Digital Media Literacy -- SCOM 120 01

Fall 2014 CRN 17412

Time: 2:10-3:30 p.m. Tue/Thur
Room:  CB  Powell/Screening  Room  West  (SCRW)    

Professor Ingrid Sturgis

Associate Professor
Room: 233-F
Phone: 202-806-5124
Office Hours:
Monday: 4-6 p.m.
Tues. 4 p.m.-5 p.m.
Wednesday, 12-4 p.m.
And by appointment

Email: isturgis@howard.edu
Course website: TK
Class hashtag: #SCOM120Sp14
To make and appointment: https://isturgis.youcanbook.me/

Co-Instructor: Professor Hab Dugo

Email: hdugo@howard.edu

Please take your time to read this page carefully!

GETTING STARTED:
Welcome to Digital Media Literacy, a 12-module hybrid hands-on introductory
course comprised of video lectures, tutorials, assignments, readings, quizzes and
discussion forums that we will use to help you learn the essential concepts,
techniques, and skills to acquire the communications and life skills necessary for
full participation in our media-saturated, information-rich society. This course will
examine the computer as a medium. Hands-on learning will provide the technical
skills to survive in our new digital culture, while critical readings and assignments
will offer the cognitive skills to understand it. Instead of working for the computer,
we will make it work for us.

1. Getting Started with BLACKBOARD

Course Description: The advent of the computer, and of digital technologies such
as the World Wide Web, has caused profound changes in the way we
communicate and create. Being a literate person today includes digital media

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literacy, which Dr. Renée Hobbs describes as the ability to compose messages
using language, graphic design, images, and sound, and know how to use these
skills to engage in the civic life of their communities.”

Today most people in the United States live “persistently connected” lives. Not
only do they subscribe to cable TV with hundreds of channels and broadband
Internet access, according to Pew Research Center, 90 percent of Americans own
cell phones and another 58 percent own smart phones that permit interactive
activities from watching videos to playing games to listening music as well as
receiving and sending messages. Americans are “always on.” This extends to the
classroom. In school year 2012-13, U.S. students in traditional K-12 schools
enrolled in almost 750,000 online courses through their state (Source: Evergreen
Education Group).

But what does it mean to live in an “always-on” society, when news and
information can flow from anyone with a laptop and WiFi connection? How
engaged are these students online? How do we make sense and validate the
information that we receive to make sure we are knowledgeable about the issues
that affect us? How do we patrol our privacy to make sure our personal information
is safe?

By the end of this class, you will hopefully no longer be passive participants of the
media landscape, but active inquisitors and creators, who can not only critically
reflect on what they consume and create, but also understand its relationship to the
world at large.

Prerequisites or Co-requisites: None

Course Objectives: By the end of this course, we will understand the technical and
conceptual foundations of new media. We will understand and be able to write
critically and clearly about the fundamentals of digital tools, including networking,
participatory culture, copyright, hypertext, narrative, interactivity, and computer
games. This class will help to develop and critically examine the cultural
competencies, technological and social skills necessary for the new media
landscape of the Essential Competencies of Digital and Media Literacy.

By the end the course students will be able to:

1. ACCESS Find and use media and technology tools skillfully and share
appropriate and relevant information with others
2. ANALYZE & EVALUATE Comprehend messages and use critical thinking to
analyze message quality, veracity, credibility, and point of view, while considering
potential effects or consequences of messages
3. CREATE Compose or generate content using creativity and confidence in self-

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expression, with awareness of purpose, audience, and composition techniques
4. REFLECT Apply social responsibility and ethical principles to one’s own identity
and lived experience, communication behavior and conduct
5. ACT Work individually and collaboratively to share knowledge and solve
problems in the family, the workplace and the community, and participate as a
member of a community at local, regional, national and international levels.
-- Digital and Media Literacy (2011), Renee Hobbs.

Course Goals

By participating in this course, students will:

• Acquire an understanding of the historical context, current trends and future
projections of digital communication methods
• Develop an awareness of unintended consequences of new technology
• Become a critical consumer of information
• Become better writers and more analytical thinkers

Learning Outcomes
After completing this course, students will be able to:
• Explain basic concepts and theory in new (digital) media
• Describe the historical context of computer-based communication
• Use e-portfolio, blogging and other web technologies to share personal
thoughts and interact with classmates
• Identify three inventions that provided the foundation for today’s digital
communication technologies
• Demonstrate an understanding of the political, economic, social, cultural and
ethical issues that accompany the use of these technologies.
• Analyze the development of technology and its continuing impact on culture,
the economy, privacy, law, politics, social movements and journalism.

Skill Development
• Be able to use the World Wide Web as a research tool
• Effectively communicate complex subjects in engaging oral presentations
• Develop and refine skill in identifying and citing credible resources
• Demonstrate a self-reliant approach to solving basic technology and
information challenges.
• Demonstrate an understanding of how networked technologies impact issues of
diversity, including race, gender, class and regionalism.
• Demonstrate an understanding of data and statistics to gauge their relevance,
quality or reliability.
• Know the relevant literature in several domains of study relating to new media
and society.
• Develop a set of skills for writing short, theoretically informed pieces that apply
the research literature to real world events and concerns

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 • Outline some of the ethical challenges which youth face in their roles as media
producers and members of online communities.

HOW THIS CLASS IS CONDUCTED:

This class will be conducted in a way that is different from your previous classroom
experiences. In the traditional class, I would lecture and you would take notes
trying to keep up with the facts and information that I presented. Then you would
have homework based on what was discussed in class. In the FLIPPED
CLASSROOM, I will record many of my lectures and post them or link to online
video presentations of the concepts that will be discussed in class. You review and
take notes on these lectures and presentations before class. When you come to
class, bring your notes and plan to work with the students sitting near you. This will
mean a livelier, more engaging class than you have experienced before.

Instructor’s Educational Philosophy

My goal is to provide a stimulating environment for learning. Course material
includes both theory and application, with an emphasis on application to real
world problems and situations. Written and oral reports are required because these
skills are needed in the work environment in general, and in web development,
management, and consulting in particular. Students are required to comment and
collaborate as these are practical skills; the means used demonstrates theories and
technologies explored in class.

FAQs  about  Blackboard  

TEXTBOOKS AND OTHER RESOURCES

No textbook

Supplementary Reading
Mashable.com
Wired.com or Wired magazine
The Next Web (online)
Fast Company (online or magazine)
Robert Scoble (online)

Books:
Gee, J. P. (2007). Good video games+ good learning: Collected essays on video
games, learning, and literacy (Vol. 27). Peter Lang Pub Incorporated.
Gilster, P., & Glister, P. (2003). Digital literacy. Wiley Computer Pub.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they
can change the world. Penguin Press HC.
Watkins, S. C. (2009). The young and the digital: What the migration to social
network sites, games, and anytime, anywhere media means for our future. Beacon
Press.

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COURSE POLICIES

How to be a successful student online:

https://onlinelearninginsights.wordpress.com/2012/09/28/five-step-strategy-for-
student-success-with-online-learning/

http://www.educause.edu/ero/article/how-students-develop-online-learning-skills

Attendance Policy: Attendance, punctuality and adherence to deadlines are

mandatory and will affect your final grade. I will take attendance at the beginning
of each class. Attendance is part of your class participation grade. The instructor’s
grade book is the official record. More than two class absences results in an
automatic, one-letter-grade reduction for the course. Three unexcused tardies equal
one absence. Four absences result in failure of the course. You are expected to be
on time and ready to participate every class meeting. Late arrivals and early
departures will count as partial absence at the instructor's discretion.

Missed Exams or Classwork

There will be no make-up quizzes or make-up classwork. However, if you miss a
quiz or other classwork because of an emergency, you should submit a
documented excuse as explained above.

A. Make-up exams are not permitted for unexcused absences. Students who fail to
attend an exam will be given a grade of zero for the exam. Students who miss an
exam without a legitimate excuse will automatically receive 0 points for that exam.

B. Only students with legitimate excuses will be allowed to make up missed exams.

Computation of Final Course Grade

Your grade for this class will be based on a possible total of 500 points; and your
score will be translated into the 4.0 scale. The final project will be published as a
standalone website using WordPress as a content management system.
Your final grade will be based on the total points received.

In-Class Assignments/ Class Participation ……. Up to 50 points

Quizzes …………………………………………………….75 points
Reading Reponses/Reflections………………………….…75 points
Midterm Assignment……….…………………………….. 100 points
Final Project…………………………………………………150 points,
Experiential Component ……………………………… 50 points

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(In addition to the meeting with your discussion group outside class, students will
be asked to attend a lecture, movie screening or other campus event.)
Total: Up to 1,000 points

Letter Grade Point Ranges Grade Point Value

A – 400-500
B – 300-399
C – 200-299
D – 100-199
F -- 0 – 99
*****These percentages are subject to change because of additional or fewer
assignments as needed.

EVALUATION CRITERIA

High quality writing and work (A or 90 – 100%)

The assignment consistently exceeds expectations. It demonstrates originality and
creativity. It also demonstrates use of critical thinking skills. It contains all of the
information prescribed for the assignment and demonstrates a command of the
subject matter. Paper is formatted as syllabus instructs and is presented in clear,
readable format. Establishes and maintains a clear understanding of the assignment.
Expresses ideas clearly. There are few grammatical, mechanical or organizational
issues that detract from presenting idea. Work is publishable with few or no
corrections.

Quality writing and work (B or 80 – 89%)

The assignment consistently meets expectations. It contains all of the information
required for the assignment and demonstrates a command of the assignment. May
have some organizational or grammar challenges but these do not significantly
detract from the assignment goals.

Acceptable writing and work (C or 70 – 79%)

The assignment fails to consistently meet expectations. The assignment is complete
but contains problems that detract from the intended goals. These issues may relate
to content detail, grammar, or a general lack of clarity. Other problems may include
not fully following assignment directions. Information, descriptions, or details are
vague, general, or repetitive. Lacks a variety of sentence types, lengths, and
beginnings. Some spelling, punctuation, capitalization, and word usage errors. Some
errors of subject/verb and noun/pronoun agreement. Some sentence fragments.
Paper is difficult to read.

Poor writing and work (D or 60 – 69%)

The assignment fails to meet expectations. It is incomplete or in some other way
consistently fails to demonstrate a firm grasp of the assigned material. Below C

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Little or no understanding of the assignment. Many errors of subject/verb and
noun/pronoun agreement. Many sentence fragments and run-ons. Sloppy
presentation. Incorrect format. No succinct conclusion. No title/header.

Unacceptable project and work (F or 59% and below)

No understanding of the assignment; much of the components of the assignment are
missing; the assignment is completely formatted incorrectly; accidental or intentional
plagiarism.

FAILING THE COURSE: A student may fail the course if the student does not
complete assignments or meet expectations for assignments as outlined in the
syllabus. IMPORTANT: Missing the midterm exam (or project) or missing session(s)
featuring the final student presentations or failing to turn in the final project will
result in course failure.

Incomplete Grades and Withdrawals

University policy permits incomplete grades only in extenuating circumstances for
emergencies occurring near the end of the semester that prevent completion of the
course AND only if 70 percent or more of the coursework has already been
completed. You must meet both conditions. Emergencies must be documented
beforehand in the dean’s office or Academic Advising in the School of
Communications and/or the Office of Special Student Services. If you fall behind
for other reasons, don’t ask for an incomplete grade. Make plans to retake the
course—even if it means delayed graduation.

You must submit a request for an incomplete grade in writing with the appropriate
documentation before final grades are due. You are also required to sign a
document justifying the incomplete grade, verifying the current grade of
Incomplete/F (I/F) and outlining remaining assignments with due dates to be
completed before the university deadline. Copies of the form will be distributed to
you, the dean’s office and the Department of Media, Journalism and Film. Your
incomplete grade will automatically convert to an F if the terms of the agreement
are not fulfilled.

CODE OF CONDUCT

We expect you to behave professionally and be respectful when participating in

the discussion forums. Cheating cannot be controlled in a class like this, but it
really goes against your best interest: if you turn in work that is not yours (or if
you turn in something meaningless), you will hurt your learning experience.

VERY IMPORTANT: The instructors reserve the right to warn, or even remove from
the course, students that do not respect ethical rules regarding exercises, quizzes,
assignments and students that engage in disruptive behavior. This includes

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practicing respectful communication in class and in the discussion forums with
your peers and colleagues.

ACADEMIC INTEGRITY AND PLAGIARISM

I take academic integrity extremely seriously. When you turn in work that is not
your own, you communicate to me that you are not serious about this course and I
will adjust your grade to reflect that. If I suspect that you have submitted dishonest
work, you will receive a zero for the assignment. You may also fail the course and
the case may be forwarded to department and university administrators. If you have
any doubts as to whether work you plan to submit violates the standards of
academic integrity, please ask me in advance. It is better to have an honest
question cleared up before the fact than to risk failure and disciplinary action.

Please keep in mind that the School of Communications maintains a zero-tolerance

policy on plagiarism, cheating, fabrication (including fake sources and quotations),
forgeries and duplication, which also includes submitting the same work to more
than one class or media outlet without prior faculty approval. All of your work must
be original and created by you. Joint projects must be pre-approved with clarity
and documentation of the division of labor. Committing any of these infractions
could result in:
• A failing grade for an assignment or the course
• Suspension for a semester or more
• Delayed graduation
• Expulsion from the university and/or
• Revocation of your degree — even if the infraction is discovered years after you
graduate.

Plagiarism is a reprehensible offense. It is an act of dishonesty and undermines the

credibility that is essential to all professional communicators. The Howard
University H-Book for Academic Offenses (Section II.1.b) defines plagiarism as: “to
take and pass off as one’s own the ideas, and writings of another, without
attribution (without acknowledging the author).”
The copying does not have to be exact to be plagiarism. Shuffling the order of
ideas, moving paragraphs around, loosely paraphrasing, or changing a word here
and there does not mean you have made the work your own.
Students in the Department of Media, Journalism and Film are expected to do
original analysis, reporting, writing, editing, filming or capturing of audio. This
includes social media and other forms of communications. Students are expected
to explicitly cite the sources of any information that is not derived from their own
independent work.

Here are a few don’ts:

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 • Don’t use excessive citations from a single source, which can result in a
copyright infringement. Put in the work to make the story your own.
• Don’t include excessively long quotations without attribution. That’s plagiarism.
• Don’t use images or audio without permission.
• Don’t assume that information widely available to the public on the Internet or
through other means is fair game. This includes many instances of “common
knowledge.” For example, if you’re thinking, “Everyone knows that.” Ask
yourself, “How do they know?” Go to the source of the information, and cite
the source.

Here’s a rule to live by: If you have any doubt about the need to cite a source, cite
the source. Err on the side of over-attribution. If you don’t know, ask. In addition,
please review the plagiarism information under Library System atwww.howard.edu.
All instances of plagiarism or other forms of academic misconduct are documented
in the student’s academic record, filed in the dean’s office and require a meeting
with the instructor and the chair and/or assistant chair of the Department of Media,
Journalism and Film at minimum. The department will seek the immediate
suspension of any student whose academic record includes previous punishment
for plagiarism or similar misconduct.

COURSE REQUIREMENTS
You will learn how to create a website using Wordpress, free blogging software;
how to create a blog; and how to create a PowerPoint presentation and share it
from the web. 1. Develop an e-portfolio of your work for your professor’s review at
midterm and at the end of the semester.

Teaching methodologies: This course will use a variety of teaching methods

including but not limited to lectures, guest speakers, discussion groups, online
teaching and group projects.

1. Reflective e-portfolio (created with Wordpress.com)

2. Reflections (published on site created with Wordpress.com)
3. Midterm exam/project
4. Final Project
5. Use of social media. Please set up the following accounts: Spreecast.com,
Twitter.com, Facebook.com, Linkedin.com, Google Hangouts,
Instagram.com, Vine.com, Youtube.com.

Reflective e-Portfolio using Wordpress

The reflective e-portfolio will document student learning, development and any
challenges encountered along the way. Students will reflect upon their learning,
identifying how their knowledge in a particular field has developed and identify
present and future challenges. The e-portfolio has the capacity to be a learning
tool, an assessment tool, and a record of achievement. Do not use copyrighted

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material in your reflection unless you create them. You will be expected to produce
an e-Portfolio using Wordpress to serve as a resumé and a showcase of your work.

Students are asked to reflect upon readings to help gain cognitive understanding of
material as well as to hone analytical skills. Reflection assignments are not graded,
except for completeness. Be sure to check your spelling and grammar, however!
Minimum requirements for all posts and reflections: 150-200 words, one image,
two out-bound links, one comment on classmates posting, one comment on blog
you are following. Each regular weekly reading post should be categorized as
“reading.” If you don’t do the readings, it will be challenging to actively participate
in class discussion. This is not a lecture class!

How to Write a Reflective Statement:

http://metroacademies.myefolio.com/efolio/reflect

Course Structure
This course is designed to provide an online experience, including both face-to-
face and online activities.
Contact time will be divided in the following way:
10% face-to-face
90% online

Online sessions will be a blend of self-paced and group activities using Canvas and
other websites. Activities will consist of discussion forums, email, journaling,
blogging, wikis, multimedia presentation and web posting. Face-to-face sessions
will be held in Room XX.

1. Student Wordpress ePortfolio

Students will create an ePortfolio using WordPress.com where they will reflect
upon (not summarize!) each week’s readings. Students are asked to write about the
readings to help gain cognitive understanding of material as well as to hone
analytical skills. Weekly reading assignments are not graded, except for
completeness. Be sure to check your spelling and grammar.

Reflections on Readings: 150-200 words, one image, two out-bound links, one
comment on classmates posting, one comment on blog you are following. Each
week your instructor will post a discussion question on the course Blackboard site.
Most of these questions will be based at least in part on the assigned readings for
the week.

See Rubric.

• LEARNING COMMUNITY
• This is a seminar course with a stimulating collaborative learning atmosphere.

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 • We will establish a general foundation for common knowledge together,
however, this class will allow you to follow your own passion, and to learn
• about the areas that capture the interest of your colleagues. Successful students
in this class will (1) take advantage of the opportunity to pursue their own
interests; and (2) actively engage in class readings, discussion, and activities.

CLASSROOM ETIQUETTE
Please arrive on time for all class meetings. Late students will not be permitted to
enter more than 10 minutes late. Students who habitually disturb the class by
talking, arriving late, etc., and have been warned may suffer a reduction in their
final class grade.
LAPTOPS, CELL PHONES: The judicious use of a laptop during class is both useful
and encouraged. However, please limit non class-related surfing or other activities.
Please set your cell phones on vibrate and limit conversations—either by voice,
text, or messaging to our breaks. Mobile phones, watch alarms, iPod and other are
permitted for use in in-class assignments and research when the professor allows it.
But should not be used for personal communication during class time. Please
silence cell phones and other audio devices. Those not heeding this rule will be
asked to leave the classroom/lab immediately so as to not disrupt the learning
environment.

Why you should take notes by hand — not on a laptop:

http://www.scientificamerican.com/article/a-learning-secret-don-t-take-notes-with-
a-laptop/

BACK UP, BACK UP BACK UP. Store your work on a portable USB storage device
(flash drive). Always backup assignments on a separate flash drive. Always have at
least two digital copies of everything that you create. Viruses are rampant. There
will be NO accepted excuses for assignments lost to computer failure or lost flash
drives. If you lose your work before it is graded, it will result in a failure. You can
use Dropbox or Google Docs or Microsoft OneDrive to back up assignments.

CONTACTING THE INSTRUCTORS

We will make every attempt to answer emails promptly. Please allow 48 hours for
us to get back to you. If you include “SCOM” in the subject line of your email that
will alert us that you have a class-related issue. I encourage you to consult this
syllabus and any documents distributed in class before posing redundant questions
(particularly if you have been absent from class).

I am happy to meet with you in order to accommodate your schedule. I also

strongly encourage you to send questions, comments, concerns to me via email. I
check my campus email less frequently on F-Su; please do not expect an answer to
email sent F-Su until Monday. Please use clear subject lines that includes the
course number SCOM120. If you have not heard from me within 48 hours, please

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resend; it would also be a
good idea to also change the subject line. [Note: emails without subject lines will
not be read; they are automatically filtered into the spam folder.]

***You are much more likely to receive a response from faculty and staff when
your correspondence is professional and courteous. I prefer to be addressed as
Professor Sturgis.

We are here to help – so always feel free to ask questions or share ideas. You are
encouraged to drop in during office hours, or we can talk after class or we can set
up an appointment at another time that is more convenient for you. E-mail is a
sure-fire way to contact me. E-mail is an excellent communication tool, and I
check mine on a very regular basis. I’ll usually answer within 48 hours. In class I
will talk about our communication via social media.

Class Participation and Group Work Policy

Everyone must take part in a collaborative project. Once formed, groups cannot be
altered or switched, except for reasons of extended hospitalization.

Formatting and File Naming Conventions

Use a one-word slug (or label) for each article and its multimedia components.
Number multiple components, such as photos. Add your byline to the story slug
and your initials to multimedia components. Include your last name in the slug line
for audio. Add the initials of the editor/producer, i.e., Jasmine Doe would be jd at
the end. For example:

METRO-Ingrid Sturgis-jd
METRO PIX 1-is-jd
METRO PIX 2-is-jd
METRO VIDEO-is-jd
METRO AUDIO 1-SMITH-is-jd
METRO AUDIO 2-JONES-is-jd
METRO CHART-is-jd

Single space articles without paragraph indentations and leave a line space
between paragraphs—similar to the format of this syllabus. Make sure the correct
byline is at the top of the article. The writer and/or you should create hyperlinks for
all proper nouns and other reader-friendly information. All stories MUST include
hyperlinks. Double check links to make sure that they work.

All written assignments must be TYPED AND DOUBLE-SPACED WITH AT LEAST

A ONE-INCH MARGIN ON ALL SIDES, unless otherwise noted. INCLUDE A
CITATION FOR ALL RESEARCH MATERIALS. Include your name, e-mail address,
course name, assignment description, and date in the upper left corner. This

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information can be single-spaced. Do not include your student ID number. Please
submit both a HARD COPY OF YOUR ASSIGNMENT ON PAPER, AND UPLOAD
via Canvas’s DISCUSSION BOARD, ASSIGNMENT TOOL, or TESTS/SURVEYS. Do
not e-mail assignments, unless instructed. E-mail should be used primarily to
communicate with Professor Sturgis. Edited assignments must be also posted to
your blog.

SUPPORT
Library Support: If you have questions about databases or search strategies, you
can contact the reference staff in Founders’ Library.
Tutorial Support: http://www.cetla.howard.edu/wac/students.aspx
A number of institutions have organized a staff of cybertutors so that their students
can receive one-on-one assistance online. You can search the Web for tutorials
that provide explanations and self-scoring quizzes. See, for instance, the Darling’s
Grammar site at http://grammar.ccc.commnet.edu/grammar/ for writing
tutorials. You can also watch a number of short videos to improve your study skills
(including time management) on Dartmouth’s Academic Success Center website at
http://www.dartmouth.edu/~acskills/success/index.html.

SUPPORT SERVICES
American Disabilities Act (ADA)
Howard University is committed to providing an educational environment that is
accessible to all students. In accordance with this policy, students who need
accommodations because of a disability should contact Dean for Student Services
(202-238-2420), as soon as possible after admission to the University or at the
beginning of each semester. If you need a special accommodation required by the
American Disabilities Act, please document and discuss your disability with me
during the first two weeks of classes.

Tutorial Services
Writing Center
For additional assistance with your writing, visit HEC 1024 (M – TH 9-5) or Locke
100 (see the posted hours). Tutors from the Department of English can provide
one-on-one or computer-assisted instruction.

COURSE SCHEDULE
This  syllabus  is  a  general  guide  to  the  semester.  It  is  subject  to  change.  Changes  will  
be  either  announced  in  class,  on  the  course  website  (http://blackboard.howard.edu)  
or  via  e-­‐mail.  It  is  the  students’  responsibility  to  keep  abreast  of  courses  changes.  

Week 1, Part 1: GETTING STARTED

1. BLACKBOARD TUTORIAL
2. Course Introduction and Syllabus Overview

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What does it mean to be “literate” and how has this changed as a consequence of
the introduction of new communication technologies? What social skills and
cultural competencies do young people need to acquire if they are going to be able
to fully participate in the digital future? What are the ethical choices young people
face as participants in online communities and as producers of media? What can
Wikipedia and Facebook teach us about the future of democratic citizenship? How
effective is Youtube at promoting cultural diversity? What relationship exists
between participatory culture and participatory democracy? - See more at:
http://henryjenkins.org/2009/08/new_media_literacies_-
_a_syll.html#sthash.LGsLPAYG.6krEWHOR.dpuf

A. Set up Wordpress e-Portfolio

You will be expected to produce an e-portfolio or website using WordPress, to
serve as a resumé and a showcase of your work. The Wordpress will be used to
evaluate how students summarize and synthesize learning activities. The initial site,
due at midnight, will include a functional web site with a working home page, an
“about” page (may be called something else) and at least one other page. Must
have social media integration; does not have to include a blog. Must have plugins.
It will be assessed on aesthetics, usability, functionality, social network integration
and creativity.
Create Introductory Post.
1. Write a post introducing yourself to your classmates in a paragraph or two.
2. Shoot a Vine video tag or Instragram (6 seconds only) and add the link/hashtag
#SCOMHU120 to your introductory post. Provide a link to your Wordpress in the
Discussion Board.
3. SOCIAL MEDIA:
Set up accounts for Facebook, Linkedin, Twitter, Google, Instagram, Vine,
Socrative and YouTube.

* WHERE TO GET IMAGES THAT DO NOT VIOLATE COPYRIGHT:

http://www.bjp-online.com/2014/03/getty-images-makes-35-million-images-free-in-
fight-against-copyright-infringement/

E-Portfolio Assessment:
100 points: Above average design, usable for primary use case, functional/SN
integration, demonstrates creative thought and initiative (beyond bare bones)
90 points: Aesthetically pleasing, usable for primary use case, functional/SN
integration
80 points: Lacking in one area: Aesthetically pleasing, usable for primary use case,
functional/SN integration
70 points: Lacking in more than one area: Aesthetically pleasing, usable for primary
use case, functional/SN integration

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Wordpress Tutorial I
https://www.youtube.com/watch?v=qKT9E8Xf4t4&list=PLSelBeVGga2p_3ty32NY6
wAJiOj61wf-6

Wordpress Tutorial II
https://www.youtube.com/watch?v=m8tdsoGCzKw&index=8&list=PLSelBeVGga2p
_3ty32NY6wAJiOj61wf-6

WP Tutorial III Part 1:

https://www.youtube.com/watch?v=kXs2Nsdb_kk&list=PLSelBeVGga2p_3ty32NY
6wAJiOj61wf-6

WP Tutorial III Part 2:

https://www.youtube.com/watch?v=UCZ4gAPxnSg&list=PLSelBeVGga2p_3ty32NY
6wAJiOj61wf-6

Creating pages and menus: https://www.youtube.com/watch?v=P5dFco1ctyE

Creating slideshows: https://www.youtube.com/watch?v=-D6WfQqY7QI
Embedding:  http://en.support.wordpress.com/videos/youtube/

HOMEWORK: Copy and paste the link to your Wordpress site to Blackboard

Note: From now on, click ASSIGNMENTS to retrieve your assignments via
Canvas. If you print out an assignment, remember to check ANNOUNCEMENTS
regularly to see whether I have revised it.

4. Writing assignments = Reflection

Throughout the semester you are responsible for writing a reflection, a regular blog
post related to the theme of the week. Your task is to go beyond descriptive daily
journalism (what happened) to become more analytical (why and with what
consequence). The strongest posts will connect with the readings in the class and
academic literature, and have some topical angle that frames the post. It is due at
on Monday before class. Minimum requirements for all blog posts and reflections:
250 words, one image (with permission to use it or take yourself), two out-bound
links, one comment on discussion board. The e-portfolio of your work will be
reviewed at midterm and at the end of the semester.

Weekly reflection: What makes new media new?

How do you think Epic 2015 reflects the reality of media today?

5. Discussion forum: The class discussion forum will be our primary resource and
point of contact outside of the classroom. Provide a link to your Wordpress in the
Discussion Board. Readings, videos and links will be posted on the class website

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for reference and will be used in class. You will be expected to visit the site weekly
for information relating to class and to assignments. You will also be expected to
respond to questions and posted content in the discussion forum.

Week 1, Part 2: Evolution of Digital Communication

The history of technology with focus on the introduction of personal computers, the
origination of the Internet and Web and how various sites and platforms — things
like browsers, search engines, social media and mobile apps — have disrupted
traditional media. This approach offers a mindset that encourages students to think
innovatively about what could or should come next.

Readings/View:
How the Web Was Won:
http://www.vanityfair.com/culture/features/2008/07/internet200807

What  is  Web  2.0?    

http://oreilly.com/web2/archive/what-­‐is-­‐web-­‐20.html  

Long Live the Web. By Berners-Lee, T. (2010). Scientific American, 303(6), 80-85.

View:
http://www.youtube.com/watch?v=6ILQrUrEWe8
A 1981 news report about the Internet: http://www.wimp.com/theinternet
A view of the future of media: http://www.albinoblacksheep.com/flash/epic2015

Optional: Computer history timeline:

http://www.computerhistory.org/timeline/?year=1994

Reflection:
How do networks shape the way we organize information and communicate?
What are networks?

Week 2, Sept. 3: Finding and Evaluating Online Information

Developing an efficient research technique is made much more complex in this
Information Age, in which has seen an explosion of information on the Internet.
The “democratization of distribution,” a termed coined by Om Malik of
GigaOm.com, a technology blog, has resulted in a torrent of information. The
reader is faced with so much content that it is difficult to discern the reliability of
the information uncovered. Who vets what is found online? Excellent resources
reside alongside others of questionable reliability. The module will teach you to
effectively evaluate the information found on the Internet to gauge potential
relevance, quality or reliability.

Read: http://guides.library.jhu.edu/content.php?pid=198142&sid=2717962

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http://www.infotoday.com/searcher/sep00/piper.htm
http://www.csuchico.edu/lins/handouts/eval_websites.pdf
http://www.journalism.co.uk/news-features/how-to-verify-content-from-social-
media/s5/a548645/
View: http://youtu.be/pEJPf5NjELI
Review: http://snopes.com/

Assignment: Treasure Hunt: http://www.dhmo.org/

Week 3: Social Networks

One of the most studied areas of the effects of digital media on society comes in
the context of the public sphere, where debates about its nature and changing
shape have been ongoing for almost 30 years. This week focuses on the
consequences of changing technologies on public life.

View:
Godin, S. (2008). Tribes: We need you to lead us. Portfolio Trade.
https://www.ted.com/talks/seth_godin_on_the_tribes_we_lead

Readings:
Rosen, J. (2006). The people formerly known as the audience. PressThink, June, 27.
http://archive.pressthink.org/2006/06/27/ppl_frmr.html

The people formerly known as the audience:

http://www.economist.com/node/18904124

Viewing: Our Digital lives: http://www.ted.com/playlists/26/our_digital_lives.html

(10)

In-Video Quiz
• What role do mobile devices play in democratic, political and economic
actions.
• How do you live a life online? What role does privacy play in an online life?
• What are the effects of networked technologies on our relations with others and
our identities?
• How do social networks transform the way we interact?

Week 4: Creativity and Innovation, legal contexts of digital media

Introduction: The rise of the Internet has spurred a broad change in creativity and
innovation. The web makes it easier to cut and past and remix previous works of
creativity. It allows expertise to be distributed across networks and across the
world. Some say this has eroded the copyright protection for innovators and

  17  
creators, others say copyright laws must change to reflect the new paradigm of mix
and remix culture.

View:  
http://youtu.be/0QiO_H0-ok8

View:
1. http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html
Walking on Eggshells Parts 1-3
2. Part 1.
http://www.youtube.com/watch?feature=player_embedded&v=Jt0ASo_6Sdg

Read:
1. http://www.newyorker.com/magazine/2004/11/22/something-borrowed
2. http://www.wired.com/threatlevel/2011/01/hope-image-flap/

Optional:
1. http://www.ted.com/talks/amanda_palmer_the_art_of_asking.html

Reflection:
How has the computer and digital technology changed the way we tell stories?
How storytelling and the written word changed in the digital age.
Read: Sturgis/Shurn: Game play

• Listen: http://www.onbeing.org/program/seth-godin-on-the-art-of-
noticing-and-then-creating/5000/audio

Reflection: Select one of the following and develop for your reflection.
• Fair use. How does fair use of digital materials affect the work of
students and teachers?
• How does fair use affect the work of you as content creator?
• How has social networks changed the relationship between creators
and their audiences?

EXPERIENCE CREDIT:

From Github to Gifs to Memes: New art forms and shared creativity in the digital
age
The art of storytelling is expanding to creative works, promotional activities and
personal branding. Digital media are shaped not only by organizing bodies, legal
codes and government regulations, but also social norms. This weeks looks at how
distributed creativity is giving rise to new art forms.

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Telling story though images. Internet Art
How to make an animated GIF.
http://www.fastcodesign.com/1671737/mesmerizing-art-from-a-master-of-the-
animated-gif
http://www.thewire.com/technology/2012/06/25-year-history-animated-gif-gif-
format/53608/
http://blogs.loc.gov/digitalpreservation/2014/06/exhibiting-gifs-an-interview-with-
curator-jason-eppink/
http://www.theverge.com/2013/10/17/4844814/would-you-pay-2000-for-a-gif
http://www.howtoflyahorse.com/why-memes-matter/

Exercise: Make a Gif

Easy options:
http://makeagif.com/
https://imgflip.com/gifgenerator
http://www.buzzfeed.com/katienotopoulos/how-to-make-a-gif-without-
photoshop#2vqvxi8
http://gifmaker.me/

Challenging options
http://lifehacker.com/the-complete-guide-to-making-animated-gifs-1503276993
http://gizmodo.com/5941436/how-to-make-a-gif-in-five-easy-steps

Variety of options:
http://www.wired.com/2014/08/youtube-gif-converter/
http://webtrends.about.com/od/prof4/tp/Free-Gif-Maker-Apps-Iphone-Android.htm

Homework: Create a meme or gif to tell the story of a the creative challenge in
today’s digital world. Embed the image in your Wordpress.

Week 5: Digital Economics

Introduction: A central set of questions relates to the political economies of digital
media and the attendant practices individuals craft around them. We consider here
the economic value(s) of the key infrastructure providers of networked technologies
and the impact that new media has had on industries such as the financial sector.
This module introduces new careers created by the digital age and the need to
prepare for jobs that don’t exist yet.

View:
• Why Creativity is the New Economy - Richard Florida
• https://www.youtube.com/watch?v=VPX7gowr2vE
•
Read:

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 • http://www.wired.com/2013/01/thriving-in-the-new-economy-how-online-
is-changing-how-work-gets-done/
• http://www.newyorker.com/magazine/2013/11/25/gross-domestic-freebie

Optional: http://ebusiness.mit.edu/ide/initiative/index.html

In-Video Quiz

Week 6: Digital Divide

Introduction: According to the New York Times: "Increasingly, we are a country in
which only the urban and suburban well-off have truly high-speed Internet access,
while the rest — the poor and the working class — either cannot afford access or
use restricted wireless access as their only connection to the Internet. As our jobs,
entertainment, politics and even health care move online, millions are at risk of
being left behind." This module examines who make up the digital divide, whether
or not it is growing and possible remedies to avoid leaving the poor, working class
and senior citizens behind in the digital age.

Read:
1. Technology Trends Among People of Color
http://www.pewinternet.org/Commentary/2010/September/Technology-Trends-
Among-People-of-Color.aspx
2. How Big Telecom Used Smartphones to Create a New Digital Divide
http://colorlines.com/archives/2011/12/the_new_digital_divide_two_separate_but_
unequal_internets.html
3. The Digital Divide, ICT and the 50x15
Initiative http://www.internetworldstats.com/links10.htm
4. Who’s not online and why
http://www.pewinternet.org/~/media/Files/Reports/2013/PIP_Offline%20adults_092
513_PDF.pdf
5. The New Digital Divide
http://www.nytimes.com/2011/12/04/opinion/sunday/internet-access-and-the-new-
divide.html?pagewanted=all

Optional:
• http://www.washingtonpost.com/business/technology/gap-between-those-
who-use-internet-and-those-who-dont-is-widening/2013/11/12/d9d8d002-
4726-11e3-a196-3544a03c2351_story.html
• Designing a Smart-Phone Alphabet for the Illiterate
http://www.technologyreview.com/news/427376/designing-a-smart-phone-
alphabet-for-the-illiterate/
• TED Talk videos: http://www.ted.com/playlists/26/our_digital_lives.html

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Reflection: Select one group impacted by the digital divide and devise a way to
help them bridge the digital gap.

WEEK 7: Politics
Introduction: From Howard Dean’s groundbreaking presidential run in 2004 to
Barack Obama’s victory in 2008, digital media is transforming political
engagement in both expected and unexpected ways.

Read:
• SOCIAL MEDIA OPTIMIZATION.REV5.pdf
• TRADITIONAL MEDIA politics.REV4.pdf
• http://mprcenter.org/blog/2013/01/how-obama-won-the-social-media-
battle-in-the-2012-presidential-campaign/
• http://www.theguardian.com/world/2012/feb/17/obama-digital-data-
machine-facebook-election?newsfeed=true
• Participatory_Politics_New_Media_and_Youth_Political_Action.2012.pdf.
Read pages v.-ix.

Listen:
http://www.npr.org/2014/08/16/340857860/how-social-media-helped-spread-
protest-in-michael-brown-shooting
Watch: http://www.ibtimes.com/mike-brown-video-ferguson-vines-show-how-
social-media-shapes-missouri-protests-1661826

Optional: http://firstmonday.org/ojs/index.php/fm/article/view/4947/3821
http://www.niemanlab.org/2014/02/how-a-crime-becomes-political-trayvon-
martin-and-the-way-different-media-co-create-the-news/

Reflection: What role do mobile devices play in democratic, political and

economic actions?
How has the Internet changed the role of the community organizer?

EXPERIENCE CREDIT: HOW TO CREATE A MEME.

https://imgflip.com/memegenerator
http://www.quickmeme.com/caption
http://www.wikihow.com/Make-a-Meme
http://makeameme.org/
http://www.digitaltrends.com/social-media/how-to-make-your-own-
meme/#!bNrZKJ

Week 8: Personal Learning Networks

Introduction: As philosopher John Dewey made clear, true education arises from

  21  
thoughtful exploration of the genuine problems we encounter in daily life.
Information needs are both personal and civic (Knight Commission, 2009). We
look to digital and media literacy to help us more deeply engage with ideas and
information to make decisions and participate in cultural life.

Read:
• http://www.wired.com/wiredenterprise/2013/03/jimmy-wales-wikipedia.
• In the Digital Era, Our Dictionaries Read Us – See readings in Blackboard
• http://www.dailyherald.com/article/20140804/news/140809582/
• http://www.newrepublic.com/article/112731/moocs-will-online-education-
ruin-university-experience
• GED to go digital http://www.washingtonpost.com/local/education/ged-will-
go-digital-next-year-in-va-elsewhere/2013/04/12/76fbfa84-a39a-11e2-82bc-
511538ae90a4_story.html

Listen: http://www.marketplace.org/topics/economy/education/challenging-new-
ged-exams-go-all-digital

View: How to Change Education - Ken Robinson:

https://www.youtube.com/watch?v=BEsZOnyQzxQ

Optional:
Read: How to add an item to Wikipedia
http://en.wikipedia.org/wiki/Wikipedia:Contributing_to_Wikipedia#Getting_started

Week 7: Online News: The digital dynamics of the news media

Introduction: While campaign organizations and political offices have undergone
significant changes over the past 20 years, they’ve persisted institutionally.
Journalism, however, has undergone rapid and profound shifts. This week looks at
some of the shifts in new media and journalism from a host of different cultural,
organizational, social and economic perspectives.
Read:
The New Journalism: Goosing the Gray Lady: http://nymag.com/news/features/all-
new/53344/
http://www.wired.com/2013/05/how-the-global-open-data-movement-is-
transforming-journalism/

Are Traditional Media Dead?: Read Intro

http://www.tandfonline.com/doi/pdf/10.1080/21670811.2012.740273

Reflection: Review the study “Mobile News: A Review and Model of Journalism in
an Age of Mobile Media,”posted at Journalist’s Resource. In a blog post, evaluate
the digital business strategy of a particular news organization. Touch on some of
the broader theoretical questions about digital commerce.

  22  
Week 11: Big Data and the future of computation
Introduction: The emergence widespread computing has led to large volumes of
data being released by government agencies as well as compiled by companies
and as part of social media networks have created challenges include capture,
curation, storage, search, sharing, transfer, analysis and visualization. This module
discusses big data and its possibilities, and limits, as well as inherent privacy and
political aspects.

Keywords: Data, Big Data, Data Visualization

http://www.makeuseof.com/tag/7-ways-to-make-a-google-map-using-google-
spreadsheet-data/

View:
http://www.ted.com/talks/david_mccandless_the_beauty_of_data_visualization.htm
l
Read:
Nate Silver -- See Readings in Blackboard
Big Data from Cheap Phones. – See Readings in Blackboard
http://www.propublica.org/nerds/item/doc-dollars-guides-collecting-the-data
http://www.wired.com/insights/2013/05/how-the-global-open-data-movement-is-
transforming-journalism/
http://www.google.com/transparencyreport/
http://www.makeuseof.com/tag/7-ways-to-make-a-google-map-using-google-
spreadsheet-data/

Week 12: Personal Branding

Introduction: Personal branding is no longer an option; it’s a powerful leadership
enabler. Your personal brand should represent the value you consistently deliver to
those you serve. The module discusses the tools to developing a strong personal
brand.

Read:
http://gary.tumblr.com/post/78887853/legacy-is-greater-than-currency

View:
http://www.fastcompany.com/1823437/mastering-uncomfortable-art-personal-
branding

Final project

  23  
Student groups will post a five-minute presentation in the Discussion Forum on a
topic related to digital media and society.

WEEK 13: PRESENTATIONS

WEEK 14: PRESENTATIONS

WEEK 15: PRESENTATIONS

Syllabus adapted from the work of Kathy Gill and Journalists Resource

http://creativecommons.org/licenses/by/3.0/
Unless otherwise noted this site and its contents are licensed
under a Creative Commons Attribution 3.0 Unported license. - See more at:
http://journalistsresource.org/syllabi/digital-media-and-society-syllabus-covering-
social-media-technology-and-a-networked-world#sthash.3TlFvoCa.dpuf

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