitally literate we need to learn to create as well as consume. This lecture sets out the fundamentals
for literacy in visual culture building on common sense ideas towards specialist tricks of the trade. No matter what
your home discipline, these important core skills will be invaluable to how you understand (and drive) communication
in your future field.

Required Reading:

Kress, G and Van Leeuween, T (1996): The meaning of composition in Reading Images: The Grammar of Visual
Design, Routledge, London, pp 181- 229.

Recommended Reading:

Douglas, Nick (2014): Its supposed to look like shit: The internet ugly aesthetic in The Journal of Visual Culture, v
13n3, pp 314339

Additional Support:

Start having a play with Pixlr - https://www.youtube.com/user/PixlrStream

Pre- class activities:

One assignment down now onto the next one! Even though you might be tired from you last effort, its really
important to read through the brief for A2 and prepare any questions you have for class. This week we prep you for
the rest of the course and your next big assessment make the most of this opportunity (and go into Stuvac with lots
of information to get you going).

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 Activities during class:

Introduction to Pixlr and assignment requirements

Short visual composition exercise
Skills audit and where to next for assignment two.

Activities after class:

Now youre prepped, primed and ready to go with assignment two. Use the break to start taking some pictures and
playing around with Pixlr this is time to explore and experiment. Bring any questions/findings/happy accidents back
to class after the break.

Notes:

STUVAC 11- 15th September

For the keen beans an extender (viewing)

Learning to see and understand: Developing Visual Literacy

Week 8 (Digital) representation and the gaze

Now that we have the basics of creating digital visual communication down, its time to consider what we are
representing in this communication and how this works. Focusing on some iconic film theory with Laura Mulveys
concept of the gaze, this builds on ideas weve considered earlier with selfies and funerals, and helps us
understand how, as creators, we engage our viewers. Pre and non-digital visual communication will also be
considered showing us that these communication methods are older than the iPhone and the 1s and 0s.

Required Reading:

Sassatelli, R (2011): Interview with Laura Mulvey: Gender, gaze and technology in film culture, Theory, Culture &
Society, v28n5, pp 123-143

AND

John Berger / Ways of Seeing , Episode 1 (1972)

Recommended Reading:

Sontag, S (1977): The image-world in On Photography, Penguin Classics, UK, pp 153-182.

Additional Support:

Pixlr has a range of interactive tutorials on its website and YouTube channel. For more of these go to Pixlr setup
guide and FAQs at UTS online.

Pre- class activities:

Bring an example of a non-digital image to class (maybe in an album or a frame NOT on a digital device!). Consider
how this image was put together, and whose gaze it addresses. Note was this an easy task? Why/not?

Activities during class:

- explore ways to read the visual composition of the non-digital images using concepts raised by Mulvey in this
weeks reading. Who is being gazed at? What are the expectations of this?

- some speed snapping and quick manipulations learning to use Pixlr and upload to Wordpress

- setting up of feedback instructions for the next few weeks of posting and peer review

Activities after class:

Following this weeks practice run in class now work on an image and post it to your Wordpress site, including
short notes about your process. These can be informal in writing style, but they should be specific in terms of
technical details how did you take/source this image? What did you do to it with the software? Why?
Dont forget to follow the instructions given in class for when and how and where you are expected to give peer
feedback

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Week 9 Creating meaning with drafting/adaptation/experimentation

An essential part of digital literacy, and importantly, of assignment two, is working with drafts, adaptations and
iterations. This week we consider some of the theory around this process, noting how in digital environments meaning
can be created through process as much as (and sometimes even more than) just with the final product. We build a
concept by iconic Communications theorist, Walter Benjamin and The Work of Art in the Age of Mechanical
Reproduction, but updated here to include the specifics of digital.

Required Reading:

Hall, D (1999): The Original and the Reproduction: Art in the Age of Digital Technology, Visual Resources, v15n2,
pp 269-278

Recommended Reading:

Boon, M (2010): Fountains to In Praise of Perfection in In Praise of Copying, Harvard University Press, USA, pp
192-200, available free at
http://www.hup.harvard.edu/features/in-praise-of-copying/In-Praise-of-Copying-by-Marcus-Boon-HUP-free-full-text.pdf

Additional Support:

Spotting fakes and considering digital consistency

Pre- class activities:

You will have been assigned a peer website to comment on it is important that you honour this commitment (both
to help them improve, but also to form part of your own second assessment requirements).

Activities during class:

- This week look at iterations of student work, considering how the work of art changes its meaning during the
copy/production/adaptation process.

- Skills audit (and troubleshooting) to see where the class is at in terms of various practical skills required for
assignment two

Activities after class:

Continue to work on an image and post it to your Wordpress site, including short notes about your process. These
can be informal in writing style, but they should be specific in terms of technical details how did you take/source
this image? What did you do to it with the software? Why?
Dont forget to follow the instructions given in class for when and how and where you are expected to give peer
feedback

Week 10 Networks, algorithms and responsibility

This week we consider what does it mean to be algorithmically literate, and how do procedures and algorithms
convey meaning, persuade or influence us? We also consider how do we decide who is responsible when whole
networks of people and things are involved? Computerisation has allowed unparalleled degrees of automation but
what do we do when things go haywire: when robots kill, when algorithms threaten to ruin your life, and when laws
and regulations can't keep up?

Required Reading:

Dean, J (2005): "Communicative Capitalism: Circulation and the Foreclosure of Politics, Cultural Politics, v1(1), pp
51-74, available here.

Recommended Reading:

Slack, J. D., & Wise, J. M., (2007): Agency in Culture and technology: A primer. New York: Peter Lang, pp 115-124.

Additional Support:

Visit http://unspeak.submarinechannel.com/

Pre- class activities:

In addition to the readings for this week, have a look at the unspeak website and pick out a word to unpick. Are you
surprised? Does it make sense? Even worse are you guilty of unspeak in your own work? How might we address
that?

Activities during class:

- We continue to look at iterations of student work, using a networked approach to consider both the theory of digital
literacy, but also the practicality of managing a task as part of a team, to a timeline.

- A quick cautionary tale (and some tips against) the dangers of unspeak. This is particularly important as you
prepare the written component of your second assignment (and will help unpack your feedback from assignment one).

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 prepare the written component of your second assignment (and will help unpack your feedback from assignment one).

Activities after class:

Continue to work on an image and post it to your Wordpress site, including short notes about your process. These
can be informal in writing style, but they should be specific in terms of technical details how did you take/source
this image? What did you do to it with the software? Why?
Dont forget to follow the instructions given in class for when and how and where you are expected to give peer
feedback

Week 11 Consequences of digital literacy

Now were almost at the end, so lets reconsider what weve done so far. What do the theorists say about digital
literacy and its consequences? As youve worked your way through, building on your common sense knowledge
and developing as scholars- do you agree with their positions or do you see some big ticket items that still need
addressing?

Required Reading:

Please revisit readings for week one and two

Ng, W (2012): Can we teach digital natives digital literacy?, Computers & education, v59n3, pp1065-1078 and

Recommended Reading:

Hartley, J (2009): Repurposing Literacy, in The Uses of Digital Literacy, Queensland University Press, Qld, pp.1-38.

Additional Support:

Remember to double check all the info on UTS online for assessment two FAQs, guidance and submission
instructions. Weve been through this in class already, but dont forget!

Pre- class activities:

Youll notice this this week youre revisiting the readings for week 1 and 2. Now, nearly 3 months on how do you
feel about them? Do you think this stuff is still the future or are we all missing something? What would you add/leave
out?

Activities during class:

- Final look at student work

Activities after class:

Theres now only time for minor touches and final checks for Assignment three- dont forget this is all due by
SUNDAY October 15, by 11.59pm. Full instructions, as well as FAQs, tips and tricks are at UTS online under
Assessment.

Week 12 Cybersecurity

In the final week we consider ways to stay safe online. In a world of increasing cybersecurity risks, we look at the
tools to protect yourself from both State and criminal actors seeking to eavesdrops or intercept other online
communication. Warning this is only the beginning!

Reading:

No new reading - but stay tuned to UTS online for instructions

Pre- class activities:

Stay tuned to UTS online for instructions

Activities during class:

- Presentation of final work and cybersecurity tasks

Activities after class:

That's it- you're done!

Please refer to UTSOnline for further important information regarding the weekly content, including orientation and preparation materials.

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Assessment
Assessment task 1: Critical Digital Publishing Task
Objective(s): a and b

Weight: 40%

Task: Working individually and using the designated digital publishing system (Wordpress), students digitally publish regular original posts
on issues, themes and examples raised in the lectures and readings throughout the first half of the semester.

Length: 1600 words (4 x 400 word posts)

Due: Week 6
DUE SUNDAY, 3 September, by 11.59pm.
See also Further information.

Criteria Criteria Weight (%) SLOs CILOs

linkages:
Proficiency in setup of the critical digital task 25 a 6.2
according to given instructions

Relevance of content and issues covered from the 25 b 3.2

literature

Depth of critical reflection and clarity of expression 25 b 2.1

Accuracy of referencing and use of appropriate 25 a 6.1

academic genre

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Further In the first weeks of class students will setup an individual Wordpress site using a specific URL formula provided in class. The URL
information: will include their student number and the abbreviation DL17 for example: http://12345678DL17.wordpress.com. Students will be
expected to publish to their blogs weekly in advance of class, and following feedback and discussion of these in class during the
semester aand by the due date the students will nominate four of their 400 word posts for assessment (and copy and paste the text
of these into Turnitin for submission). In each of these posts, students must reference at least one academic source from the
subject reading list and two not from the reading list. Appropriate UTS Harvard referencing and academic expression must be used.

Assessment task 2: Digital publishing production

Objective(s): a, b and c

Weight: 60%

Task: Using the digital publishing system used for Assessment 1, students undertake an iterative, process-based
approach to creating and publishing digital images or posters that engage with image manipulation and
compositing. As a form of practice-based exploration, students publish work-in-progress documentation on
both the theoretical and practical experimentation involved in their digital image production, and critically reflect
on how their work engages with the ethical responsibilities of multimodal and participatory communication.
Students also post comments on student blogs as a form of peer feedback and critical engagement with their
peers, and select their 3 best comments to be included along with their submission. Students are required in
weeks 11 and 12 to present an in-class demonstration of their material to their peers reflecting on their
production process.

Length: One originally composited digital image presented as five different iterations or works in progress with 1000
word documentation/reflection on the images and process; plus 3 x 150 word comments made on peer images
in order to provide feedback.

Due: Week 11
Due SUNDAY October 15, by 11.59pm
See also Further information.

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Criteria Criteria Weight (%) SLOs CILOs
linkages:
Creativity of concepts and theories 20 b 2.1

Aesthetic and technical refinement within 20 a 6.2

Clarity of iterative, process-based 30 c 2.2

documentation

Critical reflection on ethical aspects of 15 c 5.1

production

Depth of engagement in peer feedback 15 a 1.2

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Further Any pre-existing images that are manipulated for this assessment item must be appropriately referenced and
information: documented via the Wordpress site, and the ethical responsibilities of sourcing material reflected upon. Once
completed on their website, students must once again collect their work for A3 (including peer comments made
on other student work) into a document for final submission through Turnitin. Following the submission of the
final works in week 11, in week 12 there will also be provisional feedback provided in class, as well as a
showcase session where students can see each others final submissions.

Minimum requirements
Attendance at tutorials is essential in this subject. Classes are based on a collaborative approach that involves essential work-shopping and
interchange of ideas with other students and the tutor. A roll will be taken at each class. Students who have more than two absences from class will
be refused final assessment (see Rule 3.8).
It is essential to attempt all assessment tasks to pass the subject as each assessment meets unique subject learning objectives.

References
Abraham, B. 2011, Halo and Music in Luke Cuddy (ed.) Halo and Philosophy, Open Court, Chicago and La Salle, pp.61-70.

Bartmanksi, T. & Woodward, I. 2015, The Vinyl: The Analogue Medium in the Age of Digital Reproduction, Journal of Consumer Culture, vol. 15, no.
1, pp. 327.

Benjamin, Walter. 1970, The Work of Art in the Age of Mechanical reproduction. Arendt, H. & Benjamin, W. (eds.) Illuminalions, Cape, pp. 219-226.

Birthisel, J. 2014, Too Embarrassed to Ask: The Pros and Cons of Foreign Affairs Explainers in The Washington Post. Bridgewater Review, vol.
33, no.1, pp. 15-17, http://vc.bridgew.edu/br_rev/vol33/iss1/7

Bruns, A. 2007, Produsage: Towards a Broader Framework for User-Led Content Creation, Creativity and Cognition: Proceedings of the 6th ACM
SIGCHI conference on Creativity & Cognition.

Castells, M. 2007, Communication, Power and Counter-Power in the Network Society, International Journal of Communication, vol. 1, no. 1, pp.
238-66.

Chion, M. 1997, Audio-Vision: Sound On Screen, Columbia University Press.

Dean, J. 2005, Communicative Capitalism: Circulation and The Foreclosure of Politics, Cultural Politics, vol. 1, no.1, pp. 51-74.

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